Gladiators
Content Objectives
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Language Objectives
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Essential Questions
Activities
Response to Essential Question
Students create a new page called Ancient Rome on their online portfolio. Students write their response to the essential question: How does a ruling class maintain power? Students can share their responses in small groups and then transition into a group discussion.
Students create a new page called Ancient Rome on their online portfolio. Students write their response to the essential question: How does a ruling class maintain power? Students can share their responses in small groups and then transition into a group discussion.
Pre-Teaching Academic Language
Student create a sub-page called Academic Language under the Ancient Rome page. Students will rephrase the definition of each vocabulary word into their own words. Then they will create their own sentence using the word and find an image to represent each word.
Student create a sub-page called Academic Language under the Ancient Rome page. Students will rephrase the definition of each vocabulary word into their own words. Then they will create their own sentence using the word and find an image to represent each word.
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Before Reading
1. Review academic language
2. One student volunteers to explain the premise of The Hunger Games to the class and the class watches the movie trailer.
3. Students work in partners to answer the following questions on Google Docs.
5. Think, Pair, Share: What if the Hunger Games were real?
6. Forming predictions: What do you think the article will be about?
Students take one or two minutes to look through the article individually. They should focus on titles, headings, and images to form their predictions about the text and share their predictions with a partner.
1. Review academic language
2. One student volunteers to explain the premise of The Hunger Games to the class and the class watches the movie trailer.
3. Students work in partners to answer the following questions on Google Docs.
- What do you think the cruelest part of the Hunger Games is?
- What kind of people would create this type of spectacle to entertain people?
- How does someone's economic status affect their role in The Hunger Games?
- Are there any connections between the Hunger Games and other events in history?
5. Think, Pair, Share: What if the Hunger Games were real?
6. Forming predictions: What do you think the article will be about?
Students take one or two minutes to look through the article individually. They should focus on titles, headings, and images to form their predictions about the text and share their predictions with a partner.
During Reading
Students will use the reading strategy of visualization and identification.
First Reading of the Article: Read Aloud
Students volunteer to read as much as they feel comfortable reading one at a time. The teacher will ask the class comprehension check questions throughout the article. The teacher will also monitor pronunciation and write down words that are said incorrectly to go over after students have finished the article. The objectives are to practice reading fluency, pronunciation, gain a general understanding of the text, and build confidence as an English speaker and reader.
Second Reading of the Article: Read Independently
Students will read the article by themselves at their own pace. The objective is for students to read for comprehension and to apply the reading strategy of identification on their own. They can start taking notes of key information from the text if they would like.
Students will use the reading strategy of visualization and identification.
First Reading of the Article: Read Aloud
Students volunteer to read as much as they feel comfortable reading one at a time. The teacher will ask the class comprehension check questions throughout the article. The teacher will also monitor pronunciation and write down words that are said incorrectly to go over after students have finished the article. The objectives are to practice reading fluency, pronunciation, gain a general understanding of the text, and build confidence as an English speaker and reader.
Second Reading of the Article: Read Independently
Students will read the article by themselves at their own pace. The objective is for students to read for comprehension and to apply the reading strategy of identification on their own. They can start taking notes of key information from the text if they would like.
After Reading
Students will paraphrase the article by identifying the important information. They are required to apply academic language in their writing.
Students will paraphrase the article by identifying the important information. They are required to apply academic language in their writing.
Authentic Assessment: Create a Video Mashup that Connects Gladiators to The Hunger Games
Student Examples of Video Mashup
Rubric for Authentic Assessment
Step 1: Research
Each group works together to research primary and secondary sources to find connections between Gladiators and the Hunger Games.
Topics for students to think critically about is the essential questions and:
Each group works together to research primary and secondary sources to find connections between Gladiators and the Hunger Games.
Topics for students to think critically about is the essential questions and:
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Resources
Step 2: Compile Information
The entire class will share their findings by listing all of the connections between The Hunger Games and Gladiators. Students will use supportive language during this activity.
The entire class will share their findings by listing all of the connections between The Hunger Games and Gladiators. Students will use supportive language during this activity.
Step 3: Determine the 5 Connections and Format of the Mashup
Each group will determine what 5 connections they would like to show in their video mashup.
Each group will determine what 5 connections they would like to show in their video mashup.
Step 4: Create a Mashup Video
Students will use iMovie to create a mashup video of Gladiators in Ancient Rome and The Hunger Games. At least 5 connections need to be clearly communicated in the video.
Students will use iMovie to create a mashup video of Gladiators in Ancient Rome and The Hunger Games. At least 5 connections need to be clearly communicated in the video.
Review of Collaborative Skills
Students complete a self and peer review for each member in their group.
Students complete a self and peer review for each member in their group.
The 6th Grade Grammys!
Each group will present their mashup to the class. They will explain the 5 connections in their video so the class can identify them in the video. Each video will be evaluated by their peers.
Each group will present their mashup to the class. They will explain the 5 connections in their video so the class can identify them in the video. Each video will be evaluated by their peers.
Pre-Teaching Academic Language
Student will add the following words to the sub-page called Academic Language under the Ancient Rome page of their online portfolio. Students will put the definition of each vocabulary word into their own words. Then they will create their own sentence using the word and find an image to represent each word.
Student will add the following words to the sub-page called Academic Language under the Ancient Rome page of their online portfolio. Students will put the definition of each vocabulary word into their own words. Then they will create their own sentence using the word and find an image to represent each word.
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Read is Reality too Cruel?
Graphic Organizer: Compare and Contrast Gladiators and Reality TV