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The overall aim way to produce a unit of work incorporating literacy objectives: A Writing writing to inform writing to instruct writing to describe imaginative writing organising text writing for an audience and purpose B Reading reading for research reading for relevance developing skimming and scanning skills C Speaking and Listening shared group discussion presentation D Awareness of vocabulary; encouraging accurate use of subject specific vocabulary E IT: improve data handling skills by selection of appropriate material from the Internet and even F Citizenship – working with others!! LessonLearning ObjectivesSkillsResourcesPupil OutcomeLesson 1 Where is Rome?To know where Rome is To recognise Rome’s historical significance To distinguish between ancient and modern RomeLocational knowledge of Rome Awareness of historical context of settlement Awareness of chronological differences between ancient and modern RomeEuropean maps of Rome, Italy OHP acetate Laminated European maps Photos of ancient/modern Rome Maps of ancient/modern Rome (city plan) Book box from school loans (page of pack) Suggest using ‘Merton Park’ Yorkshire Farming MuseumTo identify location of Rome on a map of Italy Oral feedback on significance of Rome – done on flip chart A list of difference between modern an ancient RomeLessons 2, 3, 4 and 5 What is Rome like?Reading for research, and relevance Use of skimming and scanning ICT handling skills and selection of appropriate material Speaking and listening – group discussion Writing for any audience Writing to instruct and inform.Data handling and selection Proof reading and drafting Communication Working with others Handwriting and or word processing Use of vocabulary and spelling.Checklist to find information Internet Leaflets/travel guides Library Book box Paper Pens Glue Scissors FoldersLeaflet on present day Rome or Leaflet on modern day Rome (Guides to the city)Lessons 6 Wish you were here!To describe routes To develop a sense of place and timeTo use directional instructions To develop historical understanding re difference between past and present Empathy Communication Working with othersStreet maps Cards with places and landmarks to be given to groups Paper Scissors PensDescription of a route from a chosen place to a specific landmark Produce a postcard from selected landmark stating what is there/or role play describing the scene Suggestion for The work to be continued in the Secondary School include: To build on knowledge of historical Ancient Rome. Case study identifying primary/secondary sources To use the skills of research, describing routes, identifying patterns and maps To use different formats to present information To consider the new journey to school using informative and descriptive writing skills To compare the journey in reverse to contrast observational skills To use the first chapter of ‘Whitby Witches’ and identify places and atmospheric description. Resource List for Primary School Unit Books Contrasts and connections – John Murray Publishers (extracts included). The Roman Empire – Collins Living History (extract included) In Search of History – Early Times to 1066 (extract included) History Scene Book 1 – Peter Moss (extracts included) Request from Library Service Rome and the Romans – Usborne Audio Tape Rome, the Centre of the Empire Copies to follow Video Tape Rome – BBC History file Worksheets The Empire Supplies Rome (The Times) Worksheet 2 – to be used with audio tape The City of Rome – video background notes Source A & B – use on OHP Descriptions of Rome Internet Hotlinks  HYPERLINK http://www.bbc.co.uk/history/romans www.bbc.co.uk/history/romans  HYPERLINK http://www.lonelyplanet.com www.lonelyplanet.com  HYPERLINK http://www.encarta/ancientrome www.encarta/ancientrome Use a suitable search engine and type in City of Rome it will provide links to modern and ancient Rome including city plans/maps. CD Roms Dorling Kindersley – History Microsoft – Ancient Lands CD versions of: Encarta Britannica Grolier Aim is to use a variety of sources to produce guidebooks to modern and ancient Rome. Aim is to allow students to use more than a book; they must use at least two different sources of information. The Market Weighton school – Teaching Plan for Secondary phase of bridging unit Teaching Time: At least 6 hours beginning September 2001. X-curricular links = History English Geography Citizenship Language for Learning Opportunities for ICT Research skills English Delivery Lesson 1 Writing about journeys – providing a sequence of instructions for a journey from home to school complemented by a map or diagram. Brainstorming about different types of journey Lesson 2 Reinforcing types of journey and looking at journeys at different times of day. Focus on the language of journeys and adjectives to create atmosphere and sense of place. Lessons 3 & 4 Developing creative writing on the theme of journeys and using stimulus material from fiction/non-fiction sources. Lessons 5 & 6 Autobiography – Human journey. Writing/role-playing the autobiography of Romulus. Lesson 7 Personal timelines/autobiographies. History Delivery Lesson 1 Who were the Romans and how do we find out about their lives? Evidence handling and brainstorming. Produce a spidergram. Evidence handling develops speaking and listening skills. Lesson 2 Who do the Romans think they were? The story of Romulus and Remus, why did they tell the story? Difference between fact and fiction. Lessons 3 & 4 Storyboarding the myth of Romulus and Remus. Highlighting differences between mythical foundation of Rome and archaeological records. Lessons 5 & 6 Journeys through time – how we use timelines and chronological language to journey through time, back to the Roman Empire. Lesson 7 Continue into study of the development of the Roman Empire. 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