History: Ancient Greece & Rome: Defining the Past to know the Present

Audrey Joyner
 Overview of Lesson Plan

History 3.3 The student will explain how the contributions of ancient Greece and Rome have
influenced the present world in terms of architecture, government (direct and representative
democracy), and sports.

English 3.4 The student will expand vocabulary when reading.

d) Use context to clarify meaning of unfamiliar words.

e) Discuss meanings of words and develop vocabulary by listening and reading a variety of
texts.
f) Use vocabulary from other content areas

English 3.5 The student will read and demonstrate comprehension of fictional text and poetry.

The theme of this unit is Ancient Greece and Rome and gaining understanding of their
contributions to modern day societal advancement. In this unit, the students will read a short
historical fiction text and work in groups to discover different points of view on the text as well
as other contributions of these ancient societies they will learn along the way. Students will also
use 3 vocabulary strategies to enhance their working knowledge of historical vocabulary.
Integrating literacy into this plan increases the students’ skills in both reading and history, while
also teaching them lifelong skills in critical thinking as well as strategies for reaching an
educated conclusion in factual discovery of the world, both past and present. Through
comprehension of texts and themes, reflection of concepts, and assessing their own skills in a
creative way, students will be lead to discovery of their past so that it may lead to a brighter
future.

Sequencing and Coherence of Unit Plan

Day Activity Description

Day 1 Pre-Reading “Is it New News or Old News?”: Students will watch a
short video and discuss new terms and concepts, or ones
they already knew with their peers. This will access their
prior knowledge on the subject to assist in future learning.
Vocabulary Activities 1 “Ancient Antics Crossword” & “Ancient Vocabulary”
&2 Frayer Model: Students participated in group instruction
on new vocabulary, now they will display that knowledge
through individual vocabulary activities.
Chapters 1-3 in Hour of
the Olympics
Day 2 Vocabulary Activity 3 “Shake, Rattle, and Roll”: Students will use their peer’s
knowledge while quizzing each other in this fun, group
activity. Students will roll the dice to see if they can give
clues to review their knowledge of ancient vocabulary.
Comprehension Activity “QAR Reading Guide”: This assignment uses the QAR
strategy to guide comprehension through the book and ask
questions that pertain to the text, the other strategy used is
a Venn Diagram in the worksheet to discuss the
similarities and differences of Ancient Greece and modern
times
 Chapters 4-7 in Hour of
the Olympics
Day 3 Chapters 8-10 in Hour Finishing the last few chapters of the anchor text for the
of the Olympics unit.
Assessment/Writing “Ancient Social Media”: Students will create a historical
Activity fiction social media page to assess their knowledge of
ancient Greek and Roman events, lifestyles, and
contributions.
Day 4 Assessment/Writing Continued Work on Assessment Assignment
Activity
Day 5 Assessment/Writing Final Revisions on Assessment Assignment
Activity
Reflection Activity “Discussion Web/Smart Board Discussion”: Students
will fill in the discussion web answering the question,
“Whose influence do we see more in our daily lives?
Greeks or Romans?” Students will then discuss their
findings in a whole class discussion using the Smart
Board.

Interdisciplinary Connections

History and English, like Math and Science are often two disciplines that cross over quite a bit in
the school curriculum. In this plan, 3rd Grade History SOL number 3.3, the student will explain
how the contributions of ancient Greece and Rome have influenced the present world in terms of
architecture, government (direct and representative democracy), and sports, is fully supported as
the main SOL for this history unit. The text chosen in this unit, while partially fulfilling the
history requirement for the SOL, also fulfills the fiction requirement in the English standards of
learning number 3.5 as listed above. The English SOLs covered in this plan also includes English
SOL 3.4 on expanding vocabulary, along with the 3 subsets listed above. In both of these content
areas, reading is integral to success. By using English and History in conjunction with one
another, it allows the students to begin the practice of reading about their past early on in their
education and learning out to think critically about historical fiction text.

Technology

In this unit there are opportunities to enhance the student’s learning experience with different
kinds of technology. In the reflection activity there is use of a smart board to drag and drop
answers into their appropriate spaces. This is used to both incorporate technology as well as
create an easier to see presentation for students who may have visual impairments. Another
manipulative used is the dice in the vocabulary activity. This may not seem like a form of
technology but one reason it is included is for the students who have sensory issues and readily
use sensory manipulatives to participate in activities. The website Padlet is also used in this plan
as a discussion board for students to post answers and discuss their answers with their peers
through a different medium than simply speaking face to face. In our quickly advancing world of
technology it is important to include technology in lessons to increase student’s technological
literacy.

