L5+Simmons,Darcie+Jane


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


 * Teacher’s Name:** Miss Simmons **Lesson:** 5 **Facet:** Explain
 * Grade Level:** 6-8 **Topic:** Roman Figures

__**Objectives**__

 * Student will understand that** the Romans built one of the best and longest lasting society's history has ever seen.
 * Student will know** important people (i.e Julius Ceasar, Romulus, Agustus, etc.
 * Student will be able to** Students will be able to show that history includes the study of past human experience from a variety of sources**.**

__**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**__
For this lesson students will be working the lives of Roman people. Be it with a common man, or a famous public figure. I will use the spider map graphic for the graphic organizer. They will also be doing the three minute interview for their cooperative learning. They will be looking at how the city of Rome worked among the classes. They can do a general everyday life view on it, or they can focus mainly on one person. By using the spider map they are able to organize their ideas. This will also eventually be used as a sort of script for their iMovie for their product from this lesson. They will be evaluated on this iMovie by a rubric, that they will be given at the beginning of the lesson so they are able to use it as a guide as they create their movie.
 * Formative (Assessment for Learning)**

•iMovie: Students will make an iMovie on what life in Rome was like. They have the option to do a general basis of Roman life, or they can focus on a specific famous Roman's life. Students will get into a group of 3 or 4, and they will all be assigned a character within the story. This movie will be rather short, and will just briefly touch upon what it was like in Rome. Students will be using iMovie 9 software on this. I will give a tutorial for this in class, and then let students play around with the software while I am there, that way there is no confusion on what they need to do. Students will also have access to video cameras as well, if they don't want to just use still pictures for their iMovie.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will make an iMovie on what life in Rome was like. They have the option to do a general basis of Roman life, or they can focus on a specific famous Roman's life. Students will get into a group of 3 or 4, and they will all be assigned a character within the story. This movie will be rather short, and will just briefly touch upon what it was like in Rome. Students will be using iMovie 9 software on this. I will give a tutorial for this in class, and then let students play around with the software while I am there, that way there is no confusion on what they need to do. Students will also have access to video cameras as well, if they don't want to just use still pictures for their iMovie.
 * Drama/Theater:** Since students are working on making a script, and then acting it out in front of a camera, this is associated with a drama course.

__Groupings__
Students will be using the three step interview process to clarify certain things on the Roman Empire with different people on Roman society. Depending on whether or not this is an even or odd numbered class, students will make their iMovie with the people they interviewed with. This way, they will be talking about Roman life and society with each other, and then will continue to make their movie together.

__**Differentiated Instruction**__

 * Strategies**
 * Linguistic**: students will create a script for their movie.
 * Spatial**: students will use a video camera to record their movie, that will need editing.
 * Kinesthetic**: students will be acting, and playing parts in their movie.
 * Musical**: students may add background music to their movie to create a real film-like experience.
 * Interpersonal**: students will work together on this movie, and interact with each other in their acting.
 * Naturalist**: students will be outside in some parts of their movie to create different scenery for their movie.

//I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//
 * Modifications/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 the people they interviewed in their three-step-interview groups, and they will be able to help the absent student with their questions on the lesson. The interviewers will be aware of the fact that they are responsible to fill in the absent student in class the next day.

Students will make an iMovie on what life in Rome was like. They have the option to do a general basis of Roman life, or they can focus on a specific famous Roman's life. Students will get into a group of 3 or 4, and they will all be assigned a character within the story. This movie will be rather short, and will just briefly touch upon what it was like in Rome. Students will be using iMovie 9 software on this. I will give a tutorial for this in class, and then let students play around with the software while I am there, that way there is no confusion on what they need to do. Students will also have access to video cameras as well, if they don't want to just use still pictures for their iMovie.
 * Extensions**

__**Materials, Resources and Technology**__

 * Laptop
 * Notes
 * Textbook
 * Presentation Features
 * Projector
 * Markers
 * Whiteboard
 * iMovie Software
 * iMovie Tutorial

__Source for Lesson Plan and Research__
[] 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. [] 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:**

[] 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. [] 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:**

[] This website is helpful in providing famous people from the Roman Empire, and famous Emperors. [] This website provides a very extensive list for the students to refer to while looking for a famous person to do their project on. [] This website is helpful in providing famous people from the Roman Empire, and famous Emperors. [] This website is helpful in providing famous people from the Roman Empire, and famous Emperors.

