Ela Lesson - Daily Roman Life in The City, Part II

Grade Level: 3rd grade
Subject: English Language Arts
Objectives
SWBAT
Identify some of the contributions from the ancient
Roman civilization and describe how they have
influenced the present
Explain that women did not have as many rights as men
in Roman society
Describe the everyday life of the ancient Romans
Compare and contrast the three categories of people in
ancient Rome: patricians, plebeians, and slaves
Teacher Guide
Prepared by: Sonyi Santos Lopez

Education Standards Addressed:
SWBAT
Determine the literal and nonliteral meanings of and
appropriately use common sayings and phrases, such as
when Rome, do as the Romans do as used in Daily
Roman Life in the City, PartII (RI.3.4)
Describe an image of a model or Rome and how it
contributes to what is conveyed by the words in Daily
Roman Life in the City, Part II (RI.3.7)
Compare and contrast ancient Greek and Roman women;
and patricians, plebeians, and slaves in Daily Roman
Life in the City, Part II (RI.3.9)
Make personal connections to everyday life in Rome as a
child (W.3.8)
Gather information form Daily Roman Life in the City,
Part I and II to take notes and answer questions about
daily life in ancient Rome (W.3.8)
Categorize and organize facts and information presented
in daily Roman Life in the City, Part I and II to take
notes and answer questions about daily life in ancient
Rome (W.3.8)
Make predictions before daily Roman Life in the City,
Part II about what daily life was like in ancient Rome,
based on the images and text heard thus far, and then
compare the actual outcomes to predictions (SL.3.1a)
Use a known root word as a clue to the meaning of an
unknown word with the same root, such as family and
familia (L.3.4c)
Student Guide
Materials Needed:
Information/Mini lesson: (Give and/or demonstrate necessary information.) 5 minutes

Core Vocabulary:
Brutal, adj. Very harsh and unpleasant.
Chaos, n. A state of complete confusion and disorganization.
Gladiators, n. Men from ancient Rome, usually criminals or slaves, who fought other men
to provide entertainment for spectators.
Recline, v. To lean or lie back in relaxed manner.
Riots, n. Loud violent demonstrations or disturbances caused by big groups of people who
gather and charge through an area, usually in response to or in protest of something.
Shortage, n. A time when there is not enough of something, such as food, money, or water
Introducing the Read-Aloud
10 minutes
What have we already learned? (turn and talk)

With prompt and support students will recall that the model of Rome includes the
Colosseum, the Circus Maximus, and an aqueduct.
Students will be able to tell me how we are able to craft models like the one in image
6A-1 to show what this ancient city looked like.
Students will recall from the previous read-aloud about what daily Roman life in the
city was like for plebeian children.
Making predictions about the read-aloud
Todays read-aloud, Daily Roman Life in the City, Part II ask students to think about
what they have already learned about the Daily Roman Life in the City, Part I (Turn
and talk to your neighbor about what you predict or think will happen in
Daily Roman Life in the City Part II)
Ask students to predict what they think daily life in ancient Rome might have been
like? (Provide sticky notes or writing prompt to write prediction, have
students save them to reference when discussing this read-aloud). How
might life for a patrician be different from that of a plebeian? What things might a
person have seen in the streets of Rome?
Purpose for listening:
To find out if their predictions are correct about daily Roman life in the city.
Resources Needed:
1. CK Domain 4: The
Ancient Roman
Civilization Tell it
Again Read-Aloud
Anthology
2. CK unit 4 listening flip
book
3. Ck. Picture Video
4. Vocabulary words
5. Prediction
worksheet/stickynotes
6. Worksheet; This book
or read-aloud makes
me think of my own
life because:
Presenting the Read-Aloud 20 minutes
Teacher will read-aloud daily Roman Life in the City, Part II

Questions to ask during read aloud to check for understanding and comprehension
1. Is the author trying to persuade, inform or entertain you as a reader?
2. What questions do you have about what you have been listening to?
3. What is something you can figure out about the read-aloud that the
author didnt tell you?
4. What would be a good title for this read-aloud?
5. What does this read-aloud remind you of?
Monitoring assessment 15 minutes
Techer will play a quick riddle game with the class to assess student
learning
Students will make connections and write or draw about what in the readaloud reminds them of their own life
Additional Notes:
Differentiation
Visuals with the
flip book and
picture videos
Vocabulary
words visuals
Worksheets to
write or draw
Journals to jot
down
information or
recall from
previous lesson
Auditory
listening to the
read-aloud

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Grade Level: 3rd grade

Subject: English Language Arts

Prepared by: Sonyi Santos Lopez

Information/Mini lesson: (Give and/or demonstrate necessary information.) 5 minutes

What have we already learned? (turn and talk)

Presenting the Read-Aloud 20 minutes

Teacher will read-aloud daily Roman Life in the City, Part II

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