Lesson Plan Form

CSUDH Teacher Education Department

Candidate: Esmeralda Subject: AP World
Grade Level: 10th
Teaching Date:
Mayorga
History
November 10, 2015
Standard:
World History Standard 6.7.3: Identify the location of and the political and geographic reasons for
the growth of Roman territories and expansion of the empire, including how the empire fostered
economic growth through the use of currency and trade routes.
English Language Development: Part I A. Collaborative: W.910.1; WHST.910.1; SL.910.1,4,6; L.
910.3,6
Offering and justifying opinions, negotiating with and persuading others in communicative
exchanges
Description of Content & Content Type (Fact, Procedure, Concept, Principle):
A. The central idea of this lesson is to draw on students prior learning as well as experiential
backgrounds or interests to help students analyze and evaluate the lives of Roman people
during the Roman Empire. The lesson is designed in a way to present students with the
perspectives of different people of the empire along with learning tasks and assessments that
will guide students to a better understanding of the central idea of this lesson. This will also
allow students to create opinions about Roman rule and treatment faced by different people
by looking at history through different angles and perspectives.
II. Learning Outcome:
After going through guided notes and lecture about the foundations of the Roman Empire, students
will be able to analyze the lives of different roman people in the Roman empire by writing a 2paragraph response to the prompt, "How did the expansion of the Roman empire transform Rome?
And in what ways had this expansion transformed and affected the people? Give two examples and
explain.
III. Curriculum Connection (How lesson fits into larger unit sequence): Following a throughout
discussion about Greece, the class will now be introduced to Rome and how it went from a
republic to an empire, acquiring many foreign lands. This discussion will also become helpful in
understanding why the Roman empire would eventually collapse under pressure.
IV. Instruction
A. Engagement (Motivational Activity): Students will become engaged with the topic when they
are asked to imagine that they are living under the same roof with everyone in the classroom.
Then the students will be asked to come up with different ways that this might have a
positive outcome, but then, students will also answer in what ways might this become
problematic. The way in which this activity will engage students is because it will give them
an idea of how different people were being conquered and being asked to live under the
Roman empire. At times, roman expansion was positive (for example: economically and
because there was more flow of ideas and trade) but sometimes it could be chaotic and
problematic (for example: the rules that once applied to the republic, no longer fit the larger
context of conquered lands, and there was also war and revolts)
B. Instructional Sequence (Teaching Methodology):
Step #1: Discussion
a. Teacher will initiate conversation about the Roman Empires. Teacher will then call upon 3
different students and ask these students to access how the engagement activity connects to
their prior knowledge about the Roman Empire and the areas that it conquered.
b. After students have individually wrote down 3 positives and 3 negatives to the scenario
given in the engagement activity, students will be called upon to share their ideas to the class.
In order to contribute to the discussion, students will need to draw from their prior
knowledge that will come from the prior reading, or prior lectures.
Step #2: Academic Vocabulary
a. Teacher will give students a handout of different vocabulary that is necessary in order for
students to understand what they are about to be learning about. (pax romana, latifundia,