[]
 * 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:** Throughout this lesson, students will have all of there learning styles met. There will be many different forms of resources available to them to be able to learn about the people in the Roman Empire, be it through books, the internet, and digital tours. They will also have choices in how they complete their research and work in class, by either working alone or with a partner or group. During lecture and class time, the classroom will be as organized as possible, and will have clear procedures on how we are going to complete our final product. Within the product itself students will be discovering things about Roman people and class systems, and just how advanced their thinking was for their time. They will also be very focused on detail and communication skills when producing their iMovie. The classroom will always be a comfortable environment for students to learn in, where everyone encourages and helps each other, where there are no dumb ideas.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** Student will know important people (i.e Julius Ceasar, Romulus, Agustus, etc. (see content notes). //Students understand major eras, major enduring themes, and historic influences in the history of the United States, and various regions of the world.// Using this MLR in this lesson, students will learn about the workings of Roman society, and life for people during this time. They will be explaining how Romans lived through an iMovie, that will be able to show others about a certain person from the Roman Empire, or just a general class.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Linguistic**: students will create a script for their movie.
 * Spatial**: students will use a video camera to record their movie, that will need editing.
 * Kinesthetic**: students will be acting, and playing parts in their movie.
 * Musical**: students may add background music to their movie to create a real film-like experience.
 * Interpersonal**: students will work together on this movie, and interact with each other in their acting.
 * Naturalist**: students will be outside in some parts of their movie to create different scenery for their movie.
 * iMovie**: Students will make an iMovie on what life in Rome was like. They have the option to do a general basis of Roman life, or they can focus on a specific famous Roman's life. Students will get into a group of 3 or 4, and they will all be assigned a character within the story. This movie will be rather short, and will just briefly touch upon what it was like in Rome. Students will be using iMovie 9 software on this. I will give a tutorial for this in class, and then let students play around with the software while I am there, that way there is no confusion on what they need to do. Students will also have access to video cameras as well, if they don't want to just use still pictures for their iMovie.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**
 * Pre-Assessment:** While the students are playing the Emperor game for their hook, they will be reviewing past knowledge that was learned in previous lessons. I will use this as a pre-assessment tool, to get an idea of how much the students remember from the previous lesson, and get an idea of what we might need to touch upon before beginning the lesson.
 * Formative Assessment:** For this lesson students will be working the lives of Roman people. Be it with a common man, or a famous public figure. I will use the spider map graphic for cooperative learning. They will be looking at how the city of Rome worked among the classes. They can do a general everyday life view on it, or they can focus mainly on one person. By using the spider map they are able to organize their ideas. This will also eventually be used as a sort of script for their iMovie for their product from this lesson. They will be evaluated on this iMovie by a rubric, that they will be given at the beginning of the lesson so they are able to use it as a guide as they create their movie.
 * Summative Assessment:** iMovie: Students will make an iMovie on what life in Rome was like. They have the option to do a general basis of Roman life, or they can focus on a specific famous Roman's life. Students will get into a group of 3 or 4, and they will all be assigned a character within the story. This movie will be rather short, and will just briefly touch upon what it was like in Rome. Students will be using iMovie 9 software on this. I will give a tutorial for this in class, and then let students play around with the software while I am there, that way there is no confusion on what they need to do. Students will also have access to video cameras as well, if they don't want to just use still pictures for their iMovie.

