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Latin Curricular Unit

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Unit Title:­ = Entertainment      = ;            &n= bsp;            = ;            = Grade: 9   Level:  1

 

Subject/Topic Area(s): Roman Entertainment

 

Key Words:

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Standards:=

        &= nbsp; Major standards—

 

        &= nbsp; Supporting standards—

 

Brief Summary = of Unit (including curricular context and unit goals):

   &nbs= p;      This unit will focus on what forms of entertainment the Romans had, when and whe= re they saw or participated in them, and what its purpose was. Students will examine how forms of Roman entertainment reflected the Romans cultural valu= es, and contrast them with their own cultural entertainment and its value.

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Number of days for activity:=

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Materials and resources (inc= luding technology and multimedia):

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Identifying Desired Results

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¨       What enduring understandings= are desired?

Students will understand…

  1. Students will understan= d that people use entertainment as a way to pass time, celebrate, provide recognition, commemorate, dedicate, hand down traditions, and reinforce cultural norms.

 

¨       What essential questions will guide this unit and focus teaching/learning?

  1. What were the common fo= rms of entertainment?
  2. What was the role of ga= mbling in entertainment?
  3. How did Roman entertain= ment reflect their values?
  4. Has Roman entertainment influenced modern entertainment?

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¨       What key knowledge and skill= s will students acquire as a result of this unit?

Students will know…     &n= bsp;            = ;            &n= bsp;    Students will be able to…

(include all relevant structures, grammar, vocabulary, etc.)

  1. Students will know that= Roman entertainment included:
    • Theater
    • Chariot Racing
    • Gladiator Matches=
    • Sports
    • Funerary Games
    • Dinner Entertainment
    • Children’s Toys = and Games
  2. Students will know when= and where the Romans participated in entertainment.
  3. Students will know what sports existed and how they were played.
  4. Students will know who performed or participated in entertainment.
  5. Students will be able to explain public and private funding of entertainment. 
  6. Students will be able to compare and contrast modern and ancient entertainment.
  7. Students will be able to describe different kinds of gladiators.
  8. Students will be able to describe a typical gladiatorial match.
  9. Students will be able t= o pick out comic and tragic elements in modern media.
  10. Students will know stock elements of Roman comedy and tragedy.
  11. Students will be able to identify famous entertainers.
  12. Students will be able t= o tell the difference between a theater and an amphitheater.

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¨       What do they already know th= at will help them learn new information?  Where and when did they learn it?

1.&n= bsp;     North American sports and entertainment. Learned from their own cultural context.

2.&n= bsp;     Generalizations about Roman = entertainment. Learned from movies and television.

3.&n= bsp;     Roman Dining Habits. = Learned in Stage 2.

 

 

Determining acceptable evide= nce

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¨       What evidence will show that students understand?

v      Performance Tasks: 

1.&n= bsp;     Paper Doll Gladiator.= Students color, name, and w= rite a history for their gladiator, including a description of one gladiatorial ma= tch.

2.&n= bsp;     Cinquain. Students write a cinquain = about the gladiator they have created (or other topic).

3.&n= bsp;     “A Funny Thing Happene= d on the Way to the Forum.” Students complete worksheet based on movie.

4.&n= bsp;     Banquet. Students will prepare approp= riate entertainment to be performed at a Roman banquet.

5.&n= bsp;     Funerary Games. Students will prepare appro= priate games to be performed at a Roman funeral, perhaps to commemorate an emperor= or our lost friends in Pompeii.

6.&n= bsp;     Dramatic Reading. Students will present a reading from the book simulating a Roman play.

7.&n= bsp;     Roman Sports/Games:  = Students will play a Roman s= port or game in the classroom.

 

v      Quizzes, Tests, Prompts, Work Samples:

1.      Test.  Students will:

·         list at least 5 different types of Roman entertainment;

·         compare and contrast a Roman sport or game to a modern sport or game;

·         comapre and contrast a Roman entertainment to a modern entertainment, including funding;

·         describe the difference between a theater and an amphitheater;

·         list famous Roman entertainers;

·         describe the armor and equipment of one gladiator type;

·         tell in which buildings or arenas different forms of entertainment were held;

·         describe when and where Romans would participate in funeral games, theater performan= ces, gladiator matches, etc.

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v      Unprompted Evidence (observa= tions, dialogues):

1.&n= bsp;     Classroom Discussion.= Participation in classroom discussion about Roman sports.

2.&n= bsp;     Classroom Discussion.=   Participation in classroom discuss= ion about stock characters and elements in Roman comedy.

3.&n= bsp;     Classroom Discussion<= /i>.=   Participation in classroom discuss= ion about gladiators.

4.&n= bsp;     Classroom Discussion<= /i>.=   Participation in classroom discuss= ion about violence in entertainment.

