Roman Sporting Culture Lesson Plan

Roman Sporting Culture

1.  Descriptive Data

Teacher ___Dustin Dearman____  Subject Area _Social Studies________  Date _12-3-12____ 

Grade Level _7___  Unit Title __Culture__________   Lesson Number _1 

2.     Plan the Lesson:

      Learning Purpose:

Standards (list local, state, or national standards which will be met upon completion of this lesson):

G.3.7.2
Investigate the infrastructure of population centers

H.6.7.7
Examine contributions that past civilizations made to the modern world (e.g., arts, architecture, aqueducts, legal system, math, language, science, transportation)

H.6.7.6
Explore the development of the Roman Empire and the people associated with it (e.g., Augustus, Julius Caesar, Hannibal)

Common Core Writing Standard

3. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a.  Introduce a topic clearly, previewing what
is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

c.  Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e.  Establish and maintain a formal style.

f.  Provide a concluding statement or section that follows from and supports the information or explanation presented.

4. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

Common Core Speaking Standards

4. Present claims and findings, emphasizing
salient points in a focused, coherent manner
with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Common Core Reading Standards for literacy in Social Studies

1.     Cite specific textual evidence to support analysis of primary and secondary sources.

2.     Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

3.     Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

Goal(s): Students will have an appreciation and understanding how culture from ancient civilizations influence our present-day lives. Students will press themselves to ask “Social Scientist Questions” Who? What? When? Where? Why? And How?

Lesson Objective(s): TSWBAT identify the Roman Colosseum, Circus Maximus and the events held there by taking notes on a cardboard foldable.

TSWBAT write a one-paragraph narrative describing a personal experience at a sporting event and make the connection to a Roman’s experience during class and small group discussions.

TSWBAT compare and contrast the differences between types of gladiators and the roles they played.

Essential Questions:

How does Roman sporting culture compare to modern-day sporting culture? How are they different?

      Related Subject Connections:

            Writing/Research/Scientific reasoning/Arts

Modifications for special needs and gifted (Identify the group. What parts of the lessons are modified? Students with ADHD will be given pre-copied notes and will be placed into groups they may be most interested in.

Assessment of Student Learning:  Students will be taking notes using a foldable. They will pair-share questions.

Materials and Equipment needed: Cardboard paper foldables, prezi presentation, pencil.

3.    Implement the Lesson:

      Grouping for lesson: _x_ whole group _x_ small group _x_ individual

(__5_ minutes) Set (List specific statements or activities you will use to focus students on the lesson for the day.)

- Students will write a paragraph describing a sporting event they attended. They will describe the game or event as well as the experience as a spectator, the crowds, the goings-on around the stadium.

 (_10_ minutes) Making the Content Comprehensible (C² ):  (Teacher behavior - explain each step)

The teacher will deliver a 10-minute Prezi presentation on the Roman Colosseum, Circus Maximus and the Gladiators. Students will take notes and ask five questions (Who? What? When? Where? Why? And How? During each of the three sections)

http://prezi.com/paf0qxqtikq8/roman-colosseum-circus-maximus/

       (_10__ minutes) Guided/Class Activity (Student learning activities done without help - explain each step)

       Students will finish and share their one-paragraph narratives to the class. How was the student’s experience possibly similar to that of the romans? Was their experience similar to that of a plebian or a patrician?

4.      Conclude and Extend the Lesson:  (NMSA Standards 1, 2, 3, 4, and 5)

(_5_ minutes) Closure:

Students divide into groups (The Colosseum, Circus Maximus, The Gladiators, The Games, and Modern Day. The students will be given directions for a group project due at the end of the week.