L1+Simmons,Darcie+Jane


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name:** Ms. Simmons **Lesson One:** Interpret
 * Grade Level:** Grade 6 **Topic:** Roman Figures

__**Objectives**__

 * Student will understand that:** Students will understand that the Romans built one of the best and longest lasting society's history has ever seen
 * Student will know:** Students will know important people (i.e Julius Ceasar, Romulus, Agustus, etc)
 * Student will be able to do:** Students will be able to make sense of the workings of the Roman Empire to make it last so long

__**Maine Learning Results Alignment**__
//Maine Learning Results: Social Studies - E. History// //E1 Historical Knowledge, Concepts, Themes, and Patterns// //Grades 6-8 "The Roman Empire"// //Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world.//


 * Rationale:** Students will learn about famous figures in the Roman Empire, and how/why they were so influential to the Roman Empire to make it work so well, and last so long.

__**Assessment**__
Students will use the jigsaw method to learn about a specific person as a group, and then take the information they learned to teach it to the other groups, which in turn will help them with their Glogster. Students will create a glogster, and through creating this product will have a deeper understanding of their Roman historical figure. Students will have numerous opportunities to assess their work. They will do this by self assessment by checking to make sure they know the people from the Roman Empire. Peer assessment by working in Jigsaws and making sure they know the information, and also when working on their projects to check and make sure they have all points for their product. There will also be times in class when the teacher will check in with students to make sure they are on the right path. Through this they will be able to make sure they are on the right course.
 * Formative (Assessment for Learning)**

__**•Glogster**__ Everyone will chose a specific person from the Roman Empire, there will be a list to choose from, however if you "discover" someone not from the list, then you are welcome to use that person. Instead of making just any regular poster, you will instead use glogster to create on interactive poster board. In class we will do a tutorial of how to use this creative website, which will give everyone a better idea of the features, and how to make it as cool as possible. Your poster should cover who the person was, their role in society, what they accomplished throughout their lifetime, and any other cool things that you think the class would like to know. Be sure to site all of your sources __**•Report**__ While making your glogster, there will also be a report to go alongside of it. This will be fairly easy, considering it's taking everything you had on the poster, and putting it into a report form. This should be in a five paragraph form. Before writing the report, each student will turn in an outline, so I can clearly see everyone's ideas, and know where they are going with it. Once you have gotten an approval from your outline, you can begin working on your report. With the completion of your outline, writing the report should be fairly easy.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology**: Everyone will chose a specific person from the Roman Empire, there will be a list to choose from, however if you "discover" someone not from the list, then you are welcome to use that person. Instead of making just any regular poster, you will instead use glogster to create on interactive poster board. In class we will do a tutorial of how to use this creative website, which will give everyone a better idea of the features, and how to make it as cool as possible. Your poster should cover who the person was, their role in society, what they accomplished throughout their lifetime, and any other cool things that you think the class would like to know. Be sure to site all of your sources
 * English**: While making your glogster, there will also be a report to go alongside of it. This will be fairly easy, considering it's taking everything you had on the poster, and putting it into a report form. This should be in a five paragraph form. Before writing the report, each student will turn in an outline, so I can clearly see everyone's ideas, and know where they are going with it. Once you have gotten an approval from your outline, you can begin working on your report. With the completion of your outline, writing the report should be fairly easy.

__Groupings__
Students will be split up into a group of five, and use the jigsaw method to consider the information that was taught in class. Each group member will be assigned a person from the Roman Empire, and will research their person extensively. After taking the time to learn about their assigned figure in the Roman Empire, the group will come together again and they will teach each other about their famous figure. By doing this they are becoming masters of their assigned figure. They are also teaching to their other group members, so by teaching they are becoming more aware of what they learned. They are also getting some knowledge on other famous figures in the Roman Empire. That way, they are learning about other famous figures. If they find another figure interesting, they know background information, and can take the time to research more extensively.

