by Marie Sontag, Ph.D., ? Marie Sontag, 2007
The Aeneid Rome KaMOO is an online virtual world created by Dr. Marie Sontag,
located at http://kamoo.dragonangel.net. The KaMOO is a free, educational MOO
environment created by Dr. Kip Leland, Project Manager of L.A. Virtual Academy.
The right side of the KaMOO’s screen describes the student’s location, such as Carthage,
Sicily, etc. It can also describe the characters or items found at that location, provide
links for traveling to other locations within the KaMOO, display pictures, play sound,
video, or hyperlink players to other Webpages. The left side of the screen keeps a
running dialogue of conversations at that location. Students type their interactions in the
bottom left corner. Students must use word processing skills in order to interact in the
KaMOO. They must also move to various locations and make decisions that will help
them reach their goals.
QuickTime?and a decompressorare needed to see this picture.
thThe Aeneid Rome KaMOO relates to content standards for 6 grade language arts and
social studies. Before participating in the online world, students read an abridged version
of the Aeneid, then role play one of the story’s characters and interact with the other
players in search of quests. The Aeneid Rome KaMOO was designed to provide students with an immersive learning environment that could engender complex, transferable
learning outcomes. This virtual world integrates strategies from these instructional
1. Four-Component Design Model (van Merriënboer, Kirschner, and Kester, 2003)
2. Cognitive Load Theory (Mayer and Moreno, 2003) and SOI Model (Mayer, 1999)
3. Understanding by Design (Wiggins and McTighe, 1998)
4. SCCS Design Model (Sontag, 2007)
After studying the unit of the Aeneid and participating in the virtual world, students should be able to give examples from the Aeneid that illustrate the following enduring
1. culture is history in the present
2. fate vs. personal choice
3. right vs. might
4. art reflects culture vs. art influences culture
Aeneid Lesson Plans
1. Familiarize yourself with the TeacherTips and the Student Directions. Read
through these Lesson Plans.
2. Go to http://kamoo.dragonangel.net and log in with the ID of Aeneas3 and the
password student. The screen should then open to a location titled “The Aeneid”.
Watch the movie. Try out some of the KaMOO commands listed on the Student
Directions. If you move anything, be sure you put it back, because the game is set
up for play. Moving items before play begins will alter the game pattern. When
students are ready to begin the game, (after reading Chapters 1-9) print copies or
display the commands for students and review together, demonstrating how the
commands are used in the game.
3. Before students read the Aeneid, show the QuickTime movie in the Rome
KaMOO at http://kamoo.dragonangel.net if a large screen projection is available.
Explain that the students are about to embark on an adventure to discover the
ancient ancestors of the Romans.
4. After students view the QuickTime, open the MedMap.doc and project it on a
large screen. If a large screen is not available, print out copies of the map to
distribute to students. Have students locate Troy on the map. Ask what famous
battle took place at Troy. Students may volunteer information about Odysseus
and the Trojan Horse.
5. Allow students to discuss their background knowledge about Odysseus, and then
have them locate Rome on the map. Explain that, even though the Greeks
defeated the Trojans, some of the Trojans escaped and tried to sail to Rome. One
of the men who escaped was Aeneas, son-in-law of Priam, the King of Troy. The
goddess Juno didn’t like the Trojans, so she tried to blow them off course.
Instead of landing in what we now call Italy, the Trojans landed in Carthage.
Have students locate Carthage on the map. The Trojans were destined, however,
to settle in Rome, so after their stay in Carthage they set sail once again for Rome.
On their way, they stopped off in Sicily. Have students locate this island. Finally,
the Trojans land in Italy, which, in those days was called Latium because the king
of the area was known as the King Latinus. Students could also view these
locations on Google Earth. A future Lit Trips is planned that will trace the path of
this abridged version of the Aeneid. 6. Ask if students know where or when this story about these Trojans was first
written down. Explain that it was written by a poet named Virgil who lived in
about 100 BC. The events he wrote about supposedly happened about 3,208.
Draw a timeline on the board and have students figure out what the BC date was
for 3,200 years ago. Explain that the story Virgil wrote was called the Aeneid.
Explain that they will be reading an abridged, or shortened version of this book.
After reading the story, they will then become one of the characters in the Aeneid
and play a simulation game based on the story.
