Curriculum / ELA / 3rd Grade / Alternate Unit 2: Exploring Ancient Civilizations: Rome / Lesson 1
ELA
Alternate Unit 2
3rd Grade
Lesson 1 of 21
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Describe how the Roman army shaped the future of the Roman Empire.
Book: Ancient Rome and Pompeii: A Nonfiction Companion to Magic Tree House #13 by Mary Pope Osborne and Natalie Pope Boyce (April 2006)
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
How did the Roman army help shape the future of the Roman Empire?
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
Describe the legend of Romulus and Remus.
Describe the founding of ancient Rome. What made it successful?
Describe the Roman army. Use the word conquer in your response.
What is a republic? Was Rome always a republic?
Why was 27 BC–AD 476 called the age of emperors?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
rule
v.
(p. 16)
to have power or authority over an area and its people
overthrew
to remove from power
republic
n.
(pp. 16 - 17)
a country run by elected leaders
conquer
(pp. 15 - 16)
to take control of a place or people by force
found
(p. 14)
to establish
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RI.3.2 — Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.3 — Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
RI.3.5 — Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
Standards that are practiced daily but are not priority standards of the unit
L.3.4.b — Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
RF.3.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.4 — Read with sufficient accuracy and fluency to support comprehension.
RI.3.1 — Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.4 — Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
RI.3.10 — By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2—3 text complexity band independently and proficiently.
SL.3.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
W.3.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Lesson 2
RI.3.2 RI.3.3 RI.3.5
Explain how the authors use different text features and images to describe how the Roman Empire was founded.
RI.3.2 RI.3.3 RI.3.5 RI.3.7
Writing
Make sentences better and more informative by adding more details.
L.3.1.f L.3.1.i
Explain why the Romans were always ready for war.
Explain how the text features and illustrations help build a deeper understanding of the Roman army.
RI.3.2 RI.3.5 RI.3.7
Write multiple sentences using the conjunction because to explain how powerful and organized the Roman army was.
L.3.1 L.3.1.h RI.3.3
Describe the three groups of people in ancient Rome and explain why they were important for the success of the civilization.
RI.3.2 RI.3.5 RI.3.9
Write multiple sentences using the conjunctions but and so to explain why each role in society was important.
L.3.1 L.3.1.h L.3.1.i RI.3.3
Describe what the chapter "The Eternal City" is mostly about and why the structures described were important in ancient Rome.
RI.3.2 RI.3.7
Explain how the author uses different text features and illustrations to support the idea that gladiators and bath houses were an important part of Roman society.
RI.3.2 RI.3.5
Explain what family life was like in ancient Rome and what surviving artifacts show us about what ancient Romans valued.
Explain what life was like in ancient Rome and what daily routines and structures show us about what ancient Romans valued.
Write multiple sentences using the conjunctions "because," "but," and "so" to explain what life was like in ancient Rome.
L.3.1.f L.3.1.h L.3.1.i RI.3.3
Explain the role that gods and goddesses, worship, trade, and transportation played in the Roman Empire.
RI.3.3 RI.3.7
Describe Hannibal, Julius Caesar, and Octavian, including what type of leaders they were and why.
RI.3.2 RI.3.3
Explain what caused the fall of the Roman Empire.
RI.3.3
Explain the significance of the heading "What did the Romans give us?"
Compare and contrast both unit texts by comparing and contrasting the most important key details presented in both texts.
RI.3.9
Discussion
Discuss and debate Unit Essential Questions by stating a claim and using evidence from multiple texts to support and defend the claim.
SL.3.1 SL.3.1.a SL.3.1.d
Assessment
Informative Writing – 4 days
Research another ancient Rome topic and create a brochure and visual representation to show what you learned.
L.3.2.f W.3.2 W.3.2.a W.3.2.b W.3.7 W.3.8
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