L3+Simmons,Darcie+Jane


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


 * Teacher’s Name:** Miss Simmons **Lesson:** 3 **Facet:** Perspective
 * Grade Level:** 6-8 **Topic:** Roman Political System / Government

__**Objectives**__

 * Students will understand that** the Roman Empire was significant to the way the United States runs today
 * Students will know** sequence and timeline, such as: the start of Rome, the beginning of the political system, major wars, etc
 * Students will be able to** analyze the Roman political system, how it began, and how it reflects the United States government

__**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 that America's government was built using the Roman Empire's political system, and because of this we have the ability to have choices in America.

__**Assessment**__
Students will use the three-minute review in class for cooperative learning, to be able to answer any questions they have with each other about the Roman Political system. Once the class begins their research on the Roman political system, students will use the Story Map 2 graphic organizer to set up the plot of their story of how the Roman political system began. Once they have all began to use their story map 2 graphic organizer, the class will continue to have three-minute reviews on their information to make sure they're on the right path with their story. Students will create a story using Comic Life, where they will make up their own characters and discuss in their own way the start, and development of the Roman Political system. Students will have opportunities to review the plot of their comic life with others in class, where they will do peer editing. Each student will peer edit with a minimum of two other classmates. After having peer edited with two other classmates, and revising their edits, the students will have an opportunity to meet with me, where I will read their product and help them with it, if need be. For evaluation, students will be presented with a checklist of all of the things needed to create a good comic life, when they are assigned this task. With this checklist in hand while they write their comic life script, and produce their product they will be able to know exactly what to do to receive a good grade. The teacher will use the same checklist to grade their comic life when it comes to grading the product. A week before the students present, they will be given a presentation checklist, so they will know what is expected while presenting.
 * Formative (Assessment for Learning)**

Students will research the start of the Roman Political system, and the development of it. After doing this, they will create their own story of the Roman political system. They will first use the story map graphic organizer to lay out their plot and ideas on their story. Students will then use the school laptops software of Comic Life. Before the students are sent off on their own to do their work, they will be given a tutorial on how to use this software, so they have some idea of how to use Comic Life. This software gives students the ability to make their own comic strip. They will take their story that they have created, and make it into a comic book. They will be able to make backgrounds, and take pictures, and put bubbles for words and thoughts on there as well. When they finish with their Comic Life, they will have their own story and interpretation of the Roman Political system.
 * Summative (Assessment of Learning)**
 * •__Comic Life:__**

__**Integration**__

 * Technology:** Students will research the start of the Roman Political system, and the development of it. After doing this, they will create their own story of the Roman political system. They will first use the story map graphic organizer to lay out their plot and ideas on their story. Students will then use the school laptops software of Comic Life. Before the students are sent off on their own to do their work, they will be given a tutorial on how to use this software, so they have some idea of how to use Comic Life. This software gives students the ability to make their own comic strip. They will take their story that they have created, and make it into a comic book. They will be able to make backgrounds, and take pictures, and put bubbles for words and thoughts on there as well. When they finish with their Comic Life, they will have their own story and interpretation of the Roman Political system.
 * English:** Students are essentially writing a story with this product. Since they are writing a story, they need to have a critical English eye while writing. They need to create a plot and characters. They have the option to use real life characters from Roman times, but they also have the option to be creative and to create their own characters.

__Groupings__
Students will be put into groups during this classroom lecture. I will make the groups myself, which will be focused on having different intelligences in the groups. During class lecture, I will stop after some important information has been said for three minutes. During this time, the students in the groups will discuss the information amongst themselves, and talk things out with each other. Each day that there is lecture in class, these groups will sit together, and they will be able to rely on each other clarify things with each other, or just talk out the information. If they ever need it, I will always be right there to help with the information as well.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal:** students will create a script for their comic life to tell the story of the beginning of the Roman political system.
 * Spatial:** students will find pictures offline, or draw their own for the comic life.
 * Musical**: students can incorporate music into their presentation model of their comic life, however they will not be able to put it into their hard copy of the product.
 * Interpersonal:** Students will have the option to work on their comic life in a group or alone. They will also have the chance to work with others on their comic life, to get ideas from each other, and help each other with their comic life.
 * Intrapersonal:** Students will have the choice to work on their comic alone or in a group. Even if they decide to work in groups, they will also have time to work alone on their comic life as well.
 * Naturalist:** in their comic life students will incorporate the Roman Empire's environment, to get a good picture of what it looks like.

//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 their group that they sit with during class leacture, and they will be able to help the absent student with their questions on the lesson. The group will be aware of the fact that they are responsible to fill in the absent student in class the next day.

