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| Teachers: Mr. Ott - Period 1 & 2
| | [[File:AncientEgyptHeading.jpg|center|]] |
| | | == <h2>Cleopatra</h2>== |
| '''Aim:''' How did Julius Cesar, Cleopatra, Mark Antony, and Octavian use their Political, Social, and Economic power to create an Empire and destroy the Roman Republic?
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| | | <center>[[Image:previous.jpg|75px|link=Ancient Egypt Webquest - Step 5]]</center> |
| '''Do Now:''' Take a Roman Empire packet
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| '''Lesson Overview:'''
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| {| {{table}}
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| | align="left" style="background:#f0f0f0;"|'''Item'''
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| | align="center" style="background:#f0f0f0;"|'''Approx Time'''
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| | Do Now||3-5 Min
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| | Mini Lesson||10 Min
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| | Activity||20 Min
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| | Discussion||10 Min
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| |}
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| == Common Core Standards == | |
| The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
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| = Grades 9 & 10 =
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| == Key Ideas and Details ==
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| === CCSS.ELA-Literacy.RH.9-10.1 ===
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| Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
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| === CCSS.ELA-Literacy.RH.9-10.2 ===
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| Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
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| === CCSS.ELA-Literacy.RH.9-10.3 ===
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| Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
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| == Craft and Structure ==
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| === CCSS.ELA-Literacy.RH.9-10.4 ===
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| Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
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| === CCSS.ELA-Literacy.RH.9-10.5 ===
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| Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
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| === CCSS.ELA-Literacy.RH.9-10.6 ===
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| Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
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| == Integration of Knowledge and Ideas ==
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| === CCSS.ELA-Literacy.RH.9-10.7 ===
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| Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
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| === CCSS.ELA-Literacy.RH.9-10.8 ===
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| Assess the extent to which the reasoning and evidence in a text support the author’s claims.
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| === CCSS.ELA-Literacy.RH.9-10.9 ===
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| Compare and contrast treatments of the same topic in several primary and secondary sources.
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| == Range of Reading and Level of Text Complexity ==
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| === CCSS.ELA-Literacy.RH.9-10.10 ===
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| By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
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| == Classwork & Homework ==
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| '''Lesson Video:'''
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| [[File:cleopatra.jpg]] | |
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| * [http://www.imdb.com/title/tt0056937/?ref_=nv_sr_1 Cleopatra (1963) Movie Information]
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| == Classwork & Homework ==
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| '''Classwork:''' [http://www.classroomexplorations.org/wiki/images/2/21/Cleopatraquestions.pdf Cleopatra Movie Questions]
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| '''Homework:''' [[Assignments]]
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| == Special Education Modifications ==
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| * Teaching Model: Co-Teaching
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| * Special Education Teacher will work with All students General Ed and Special Ed.
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| ** Special Ed Students:
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| *** Teachers will break down assignments into smaller tasks.
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| *** Teachers will work with students on vocabulary acquisition by breaking down words into prefixes/suffixes and etymology.
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| *** Teachers will group students according to learning style inventory as a homogeneous group.
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| *** Teachers will keep students on-task by managing distractions and on-task behavior.
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| *** Teachers will modify note-taking by modeling notes from PowerPoint to chalkboard/whiteboard.
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| *** Teachers will differentiate lessons by using; verbal cues for auditory learners, graphic organizers for visual learners, and hands-on cues for kinesthetic learners.
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