Lesson Plan Template - HISTORY

Class/Stage: 7B

Lesson/Period: Lesson 5 & 6

Topic/Main Concepts/Themes/Key Inquiry Question(s):

Topic: Life in Ancient Rome

Lesson Length: 70 Minutes (2 x 35 minute lesson)

Key Concepts:
Gaining an understanding of life in Ancient Rome with a focus on Gladiators

What do my students need to learn?

SYLLABUS CONTENT to be covered

Overview content for the ancient world (Egypt, Mesopotamia, Persia, Greece, Rome, India, China and the Maya) includes the following:
Overview of the Ancient World:
The evidence for the emergence and establishment of ancient societies (including art, iconography, writing tools and pottery) (ACOKFH002) Overview of the Ancient World
Key features of ancient societies (farming, trade, social classes, religion, rule of law) (ACOKFH003)
LEARNING OUTCOMES to be addressed/ achieved:
Lesson objectives
Students will:
Understand the changes in the role of gladiators in ancient Rome.
Evidence of learning
Can the student:
Explain the changes in the role of gladiators in ancient Rome?

Example learning sequence

Examine a visual source to investigate the origin of gladiatorial combats
Analyse visual sources to identify types of gladiators and changes in the role of gladiators
Historical Skills:
Analysis and use of sources
Draw conclusions about the usefulness of sources (ACHHS211)
Locate, compare, select and use information from a range of sources as evidence (ACHHS210) Chronology, terms and concepts
Sequence historical events, developments and periods (ACHHS205)
Use historical terms and concepts (ACHHS206)
General Capabilities (Australian Curriculum, 2012)
(Tick those addressed in this lesson)
Literacy
Intercultural understanding
Personal and social capability
Information and communication technology capability
Critical and creative thinking
Numeracy
Ethical behaviour

Cross Curriculum Priorities (Australian Curriculum, 2012)

(Tick those addressed in this lesson)
Sustainability
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australias engagement with Asia

Other Learning Across Curriculum Areas (Australian Curriculum 2012):

(Tick those addressed in this lesson)
Civics and citizenship
Difference and diversity
Work and enterprise

Elements of NSW Quality Teaching Framework addressed:

Prior Knowledge/Experience

Past lesson was on

Roman Social
Groups

Past lesson on roles

of Gladiators

Considerations/Preparation
Equipment required/Room bookings etc

Gladiators
Laptop

Equipment
Whiteboard

Rome
Whiteboard markers

Colosseum
Resource sheets

Society Group
Video link

Safety Risk

Any other considerations?

STAGE OF
LESSON
1. INTRODUCTION
Expected learning
outcomes/goals
Key question/s

Back up plan for no technology use classroom discussion and resource sheets

Mark the Roll

Make sure every student either has their laptops or workbook
Start the lesson off by asking students in a classroom discussion what they know
about Gladiators
Make reference to the lesson and the key objectivise
Highlight what they will learn by the end of the lesson

Start the lesson off by giving the class a detailed description on who Gladiators
are and their origin of combat
Implemented visual sources are used to engage the class by asking them
questions about a picture
Highlight different types of Gladiators
Pose a reflection activity that helps me as the teacher on what they have learnt
from the lesson, and what they need work on
Introduce the learning activity Kahoot. This resources aim is to pose questions to

RESOURCES

TIME

TEACHING AND LEARNING STRATEGIES

2. THE BODY
(Description of the
teaching and
learning activities)

Key Vocab

15 minutes

45 minutes

Whiteboard
Whiteboard Markers
Laptop
Student laptop
Student Workbooks
Class Roll

Whiteboard
Whiteboard Markers
Laptops
Recourse Activity Sheets
Kahoot

the class and form a competition on what the students know about the lesson

3. CONCLUSION
(Pack up and
organise
Summary of lesson
Future directions/
linking to next
lesson etc)

Recap on the lesson

Highlight areas that were covered
Write 3 points on the board and get the students to answer three things they
have learned over the course of the lesson
Make sure classroom is clean and chairs are tucked away

10 Minutes

SELF- EVALUATION and REFLECTION

Assessment
(Assessment of/for
Learning)

Student learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.
Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.
Specific monitoring opportunities in this unit may include:
Observation
Collect information about students' ability to:
Pose/ identify/evaluate questions