Students will research the start of the Roman Political system, and the development of it. After doing this, they will create their own story of the Roman political system. They will first use the story map graphic organizer to lay out their plot and ideas on their story. Students will then use the school laptops software of Comic Life. Before the students are sent off on their own to do their work, they will be given a tutorial on how to use this software, so they have some idea of how to use Comic Life. This software gives students the ability to make their own comic strip. They will take their story that they have created, and make it into a comic book. They will be able to make backgrounds, and take pictures, and put bubbles for words and thoughts on there as well. When they finish with their Comic Life, they will have their own story and interpretation of the Roman Political system.
 * Extensions**

__**Materials, Resources and Technology**__

 * Laptop
 * Notes
 * Textbook
 * Presentation Features
 * Projector
 * Markers
 * Whiteboard
 * Comic Life software
 * Comic Life tutorial

__Source for Lesson Plan and Research__
http://www.vroma.org/~bmcmanus/politics.html This website goes over major themes in the Roman Political system, and key terms as well. http://www.vroma.org/~bmcmanus/romangvt.html This website gives the structure of the Roman government. It also gives a visual for those who would rather look at a picture of how the system works, than read about it. http://www.pbs.org/empires/romans/empire/republic.html This website gives good notes and links for important political terms, and political figures. http://www.utexas.edu/depts/classics/faculty/Riggsby/RepGov.html This website gives the Roman Republic Constitution http://www.constitution.org/sps/sps01_1.htm This gives the Laws of the Twelve Tablets http://www.bbc.co.uk/history/ancient/romans/careers_01.shtml This website goes in depth about the political system, and it also touches upon influential figures in the Roman Empire. http://www.historyforkids.org/learn/romans/government/index.htm This website is a kid friendly site, and it has important vocabulary hyperlinked, so it navigates to a different web page for important information.
 * Lesson Ideas & Research Links**

[]
 * 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 buildings throughout 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 politics, and just how advanced their system was for their time. They will also be very focused on detail when producing their Comic Life. 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.



//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 politics of the Roman Empire. They will be able to understand that their political system that they created was very advanced thinking. They will also begin to see some resemblances in Roman Government to America's government. The students that do begin to make this connection are ahead of the game, and will have a jump on the next Roman Politics lesson we do.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** Students will know sequence and timeline, such as: The start of Rome, the beginning of the political system, major wars, etc. (See Content Notes).


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Verbal:** students will create a script for their comic life to tell the story of the beginning of the Roman political system.
 * Spatial:** students will find pictures offline, or draw their own for the comic life.
 * Musical**: students can incorporate music into their presentation model of their comic life, however they will not be able to put it into their hard copy of the product.
 * Interpersonal:** Students will have the option to work on their comic life in a group or alone. They will also have the chance to work with others on their comic life, to get ideas from each other, and help each other with their comic life.
 * Intrapersonal:** Students will have the choice to work on their comic alone or in a group. Even if they decide to work in groups, they will also have time to work alone on their comic life as well.
 * Naturalist:** in their comic life students will incorporate the Roman Empire's environment, to get a good picture of what it looks like.


 * //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 many opportunities where they will be doing some form of assessment. While they are in class lecture, they will be sitting with their groups, and they will have their three minutes to review with each other about the information they have heard. Once they begin their products, then they will meet with their groups with their ideas. Once students have written their plot for their Comic Life, then they will peer edit with two classmates. This way they will assess other students work, and other students will assess their work. Students will get ideas this way, and will become more aware of their mistakes. After the students have peer edited, then they will have a chance to meet with the teacher, who will give them feedback before they turn it in to be graded, and present it to the class. For evaluation, students will be presented with a checklist of all of the things needed to create a good comic life, when they are assigned this task. With this checklist in hand while they write their comic life script, and produce their product they will be able to know exactly what to do to receive a good grade. The teacher will use the same checklist to grade their comic life when it comes to grading the product. A week before the students present, they will be given a presentation checklist, so they will know what is expected while presenting.

__Teaching and Learning Sequence__
For this lesson, the class will be set up in groups. The students in the class will be assigned to a group, which is where they will sit during lecture, and class work time. They will become a community, where they will help each other with as much as possible when it comes to clarifying information in class. During lecture time, with the grouping setting of the desks, I will wander around the room, that way every student has the ability to see me. They also all will be able to see the board if there are any notes that need to be taken. When it comes time for the students to work on their products, then they are all there together, where they can bounce ideas off of each other. If some students so choose, they are allowed to break away from their group and work alone. Student will understand that the Roman Empire was significant to the way the United States runs today. They will learn about the start of the Roman Government, why it was so significant, and they will begin to understand why it was influential on the United States government. //Students understand major eras, major enduring themes, and historic influences in the history of the United States, and various regions of the world.// I will show the students a minute clip about the Roman Political system. [|Roman Politics]

(40 minute periods) Class 1
 * Students will be introduced to the topic of Roman Politics and Government. (2 minutes)
 * Hook - Students will watch a minute clip about the Roman Political system. [|Roman Politics]. (1 minute)
 * Students will be told about the final product from this lesson. Students will be given the rubric for the Comic Life. We will briefly discuss what a Comic Life is, but will go more into detail about it the next class period. (5 minutes)
 * Begin lesson on the Roman Political System/Government. (30 minutes)