__**Differentiated Instruction**__

 * Strategies:**
 * Verbal**: students will write a report on their famous figure from the Roman Empire to go along with their glogster.
 * Visual**: The final product includes a glogster, meaning there will be many images and pictures incorporated from the famous Roman figure.
 * Logical**: Many dates, facts and figures from the Roman Empire will be discussed during class.
 * Musical**: Music from the Roman Empire will be incorporated into the class, they will also get the chance to listen to music while working in class on their products.
 * Interpersonal**: Group work will be incorporated every day, where they will discuss the class, and work on their glogsters together
 * Intrapersonal**: Students will have time everyday to have a minute reflection in class on the material they have just been taught on the Roman Empire


 * Modifications/Accommodations:** //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//
 * Absent**: If a student is absent in class, I will see if the student can get themselves back on track. If they have any questions then they can email me, and we will set up a time when we can talk about what was discussed in class. If there is no time when we are able to meet, the student can go to their Jigsaw group partners, and they will be able to help the absent student with their questions on the lesson. The jigsaw partners will be aware of the fact that they are responsible to fill in the absent student in class the next day.


 * Extensions:** Everyone will chose a specific person from the Roman Empire, there will be a list to choose from, however if you "discover" someone not from the list, then you are welcome to use that person. Instead of making just any regular poster, you will instead use glogster to create on interactive poster board. In class we will do a tutorial of how to use this creative website, which will give everyone a better idea of the features, and how to make it as cool as possible. Your poster should cover who the person was, their role in society, what they accomplished throughout their lifetime, and any other cool things that you think the class would like to know. Be sure to site all of your sources

__**Materials, Resources and Technology**__
>
 * Laptop
 * Notes
 * Textbook
 * Presentation Features
 * Projector
 * Markers
 * Whiteboard

__Source for Lesson Plan and Research__
http://www.roman-empire.net/ This website has two different parts to it, one for adults and another for kids, that way it can be used for teacher purposes, and for student purposes as well. http://www.pbs.org/empires/romans/ This website has many different links that provide activities to be used in the classroom, and for students to use while researching for their products.
 * Lesson Ideas:**

http://www.roman-empire.net/ This website has two different parts to it, one for adults and another for kids, that way it can be used for teacher purposes, and for student purposes as well. http://www.pbs.org/empires/romans/ This website has many different links that provide activities to be used in the classroom, and for students to use while researching for their products.
 * Research Links:**

http://www.roman-empire.net/children/famous.html This website is helpful in providing famous people from the Roman Empire, and famous Emperors. http://ancienthistory.about.com/od/people/tp/Romans.-0az.htm This website provides a very extensive list for the students to refer to while looking for a famous person to do their project on. http://www.socialstudiesforkids.com/subjects/famousromansdropdown.htm This website is helpful in providing famous people from the Roman Empire, and famous Emperors. http://primaryhomeworkhelp.co.uk/romans/famous.htm This website is helpful in providing famous people from the Roman Empire, and famous Emperors.

http://www.eduplace.com/graphicorganizer/
 * Graphic Organizer:**

__**Maine Standards for Initial Teacher Certification and Rationale**__

 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * Rationale:** At the beginning of this unit, there will be time before we begin the teaching aspect of the Roman Empire, and each student will become aware of their learning styles. The students will take a multiple intelligences test. This will be taken online from the [|Birmingham Grid for Learning] website**.** The students will be able to think about what type of learner they are. After the have gotten their results they will print it off, and we will have a group discussion about who is what kind of learner in the class. By doing this I will be more aware of who in my class learns a certain way, also so the students are aware of their own learning style, and their classmates learning styles.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** To be able to interpret the significance of the Roman Empire, to start students will watch a short clip on the accomplishments of the Roman Empire, and the significance the people in the Roman Empire played to its success. To continue the process of interpreting the significance of the people in the Roman Empire, there will be many times where there will be visuals, narratives, readings, and other things that show how important every figure was to Rome.

