Goal & Objective
Goal: Students will learn about the end of the Roman Republic.
Objective: Students will list the factors that changed Rome from a republic to an empire.
Objective: Students will list the factors that changed Rome from a republic to an empire.
California State Content Standard/Common Core Standard
6.7.4 Discuss the influence of Julius Caesar and Augustus in Rome’s transition from republic to empire.
Common Core Standard
Key Ideas and Details
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Common Core Standard
Key Ideas and Details
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Lesson Introduction/Hook/Access Prior Knowledge
Teacher will go over the previous lesson's content. This will help assess students understanding of the growth of Rome and towards their understanding of this lesson's content of Rome's transition from republic to empire. Teacher will introduce the lesson with class discussion by asking students, "How might the change of a country's leader affect the country?" Question will be used to make connections with previous civilizations and current events within the United States presidential election. Students will respond to the question by volunteering. This will help students understand how a country can change over time under different leaders and governments. Student will also be required to complete the first part of their Double Entry Journal. Students will write their thoughts, ideas, notes in this section then later compare what they have learned from the reading.
DOUBLE ENTRY JOURNAL | |
File Size: | 58 kb |
File Type: | docx |
Vocabulary (Content Language Development)
Students will be required to find the definitions of key vocabulary terms for this lesson. Students will be given a handout. The method that students will use will help students acquire the necessary understanding for content language development. Students will complete a Word Map for each of the vocabulary terms. Students will be paired in order to complete the activity. The vocabulary terms that students will need to look up are:
scheme
propaganda
Pax Romana
adapt
scheme
propaganda
Pax Romana
adapt
WORD MAP VOCAB ACTIVITY | |
File Size: | 26 kb |
File Type: | doc |
Content Delivery (Method of Instruction)
This lesson requires students to read passages found within pages 518 to 523 of their textbook. Students will do the reading using the Choral Reading strategy where students will be grouped in groups of 4. Students will practice the reading in unison. Rehearsing the reading will help students build fluency and prosody. Furthermore, reading in unison builds teamwork and positive attitudes toward reading, especially among those reluctant to read aloud on their own like English language learners and struggling readers. Teacher will model reading first and will instruct students to follow along. Students will then be instructed within their groups to read the passages I have selected within the textbook.
Student Engagement & Critical Thinking
During the reading of selected passages students will be given time to write down important ideas and concepts to help them acquire content knowledge. Students will already have the Double Entry Journal handout with them so they can take notes during the reading. Students will also be given a hand out that will have them answering questions, fill-in the blanks and compare and contrasts Julius Caesar and Augustus. This worksheet will further help students understand the content they have read. Students will be able to organize their understanding of the content with both the Double Entry Journal and the Handout activity they will complete after the reading.
PAX ROMANA WORKSHEET | |
File Size: | 59 kb |
File Type: | docx |
Demonstrated Learning (Formative & Summative Assessment)
In this lesson, students will demonstrate their understanding of the content by completing two worksheets. These worksheet serve as an informal assessment of the knowledge students have acquired. By reviewing what students have written in their double entry journal, I can assess what students know and what they have learned. With the worksheet students will demonstrate their ability to comprehend the in-class reading.
The vocabulary activity will help students acquire content language by making them find the definition of the terms, what the vocabulary term is like, and by listing some examples of the term. This will assess students ability to acquire content specific language and to develop and build their vocabulary.
The vocabulary activity will help students acquire content language by making them find the definition of the terms, what the vocabulary term is like, and by listing some examples of the term. This will assess students ability to acquire content specific language and to develop and build their vocabulary.
Lesson Closure
The lesson will close with a review and class discussion of what was covered. Students will respond to questions asked by the teacher. Students answer will reflect student comprehension of the lesson's content. Reviewing the content will allow students to reflect on the lesson's content and demonstrate their understanding.
Accommodations
Accommodations were made for English language learners, struggling readers, and special needs students.
EL'S:
Class activities like the vocabulary Word Map requires students to be paired. Pairing students together will help EL's to better comprehending the instructions and what they need to do. EL students will be paired with a student that has English language competency and reflects understanding of content.
Struggling Readers:
Students who struggle with reading have also been accommodated within the lesson's reading activity. Choral reading allows students, especially struggling readers, to feel more comfortable, instead of reading out loud to the entire class. Additionally, teacher will model the reading of the passages, then students will follow. Modeling fluency and prosody helps struggling readers by giving them an example of how words are pronounced.
Special Needs:
Teacher will give personal time with students with special needs. Students with special needs will be given the vocabulary ahead of the rest of the class with all definitions. This will allow students extra time to complete the other parts of the Word Maps. One-on-one's with students will be required. Teacher will approach each students to make sure the student understands all content.
EL'S:
Class activities like the vocabulary Word Map requires students to be paired. Pairing students together will help EL's to better comprehending the instructions and what they need to do. EL students will be paired with a student that has English language competency and reflects understanding of content.
Struggling Readers:
Students who struggle with reading have also been accommodated within the lesson's reading activity. Choral reading allows students, especially struggling readers, to feel more comfortable, instead of reading out loud to the entire class. Additionally, teacher will model the reading of the passages, then students will follow. Modeling fluency and prosody helps struggling readers by giving them an example of how words are pronounced.
Special Needs:
Teacher will give personal time with students with special needs. Students with special needs will be given the vocabulary ahead of the rest of the class with all definitions. This will allow students extra time to complete the other parts of the Word Maps. One-on-one's with students will be required. Teacher will approach each students to make sure the student understands all content.