Impact on student learning samples
Who was Julius Caesar?
Warm Up
He was the leader of Rome. As he progressed he became more and more powerful. Some people did not like him so they formed a plan to kill him. He was murdered by the Senate.
Exit Slip
Julius Caesar grew up poor, but when he was ten, his aunt married, so he continued his life in nobility. Throughout his life, he had three wives, and a son and daughter. His strengths were writing and public speaking, though he was a strong military general. Unfortunately, his friends killed him.
He was the leader of Rome. As he progressed he became more and more powerful. Some people did not like him so they formed a plan to kill him. He was murdered by the Senate.
Exit Slip
Julius Caesar grew up poor, but when he was ten, his aunt married, so he continued his life in nobility. Throughout his life, he had three wives, and a son and daughter. His strengths were writing and public speaking, though he was a strong military general. Unfortunately, his friends killed him.
Warm Up
Julius Caesar was a Roman General. He later became the leader of Rome. He tried to take over Britain but the army and weather stopped him. Soon all the Senators murdered him on the Ides of March because they thought he had too much power.
Exit Slip
Julius Caesar was born on July 12 or 13, 100 AD. He was born into a poor but noble family. His family slowly got richer after his Aunt married. When he married his wife soon died. They had a daughter named Julia. He later joined the army. He married his 3rd wife for the rest of his life. He soon became similar to an emperor but was killed by the sentarors for having too much power.
Julius Caesar was a Roman General. He later became the leader of Rome. He tried to take over Britain but the army and weather stopped him. Soon all the Senators murdered him on the Ides of March because they thought he had too much power.
Exit Slip
Julius Caesar was born on July 12 or 13, 100 AD. He was born into a poor but noble family. His family slowly got richer after his Aunt married. When he married his wife soon died. They had a daughter named Julia. He later joined the army. He married his 3rd wife for the rest of his life. He soon became similar to an emperor but was killed by the sentarors for having too much power.
This work sample was chosen because it was a basic example of the expansion of the students’ knowledge. These two specimens showed that the students had some basic knowledge about Julius Caesar when they answered the question the first time, and it indicates in the second sample that the knowledge that the students had about Julius expanded in between the assessments. At the beginning of class I asked who Julius Caesar was, realizing that we had briefly talked about who he was and knowing students would know some basic details about his life. Then in class they did a reading on the life of Julius Caesar and answered questions regarding the reading. At the end of the class, I asked the same question as I did at the beginning of the class and was pleasantly surprised by the addition of the information that the students turned in. They knew more about the life of Julius Caesar than they did at the beginning of the class and this was indicated on the second assessment. This type of expanded learning that was indicated was the reason that I chose these samples, because students were able to take knowledge and then add to it during a lesson.
What is a myth?
Warm Up 1:A myth is a legend, it has appeared as the Greek myth before. A myth is something you believe in or a story, a myth can be a tale.
Warm Up 2:
A myth is a story that was maybe passed down, story with facts and some false information. They change depending on the place.
Warm Up 1:
A myth is a story that may or may not be true. It is usually something frmo the past. It was something people believed in.
Warm Up 2: A myth is something that people believed in ancient times. A myth may or may not be true. A myth is something that was believed in awhile ago and some people may be it in it. Some people may not. It could be a story about something.
This sample was chosen because myths were a topic that we discussed in the unit about ancient Greece and the unit about ancient Rome. I wanted to see what information about myths that students had picked up from Ancient Greece and then see what they had picked up in a more in depth discussion about myths in Rome. Information about myths can really help students better understand culture and the origins of civilizations. In this case, we discussed what myths were, connecting the information to Ancient Greece and specifically talked about the legend of Romulus and Remus which connected it to the current material. Then we looked at the possible truth in the story, and also discussed why people would believe in myths. I feel that this type of discussion of why people believed enabled students to connect better to the material. Through these samples I was able to see what kinds of things that students were able to tell about myths. Many were able to tell that they were passed down from generation to generation on both assessments, but often after the discussion the students were able to tell that myths were partly fact and partly fiction which was not happening in the first sample. They also were able to give a more in depth discussion. Through the student work I was also able to see what kinds of ideas that needed more emphasis because they were not mentioned much in the second sample.