Differentiation

Differentiation is one of the main components in this plan, as it is geared toward students with
diverse needs. Using differentiated plans across the curriculum is crucial in being able to allow
students with diverse needs learn in the best way they possibly can. This lesson plan offers
choices in reading levels, such as the levels given in the text examples given, as well as the other
assignments as a whole. The Pre-Reading activity is slightly geared toward students who have a
difficulty with reading, allowing them to focus on the information presented rather than their
difficulties with how they are to obtain knowledge in this activity. One of the benefits of the
video shown is that there are closed captions available, as well as a majority of it being written
out on the video itself, which could help the students who have difficulty hearing or sensory
complications. Students with more severe disabilities can be given strips with new vocabulary
that can be found in the video to work in a group with the teacher or the aid in the classroom if
there is one available and they can match the word to what they think may be the definition
based on the video. There are also many ways to differentiate the vocabulary lesson such as
using manipulatives and pictures to explain the words as well as flexible grouping strategies. All
of the activities have the ability to implement flexible grouping strategies to present students
with different groups along with possible teacher assistance. Another differentiation strategy
used in this plan is the options given in the comprehension activity on how the students will
complete the assignment to display their comprehension of the material. It is important for
students with learning difficulties to be given choices in their work so that they feel the most
comfortable in showing their knowledge in the best way they can.

Text

The anchor text chosen for this unit is Hour of the Olympics, a historical fiction early
readers chapter book by Mary Pope Osborne meant for readers at a 3rd-5th grade reading level.
This text allows lower and upper level readers alike to engage with history in a different way
than most lessons, which would usually be an interactive notebook or lecture-based activity. The
chapters are short and have historical facts about Ancient Greece woven into the fictional story
of Annie and Jack’s adventure back in time. The related texts contribute to a deeper
understanding of the fictional adventure in ancient Greece such as the home life of the Greeks,
the Olympic Games, and democracy and how each of these contributed to how we live today.
Additional text to assist in understanding the necessary material for the unit will be a literary
historical fiction comic book titled, Adventures in Ancient Greece by Linda Bailey and Ancient
Greece and the Olympics: A Nonfiction Companion to Hour of the Olympics by Mary Pope
Osborne, Sal Murdocca & Natalie Pope Boyce. These related texts are both additional resources
that explain the content knowledge in a different way. In the non-fiction companion for the
anchor text, the authors reference the anchor text’s historical facts and expand them to lead
students to purely factual conclusions about Ancient Greece. Adventures in Ancient Greece is
useful as a guide through Ancient Greece through a pictorial storyboard style representation of
important information that the anchor text touched on briefly, and also gives information that is
required in the standards of learning about democracy and their way of life from a child’s point
of view.

References for the 3 texts above:

Bailey, L., & Slavin, B. (2003). Adventures in Ancient Greece. London: A. & C. Black.

Osborne, M. P., & Murdocca, S. (1998). Hour of the Olympics. New York: Random

House.

Osborne, M. P., Murdocca, S., & Boyce, N. P. (2004). Ancient Greece and the Olympics:
 A nonfiction companion to Hour of the Olympics. New York: Random House.

Pre-reading Activity

This activity, “Is it New News or Old News?,” centers around a video introduction
which will transition into a group/class discussion. This activity will introduce the students to the
world of Ancient Greece and their contributions before the full lesson of the specifics of Ancient
Greece begins. The video can be found at https://www.youtube.com/watch?v=jloEzVh31TE (We
will only use the time from 1:50-4:42 time coded in the video as it introduces the topic) and the
only other materials needed will be a piece of loose-leaf paper for each student, and writing
utensils. While the video is playing students will write on a loose-leaf piece of paper some new
words or ideas that they found in the video, this will lead to a group discussion at their table
groups about the words to see if their peers know a word that they stated as a new word, then
they will be discussed as a class. This will allow me as the teachers to see, as a class, what needs
to be stressed in general.

Ancient civilizations can sometimes be difficult for young students to visualize without
some form of visual aid to guide their knowledge. Through the use of videos that are easily
accessed through an internet connection and will offer students a medium other than traditional
text to learn the new information through. The activity will benefit students, especially those
with reading or learning disabilities by making the information less text centered and more
centered around their knowledge of the topic as the video is explaining excerpts of the new topic.
The activity will also foster some collaborative work by the students in the groups. Some may
have heard of some concepts that the other students have not, so they can help their peers and
explain the concepts in a way that may be easier to understand than the teacher’s explanation.

