Académique Documents
Professionnel Documents
Culture Documents
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.
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.
4 Points
3 Points
2 Points
1 Point
Vocabulary
Handout
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
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.