Greek and Roman Influences Before 1500

Agenda

●Review

●Close reading

●Discussion

●Read Aloud

●Who am I game

●Quick Write

●Past/ Present

Tense

Objective
●

Students will analyze a Roman god and
goddess family tree and add pertinent
information.

3.6A, 3.6G

Close Reading

Review

Name and describe a Roman god or goddess from the
passage yesterday.

Purpose of reading today:
Read to closely examine the
author’s words, sentences, and
literary devices for a deeper
understanding of Roman gods and
goddesses.

Page 18-19

Silently read the paragraph that begins “In
many ways…”

Dropdown

How does the author compare and contrast Roman gods and humans?

Gods​

Select answer

and humans​

Select answer

.

Fill in the Blank

The author used the word __________ to explain that gods lived forever.

Page 20-21

Follow along as I read.

Jupiter

Juno

Multiple Choice

What would happen if someone angered Jupiter?

• Jupiter would grant wishes to the person.
• He would throw his thunderbolt at them.

• He would cry and yell.

• Nothing would happen at all.

Page 22-23

Read with a partner

Neptune

Mercury

​Turn and talk: Why did sailors pray to Neptune?

Mars

Mercury

​Why did the Romans pray to Mars?

Page 24-25

Follow along as I read.

Mercury

​The author uses a simile to describe Mercury. Why do you think the author uses fast as a flash to describe Mercury?

Venus

Cupid

Multiple Choice

Who was the top god?

• Venus

• Mars

• Jupiter

• Neptune

Multiple Choice

Which god was the messenger?

• Mercury

• Mars

• Jupiter

• Neptune

Multiple Choice

Which god did sailors pray to?

• Mercury

• Mars

• Jupiter

• Neptune

Page 26-27

Read with a partner

Vulcan

Page 28-29

Follow along as I read.

Apollo

​Why do you think Apollo gave advice in riddles?

Minerva

Page 30-31

Follow along as I read.

Diana

Bacchus

​What images could you add to the paragraphs about Bacchus?

Bacchus

​What images could you add to the paragraphs about Bacchus?

Multiple Select

What additional text features could have been included in this chapter? (Select all that apply)

• Diagram

• Photographs and Captions

• Heading

• Chart

Activity 4.1

Use chapter 3 to fill in the
information on the family
tree.

When you are done, draw a
picture of your favorite god
or goddess on the back.

Objective
●

Students will identify the key ideas and
supporting details presented orally. Students
will also compare and contrast people in the
ancient Rome using a graphic organizer.

3.6H, 3.6G

Speaking and listening

Vocabulary

attribute, characteristic or trait

Vocabulary

Consul, two powerful people in the Roman government whose job it was to make final decisions on whether or not a law should pass or whether or not to go to war.

Vocabulary

elite, a small group of
wealthy, powerful people

Vocabulary

lowly, humble or low in
wealth or status

Vocabulary

rivalry, conflict or competition between two
groups or two people

Vocabulary

surplus, an extra amount of something that is
needed

Read-Aloud

During the reading, you will learn about the citizens of the Roman Republic.

Open Ended

What is a citizen?

A person who______________

Read-Aloud

You will also learn about three categories of people
in ancient Rome: patricians, plebeians, and
enslaved people.

You will also learn about the change
in the government in ancient Rome
from a monarchy to a republic to
an empire.

Read-Aloud

Activity page 4.2

After each image is shown and discussed, you will complete the area on the activity page that aligns with the image.

Read-Aloud

Activity page 4.2 Image 1

Write one word that summarizes this passage.

Read-Aloud

Activity page 4.2 Image 2

Write down 2-3 key words or phrase you heard.

Read-Aloud

Activity page 4.2 Image 3

Draw a picture to summarize the Roman
Government.

Read-Aloud

Activity page 4.2 Image 4

Write down key words to describe the patricians.

Read-Aloud

Activity page 4.2 Image 5

Write down key words to describe the Plebeians.

Read-Aloud

Activity page 4.2 Image 6

Write one fact you learned.

Read-Aloud

Activity page 4.2 Image 7

Explain the Roman Forum.

Read-Aloud

Activity page 4.2 Image 8

Write down keywords that describe enslaved people in Rome.

Check for understanding

Describe the differences between patricians,
plebeians, and Roman enslaved people.

Match

Match the following

• Patricians

• Plebeians

• enslaved people

wealthy, educated, citizens, small group

largest group,

second class citizens

not citizens,

lowly,

no freedom

• wealthy, educated, citizens, small group

• largest group,

  second class citizens

• not citizens,

  lowly,

  no freedom

Read-Aloud

Activity page 4.2 Image 9

What is the key idea of the read aloud?

Exit Ticket

Compare and contrast the three
categories of people in Ancient
Rome.

Use your notes on 4.2 to help you!

Word Work: attributes

• In the Read-Aloud, you heard that the consuls had the attributes of being very important and powerful.

How would you define attributes?

Word Cloud

What is a positive attribute you can use to describe yourself?

Who am I?

Quiz Quiz Trade
1. When the music stops, pair up.
2. Take turns reading your card.
DONT SAY THE ANSWER!!
3. Trade cards and hold them in the air.
4. When the music starts, repeat!!

1. Senator
2. Consul
3. Patrician
4. Plebeian
5. Enslaved people

Objective
●

Students will form an opinion on the best type
of government.

3.7B, 3.12C

Writing

Poll

Which type of government would you want?

• Empire- A government ruled by one person.

• Republic- a government where citizens have a voice.

Writing

Take out Activity Page 4.4 and complete the extended response question independently. You may use your notes from the lesson as a resource for writing.

Prompt:
The Roman government changed from an empire (one person holding all the power) to a republic (citizens have a voice). Which type of government do you think is the best? Why?
Write your opinion and give a reason to support it.

Objective
●

Students will identify the present and past
tense of to be.

3.11Di

Language

Past/ Present Tense of
To be
I am happy.

You are sick.

We are in the gym.

They are home today.

He is my friend.

Past/ Present Tense of
To be
I am happy.

You are sick.

We are in the gym.

They are home today.

He is my friend.

These verbs are forms of the
verb to be.

Am, are, and is are called
linking verbs because they link
the subject to the words that
describe them.

Past/ Present Tense of
To be

the form of this verb changes when it follows the subject
I as well as the subjects he, she, and it.

Past/ Present Tense of
To be

Verbs change according to the subject pronoun used.

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