pater familias, republic and mare nostrum) Teacher will ask different students to read the
word and its definition, which will be on a PowerPoint.
b. Students will volunteer to help the teacher read the words and their definitions. Students
who are not volunteering will be carefully listening to what their classmates are reading and
writing down the definitions to the words.
Step #3: Lecture and Notes
a. Teacher will lecture students about Roman society by showing students a PowerPoint that
will introduce them to the topic while at the same time it will provide students with details
about roman life. (for example, the lecture will explain Roman economy, and how it affected
the lives of different groups of people). At the end of the lecture, the teacher will address any
questions that the students may have about the presentation.
b. Students will be expected to listen to the lecture but at the same time students are expected
to take notes while the teacher is lecturing. Students are expected to take Cornell notes.
Cornell notes will allow students to identify significant terms and questions, but at the same
time it will allow students to have clear and organized notes. Students are also expected to be
connecting ideas together or formulating questions for the teacher about things that they do
not understand.
Step #4: Pair-Share
a. The teacher will ask students to talk to their neighbors about Roman life. In particular,
the teacher will ask students to analyze slavery in Roman society. For example, Did the
benefits of slavery make it acceptable to enslave populations? Also, students will be asked
to think about who had it worse and who had it best in the Roman empire?
b. Students will turn to their neighbor and discuss their thoughts about Roman slavery. In
specific, students will connect what we have learned about slavery and Roman legacies in
order to formulate an answer to the question about slavery and its justification that has been
posed by the teacher.
Step #5: Writing assignment
a. Teacher will ask the students to answer the prompt How did the expansion of the Roman
empire transform Rome? And in what ways had this expansion transformed and affected the
people? Students will answer the given prompt in two paragraphs.
b. Students will take out a clean sheet of paper and write down the questions, which they will
then proceed to answer during class time. Students will be given class time to answer the
prompt, but whatever the students do not finish will be assigned as homework which they
will turn in next time the students see the teacher.
C. Application Task: Throughout the lesson students will be given several opportunities to
practice their critical thinking skills. In the engagement activity, students will draw from
prior knowledge in order to synthesis ideas about the expansion of the Roman Empire.
Students will also be analyzing the information that they learned in the PowerPoint lecture
in order to articulate a response to the given prompt, which they will communicate to their
partner during pair-share time. Lastly, students will be applying both, analysis and synthesis
skills, in order to finish their writing assignment. This will give students the opportunity to
individually think critically, while practicing academic language.
D. Materials & Resources: The teacher will have a PowerPoint to support the lecture. Other
resources that may be needed are notebooks, (which the students should already have) and
student imagination for the engagement activity!

V. Assessment Strategies: The teacher will use assessment throughout the lesson. For example, the
writing assignment at the end of the lesson will assess if the students understood the focus of the
lecture. Also, students will be asked to talk to their neighbors about what they have learned through
the lesson. Questions at the end of the lecture will also assess what students understood and the
things that they did not understand.
VI. Accommodations for Individual Learners: In order to accommodate different learners, at the
beginning of class, the teacher will go over vocabulary with students. This will allow students to

become familiar with terms that are necessary to the genre, and at the same time it will introduce
students to vocabulary that may be demanding and necessary for developing academic language.
This will also be an opportunity for English Learners to hear and see the words. The pair-share is
also an efficient scaffold for students that are having trouble understanding the content. Students
who are designated gifted should focus on providing an extra example when they are working on
their writing assignment.
VII. Homework (if appropriate): If students are not able to finish their two paragraphs at the end of
class, students will have to finish them as homework.

Rubric For Student Write-Ups

Quality Feature

Content

Grammar,
Spelling, Logic

1
Needs Work
Student does not
fully answer
either of the two
questions. There
are little or no
examples to
support the
claims.

2
Developing
Student provides
some examples
in order to
support claims
that are being
made. However,
this student did
not provide
enough
examples, or
they did not
answer both of
the questions in
the prompt.
There are many There are
mistakes in
spelling and
grammar and
grammar
spelling. Also,
mistakes. There
this has been
is a lack of
written in
clarity due to
incomplete
grammatical
sentences. Lacks mistakes.
clarity.

3
Accomplished
Student has
provided two
examples per
question, in order
to support the
claims being
made. Student
was also
successful in
answering or
finishing both
sections of the
prompt.

4
Exemplary
Student has
managed to find
more than two
examples to
support claims,
per question.
Student was
successful in
answering or
finishing both
sections of the
prompt.

There are little or

no spelling or
grammatical
errors. The logic
behind the
arguments reads
smoothly and is
understandable.

There are no more

than one spelling
or grammatical
errors. The logic
behind the
arguments reads
smoothly and is
understandable.