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
2. Discuss the enduring understandings of “culture is history in the present” and how
this applies to Rome’s legend of Romulus and Remus, and the later story of the
Aeneid. Discuss how this contrasts with the Judeo-Christian culture as illustrated
in the story of Cain and Abel. Compare and contrast these stories with the ideas
of “might makes right” vs. “right makes might”. 3. Assign half of the class to write a three-paragraph essay comparing and
contrasting the story of Romulus and Remus with the story of Cain and Abel.
Have the other half write a three-paragraph response to literature essay about how
the story of Aeneas might have made the Roman citizens more willing to give up
their republican form of government in favor of emperors such as Julius Caesar
and Augustus. Have students pair up and develop a PowerPoint presentation of
their essay ideas, including at least one slide and visual for each main point in
4. Students should practice their vocabulary words on their 1_9VocabStudy sheet.
They should also practice the vocabulary words online at
http://www.quia.com/cm/77893.html and http://www.quia.com/jg/628664.html.
5. Students take Chapter 2 Vocabulary Quiz (Also see Chap2QuizAnswerKey.doc).
6. Set up your own class blog. Have students respond to posted discussion questions
as extra credit, or as a required assignment. Periodically, share insightful answers
from the blog with the whole class on a large projection screen. Continue to add
new discussion questions as more chapters and concepts are covered. See a
sample blog at http://tinyurl.com/4w73a8.
User name: student
Be sure to use an uppercase A, and keep everything else lowercase.
1. Students read Chapter 3 and then complete the Chap3RevQuest.doc. (Also see
2. Students read Chapter 4.
3. As a whole-class and/or individually, have students study vocabulary words for
Chapter 3 at http://www.quia.com/cz/55977.html during class. 4. As a whole-class or individually, students can review Chapter 4 with a Hangman
game at http://www.quia.com/hm/195290.html. 5. As a whole-class or individually, students can review Chapters 3-4 vocabulary by
going to a Flash Card, Concentration and Word Search game at
6. To test vocabulary words for Chapters 3-4, have students take the
Chap3_4Quiz.doc (also see Chap3_4QuizAnsKey.doc). 7. List the characters’ names on long paper (or on the board)and post it in the front
for all to see. Make one long list of names on the left. Have students pair up or
work alone so that there are a total of 18, since there are 18 characters that must
be covered in the online virtual world game, Rome KaMOO. Have the individual
students or the pair write the top three characters they would like to role-play. stndrdHave them write this on a piece of paper, numbered as their 1, 2 and 3 choice.
Put these papers in a basket. There should only be 18 pieces of paper, each with 3
characters’ names on it from the story. Draw papers out, one at a time. List the
names of the students next to their first choice character on the board. Once a
character has been taken, the next student(s) choosing that character will then get ndtheir 2 choice, and so on, until all characters are covered, and every student has
a character (or pair of students). As the class continues to read the Aeneid, have
them role-play their parts while reading. For example, use props such as shields,
helmets, robes, etc. Have the student role-playing Aeneas read dialog when
Aeneas speaks, etc. As the class continues to read the Aeneid, begin to have
students read their individual parts as they start to role play their characters. If
costumes are available, students could dress up in their roles, or at least hold an
item, such as a sword, when their character reads.
8. Have students take the open notes/open book Review Quiz for Chapters 1-4,
QuizReview.doc (Chap1_4 QuizRevAnsKey.doc).
1. Students read Chapter 5.
2. Provide students with Aeneid Chapter 5 Vocabulary Words Crossword Puzzle.
(answers are on the back of the handout). Allow students to work alone or in
3. As a whole-class, or in small groups, or individually, have students play
Concentration, Flash Cards and Matching games at
4. Students take the vocabulary test: Chap5Quiz.doc (also see
5. Hand out the AeneidTmlineWksht.doc. Present the AeneidTimeline.ppt
slideshow and have students complete the student worksheet as they view the
6. Have students write a paragraph that addresses one of the three choices presented
on slide 6 of the AeneidTimeline.ppt. Then have students who wrote on the same
subject work in groups of 2-3 to create a short skit about their paragraph to
present to the class.
