L6+Simmons,Darcie+Jane


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


 * Teacher’s Name:**Miss Simmons **Lesson:** 6 **Facet:** Self-Knowledge
 * Grade Level:**6-8 **Topic:** Roman Government

__**Objectives**__

 * Student will understand that** the Roman Empire was significant to the way the United States runs today**.**
 * Student will know** know sequence and timeline, such as: The start of Rome, the beginning of the political system, major wars, etc.
 * Student will be able to** realize the history of the Roman democratic ideals and constitutional principles and their importance to the United States**.**

__**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**__
For this lesson students will be focusing on the comparison of the Roman government, and the United states government by creating an interactive website. I will be using the idea wheel for a graphic organizer. Students will use the numbered heads together for cooperative learning to be able to get their information together to create their political comparison website. Students will be comparing and contrasting the Roman government, to the United States. They will be doing this by creating an interactive website. By using the idea wheel the students will be able to put similarities and differences of the Roman government and the United States government. This will help them with getting all of their information in order. Students will be assessed on this product by a checklist, that the students will be given at the beginning of the lesson that they can use as a guideline while creating their product.
 * Formative (Assessment for Learning)**

__**•Website**__: Students will make an interactive website that compares and contrasts the Roman government to the United States government. Students will use Google sites to create this website. Students will work individually on their product, and will be responsible for their sources, and making their website as fancy and creative as possible. I will give a tutorial on how to use the Google sites page. As a class we will start the Google sites with their school email address. We will go over the basics in class, and then I will let them play around with the features while I am in class, that way I am there to help answer any questions that they might have.
 * Summative (Assessment of Learning)**

__**Integration**__
__**•Website**__: Students will make an interactive website that compares and contrasts the Roman government to the United States government. Students will use Google sites to create this website. Students will work individually on their product, and will be responsible for their sources, and making their website as fancy and creative as possible. I will give a tutorial on how to use the Google sites page. As a class we will start the Google sites with their school email address. We will go over the basics in class, and then I will let them play around with the features while I am in class, that way I am there to help answer any questions that they might have.
 * __Computer Science:__** While students are making their websites, they are actually working on their computer science skills. When they walk away from this lesson knowing how to make an interactive, and engaging website.

__Groupings__
Students will be using the numbered heads together for their cooperative learning. There will be groups of 4-5, and within this group each student is responsible for a certain piece of information on the Roman government, or the United States government. Once they have the information, then they will share with the rest of the group, where the students will write down information that they feel will be useful for them on their website.

__**Differentiated Instruction**__

 * Strategies**
 * Linguistic**: students will be creating informational paragraphs on their website
 * Logical**: many dates and events will be relevant to have in the website.
 * Spatial**: graphics and pictures will need to be put on the website, to have a creative website.
 * Musical**: there can be music added to the page for background while there are viewers on the page.
 * Interpersonal**: students have the chance to work in groups on this website. Even if they chose to work alone, they may work alongside classmates receive ideas and feedback.
 * Intrapersonal**: students have the choice to work alone on their website, if they so chose.

//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 numbered heads together group, 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 make an interactive website that compares and contrasts the Roman government to the United States government. Students will use Google sites to create this website. Students will work individually on their product, and will be responsible for their sources, and making their website as fancy and creative as possible. I will give a tutorial on how to use the Google sites page. As a class we will start the Google sites with their school email address. We will go over the basics in class, and then I will let them play around with the features while I am in class, that way I am there to help answer any questions that they might have.
 * Extensions**

__**Materials, Resources and Technology**__

 * Laptop
 * Notes
 * Textbook
 * Presentation Features
 * Projector
 * Markers
 * Whiteboard
 * Wiki space 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. [] This website gives good notes and links for important political terms, and political figures. [] This website gives the Roman Republic Constitution [] This gives the Laws of the Twelve Tablets [] This website goes in depth about the political system, and it also touches upon influential figures in the Roman Empire. [] 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 Roman government, 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 website. 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:** Students will know sequence and timeline, such as: the start of Rome, the beginning of the political system, major wars, 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 politics of the Roman Empire. They will be able to understand that their political system that they created was very advanced thinking. Students will go heavily into comparing and contrasting the United States government to the Roman government. By the end of this lesson, students will realize that the United States got a lot of their governmental ideas from the Roman government.

__**•Website**__: Students will make an interactive website that compares and contrasts the Roman government to the United States government. Students will use Google sites to create this website. Students will work individually on their product, and will be responsible for their sources, and making their website as fancy and creative as possible. I will give a tutorial on how to use the Google sites page. As a class we will start the Google sites with their school email address. We will go over the basics in class, and then I will let them play around with the features while I am in class, that way I am there to help answer any questions that they might have.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Linguistic**: students will be creating informational paragraphs on their website
 * Logical**: many dates and events will be relevant to have in the website.
 * Spatial**: graphics and pictures will need to be put on the website, to have a creative website.
 * Musical**: there can be music added to the page for background while there are viewers on the page.
 * Interpersonal**: students have the chance to work in groups on this website. Even if they chose to work alone, they may work alongside classmates receive ideas and feedback.
 * Intrapersonal**: students have the choice to work alone on their website, if they so chose.