 

v      Student Self-Assessment:

 

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Lessons:

¨       Spartacus Clip

¨       Colosseum filmstrip

¨       Circus Maximus filmstrip

¨       Life and Death in the Arena filmstrip

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Links to Re= levant Web Sites:

¨       http://ww= w.getty.edu/artsednet/resources/Trajan/toc.html lessons on Trajan’s Rome= , including chariot racing and gladiatorial games.

¨       www.site2.com

¨       www.site3.com

¨       www.etc.com

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Assessment Blu= eprint (Performance Tasks)

 

Task Title: Paper Doll Gladiator

Approximate Time Frame: 1 day

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Standards:=

2= .1

2= .2

3= .2

<= o:p> 

Purpose: check those that apply

Formative – R

<= span style=3D'mso-spacerun:yes'>        =     Summative – O

<= o:p> 

Description of Task:

Students will cut out, color, and mount a paper doll gladiator. They will name the gladiator and write a history for her/him. Th= eir history must include a detailed description of one gladiatorial match. They= can choose the weapons and armor for their gladiator.

<= o:p> 

Evidence of desired understa= nding:

1.      Students write a history for= their gladiator.

2.      Students name their gladiato= r.

3.      Students arm their gladiator= .

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Criteria of judgment:

  1. Believable history.
  2. Appropriate name.<= /o:p>
  3. Appropriate armor and w= eapons for gladiator type.
  4. Accurate description of gladiatorial match.
  5. Presentation, including neatness, design, and creativity.

<= o:p> 

Evaluative Tools:= check those that apply

          Analytic Rubric – O

<= span style=3D'mso-tab-count:1'>        &= nbsp; Holistic Rubric – O

<= span style=3D'mso-tab-count:1'>        &= nbsp; Criterion (performance) list – O

<= span style=3D'mso-tab-count:1'>        &= nbsp; Checklist – R

Assessment Blu= eprint (Performance Tasks)

 

Task Title: Cinquain  = _

Approximate Time Frame: 1 day

<= o:p> 

Standards:=

1= .2

3= .1

4= .1

<= o:p> 

Purpose: check those that apply

Formative – R

<= span style=3D'mso-spacerun:yes'>        =     Summative – O

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Description of Task:

S= tudents write a cinquain about the gladiator they have created or other topic at the teacher’s discretion. The cinquain should have the following format:<= o:p>

Noun

Adjecti= ve       Adjec= tive

Verb    Verb    Verb

Short Phrase or Sentence

Noun (synonym for first noun= )

<= o:p> 

S= tudents share their cinquains with the class. This could include having students re= ad, recite, or write their cinquain on the board, etc. A classroom booklet of p= oems could be created.

<= o:p> 

Evidence of desired understa= nding:

  1. Student follows correct format of cinquain.
  2. Latin should be grammat= ically correct.
  3. Poem should relate to t= he assigned topic.
  4. Complete poem should ma= ke logical sense.
  5. Poem should be presente= d as assigned.

 =

Criteria of judgment:

  1. Cinquain format.
  2. Accuracy of language.
  3. Appropriateness of topi= c.
  4. Logic of cinquain<= /o:p>
  5. Presentation of cinquai= n.

<= o:p> 

Evaluative Tools:= check those that apply

          Analytic Rubric – O

<= span style=3D'mso-tab-count:1'>        &= nbsp; Holistic Rubric – O

<= span style=3D'mso-tab-count:1'>        &= nbsp; Criterion (performance) list – O

<= span style=3D'mso-tab-count:1'>        &= nbsp; Checklist – R

Assessment Blu= eprint (Performance Tasks)

 

Task Title:

Approximate Time Frame:=

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Standards:=

<= o:p> 

<= o:p> 

Purpose: check those that apply

Formative – R

<= span style=3D'mso-spacerun:yes'>        =     Summative – O

<= o:p> 

Description of Task:

<= o:p> 

Evidence of desired understa= nding:

·         Students will name and describe different kinds of gladiators and their equipment.

·         Students will understand a story written in Latin about Roman entertainment.

·         Students will identify famous entertainers.

·         Students will explain how entertainment was funded publicly and privately.

·         Students will be able to identify the appropriate venue for different forms of entertainment

<= o:p> 

Criteria of judgment:

<= o:p> 

Evaluative Tools:= check those that apply

          Analytic Rubric – O

<= span style=3D'mso-tab-count:1'>        &= nbsp; Holistic Rubric – O

<= span style=3D'mso-tab-count:1'>        &= nbsp; Criterion (performance) list – O

<= span style=3D'mso-tab-count:1'>        &= nbsp; Checklist – R

<= o:p> 

Assessment Blu= eprint (Other Evidence)

 

¨       What is being assessed?=

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¨       Describe the assessment.

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¨       What is the purpose of the assessment?

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¨       Criteria of judgment/evaluat= ive tools:

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Copyright G= lastonbury Public Schools,

2002

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