Instructional Steps:

1. The teacher will introduce the new unit as the beginning of the ancient civilizations units.
The teacher will then explain that the contributions made by Ancient Greece and Rome
helped to shape the world as we know it. The teacher will then pose the question, “Does
anyone know what a contribution is?”
a. If the students answer then we can move on to the rest of the activity, if not then
the teacher will explain what a contribution is as it pertains to being able to
understand the video.
2. The teacher will then instruct the students to take out a piece of paper and tell them that
as they watch the video on Ancient Greece, they are to write down some words that are
new to them that they may not know (such as Olympiad).
3. Once the video is over, the teacher will instruct them to discuss in their groups some of
the words or ideas they wrote down during the video. Is there something that everyone
wrote down? Is there a theme in the new words from the video? Are they all “Ancient”
words?
4. The teacher will then call the class to order and have the groups delegate a person to
speak for their group to the rest of the class and explain what some words were that they
had questions about.
a. The teacher will explain once the activity is over that the one person who was to
speak for the group follows a model set forth by the democracy in Ancient Greece
to give them a visual representation.

Impact on Instructional Decisions:

 I will use the information gained from this pre-reading activity to guide my lessons
though the end of the unit based on the information that was given to me by my students. Their
selected vocabulary words to take data on what the students already know or have heard about,
what they have never heard of, as well as their interest in the subject based on the class
discussion. For example, there may be a group of students that are interested in how the
Olympics were formed and how that is similar to the Olympics today, or how the democracy is
similar to ours. With those interests known, I could reform groupings to accommodate the
interests and make sure each group has someone from each category included. Another way I can
use this information is to guide future activities with the students, if they do not seem to grasp
what the video was trying to teach them maybe this medium is not right for the class, or if it goes
very well with the group discussions, they could be incorporated into the class more.

Vocabulary Activities

The three vocabulary activities are mean to access different parts of the students’ academic
knowledge of new historical vocabulary. Activity 1 is a crossword to introduce the new
vocabulary in a superficial manner, just to get them thinking about the words they will see later
on in the unit. Activity 2 is a Frayer model to have the students think deeper about the words and
their meaning and requires them to truly know what the word means to complete. The final
activity is a group game to test the students’ retained knowledge of the terms learned in the unit.
Altogether, the activities have the students’ testing different knowledge of the vocabulary and
along with reminders throughout instruction, will instruct them on the importance of the terms to
their historical knowledge.

Vocabulary Words and Rationale:

1. Ancient: relating to a time long past or to those living in that time
2. Architecture: the design of buildings
3. Aqueducts: Long, stone waterways with arches that brought fresh water into Roman
Cities
4. Chariot: a two- or four-wheeled cart usually pulled by horses used for transportation
or races in the Olympic Games.
5. Contribution: giving effort or ideas to a common goal or task.
6. Direct Democracy: A government in which people vote to make their own rules and
laws
7. Gladiator: a professional fighter or a captive who entertained the public by engaging
in physical combat
8. Government: the system that a community or other political body is run by.
9. Olympics: Every four years the best athletes in the world gather in one location to
compete against each other.
10. Representative Democracy: A government in which the people vote for (elect) a
smaller group of citizens to make the rules and laws for everyone

These vocabulary words are a combination of stopper words and words that span across the
content areas of English and History. This list will be important for students to understand as
they combine previous knowledge and new vocabulary to understand the many contributions of
ancient civilizations of Greece and Rome. The anchor text chosen for the unit contains many of
these words and they will provide a deeper meaning to the text allow with the entire unit.

Introducing Vocabulary Activity (Activity 1):

 Activity Overview & Rationale:

