West Virginia State University

College of Professional Studies: Department of Education

LESSON PLAN FORMAT GUIDE (Updated 1/13)

Teacher Candidate: Trenton Williamson Date: 11/16/16

School: Stonewall Jackson Middle School Grade/Subject: 7th Grade
World History
Lesson Topic: Romulus and Remus

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

(1)At the conclusion of this lesson students will be able to understand and highlight key points of
the Trojan War.
(2) Students will be able to explain who Aeneas is, and his role in the establishment of Rome.
(3)Students will create their own comic strips about the story of Romulus and Remus. Students
will be able to write step by step events and illustrate the events that took place.

WV CSOs
SS.7.17- Demonstrate an understanding of ancient civilizations.
SS.7.18- Discuss the preservation of ancient Greek and Roman learning and traditions,
architecture, and government.
NATIONAL STANDARDS
NSS-WH.5-12.2 ERA 2: Early Civilizations and the emergence of Pastoral Peoples, 4000-1000
BCE
MANAGEMENT FRAMEWORK
Describes how time is set to accommodate the lesson. Just give time and not details. For
example:
Overall Time - 60 minute lesson
Time Frame 5 min. teacher intro and demonstration
5 min. Trojan War Video
30 min. Romulus and Remus Timeline
10 min. Quiz
10 min. regroup for assessment and closure
STRATEGIES
Teacher led discussion, student activity, group activity.

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS

This is an energetic group of students who work well in groups. From observation I have witness
that the class prefers interactive work and not a teacher led classroom. The video shown about
the Trojan War will benefit the students who learn best from a visual learning style. Students who
prefer a physical/kinaesthetic will benefit the most from the Romulus and Remus comic strip
activity because it will be a hands on activity.

PROCEDURES
Body & Transitions
- I will start the lesson by Introducing the daily question for students. The question
is You are the ruler of a group of people looking for a site to build a new city. After
talking with your advisors, you have narrowed your choice to two possible sites. Both
locations have plenty of water and good soil for farming, but they are otherwise very
different. One is on top of a tall rocky hill overlooking a shallow river. The other is on a
wide open field right next to the sea. Which site will you choose for your city? And
why?
- Students will remain seated as I show a short video about the Trojan.
- After the video I will ask students who Aeneas is, and what his role was in the
establishment of Rome? The answer is Aeneas was Trojan War hero who traveled to Italy,
he married the daughter of the Latin King and had twin boys, those boys were Romulus
and Remus.
- I will explain the story of Romulus and Remus and provide the students with the
directions of the comic strip assignment where the story of Romulus and Remus is split
up into six passages. The directions are You will need to read through the legend and
create a comic strip of the events. Your comic strip needs to have detailed pictures, as
well as clear, detailed captions and descriptions that tell the story of the legend. After
reading each passage the students will draw a comic strip of the events that occurred.
- Students will have five minutes to get out of their seats and gather the appropriate
materials to complete the assignment. Students will need paper and colored pencils.
Students will be dismissed by table to gather materials, students should move in a quickly
and orderly manner to get the necessary materials to complete the assignment.
- Students will sit down back in their seats and I will release them by table to exit
the classroom.

Closure
I will close the lesson by giving the students a five question quiz in a hard copy form. 1. How did
the Greeks sneak into the city during the Trojan War? Answer: Using the Trojan horse. 2. Who
were Romulus and Remus? Twin brothers and the sons of Aeneas. 3. Who is Aeneas? A Trojan
War hero. 4. Why was Rome built on a hill? For protection, so they could see their enemies
coming. 5. Do you think the story of Romulus and Remus is true or a myth? And why? A myth a
wolf could not rescue and take care of two human boys. After reviewing the answers, it will give
me an understanding of how much the students learned from the lesson and if there are areas that
we as a class need to cover again.