For the students end project they will create a glogster that has the ability to use visual and music. Along with this, they also have the option to work alone or in pairs on this glogster.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Verbal** - In class students will read things from their textbooks, and offline that talk about famous Roman Figures. After they have done the readings there will be times in class when we will discuss what we have just read. They will be able to consider why these Roman figures played such a big part to the success of the Roman Empire, and talk about their accomplishments.
 * Logical** - Dates, and timelines are very important in history. They are very important while doing the Roman Empire Unit because the ability to keep track of what happened over time is very important to the student's realizing how much happened throughout the Empire's time.
 * Visual** - Students will be able to take the time to search online visuals of all that is being discussed. I will also create some type of powerpoint or visual that goes along with the lecture to make it more interesting to all. Some movies or documentaries might also be thrown in there.
 * Intrapersonal** - When it comes time to work on things in class students will have a choice on what it is that they want to work on, and they will always have the option to work alone.
 * Interpersonal** - When time in class arises to work on homework or projects, students will always have the option to work in groups on their work. There will also be a lot of class discussions about the content.
 * Musical** - During the time in class where students have time to work on homework or projects, there will always be the option to have my iPod on in the classroom. The students and I at the beginning of each unit will create a playlist called "Work Music", that will be played while they work on their work. Also, the students and I will take the time to find music that we find fitting for the Roman Empire time period.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:** Students will have numerous opportunities to assess their work. They will do this by self assessment by checking to make sure they know the people from the Roman Empire. Peer assessment by working in Jigsaws and making sure they know the information, and also when working on their projects to check and make sure they have all points for their product. There will also be times in class when the teacher will check in with students to make sure they are on the right path. Through this they will be able to make sure they are on the right course. Students will be given a checklist of all the things that must be completed to make sure they reached each component of the project. They will be evaluated by the teacher based off the same checklist, after they have presented their final product.

__Teaching and Learning Sequence__
Day 1 Hook, students will be introduced to the topic of the Roman Empire (5-10 minutes) Students will be told what the the final product is that will follow this lesson, and an introduction to the to the Roman Empire, and a checklist of what is expected of them. Begin the lesson of the start of the Roman Empire; both mythical and historical versions. Give the students more information on the product and a demonstration, then pass out the list of famous Roman people for them to choose from

Homework: Look at the list of people, and do some research. Come to class with your 3 top choices.

Day 2 Students will break off into groups of 4, and discuss amongst themselves their top three choices, using the jigsaw method to talk to each other about what they learned about each person they researched. (Students are allowed to change their top 3 based off what they hear from their group members). Students will then choose their person to do their product on. If there are multiple people who want to do the same person, students will rock, paper, scissors for the person. Students will then be told about the Report part of the final product, they will also be given a rubric of how it is going to be graded, and shown how to write a proper outline. After figuring out who each student has for their glogster, students will begin to further their knowledge of their figure. They will have the option to work in the hallway, with each other in groups, or alone. (If requested music will be playing in the background to create a good atmosphere)

Homework: Continue doing research on person and also begin to collect images for their glogster, and start to outline your report.

Day 3 When students come into class that day, I will ask them if they need any help with their outlines, if so, I will have them break up into their jigsaw groups and talk amongst each other about them. While they are peer assessing, I will be walking around the room and helping them with any information they are unable to talk out on their own. The rest of class will be spent working on the report. Students will have the option to move about the room while doing this, working alone or together, and listening to music.

Homework: Write rough draft of report, I will be available by email throughout the night, with a promise to get back with answers to questions within a half hour.

Day 4 Students will come to class with a rough draft that will be peer assessed, and I will go around while this is happening to review each essay and give back feedback. Since students will come into class with more information about their Roman historical figure they will be able to use the rest of the class time continuing to research, and begin to put their glogsters together in class, that way if they have any questions I am there to help them with any problems they might have. Students will spend the rest of class working on their glogsters.

Homework: Write final draft of report, and finish glogster.

Day 5 Students will hand in reports The rest of class will be spent presenting glogsters.

My classroom will be set up in a perimeter setting. That way the students are facing in towards the middle, and I will teach from the middle of the classroom. I am using the perimeter setting in the classroom, because that way the students are able to see me at all times, and also their peers faces at the same time. This classroom setting will create a sense of community, where we are all able to share our thoughts and ideas. Students will understand that the Romans built one of the best and longest lasting society's history has ever seen. There were many significant people in Roman society, who helped to create such a great and powerful society. //Students understand the Roman Empire, it's major themes, and historical influences in the history of the United States.// I will show the students a short video clip that will do a brief cap of the Roman Empire, that grabs the attention of the viewers. [|Roman Empire Overview] This hook uses visual, musical, interpersonal, and verbal multiple intelligences.

In order for the students to be able to do their final product they need to be equipped with the right information to know where to begin. We will explore this information by talking about the way in which the Roman Empire began. Then we will talk about the historical people that we know about because of their significance to the Empire, and why they were important to the Empire. After we have reviewed this information the students will be given 3 [|graphic organizer's] of the ice cream cone, to use while they are doing their research on their top 3 famous figures. A majority of my information for this lesson come from this [|pbs website]. It gives a lot of rich information and resources, for both students and educators.

