Lesson Plans

Lesson 1: Reading Without Words

Begin the class by “reading” a wordless picture book with the entire class using the document camera or iPad projector.

As a group complete a summary of the picture book using the Summarizing Picture Book Graphic Organizer (Someone – Wanted – However – So What Happened). Teacher is modeling the “I do, we do, you do” routine as the class completes the graphic organizer as a whole group (with teacher guidance).

Next, students select a wordless picture book to read and summarize. Students will read the picture book independently and complete the Summarizing Picture Book Graphic Organizer.

Have students share summaries of their picture books if time allows.

As Formative Assessment, students can submit their summarizing graphic organizer at the end of class.

Lesson 2: Introduction to Classical Monuments

Begin the lesson by watching the introductory video: Monumental Literacy – Tropes https://www.youtube.com/watch?v=R6yMqAqFuvU&feature=youtu.be  which briefly highlights each of the architectural tropes addressed in the unit.

Instruct the class in the process of How to Read a Monument.

Select a monument from the Power Point: Ancient Monuments to display on the screen and model the analysis process, using the Steps for Reading Monuments and Architecture handout 1 (I Do, We Do, You Do routine).

Distribute a postcard of an ancient monument to each table group; give each student the Steps for Reading Monuments and Architecture handout

As a group, students will discuss the image in their picture while answering the questions on the handout page, working together to predict the purpose of the monument and the message it is intended to send.

Have each group share their images and meaning of their monument as their exit ticket (formative assessment).

Optional Kahoot Quiz (formative assessment) https://play.kahoot.it/#/?quizId=4e38e79a-5601-4fd7-a046-07352ddf5c5f

Lesson 3: Understanding Classical Influence

Review/Formative Assessment: Begin with Kahoot Quiz if students did not do the quiz in a previous class period (it may be fun to repeat the quiz as a quick review of the previous lesson as well) https://play.kahoot.it/#/?quizId=4e38e79a-5601-4fd7-a046-07352ddf5c5f  

Or Review ancient tropes using the Power Point Ancient Monuments.

Distribute a “postcard” of a Modern Monument to each table group; give each student the Steps for Reading Monuments and Architecture – Part 2.

An alternative could be to view the Power Point Modern Monuments and distribute the Comparing Monuments Graphic Organizer to each student to assess the similarities between ancient and modern monuments.  

As a follow up in their groups, students will discuss the image on their postcard or in the Power Point while answering the questions on their own handout page or graphic organizer, working together to point out the similarities between ancient and modern monuments to possibly predict the purpose of the modern monument and the message it is intended to send (I Do, We Do, You Do routine)

Formative Assessment: Have each group share their images and meaning of their monument as their exit ticket

Lesson 4: Modern Monuments – A Guided Tour

Students will create a podcast, video, Power Point/Prezi, or short oral presentation as if they are tour guides explaining a state/national monument or historic site. This project will take 3-4 class days to complete. Students will need 1-2 days to research their monuments, 1-2 days to design and create their presentation, and 1 class day for the “guided tour” (presentations). This project serves as the Summative Assessment Task for the Monumental Literacy Lesson.

Divide students into groups of 3 or 4.

Distribute one “Postcard” of a United States monument to each group (or have groups choose a monument).
Discuss Monumental Literacy – Final Project requirements.

Groups will conduct research about their monuments using the Library Research Resources (online databases). During this research, groups will also collect images using Britannica Image Quest (and other copyright free image resources) to use in their “guided tours” (presentations). Research will take 1-2 days depending on student productivity.

Once students have assembled their facts about their monuments, and images for their presentations, they may begin working on the actual presentation plan. Students must select a format for their “guided tour” such as an iMovie, Power Point Presentation, ThingLink, or Pic Collage and oral presentation.

Once student plans are approved, they may create their “guided tour” (presentation). The plan/presentation should take 1-2 class days depending on student productivity.

Students will lead a “guided tour” of their monument on the final lesson day. Presentations will be assessed on their knowledge of the monument’s history, their appropriate use of architectural terms, an understanding of their monument’s connection to the monuments of Rome and their communication process used to deliver the information (see project rubrics).

Follow the field trip model and experience the monuments as they are intended: in person! As an extension to the Monumental Literacy Lesson, students can visit local parks or important government buildings and apply the same techniques used to “read” the Roman monuments.

Another extension option is to have students design their own monuments. This is an excellent way to continue to use the International Baccalaureate Design Cycle and/or Art criteria. For example, ask students to design a monument for their school using the Classical “tropes” discussed in the unit; have them justify their choices and/or create a 3-D model of their monument

Additional resources. Minimal list (no more than a few) of selective outside resources (ideally) drawn from EDSITEment’s Best of the Web and NEH resources to extend the students’ knowledge — related directly to the skills and themes covered in the lessons.

Make use of another NEH lesson plan resulting from the same NEH teacher/scholar institute, Rhetoric in the Monuments of Ancient Rome: http://layersofrome.utep.edu/lesson-plans/17-rhetoric

Other NEH lesson plans to use are Continuity of Culture: Romans in Pompeii and Detective Work: What Did Music Sound Like in Ancient Rome? Cf. http://layersofrome.utep.edu/lesson-plans