Class 2
 * Split the class up into groups, telling them this is where they will sit for the entirety of this lesson. (2 minutes)
 * Continue the lecture on the Roman Political System/Government. I will stop after big topics were discussed, and give the students in their groups their three-minute review session. Where they are able to discuss amongst themselves what they have just learned. I will walk around the room as they are doing this to clarify any questions they might have. (20 minutes)
 * Give the Comic Life tutorial with my own Comic Life that I created myself. Have students play around with their own Comic Life, so they can get a feel for it while I am there to help them. (5-10 minutes)
 * After it seems that the kids are confident in the Comic Life, I will hand out the Story Map for them to start planning their story about the Roman Political System/Government. (10 minutes)

Homework: Start thinking about Comic Life story, begin if feeling ambitious.

Class 3
 * When students come to class, they will begin their Story Map (if they haven't already done so). (40 minutes)
 * They will sit in their groups, and will have the class period to work on their Story Maps
 * I will be walking around the classroom, making sure students are on task, and helping them with anything that they might need help on.
 * When students leave the class they should have their Story Maps almost complete

Homework: Finish story map, if you haven't already done so.

Class 4
 * Students will peer edit their story maps with one another. Each student has to meet with two other students. This way they are getting two different insights to their story, and are looking at two stories as well. (20 minutes)
 * After the students have peer edited with two other classmates, then they will bring their story map to me, where I will look over it for them as well. (5-10 minutes)
 * Students will then begin to make their story map come to life in Comic Life. (10 minutes)

Homework: Bring laptops home from school and work on Comic Life.

Class 5
 * Students will spend the whole class period working on their Comic Life's. (40 minutes)
 * They have the option to sit with their class lecture group, or alone.
 * I will be walking around the classroom helping the students with anything that they might need help with. I will also be handing out a rubric that tells the students what is expected of them when they present their Comic Life to the classroom.

Homework: Finish Comic Life.

Class 6 This class students will present their Comic Life's to the class. (40 minutes)
 * Where, Why, What, Hook Tailors: visual, musical, interpersonal, and verbal multiple intelligences**

In order for the students to do their final product, they need to be equipped with the right information. We will explore this information by talking about the Roman figures we have talked about in previous lessons. We will discuss how they were powerful enough to build such amazing and exquisite buildings for the Empire, which then led to building a big and powerful government for their society to work. We will talk about how the Roman government was fairly advanced thinking for that time period, and I will lecture them on the ins and outs of the Roman Government. Students will be given a Story Map 2 [|graphic organizer.] worksheet for them to fill out and start creating their product for this lesson. I will check for understanding first by the graphic organizer, and again by the product of the Comic Life. (See content notes)
 * Equip, Explore, Rethink, Revise, Tailors: interpersonal, verbal, spatial**

After the presentation of the content on the Roman Government, the students will explore the information by discussing things with each other in class, and also doing some reading in class on the Political system that the Romans created. They will continue to explore this information with each other in their groups. Students will be able to apply what they have learned and discussed on the Roman Government by creating their Comic Life story. I will facilitate this learning process, by first giving a tutorial on how to use Comic Life, and then will walk around the classroom while students are working on their products in class. The groups that the students are put into at the beginning of this lesson will be who they work with on their products. They will be able to get information and ideas from each other on their story plots, and then will help each other with any type of technical difficulties that they might have. Throughout this process of creating their products, I will always be available to help with anything that they might need help in.
 * Explore, Experience, Revise, Refine, Tailors: interpersonal, verbal, spatial**

After the students have finished their Comic's and put them into a book form, they will present them to the class. After having done this, they will be given two self assessments. The first will be the checklist that I will be grading them on for their product, and they will then grade themselves on their actual product. Then they will be given the checklist that I will be using to evaluate their presentation. They will grade themselves on their presentation as well. They will be able to give any feedback and comments as well on the back side of their checklists. I will provide timely feedback to the students on their products and presentations, so that they remember what it is that they're being evaluated on. This lesson connects to the next lesson, because now that the students know how the Empire runs, they will be able to discuss the Roman achievements.
 * Evaluate, Tailors: verbal, linguistic**


 * Content Notes**


 * Republic -** In the Roman Republic, citizens who have the right to vote, select their leaders. The leaders rule in the name of the people. Literally means "affairs of the people"
 * Patricians -** Upper-class men who ruled in the Senate**.**
 * Plebeians -** Ordinary citizens in Rome**.**
 * veto -** The rejection of a bill
 * dictator -** An official who had all the powers of a king but could hold office for only six months.
 * consuls -** The government was led by two men, called a consul.
 * senate -** made up of 300 Patricians, who were in control of foreign affairs, laws, and finances.
 * tablets -** a flat piece of stone or clay, on which something is inscribed.


 * Handouts**
 * Checklist for Comic Life
 * Checklist for presentation
 * Graphic Organizers