7. Discuss the ideas of “art reflects life” vs. “art influences life.” The Aeneid is a
good example of how a political leader tried to get art to influence life. Students
can also discuss potential similarities between the Aeneid and Brown’s The Da
Vinci Code. (Some Christians doubted their faith when Brown’s book first came
out because they did not know that the alleged “facts” in Brown’s book were
falsehoods made up by Brown.) This also provides a good springboard for
discussions of the concept, “History is culture in the present.” For additional
materials, see “Thunder Butte’ by Virginia Driving Hawk Sneve, p. 194, Prentice
Hall Literature, Timeless Voices, Timeless Themes, California Edition, Copper
Level, 2002. This short story shows a clash of cultures in an Native American
8. Print out “Family Album A” and “Family Album B” . Ask students what they
think is important to the family who owns Album A. Why do they think this,
after looking at the pictures in Album A? Next, show students Family Album B.
Ask what they think is important to the family who owns Album B. Discuss how
the pictures in a family’s album can show what is important to that family.
Discuss the “family album” shown in the Aeneid Chapter 5. Explain how the
“family album” is seen by the description of the people Aeneas sees in the
Underworld. His father shows him a group of people who will be Aeneas’
descendants. Discuss what these people have in common. Students should
discover that Aeneas’ father shows him that his descendants will all be strong
leaders who believe in “might makes right.” 9. Review instructions with students on the Chapter 5 Review Handout. Have
students work alone or with others to complete their illustrations and turn in for a
grade. If students work in small groups, each student must still complete his or her
own paper to turn in for a grade.
1. Students read Chapter 6.
2. Working in small groups, students complete Chap6RevQuest.doc and Chap6
ReviewPart2.doc Facilitate groups as needed. When finished, correct and discuss
as a class (Chap6RevQuestAnsKEY.doc).
3. Read the information on the “Aeneid Themes” worksheet. Then have students
complete the “Aeneid Themes” illustrations and turn in for a grade.
1. Students read Chapter 7.
2. Provide students time to review vocabulary words for chapters 6-9 at
http://www.quia.com/cm/77936.html working as a whole class with the site on a
video screen, or on computers, working in pairs or individually. Also refer
students to the 1_9VocabStudy.doc.
1. Students read Chapter 8 and Chapter 9. Using props, have students act out the
final battle between Turnus and Aeneas as the story is read. Have students who
will role play a Trojan character sit on Aeneas’ side. Have the other students who
will support Turnus sit on Turnus’ side. Be sure to discuss Rome’s three
cherished values of law, order and power.
2. Have students study the vocabulary words for chapters 6-9 from the
3. Have students review Chapters 6-9 with a Matching Game at
http://www.quia.com/cm/77936.html 4. Students can also play Concentration, Flashcards and Word Search games at
http://www.quia.com/jg/359718.html for Chapters 6-9. 5. Have students prepare for, then take the VocabFinal.doc (also see
Rome KaMOO Virtual World
1. When students finish reading the Aeneid, review together the Directions.
Students were assigned their Aeneid characters earlier in the unit. Now have them
complete their Passports (page 6 of the Directions). Collect the Passports. Have
these available during the gameplay. Students cannot change their coin goals
after they begin play, but they can check their goals in case they forget what they
2. Provide 3-4 computer lab days for students to work through the Aeneid Rome
KaMOO virtual world. Be sure to have the Passports available.
3. Students who violate Aeneid Rome KaMOO rules work independently on an
assignments given by the teacher out of the student textbook, or other assigned
4. When 1-3 students (or pairs) think they have reached their goal as stated in their
Passports, have them send a MOO Mail to Jupiter (the teacher). At the end of the
class, check to see if the groups have taken coins from different locations. The
game clearly states that students cannot take more than one coin from any
location. If they have violated this rule, send them back a message and explain
that they can’t win until they put extra coins back where they belong, and get
coins from different locations. When 1-3 groups have actually won, end the stndrdAeneid Rome KaMOO play and offer small prizes for 1, 2 and 3 place
winners to celebrate.
1. Have students review for the final by playing AeneidJepdy.ppt game. Then have
students take the Aeneid Final.doc (Aeneid FinalAnsKey.doc).
2. Have students also complete the Final Essay Exam.