 o After the pre-reading video students will participate in the introductory activity
for the important unit vocabulary. In the activity the students will work
independently to solve a crossword puzzle using terms from the video and their
anchor and supporting texts in their text set. The crossword puzzle is a way to
introduce vocabulary at a very literal level, simply focusing on the definitions
alone and not on application of the terms. This activity will be effective for
students to start accessing prior knowledge of the given terms and thinking about
the terms that they have yet to add to their working vocabulary.
 Materials: Identify the materials you will need for this activity. Provide a completed
sample for this activity.
o Ancient Antics Crossword
o Video from the pre-reading
 Instructional Steps: Outline the specific instructional steps for this activity.
o The teacher will play the video used in the pre-reading activity to start the lesson
on the new vocabulary. The teacher will then explain that there is new vocabulary
the students must know to be successful when learning about the ancient Greeks
and Romans. A possible introduction could be, “Have any of you ever
watched PBS? One of our vocabulary words is used in almost every
commercial break! Do you know which one?” The students will hopefully
say, “Its contribution!” (“This showing of _______ has been made possible
by contributions made to your PBS station from viewers like you”). This will
create a segway into understanding the importance of knowing vocabulary for
everyday use. Each student will be given a Ancient Antics Crossword puzzle to
fill in using their prior knowledge and passages from the anchor text Hour of the
Olympics to try to figure out which word goes with each definition.
 Differentiation:
o This activity can be differentiated for students with reading related disabilities by
giving them cards that show pictures of the definitions versus a strictly word
definition. The visual representations will help students who have a deficit in
reading see what the words mean in a different way and focus on the definition
next once they understand the WHAT behind the new word.
Teaching Vocabulary Activity (Activity 2):

 Activity Overview & Rationale:

o For this activity, students will complete a Frayer Model on a given term for the
students to analyze on a deeper level than a short definition. Using this model
students must learn how to apply the definitions and examples they have already
learned about to create their own examples and non-examples.
 Materials:
o Frayer Model Worksheet
o Writing utensils
 Instructional Steps:
o The teacher will begin the lesson by giving students each a Frayer Model
Worksheet and explaining each of the 4-squares in the model. The teacher will
then model the activity using the example of, globe. Students will then be
instructed to make their own Frayer Model with a word that has been given to
them prior to the lesson from the list of vocabulary words. Students will then pair
up with another student with a different word to share their model with their
peers. Once the activity is over each student should have paired with someone
with each word on the list.

Frayer Model Blank:

Frayer Model- Filled-in Example:

Reinforcing Vocabulary Activity (Activity 3):

 Activity Overview & Rationale:

This activity which I call, “Shake, Rattle, and Roll”, students must apply the
knowledge they have learned by using the vocabulary in different scenarios and
applications for the words based on the instruction rolled on a dice. Students can
keep score if they choose and will continue the activity until the allotted time as
been used. This activity will allow for some friendly competition, movement
during the school day, as well as a new way to study vocabulary for the unit
assessment. The activity will be effective because it allows students to review
concepts and terms they have learned during the unit while also encouraging
social activity with their peers. This also allows for peer teaching from students
who may have grasped the concepts more quickly which rewards both students.
 Materials:
o Dice (One for each group)
o Small Whiteboards (One for each group)
o Whiteboard Markers
o Vocabulary word index cards
o Loose Leaf Paper (If the students decide to keep score)
 Instructional Steps: Outline the specific instructional steps for this activity.
o In this activity, students will be put into small groups of 4-5 students. Each group
will be given one dice and index cards with the vocabulary words from the unit
vocabulary list. The students will take turns picking a vocabulary word and
rolling the dice to see which of 6 actions they will perform using the word they
 have chosen. If a student does not know a word, the student who is going next
will have the chance to steal the word.
 Roll a 1: Define the word
 Roll a 2: Draw a Picture
 Roll a 3: Name a Synonym
 Roll a 4: Name an Antonym
 Roll a 5: Act out the word
 Roll a 6: Use the word in a sentence.

Comprehension Activity

Description:
The strategies used in this assignment are the QAR and a Venn Diagram to compare Ancient
Greece to Modern times. When used together, the strategies provide a different mode of learning
to students who may learn more visually or graphically. When used together they also allow the
student to answer a QAR question in a different way when using a visual representation.

Rationale:
This assignment uses the QAR strategy to guide comprehension through the book and ask
questions that pertain to the text, the other strategy used is a Venn Diagram in the worksheet to
discuss the similarities and differences of Ancient Greece and modern times. It is important to
have students with disabilities such as dyslexia guided clearly though the information they are
supposed to gain from the reading. Through this activity, students will be shown a questioning
strategy that can show how to interpret important concepts in the text and ask their own
questions while reading. Since the text is historical fiction, the important concepts are mostly
historical facts. However, there are many parts of the text that require knowledge of the plot to
understand why they are significant to the story.

