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Introduction
| Grade Level and Content
Area
| CurriculumStandards
Implementation
Overview
| Outline
of Activities |
Resources
Needed
Entry Level Skills and
Knowledge |
Evaluation
| Conclusion
Note:
This is the teacher's page to accompany the
WebQuest
All Roads Lead to Rome.
To see the activity, click on Link
to Student
Page.
This lesson was developed as part of the Texas Region 2 Education Service Center's workshop for WebQuest design in conjunction with the TIE Level 2 Grant.This WebQuest is designed to expose students to the far-reaching influence of the Roman Empire. Students gain extensive knowledge of the time period (1st Century B. C. - 1st Century A. D.) and insight into the effects of the Roman culture on modern times.
Students will participate in a virtual field trip to uncover information on Roman culture and the connection to life today, and create a print or multimedia product to share during a class presentation.
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This WebQuest is designed for use in the 10th grade English classroom in conjunction with the study of William Shakespeare's Julius Caesar. It is also appropriate for use in secondary World History or Latin classrooms.Return to Menu
As a result of this lesson, students will meet curriculum standards from both the Texas Essential Knowledge and Skills (TEKS) and the Texas Assessment of Academic Skills (TAAS).TEKS English II
(1) Writing/purposes. The student writes in a variety of forms, including business, personal, literary, and persuasive texts, for various audiences and purposes.
The student is expected to:
(A) write in a variety of forms with an emphasis on persuasive forms such as logical argument and expression of opinion, personal forms such as response to literature, reflective essay, and autobiographical narrative, and literary forms such as poems, plays, and stories;
(B) write in a voice and a style appropriate to audience and purpose; and
(C) organize ideas in writing to ensure coherence, logical progression, and support for ideas.(2) Writing/writing processes. The student uses recursive writing processes when appropriate.
The student is expected to:
(A) use prewriting strategies to generate ideas, develop voice, and plan;
(B) develop drafts both alone and collaboratively by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose;
(C) proofread writing for appropriateness of organization, content, style, and conventions;
(D) refine selected pieces frequently to publish for general and specific audiences; and
(E) use technology for aspects of creating, revising, editing, and publishing texts.(3) Writing/grammar/usage/conventions/spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively.
The student is expected to:
(A) produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization such as italics and ellipses;(B) demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism; and
(D) produce error-free writing in the final draft.(4) Writing/inquiry/research. The student uses writing as a tool for learning.
The student is expected to:
(A) use writing to formulate questions, refine topics, and clarify ideas;
(B) use writing to discover, organize, and support what is known and what needs to be learned about a topic;
(C) compile information from primary and secondary sources in systematic ways using available technology;
(D) represent information in a variety of ways such as graphics, conceptual maps, and learning logs;
(E) use writing as a study tool to clarify and remember information;
(F) compile written ideas and representations into reports, summaries, or other formats and draw conclusions; and(5) Writing/evaluation. The student evaluates his/her own writing and the writings of others.
The student is expected to:
(A) evaluate writing for both mechanics and content; and
(B) respond productively to peer review of his/her own work.(7) Reading/comprehension. The student comprehends selections using a variety of strategies.
The student is expected to:
(A) establish a purpose for reading such as to discover, interpret, and enjoy;
(B) draw upon his/her own background to provide connection with texts;(C) monitor his/her own reading strategies and make modifications when understanding breaks down such as by rereading, using resources, and questioning;
(D) construct images such as graphic organizers based on text descriptions and text structures;
(E) analyze text structures such as compare and contrast, cause and effect, and chronological ordering for how they influence understanding;
(F) produce summaries of texts by identifying main ideas and their supporting details;
(G) draw inferences such as conclusions, generalizations, and predictions and support them with text evidence and experience;
(H) use study strategies such as skimming and scanning, note taking, outlining, and using study-guide questions to better understand texts; and
(I) read silently with comprehension for a sustained period of time.(8) Reading/variety of texts. The student reads extensively and intensively for different purposes in varied sources, including world literature.
The student is expected to:
(A) read to be entertained, to appreciate a writer's craft, to be informed, to take action, and to discover models to use in his/her own writing; and
(B) read in varied sources such as diaries, journals, textbooks, maps newspapers, letters, speeches, memoranda, electronic texts, and other media.(13) Reading/inquiry/research. The student reads in order to research self-selected and assigned topics.