__Teaching and Learning Sequence__
For this lesson my classroom is going to be set up in clusters. With the classroom set up in this way, the students are able to work together in their groups easily, and the classroom is able to be sort of community while we are reviewing the Emperor quiz at the beginning of the lesson. Since this is a group project, there won't be much time for the students to work alone. However, when they are filling out their graphic organizers, and getting their thoughts in order, they have the option to work alone. That way, those who enjoy working alone have the ability to. Student will understand that the Romans built one of the best and longest lasting society's history has ever seen by creating their iMovie. This movie gives them a chance to explain to the audience what life was like during the Roman Empire. Be it through a general class, or specific people in the Empire. //Students understand major eras, major enduring themes, and historic influences in the history of the United States, and various regions of the world.// Students will explore a PBS website, which is a quiz on the Emperors. This will be a sort of pre-assessment, as well as a hook to get the students interested in Roman figures.

(40 Minute Periods) Class 1 Students will be introduced to the Roman Figures topic. (1 minute) For their hook students will all get on their laptops, and do the Roman Emperor game. This will get them thinking, and will also work as a pre-assessment for me, so I will be able to see how much they remember from before, and how much we need to review in class. (5-10 minutes) After watching the hook I will introduce the final product for this lesson, of making an iMovie on Roman life. Students will have the rubric for the movie handed out to them. I will also hand out the spider map graphic organizer, for when they meet with their group. (2 minutes) Students will start their three minute interview, where they will meet with 2 or 3 other people, where they will begin to brainstorm ideas for their iMovie. (25 minutes)

Class 2 I will review anything that might need to be reviewed from the pre-assessment. It will be a student directed class discussion. (10-15 minutes) Students will finish filling out their graphic organizers, and begin to work on their scripts for their iMovie. (25-30 minutes) As students are doing this I will be walking around the classroom, helping students with anything that they might need.

Class 3 Students will finish their scripts and begin videotaping for their iMovie. (40 minutes) They have the option to go outside, in the gym, or in another classroom to videotape this.


 * If they want to put the extra effort into it, then they are able to work on it outside of the classroom to get a fitting type of scenery.

Class 4 Students will work on editing their movies. (40 minutes) I will be walking around the classroom, helping them with special features, etc.

Class 5 Students will present their iMovies to the class. (40 minutes)
 * Where, Why, What, Hook Tailors: verbal, interpersonal, musical**

In order for the students to do their final product from this lesson, the students need to be equipped with the proper information. Since we have already done a lesson on famous Roman figures, the students know the gist of the information. However, while we are doing the pre-assessment/hook activity, I will be studying the class and seeing how much they remember. If there is a big chunk of the class that needs review, we will do a class led discussion on famous Roman figures, and the class structure. Students will be given a [|graphic organizer] where they will be able to organize their thoughts before they start writing their script for their movie. I will be checking for understanding by the pre-assessment, the graphic organizer, and while I'm wandering around the classroom while they are working on their products.
 * Equip, Explore, Rethink, Revise, Tailors: verbal, interpersonal, kinesthetic, musical**

After playing the Emperor game, and discussing famous figures, and class systems in the Roman Empire, students will explore this information by creating their iMovies. To begin, it will be a class discussion, that will then lead to talking within their group. They will fill out their graphic organizer, and then use that to write their script on their topic for their movie. I will be facilitating this process by first observing the class discussion, and then walking around the classroom while they are working on their scripts and movies. I will also give them a tutorial on iMovie before they do anything with the actual movie making. While they are working with each other in their groups they will be checking each others stuff to make sure the movie is the best it can be.
 * Explore, Experience, Revise, Refine, Tailors: interpersonal, verbal, musical**

The students will be evaluated on the products by a rubric. They will be given this before they even begin the movie, that way they know exactly what it is that they are being assessed on. Directly after presenting their iMovie, students will be filling out a self-assessment. This will give them a time to reflect on what they just did, and give feedback on the project as well. I will provide their feedback in a timely fashion, that way the product is still fresh in their mind when they get it back. This lesson connects to previous lessons, where it focuses again on specific people, but keeping in mind everything that the Romans have accomplished. This lesson connects to the next lesson, because it gets the students thinking about individuals, who helped to create such a great Empire.
 * Evaluate, Tailors: linguistic**

__**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 to the lesson
 * Rubric for iMovie
 * Graphic Organizers