Materials:
1. Hour of the Olympics: QAR Reading Guide (Attached on Blackboard)
2. Copies of Hour of the Olympics by Mary Pope Osborne
3. Pencils
4. Index Cards (Extension Activity)
5. Colored Pencils (Extension Activity)
6. Padlet/Computer/iPad: https://padlet.com/ajoyn006/kocj4hstnfiq

Instructional Steps:

1. Students will be instructed to take out their copies of Hour of the Olympics by Mary Pope
Osborne and will group up into their reading groups to read through pages 10-23
(Chapters 2 & 3) in their books.
a. Reading groups are chosen by reading level going from blue, red, green, and
purple (in that order from lowest to highest reading level).
b. The teacher and co-teacher will be going around to each group to assist with
pronunciations
2. After the students have complete the reading, students will be given a copy of the Hour of
the Olympics: QAR Reading Guide to work through independently for 15-20 minutes.
a. Groups who finish before the time is up will work individually to draw and
describe key events from the chapters they just read.
3. Once students have worked through the assignment independently, they will group
together again and review their answers with one another.
 4. The students will choose one of the following ways to present their groups answers to the
teacher.
a. Draw and Explain
b. Write the answers in a foldable
c. Post the answers in the class discussion Padlet
i. https://padlet.com/ajoyn006/kocj4hstnfiq
5. Once students have completed the assignments, they will use the Padlet discussion board
to respond to at least two of their peers either using the iPads or the computers in the
classroom.
6. Students will turn in all papers for cross-referenced grading to compare group answers
with individual answers.

Assessment Plan:

Throughout the lesson, students will be assessed based on the group discussions that take
place during the activity. Students will also be assessed individually based on evaluation
of the QAR worksheet that will be handed in along with the group work. The students
will not be given a letter grade based on this worksheet, they will be evaluated based on
their answers to see where they are in terms of comprehension.
QAR Worksheet:
 Reflection Activity

In this reflection activity, students will use the knowledge they have gained in this unit to come
to a conclusion of whose influence they see more of in their day to day lives. They will
accomplish this by individually using a Discussion Web (Posted below) to gather their ideas and
present them to the teacher. Due to the students’ young age, it is important to draw clear
comparisons to the past, so they will understand why the world works in the way it does. This
assignment has a technology component and will require the use of a Smart Board and if that is
not available, the group component can be completed by handwritten sticky notes on a white
board.

Materials:

1. Discussion Web Worksheets, One for each student

2. Writing utensils
3. Smart Board
4. Smart Board software
**if the smart board is not available sticky notes and a white board will be needed to
complete the lesson.**

Instructional Steps:

1. The teacher will begin the lesson by asking the students to state some things they learned
throughout the unit. (i.e. the Olympics were first done in Greece, democracy, etc.)
2. The teacher will then model how to complete the Discussion Web and state the
instructions for completion of the web.
a. The students will also be told that some of the answers will be used in a class
discussion later on.
3. The students will be given 15 minutes to collect their ideas and place them in the correct
sides of the web.
4. The teacher will then collect the reflection sheets from each student and choose an
answer from each worksheet to type into the Smart Board sticky notes.
5. The teacher will then ask the students to drag the reason in the sticky note to the correct
heading, either Greek contribution or Roman contribution.
6. The teacher will finally ask the students who they think have the most contributions that
we still see today and share their reasoning with the class.
 Writing Activity

The writing activity for this unit is found in the Performance-Based Assessment. The
students will be assessed based on their ability to write “posts,” or short factual or anecdotal
statements about ancient Greeks, Romans, or both to create a social media page based on one of
these ancient figures. This activity fulfills the writing component for this unit as it displays the
students’ ability to present their knowledge of the content through critical thinking and being
able to generalize the material in a creative way. The social media page is a way for students
who may struggle with longer writing assignments to have the process broken down into smaller
parts as to not overwhelm the student, as well as teach them proper writing strategies on a
smaller scale.

Communication Activity

The communication activity for this unit is found in both the Comprehension activity as
well as the Pre-Reading activity earlier in the unit. The communication component in the
Comprehension activity uses the message board website Padlet to post discussion responses to
their classmates’ classwork answers. Students are given the chance to respond to each other in a
way that may make them feel more comfortable than if they were in a small group setting.
Students with disabilities are often apprehensive of oral communication or voicing their opinions
on their work in fear that they might be incorrect. In this media, the student can take time and
think about their individual response with less pressure from their peers. In the Pre-Reading,
students work in small groups to discuss unknown terms they found in the introductory video
and at the end of the group work one student will be delegated to present the group’s findings to
the class. This communication activity has both an oral language and a collaborative
communication component as the students will work together to assess their prior knowledge of
ancient civilizations.
 Performance-Based Assessment

