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Lesson Plan Form

CSUDH Teacher Education Department


Subject:
Grade Level:
AP World History
10th

Candidate:
Teaching Date:
Chantal Ochoa
10/30/15
Standard:
World History Standard 10.6.1: Identify the location and describe the rise of the Roman Republic,
including the importance of such mythical and historical figures as Aeneas, Romulus and Remus,
Cincinnatus, and Julius Cesar.
English Language Development: W.9-10.4-5; WHST.9-10.4-5;SL.9-10.6;L9-10.1,3,6
Adapting language choices to various contexts (based on task, purpose, audience, and text type)
I. Description of Content & Content Type (Fact, Procedure, Concept, Principle): The central
aspect of this lesson plan is to help students understand the expansion of Rome through historical
figures. This lesson will draw from the students prior knowledge of ancient societies learned
previously in the unit. Through the use of a short power-point presentation, a video, group work along
with a vocabulary handout, students will be guided to an in depth understanding of the central focus of
the lesson. The students will be able to analyze the contributions that the historical figures offered
which helped with the development of Rome from being a kingdom to a republic. The students will
then have opportunities to demonstrate understandings and skills learned in this lesson
during the class and in their homework.

II. Learning Outcome: Using the readings from chapter 11the students will be able to identify
historical figures and explain the contributions that each historical figure offered in the expansion of
Rome by comparing each historical figure and how their contribution helped with the progress of
Rome.
III. Curriculum Connection (How lesson fits into larger unit sequence): This lesson fits into the
larger unit of classical societies which will help students develop an appreciation for the
significance behind the geographic place in the development of the human
story. The students gather a sense of the lifestyle of the people; the successes and failures of the
civilization; the development of social, political, and cultural structure; the importance of trade and
the ideas they developed that helped transform their world. The lesson preceding
this one focuses in the Greek empire and its societies (Minoan and Mycenaean, Sparta, Athenian,
and Macedonia) and the Hellenistic culture. The lesson that follows will cover the silk roads and
long distant trade as well as China after the Han dynasty and the fall of the Roman empire.
IV. Instruction
A. Engagement (Motivational Activity) (5 minutes):
a) The teacher will have an image of Aeneas projected in the first slide of the power-point for
the students to see and introduce the first mythical figure of our lesson.
b) The students have five minutes to analyze the image of Aeneas and answer the following
questions:
What do you see?
What do you think is happening?
Why do you think this image may be important?
B. Instructional Sequence (Teaching Methodology):
Step #1: Guided Discussion (3 minutes)
a) The teacher will ask three random students around the class to share their responses with
the class.
b) The students share their answers and develop a discussion around the answers given in
class.

Step #2: PowerPoint presentation (10 minutes)


a) The teacher will present a short power-point presentation to introduce the Romans. In this
presentation the teacher will cover the foundation of Rome and will briefly introduce the
six historical figures in this part (Aeneas, Romulus and Remus, Cincinnatus, Julius Cesar,
and Cicero. The teacher will stop after each slide to check for comprehension by the class
to take a minute to think of the question in the bottom of the slide. After the power-point
presentation the students should be familiar with Aeneas and the myth behind him.
b) The students will be writing down Cornell notes during the power-point which will also
include the answers to the questions from the slides.
Step #3: Vocabulary Handout (10 minutes)
a) The teacher will choose random students to read the vocabulary and the definition of the
word. The teacher will go over the worksheet and provide an example in order to model
what the teacher wants the students to do. After the activity the teacher will then divide the
students into five groups of four (or five if uneven) before moving on to the next step.
b) The students have the opportunity to work with their elbow partner to complete their
worksheet. This will allow students to share their examples. If the student does not finish
the worksheet they are to take it home and finish it during the weekend as homework
Step #4: Five stations (25 minutes)
a) The teacher will now give each group a different package for each student in the group.
The packages include information on one historical/mythical per package. The teacher will
also assign each student in each group a role:
Discussion Director: This student creates questions to increase comprehension of
the reading material (who, what, when, where, how, and what if).
Vocabulary Enricher: Clarifies word meanings and pronunciations (use research
recourses such as dictionary).
Literary Luminary: Guides oral reading for a purpose (examines figurative
language, parts of speech, and vivid descriptions)
Checker: Checks for completion of the assignment and presents their findings.
b) The students have five minutes to go over their package and take notes before collecting
the packages and passing them to another group. The groups will continue to have five
minutes with each new package and passing it to another group (a total of five different
packages). After the students have gone through all the packages the students will then be
handed a vocabulary sheet.
Step #5: Exist Slip (3 minutes)
a) Three minutes before the bell rings the teacher will ask the students to stop working on
their vocabulary handout and to take out the sheet of paper they wrote their response in the
beginning of class.
b) Students are now asked that they reflect on the period and write down one thing they
learned, one thing they still do not understand, and one tip for the teacher to improve on or
that they liked/disliked. Students will turn this in to the teacher before they leave class.
Application Task: The students will be able to apply their new gather knowledge by doing a three
page paper where the students compare and contrast the mythical and historical figures that were
covered in the class and they are to choose one of the figures that they believe contributed the most
and explain why they chose that figure.
C. Materials & Resources:
In order to make this lesson a successful one the teacher will need to have a computer/laptop
that supports PowerPoint as well as a projector. The students will be provided with stapled
packages of information for the five station activity as well as the vocabulary handouts.