The student is expected to:
(A) generate relevant, interesting and researchable questions;
(B) locate appropriate print and non-print information using text and technical resources, including databases and the Internet;
(C) use text organizers such as overviews, headings, and graphic features to locate and categorize information;
(D) produce reports and research projects in varying forms for audiences; and
(E) draw conclusions from information gathered.(14) Listening/speaking/critical listening. The student listens attentively for a variety of purposes.
The student is expected to:
(A) focus attention, interpret, respond and evaluate speaker's message and (B) engage in critical, empathic, appreciative, and reflective listening.
(15) Listening/speaking/evaluation. The student listens to analyze, appreciate, and evaluate oral performance and presentations.
The student is expected to:
(C) evaluate informative and persuasive presentations of peers, public figures, and media presentations; and
(E) use feedback to evaluate his/her own effectiveness and set goals for future presentations.(16) Listening/speaking/purposes. The student speaks clearly and effectively for a variety of purposes and audiences.
The student is expected to:
(A) use the conventions of oral language effectively;
(B) use informal, standard, and technical language effectively to meet the needs of purpose, audience, occasion, and task;
(C) prepare, organize, and present a variety of informative and persuasive messages effectively with an emphasis on persuasion;
(D) use effective verbal and nonverbal strategies in presenting oral messages;
(E) ask clear questions for a variety of purposes and respond appropriately to the questions of others; and
(F) make relevant contributions in conversations and discussions.(17) Listening/speaking/presentations. The student prepares and presents informative and persuasive messages.
The student is expected to:
(A) present and advance a clear thesis and logical points, claims, or arguments to support messages;
(B) choose valid proofs from reliable sources to support claims;
(C) use appropriate appeals to support claims and arguments;
(D) use language and rhetorical strategies skillfully in informative and persuasive messages;
(E) use effective nonverbal strategies such as pitch and tone of voice, posture, and eye contact; and
(F) make informed, accurate, truthful, and ethical presentations.(21) Viewing/representing/production. The student produces visual representations that communicate with others.
The student is expected to:
(A) examine the effect of media on constructing his/her own perception of reality;
(B) use a variety of forms and technologies such as videos, photographs, and web pages to communicate specific messages;
(C) use a range of techniques to plan and create a media text and reflect critically on the work produced;Return to Menu
TAAS
Reading
Objective 2: The student will identify supporting ideas in a variety of written texts.
Objective 3: The student will summarize a variety of written texts.
Objective 4: The student will perceive relationships and recognize outcomes in a variety of written texts.
Objective 5: The student will analyze information in a variety of written texts in order to make inferences and generalizations.Writing
Objective 1: The student will respond appropriately in a written composition to the purpose/audience specified in a given topic.
Objective 2: The student will organize ideas in a written composition on a given topic.
Objective 3: The student will demonstrate control of the English language in a written composition on a given topic.
Objective 4: The student will generate a written composition that develops/supports/elaborates the central idea stated on a given topic.
Objective 5: The student will recognize appropriate sentence construction within the context of a written passage.
Objective 6: The student will recognize appropriate English usage within the context of a written passage.
Objective 7: The student will recognize appropriate spelling, capitalization, and punctuation within the context of a written passage.Return to Menu
This lesson is design to span approximately three to four weeks. That time can be shortened by collaborating with teachers of other subjects to form a multidisciplinary lesson and using two or more class periods a day for instruction.Return to Menu
Students will need access to a computer with Internet capability. Several word-processing , multimedia, and web-authoring tools can be used to create the product. This lesson is geared toward to use of Microsoft Word or PowerPoint, but many other applications will work equally well.Return to Menu
Entry Level Skills and Knowledge
Students participating in this unit are expected to possess grade level skills in reading and writing. A general knowledge of computer operation, word processing and multimedia skills would be helpful. Teachers need to have experience using the Internet, e-mail, word processing and multimedia products.Note:
Be sure to monitor group formation and area choice carefully.The Geography & History area is design for lower-level students and should be avoided by students who are average or above-average achievers.Return to Menu
Teachers may evaluate based upon the criteria outlined on the Student Page. The Project Report is designed to be written in the form of a persuasive essay.A rubric is available for grading the product and presentation. The questionnaire is designed to be graded on a completion basis.Return to Menu
Upon completion of this unit students will:
- gain a comprehensive understanding of the early Roman Empire.
- understand the connections between an earlier culture and our own.
- transmit what they have learned to others in a compelling and appealing manner.
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Questions or Comments? Send them to susan@techsan.org