7. Explain that, the better the students know the geography of the area where they
will be traveling, and the better they know the characters and plot of the story, the
better they will do in the simulation game. Allow the students the choice of
working either alone or with a partner to complete the Mediterranean Map
Worksheet and Map. When finished, correct the map with the students and have
them turn it in for credit if you wish to give students a grade or credit for
completing it. Let students know that later they will have a test on the gods and
goddesses information included in these directions. Provide them with a link to
the online Gods and Goddesses Jeopardy PowerPoint game that they can play as a
review. Let them know you will play it together as a class before taking the gods
and goddesses test.
8. Provide students with copies of the Directions. Do not hand out the “Passports”
page until students are ready to play the virtual world game. Note: when students
finish reading the Aeneid, you will only need a total of 18 Passports, one for each
character, so only print 18 of these when printing the Directions for the class.
Read the directions together as a class. Remind students that, the better they know
the characters in the story and what motivates them, the better they will fare in the
online virtual world after finishing the story. Also, remind students that the
upcoming gods and goddesses test will include information about the gods and
goddesses that is on the Directions sheet.
9. Provide students with copies of the Chart Worksheet and Flow Chart Blanks.
Also see the teacher’s answer key. Have them work either individually or with a
partner on the worksheet. Display a colored copy of the chart on a video projector.
When students finish the worksheet and complete the blanks on their chart on the
backside of the worksheet, and color the boxes on the filled-in chart, have them
correct their own and discuss the chart as a class. Students can be asked to turn in
the worksheets for credit. Return sheets to students to keep in their Aeneid folder
for future reference. Some teachers find it helpful to have the colored chart
enlarged as a colored poster to hang up in the room as a reference.
10. As a class, have students play the Gods_GoddessJepdy.ppt game. 11. Have students take the Gods and Goddesses Test.doc (also see the AnsKey.doc).
12. As part of the preparation for the Aeneid, or for students wishing a challenge
and/or extra credit, have students read an online abridged version of the Odyssey,
starting with Chapter 1 at http://www.mythweb.com/odyssey/book01.html, and
progressing through Chapter 24. Those wishing to obtain extra credit could then
complete the OdysseyRevQuest and Internet Hunt worksheet. (Also see the
1. Have students read Chapter 1 of the abridged version of the Aeneid together as a
class so you can discuss it as you go. You can either print out a booklet copy for
each student, or display it from the Webpage and read it together as a class while
showing it on a projection screen. Teachers are strongly encouraged to print out
copies of the booklet, one for each student, so that students can take a copy home
for further study (see download links at the bottom of the online chapter 1 page.
Also, most students enjoy having their own personal copy while reading together
as a class.
2. Chapter 1 Review Questions. Print out copies for each student, and have them
work on the questions as a group. Walk around and facilitate groups as needed.
When finished, review answers as a class, and have them turn in their answers for
credit. (Answer Key).
3. Using students’ answers to Part Two, discuss what the tension between “fate vs.
choice” means. Have students think of modern-day examples that illustrate this
tension. Working in pairs, have students create a paragraph to insert into a
PowerPoint to explain and illustrate this tension, including at least three pictures
downloaded from the Internet. Have students present their PowerPoint
presentations to the class. If computers are not available, have students illustrate
the idea of fate vs. choice in a drawing. Have them explain their drawings with at
least one other person. Have a few share with the class. One idea might be a
drawing about a student saying “no” to a parent when the parent is telling them
they must go to school, and then another frame showing the student walking into
their classroom door. This could illustrate that it is the student’s “fate” to go to
school. They really do not have a choice. A second drawing might have the word
“homework” written across a page and crossed out, illustrating that it is a
student’s choice whether or not to do his or her homework. 4. Provide students with copies of the handout, 1_9VocaStudy. Students should
study Chapter 1 vocabulary words on their own and as a class by going to
http://www.quia.com/cz/12774.html. Provide class time for students to study the
vocabulary worlds alone and/or with a partner. Do this for each new chapter.
5. Provide students with copies of the Word Search for Chapter 1 vocabulary words.
Have students turn it in for credit. You could also have students write a paragraph
on a topic of your choice, challenging them to use as many vocabulary words
from Chapter 1 as possible.
6. When students finish reading Chapter 1, have them take the Chapter 1 Vocabulary
Quiz (Answer Key for Chapter 1 Vocab. Test).
1. Students read Chapter 2. Provide students with the Chap2RevQuest.doc (Answer
Key). Also print out for students and have them read the Chp2 Roman