Curriculum / ELA / 3rd Grade / Alternate Unit 2: Exploring Ancient Civilizations: Rome / Lesson 19
ELA
Alternate Unit 2
3rd Grade
Lesson 19 of 21
Jump To
Lesson Notes
There was an error generating your document. Please refresh the page and try again.
Generating your document. This may take a few seconds.
Are you sure you want to delete this note? This action cannot be undone.
Discuss and debate Unit Essential Questions by stating a claim and using evidence from multiple texts to support and defend the claim.
Book: Ancient Rome and Pompeii: A Nonfiction Companion to Magic Tree House #13 by Mary Pope Osborne and Natalie Pope Boyce (April 2006)
Book: DKfindout! Ancient Rome by DK Children
We participate in the Amazon Associate program. This means that if you use this link to make an Amazon purchase, we receive a small portion of the proceeds, which support our non-profit mission.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Pick two to three Unit Essential Questions to discuss and debate.
Bring your most engaging lessons to life with comprehensive instructional guidance, detailed pacing, supports to meet every student's needs, and resources to strengthen your lesson planning and delivery.
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.
SL.3.1.a — Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.3.1.d — Explain their own ideas and understanding in light of the discussion.
Standards that are practiced daily but are not priority standards of the unit
SL.3.1.b — Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.3.6 — Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Next
Describe how the Roman army shaped the future of the Roman Empire.
Standards
RI.3.2RI.3.3RI.3.5
Explain how the authors use different text features and images to describe how the Roman Empire was founded.
RI.3.2RI.3.3RI.3.5RI.3.7
Make sentences better and more informative by adding more details.
L.3.1.fL.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.3.2RI.3.5RI.3.7
Write multiple sentences using the conjunction because to explain how powerful and organized the Roman army was.
L.3.1L.3.1.hRI.3.3
Describe the three groups of people in ancient Rome and explain why they were important for the success of the civilization.
RI.3.2RI.3.5RI.3.9
Write multiple sentences using the conjunctions but and so to explain why each role in society was important.
L.3.1L.3.1.hL.3.1.iRI.3.3
Describe what the chapter "The Eternal City" is mostly about and why the structures described were important in ancient Rome.
RI.3.2RI.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.3.2RI.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.fL.3.1.hL.3.1.iRI.3.3
Explain the role that gods and goddesses, worship, trade, and transportation played in the Roman Empire.
RI.3.3RI.3.7
Describe Hannibal, Julius Caesar, and Octavian, including what type of leaders they were and why.
RI.3.2RI.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
SL.3.1SL.3.1.aSL.3.1.d
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
4 days
Research another ancient Rome topic and create a brochure and visual representation to show what you learned.
L.3.2.fW.3.2W.3.2.aW.3.2.bW.3.7W.3.8
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
We've got you covered with rigorous, relevant, and adaptable ELA lesson plans for free