After the introduction to the content, students will explore the information by doing research on their own at home. Then when they come back into class the next day they will discuss with their peers about the information they found about their top three historical figures. By discussing amongst themselves they will be talking about what they found out, and teaching it to others. If some have the same historical figure, that's fine, because one student might have found different information than the other. Students will be able to pick key information about a historical Roman figures life, put it in a sort of chronology in their mind, and figure out the best way in which to present this information, in two kinds of products. The first being in a Report, and the second being in a poster form. I will facilitate this learning process by assisting them during class time with any questions, and will always be available during office hours, and email. Students will be split up into jigsaw groups at the beginning of the lesson, and will always go back to them whenever we have group time to discuss things like information on historical figures, outlines, and rough drafts. Each time the students break off into their jigsaw groups they will spend their time peer assessing, and self assessing their work. While they are doing that I will be walking around the room helping to facilitate these assessments, and giving my own personal input.

After their presentation, students will turn in a self assessment with their sources page. By doing this the students are thinking about what it is that they just produced. It will also make them take the time to think about how they used their time, and if they believe they learned the content they were supposed to learn. Within a week of the presentations I will provide them with feedback. It is important to do this, that way the product and information is still fresh in their mind, and if they feel there was an area that wasn't graded fairly they will have a leg to stand on when discussing the matter with me. This lesson will connect to the next lesson because the students will begin to evaluate the technological accomplishments the Romans achieved. If it weren't for the historical figures that we have just discussed in class none of that would have happened.
 * Verbal**: students will keep a journal, as if they were the famous Roman figure that they are doing their project on.
 * Visual**: The final product includes a glogster, meaning there will be many images and pictures incorporated from the famous Roman figure.
 * Logical**: Many dates, facts and figures from the Roman Empire will be discussed during class.
 * Musical**: Music from the Roman Empire will be incorporated into the class, they will also get the chance to listen to music while working in class on their products.
 * Interpersonal**: Group work will be incorporated every day, where they will discuss the class, and work on their glogsters together
 * Intrapersonal**: Students will have time everyday to have a minute reflection in class on the material they have just been taught on the Roman Empire

__**Romulus**__ Romulus was that founder of the Roman Empire. He was the brother of Remus. This story is based mythology that Romulus and Remus were twin sons of the Gods and were sent to earth and survived by sucking on the teat of of a she wolf. Eventually they were discovered by a shepard who brought them back to his home. As they grew up they had sibling rivalry, and eventually Romulus killed his brother Remus and built Rome.
 * Content Notes**

Sevis Tullius He was the sixth king of the Roman Empire. It is believed that he was the first king that had the use of coinage in the Roman empire. He is said to have expanded the city, and had the ‘Servian Wall’ built for himself. The most impressive thing that Sevis Tuilius came up with was the idea of the Census, which counted the people in the empire, and ranked them in classes.

Augustus Augustus came into power after the civil wars. He was the first emperor of the Roman Empire, all rulers before him were Kings. His reign created the foundations that lasted nearly fifteen hundred years. He is considered to be one of the greatest emperors of the Empire, and made the empire that much stronger and better.

Nero Nero was the last emperor of the Juilio-Claudian dynasty. While he was in power he focused mainly on diplomacy, trade, and increasing the cultural capital of the empire. This was very important, because it started to change the way the Empire was run.

Claudius Claudius was an ambitious builder. While he wasn't really a many of business and politics, he was very interested in building things. It was during his reign that a lot of the roads, aqueducts, and canals were built. This created a lot of improvements in the city.

Julius Caesar Julius was very significant in the transition of the Roman Republic to the Roman Empire. He assumed the control of the government and made many reforms to the Roman society and government. He eventually became known as a dictator and overthrew senators at the March of Ides in hopes to restore constitutional rule. Instead, this just created a lot of tension and eventually civil wars.

Constantine the Great The first Christian Roman Emperor. A very military type ruler. He conquered a lot of people and land, which is where he got his nickname "the great"

Marc Antony Roman politician and and general. He was an important supporter and aide to Julius Caesar. Very much like the mastermind to the Emperor, and reason why the things that did happen during Julius' reign did happen.


 * Handouts**
 * Outline of lesson
 * Checklist for Glogster
 * Famous Roman Figures
 * How to do an outline
 * Graphic Organizers
 * Rubric for Report