ASSESSMENT
Diagnostic:
Every day when the students walk into the classroom they sit down at their desks and have a
daily question. The daily question I plan to use is You are the ruler of a group of people looking
for a site to build a new city. After talking with your advisors, you have narrowed your choice to
two possible sites. Both locations have plenty of water and good soil for farming, but they are
otherwise very different. One is on top of a tall rocky hill overlooking a shallow river. The other
is on a wide open field right next to the sea. Which site will you choose for your city? And why?
This question outlines students understanding of why Rome was built on a hill.
(Objective 2)
Formative:
For my formative assessment I will observe as students complete their Romulus and Remus
timelines. I will assess students by observing their pictures on their comic strips. Their pictures
they draw should accurately match the passage they read. (Objective 3)
Summative:
At the conclusion of the lesson students will receive a five question quiz to measure their
understanding of all three of the objectives. The five questions will be 1. How did the Greeks
sneak into the city during the Trojan War? 2. Who were Romulus and Remus? 3. Who is Aeneas?
4. Why was Rome built on a hill? 5. Do you think the story of Romulus and Remus is true or a
myth? And why? These questions will show if each student understood the lesson and if several
students miss one particular question that will be an area that I need to revisit. (Objectives 1,2,3)
MATERIALS
- Paper
- Pencil
- Colored pencils/crayons
EXTENTED ACTIVITIES
If Student Finishes Early
If a student finishes the lesson early they will be allowed to use their Ipads to visit the website
www.learningsmart.org. This website contains online history games where students can choose
their favorite period of history and quiz themselves.
If Lesson Finishes Early
If the lesson finishes early I will have students work in groups to act out the story of Romulus
and Remus in front of the class. This will reinforce the lesson objectives by reviewing the story
of Romulus and Remus.
If Technology Fails
If technology fails and I am not able to show my video on the Trojan War, I will explain the
Trojan War by using the textbook and have the students follow along. If students finish early and
no technology is available, students can work in pairs to quiz each other on the vocabulary they
worked on from the beginning of the chapter.

Differentiating Instruction for

Students with Special Needs
Please describe all that apply:

Needs-Based Planning

Learning Differences Sensory Differences

To address students with learning differences
in the classroom I would incorporate several
different learning styles such as a visual
activity and a verbal activity to try and meet
all the students learning differences.
Verbal/linguistic, naturalist, spatial,
interpersonal, intrapersonal, naturalist,
bodily-kinesthetic, existential,musical
To accommodate students with different
sensorys I would provide students the
opportunity to be as successful as possible. For
example if a student couldn't hear very well I
would allow them to sit in the front row.
- Verbal/linguistic, Naturalist,
spatial,

Attention Differences Behavioral Differences

To meet students attention differences I
would do my best to maintain a positive
classroom environment. I would have an
interactive classroom with several student led
activities to keep all students attention.
- Verbal/linguistic - interpersonal
To accommodate students with behavioral
differences I would treat all students the same,
but have the ability to recognize which
students need to be watched more than others.
If I was having a students with behavioral
issues I may meet with the student privately
and see what is causing these behavioral
issues.

- Interpersonal

Motivational Differences Ability Differences

Not all students have the same motivation. To
try and get the students with lower motivation
I would make it a priority to boost their
confidence with positive reinforcement to
gain motivation.
I Understand that not all students have the
same ability in the classroom. I will not assign
students work that they are not capable of
doing.
 - intrapersonal - Interpersonal

Physical Differences Cultural Differences

I will accommodate students with physical To help students with cultural differences in
differences by making alternate activities that the classroom I as the educator would learn
students are able to do. things about the students culture to be able to
Bodily-kinesthetic, relate to the student.

verbal/linguistic, interpersonal,

Communication Differences Enrichment

Communication is very important in the To improving or enhance the quality or value

classroom. A student needs to be able to
communicate to learn. If a student had
communication differences I would set up.
verbal /linguistic, musical
of the students work I would assess the
students work. If I felt it was appropriate i
would give the students more challenging
work to improve their critical thinking.
intrapersonal, interpersonal

Multiple intelligence addressed (check all that apply):

Verbal/linguistic Naturalist Spatial
Interpersonal
Logical/mathematical
Intrapersonal
Bodily-kinesthetic Existential
Musical Others
(explain):