of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers have access to “I can” statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments. WIDA Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples. Example: 6-8 Writing Ancient/Medieval civilizations Entering: Identify features of historical periods from illustrations and word/phrase banks and share with a partner Beginning: Describe features of historical periods using notes from graphic organizers and share with a partner Developing: Compare historical periods using sentences from graphic organizers and share with a partner Expanding: Produce contrastive summaries of historical periods using information from graphic organizers and share with a partner Bridging: Create historical essays descriptive of past civilizations Example: 6-8 Listening Maps Entering: Identify locations of land and water masses on maps based on oral statements, and check with a partner Beginning: Sort locations on maps by land or water masses based on oral statements, and check with a partner Developing: Identify specific geographic locations (e.g., time zones, latitude, longitude) on maps based on oral information, and check with a partner Expanding: Compare and contrast locations on maps (e.g., cities in Northern and Southern Hemispheres) from oral descriptions, and check with a partner Bridging: Evaluate locations on maps for different purposes from oral descriptions (e.g., Show me the best ancient city.) Common Core Standards: Focus on Vocabulary Effective vocabulary development occurs both incidentally and through explicit instruction. It requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content areas, terms should be integrated into tasks and reinforced over time and across contexts. Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts. (Ex: write, read, build) Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas. Tier 2 words present challenges to students who primarily meet them in print. (Ex: obvious, complex, establish and verify)
7.1 Analyze the legacy of the Roman Empire. 7.2 Summarize the consequences of the fall of the Roman Empire including the continuation of the Eastern Roman Empire as the Byzantine Empire, Justinian and the significance of Constantinople. 7.1 What are the key achievements and contributions of Roman civilizations? 7.2 What problems led to Rome’s decline? What effect did Germanic invaders have on the Roman Empire? 7.2 How did the Byzantine Empire become rich and powerful? How did Emperor Justinian and Empress Theodora strengthen the Byzantine Empire? Content Vocabulary (Tier 3): reform, salvation, hierarchy, doctrine, schism, Byzantine, clergy, gospel, monastery, mosaic, saint, pope, parable, resurrection, apostle, martyr, icon, iconoclast, laity, excommunicate Sample Assessment Pg. 70-71 Have students complete this assessment after Week 2 to check for understanding. 7.1 TBQ – Answer the question: What was in importance of Constantine’s conversion to Christianity? in an First read the Anchor text: Eusebius of Caesarea Ecclesiastical History to describe Constantine. After reading about the conversion of Constantine, include an explanation of why Constantine sought the help of God to help him win his battle and describe the sign he was given in the essay. Eusebius of Caesarea's Ecclesiastical History - Literacy RI.6-8.1, WHST.6-8.2 7.1 Create a graphic organizer to analyze the legacy of the Roman Empire. Textbook p.60-61 - Rome's Legacies, p.62 - Complete What Do You Think? Create a list of three aspects of modern society that have been influenced by the Roman Empire. Compose an informative essay explaining your reasoning for each selection and cite how the connection spans the time between the eras. Literacy RI.6-8.1, WHST.6-8.2 7.1 Describe the importance of Constantine’s conversion to Christianity and Constantinople. Read Eusebius of Caesarea Ecclesiastical History to describe Constantine.
evidence in your essay. What values and morals are demonstrated in the story? Are they common in other parts of the world and other cultures as well? Are they important ideas to follow? Why? See text section for link. Literacy RH.6-8.5 7.13-7.14 Read Textbook p.129 - Trading Empires in Africa - R p.129, V p.130 & map Create a map of the several African trading kingdoms and label major cities, trading routes and geographic features vital to their existence. In groups, students should draw evidence from informational texts to describe the role of the trans-Saharan caravan trade in the changing religious and cultural characteristics of West Africa and the influence of Islamic beliefs, ethics and law. Literacy RH.6-8.2, WHST.6-8.2 Have students research how the culture changed in West Africa due to the trans-Saharan trade route. Cite textual evidence connected to the culture changes in West Africa. Literacy RH.6-8.5 Salt Trade - 7.13 Read Textbook p.130-131 - How Did Ghana Begin? R p.130 Primary Source - Ghana in 1067, C p.131 Literacy RH.6-8.5 7.13 The Soninke people of northwest Africa established Ghana, which became the “first great empire of the Western