V. Assessment Strategies: The teacher will use formative assessment such as checking for
comprehension during the power point presentation and throughout the activities done in the class.
The teacher will provide three forms of assessment during this lesson. Another assessment is a simple
exit slip where the student writes down one thing that they learned and one thing that they are still
confused over. This will help the teacher see what information the students retained and what needs to
be covered once again. The second is the vocabulary handout where they work on vocabulary terms
that will be used in their homework. Third, the teacher will have the students do a three page paper
where they compare and contrast the mythical and historical figures covered in the lesson and choose
one figure who they think contributed the most in the development of Rome.
VI. Accommodations for Individual Learners: The teacher will provide a vocabulary graphic
organizer for EL students. The vocabulary graphic organizer will be read out loud by volunteers and
the teacher will model how the graphic organizer should be filled in. The students have the
opportunity to work on this graphic organizer in groups or individually. For the gifted students there
will be additional vocabulary handouts that the students can do if they finish with the first one.
VII. Homework (if appropriate): The students will write a paper comparing and contrasting the
historical figures covered in the lesson and will choose one figure who they think contributed the most
to the development of Rome and why they chose that figure. This homework is to be turned in on
Monday, November 2nd, 2016 in the beginning of the class.

HISTORICAL AND MYTHICAL FIGURES OF ROME


HOMEWORK
Due: Monday, November 2nd, 2015
For your paper you must compare and contrast the historical figures covered in
our lesson (Aeneas, Romulus and Remus, Cincinnatus, and Julius Cesar). You must also
choose one of the historical/mythical figures that you believe contributed the most to the
development of Rome and explain why you chose that figure. Your paper should include:
Checklist:
At least three pages with your last name and page number in each page.
Typed 12 point font in Times New Roman, black ink, and double spaced.
Clean white paper with all pages stapled.
Clearly written using your notes and vocabulary worksheet.
Please staple your vocabulary handout and the rubric to the back of your
homework.
CATEGORY

4 Points

3 Points

2 Points

1 Point

Vocabulary
Handout

All of the handout


sections are complete.
The vocabulary words
are correctly defined, all
the example/sentence/ or
picture correlate with the
vocabulary words, and
there are no grammatical
and spelling errors.

All of the handout sections


are complete. The
vocabulary words are
correctly defined, most of
the example/sentence/ or
picture correlate with the
vocabulary words, and
there are one to three
grammatical and spelling
errors.

Some of the handout


sections are complete.
Some of the vocabulary
words are correctly
defined, some of the
examples/ sentences/ or
pictures correlate with the
vocabulary words, more
than three grammatical
and spelling errors.

The handout is
incomplete. A few words
are correctly defined, a
few of the examples/
sentences/ or pictures
correlate with the
vocabulary words, too
many grammatical and
spelling errors.

Homework
Prompt

Student gives a clear and


well stated response
comparing the historical
and mythical figures as
well as selected one
figure who they believe
contributed the most in
the development of
Rome. The paper
includes three or more
vocabulary words
properly used throughout
the paper. The paper is at
least three pages long,
has a one inch margin, a
twelve inch Times New
Roman font, containing
minimal spelling or
grammatical errors.

Student gives an adequate


answer comparing the
historical and mythical
figures as well as selected
one figure who they believe
contributed the most in the
development of Rome. The
paper includes at least three
vocabulary words properly
used throughout the paper.
The paper is at least three
pages long, has a one inch
margin, a twelve inch
Times New Roman font,
containing some spelling or
grammatical errors.

Student gives a
satisfactory answer
comparing the historical
and mythical figures as
well as selected one figure
who they believe
contributed the most in the
development of Rome.
The paper does not
include all three
vocabulary words
required. The paper is at
least three pages long, has
a one inch margin, a
twelve inch Times New
Roman font, containing
some spelling or
grammatical errors.

Student did not complete


the two parts prompt.
The paper does not
include any vocabulary
words from the handout.
The paper is at less than
three pages long, has a
one inch margin, a
twelve inch Times New
Roman font, containing
many grammatical
errors.