The performance-based assessment for this unit will be to create a social media page
created by the students to display their knowledge of the content obtained in this unit about the
ancient civilizations of Greece and Rome. The assessment is meant to display students’
creativity, their ability to generalize material they have been taught into a real-world scenario
and test their knowledge of the ancient civilizations of Greece and Rome. The assessment brings
the unit together by giving students the opportunity to have lee-way with the execution of the
assignment, however this does not mean they can turn in anything they desire. What this means
is that the students may choose to be very creative with their writing and illustrations, and some
may choose to be purely factual in their representations. The assignment allows for this to cater
to the individual needs of those with diverse learning needs, so they may display their knowledge
in a new way. At the end of this section the rubric for the assessment is given and focuses on 4
categories; length, creativity, factual interpretation, and presentation. Students will be given the
guidelines as shown in the GRASP below, a copy of the rubric, as well as the 11x17 black social
media page. This assessment will be completed in class to ensure that it is their own work, and to
ensure quality is being monitored by the teacher. Once the assessments have been graded, they
will be hung in the hallway as a way to publish the students’ work for the school to see.

Goal:

 Your task is to use the template given and create a social media page through the eyes of
an Ancient Greek or Roman.
 Your goal is to create a profile for the Greek or Roman that talks about what
contributions their country made to the world we live in today.
 The problem or challenge is the people who find the profile online may not know much
about Ancient Greece or Rome or the contributions they made.
 The obstacles to overcome are helping people from the future understand the importance
of Ancient Greece and Rome.
Role:

 You are an Ancient Greek or Roman citizen, gladiator, Olympian, or philosopher.

 You have been asked to create a social media account to tell someone from the future
how your country contributed to how they live in their time.
 Your job is to educate the people of the future in the ways of your people, your country,
and how these ways are similar or different from how they live.
Audience:

 Your clients are the Greek and Roman emperors.

 The target audience is people of the future who do not know much about Ancient Greece
and Rome.
 You need to convince the Greek and Roman emperors that their city state will be
remembered in the future, and you need to convince the people of the future that Ancient
Greece and Rome are worth remembering.
Situation:
  The context you find yourself in is you must convince both the Greek and Roman
emperors and the people of the future that your posts about life as a Greek or Roman will
serve as a way to teach people about the countries.
 The challenge involves dealing with an audience that may not have background
information on the topic.
Product Performance and Purpose:

 You will create a social media profile of an Ancient Greek or Roman in order to show the
contributions these ancient civilizations made to modern times.
 You need to develop a visual profile, completed in the given template so that you can
educate the people of the future on the contributions of the Ancient Greeks and Romans.
Standards and Criteria for Success:

 Your performance needs to include a picture, either hand drawn or printed of your chosen
Greek or Roman, at least 5 “posts” about the civilization and life of the person you have
chosen, as well as a title for your social media page (Greekbook, Roaming Romans, etc.)
 Your work will be judged on your ability to provide factual evidence about Ancient
Greece and Rome based on our class as well as creativity of the posts that provide these
facts.
 Your product must meet the following standards:
o Provide at least 5 “posts” on the profile page
o Discuss at least 3 Greek or Roman contributions to today’s way of life
o Provide a profile picture and illustrations in the profile
o A creative title for the social network
o Include at least 2 period related friends and 2 interests that your person may have
had.
 A successful result will be appealing and able to educate someone who knows little about
Ancient Greece and Rome about these civilizations.
Assessment-Filled In & Blank (Printed on 11x17 Paper)
 Assessment Assignment Rubric

3 Points 2 Points 1 Point

The profile is visually

The profile is visually The profile contains no
appealing and has a
Presentation appealing; contains no profile picture or
profile picture included
profile picture. illustrations.
in the illustrations.

The title is creative and The title provides little

provides a description description of the The student did not
Title
of the information in information contained provide a title.
the profile. in the profile.

Student created less

Number of Student created at least Student created at least
than 3 posts in the
“posts” 5 posts in the profile. 3 posts in the profile.
profile.

Combined posts discuss Combined posts discuss Combined posts discuss

Factual at least 3 Greek or at least 2 Greek or less than 2 Greek or
Material Roman contributions to Roman contributions to Roman contributions to
today’s way of life. today’s way of life. today’s way of life.

Profile includes at least Profile includes less

Profile includes at least
Interests and 2 of either the interests than 3 total interests or
2 interests and 2 friends
Friends or friends but 1 of the friends of the Greek or
of the Greek or Roman.
other. Roman.