Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Nathan Stripp

Date April 19, 2017 Subject/ Topic/ Theme Cracks in Roman Republic Grade __6th___________

I. Objectives
How does this lesson connect to the unit plan?
This lesson is the starting point of the unit, which shows how the Roman Republic manages to crumble so spectacularly into empire by examining the structure of the
republic, and what allowed it to be undermined.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
Articulate their own view of what a strong government should look like U,Ap,E,C X
Describe the ideal structure of the Roman republic R, U
Identify tangible cracks within the Roman republic R, U, An
Empathize with the desire of common citizens to concentrate power under a single leader U, Ap, An X

Common Core standards (or GLCEs if not available in Common Core) addressed:
7 C1.1.1: Explain how the purposes served by government affect relationships between the individual, government, and society as a whole and the
differences that occur in monarchies, theocracies, dictatorships, and representative governments.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite knowledge
and skills.
Outline assessment activities
(applicable to this lesson)
What barriers might this lesson
present?
What will it take
neurodevelopmentally,
experientially, emotionally, etc.,
for your students to do this
lesson?
General understanding of the structure of the Roman Republic (does not need to be very in
depth before, will be expanded upon), understand construction concepts related to how to
construct a solid foundation.
Pre-assessment (for learning):
Quick opening discussion about what are keys to something being well supported
Formative (for learning):
Thumbs up/down checking for understanding of buildings connection to government
Formative (as learning):
Students will construct a tower explaining the structure of the republic
Summative (of learning):
None
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Representation Action and Expression Engagement
Provide options for perception- Provide options for physical Provide options for recruiting
making information perceptible action- increase options for interest- choice, relevance,
interaction value, authenticity, minimize
Instructions for building goals threats
will be spoken aloud and will be
written on the powerpoint
Provide options for language, Provide options for expression Provide options for sustaining
mathematical expressions, and and communication- increase effort and persistence- optimize
symbols- clarify & connect medium of expression challenge, collaboration,
language mastery-oriented feedback
Students will have the option to
take brief notes or highlight the
key parts of a reading
Provide options for Provide options for executive Provide options for self-
comprehension- activate, apply functions- coordinate short & regulation- expectations,
& highlight long term goals, monitor personal skills and strategies,
progress, and modify strategies self-assessment & reflection
Students may comprehend
through powerpoint, lecture,
discussion, or tangible structures

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 Powerpoint, building blocks, books (each table needs one of their social studies books), printed
Materials-what materials (books, handout of Rules of the Roman Republic, highlighters
handouts, etc) do you need for
this lesson and are they ready to
use?

Students will be in their normal table groups

How will your classroom be set
up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
3 min Welcome students, settle down class, ask for Students will sit and quiet down, will think and
Motivation volunteers to briefly explain something they know respond to the prompt with their prior knowledge
(opening/ about what it means for something to be well of how to support a physical object
introduction/ supported
engagement)

6 min Development Tell students that they are going to work in their Students will listen to the instructions and then
(the largest table groups and then explain that their goal will to will work together in groups to construct a tower
component or suspend a book in the air using only their provided which they feel will support their book the best
main body of the blocks. I will tell them they have 2 minutes (even
lesson) though I will likely give them 4 depending on
what they need). This information will also be on a
powerpoint slide

5 min Refocus students and call on one student from Students will show off their work informally to
each table to explain why they made their structure the class and will explain their methods and
the way they did, focusing on groups which goals, other students will be listening and
created a strong foundation observing other students work

10 Handout worksheet on Rules of the Roman Students will read though the worksheet, making
min Republic Explain that they will first need to go notes or highlighting as they read. They will then
through and either write down or highlight each of discuss with a partner what the key parts were
the levels of the Republics government, some that they found, and will finally contribute to a
words they should look for will be on the board. class discussion about the structure
Go around and guide individual students,
eventually leading them into group discussions
which I also guide. Finally pull whole class
together to clarify what the structure and pieces of
the republic looked like

1 min Movement Break Movement Break put away highlighters

6 min Introduce connection of Republican form of
government to previously created supports for the
books: books are political stability, blocks are
people and representatives takes them all
working together. Check for understanding
thumbs up/down
Students need to observe and analyze their
towers, make the connection that a representative
government works best when all players are
working together to achieve the same goal, and
all the people are happy

8 min With this knowledge, ask students to build towers Students will again work in their groups to
which in some way encapsulate the form of the construct towers, now seeing them specifically as
Roman government specific, give discussion analogies for the republic
prompts

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6 min Introduce cracks into the republic, talking about
increased inequality, slave labor, lack of order, etc.
taking out bricks as I go, the people get upset and
leaders disagree on solutions therefore
decreasing stability (label bricks)
Students will listen and participate with their own
thoughts and reactions to the destabilizing
elements

5 min Present students with another option, a single, Students will listen and react to the idea of
Closure
large, stable block which can hold up the book concentrating power and will begin to grasp why
(conclusion,
easily, this is what Caesar offers, but at what cost? citizens would willingly release their power
culmination,
He can now sway everything
wrap-up)

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
This lesson went fairly well, a key area for improvement being setting out clear expectations regarding the noise level when using
blocks as they can be a huge distraction. It was also a little on the short side so I moved part of tomorrows video to today to
introduce the last section about Caesars early life before closing with the part about concentrating power. I saw evidence of learning
particularly in the second section where I made students model the republic with the blocks and most students understood right away
and those that didnt picked up on it when I slowed it down and talked it through with them. I also added more motion by going over
to exemplar groups and modeling the republics structure.

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