 * //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:** Before we begin the lesson, and I show the students the hook, as a class we will talk about the Roman government. Then we will start to talk about the United States government. By doing this, I will be able to get an idea of how much the students remember from the previous Roman government lesson, and I will also get an idea of how much they know about our form of government.
 * Formative Assessment:** For this lesson students will be focusing on the comparison of the Roman government, and the United states government by creating an interactive website. I will be using the idea wheel for a graphic organizer. Students will use the numbered heads together for cooperative learning to be able to get their information together to create their political comparison website. Students will be comparing and contrasting the Roman government, to the United States. They will be doing this by creating an interactive website. By using the idea wheel the students will be able to put similarities and differences of the Roman government and the United States government. This will help them with getting all of their information in order. Students will be assessed on this product by a checklist, that the students will be given at the beginning of the lesson that they can use as a guideline while creating their product.
 * Summative Assessment:** __**•Website**__: Students will make an interactive website that compares and contrasts the Roman government to the United States government. Students will use Google sites to create this website. Students will work individually on their product, and will be responsible for their sources, and making their website as fancy and creative as possible. I will give a tutorial on how to use the Google sites page. As a class we will start the Google sites with their school email address. We will go over the basics in class, and then I will let them play around with the features while I am in class, that way I am there to help answer any questions that they might have.

__Teaching and Learning Sequence__
For this lesson the classroom is going to be set up in a "U" shape. This way, while we are in class discussing the Roman government, and the United States government, students will be able to see everyone in the classroom easily. This will make it easier for class discussion, and they will be very comfortable with each other with this setting. The product for this lesson is an interactive website that the students are making individually, so they will have plenty of time where they are working alone. However, if they so chose, they can sit with classmates, while working in class. Students may work together on their graphic organizer of the idea wheel, before they start putting their website together alone. Students will understand that the Roman Empire was significant to the way the United States runs today. This website gives the students the ability to realize the differences between the Roman government, and 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.// Students will watch a short clip that highlights the comparisons of the Roman government to the United States government.

(40 minute periods) Class 1 Students will be introduced to the topic of Government Before watching the hook, as a pre-assessment, the class will talk about what they have previously learned about the Roman government. Then we will watch the hook on the [|Rome and America Politics]. After watching this, we will discuss the things that they saw in the video. I will then tell the students about their product for this lesson. Where they will create an interactive website. I will hand out the checklist of what needs to be on the website, and also the idea wheel graphic organizer. Students will get into their numbered heads together groups, where they will discuss certain similarities of the Roman government to the United States government.

Class 2 To begin the class, I will give a tutorial on how to set up a Google Sites website. Students will then begin creating their website. As they are doing this, I will be walking around the classroom helping them with anything that they might need help with. This is an individual project, but the students are allowed to work on this together in class.

Class 3 Students will finish their website, and email them to me. Where I will assess them with the checklist. If students so choose, they are able to share with the class their website. Introduce unit project for the remainder of class.
 * Where, Why, What, Hook Tailors: verbal, interpersonal, spatial**

In order for students to do their final product for this lesson, they need to be equipped with the proper information. Since we have already done a lesson on the Roman government, the students have the basis of this lesson. All they really need to discuss is the United States government. This won't be too difficult, considering the United States government is based off of the Roman government system. Students will be set up with internet sources to go to, as well as useful texts. Students will be given a [|graphic organizer] that will help them organizer their ideas on what they feel should be on their website. They have the ability to fill in this graphic organizer with other people in the classroom, so they are bouncing ideas off of each other. I will be checking for understanding by giving a pre-assessment before we begin the lesson, and I will also be walking around the classroom while they are working on their websites, and I will be using the checklist to assess their final product.
 * Explore, Experience, Revise, Refine, Tailors: interpersonal, verbal, spatial**

After watching the hook, and discussing the Roman government and the United States government, students will explore this information by creating their websites. To begin, as a class we will talk about the Roman government, watch the hook, and then discuss the two forms of government. Once the students get their graphic organizers they will explore this information with each other. Then they will be exploring this information alone while creating their websites. I will be facilitating this process by first directing the class discussion, and then by walking around the classroom while they are working out the information with each other, and then on their website. I will also be giving them a tutorial on the bare essentials on Google Sites. Students will be able to help each other with their websites, and will have the option to look at each others work, to check for any spelling errors, etc. That way they will have a good product.
 * Explore, Experience, Revise, Refine, Tailors: interpersonal, verbal, spatial**

Students will be evaluated on their websites by a checklist. They will be given this at the beginning of the lesson, when they find out what their product is for the lesson, that way the have it to use as a guide as they create their website. After the students email me their website, they will write a quick paragraph telling me how they felt they did on their product, and will give me feedback on this project. I will provide feedback to the students in a timely fashion, that way the product is fresh in their minds, and they know exactly what it is that I'm referring to when I comment on something. This lesson closes out the unit. It kind of brings everything together, by showing that the famous Roman figures created fantastic buildings and technologies, and established a very advanced form of government for their time.
 * Evaluate, Tailors: linguistic**, **spatial**


 * 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**
 * Outline to the lesson
 * Checklist for website
 * Graphic Organizers