Towson University

Department of Secondary Education

Lesson Plan Template
Name: Garrett Maternick

Date: 12/9/15

Brief Class Description (contextual information including number of students, subject,

level, IEP/ELL/GT or other special considerations):
I am teaching a seventh grade world cultures class of around 32 students. The class is divided
into 8 groups of around 4-5 students per group. There are no IEPs for students with behavioral
issues. However, the lesson will be modified to challenge these students since they are high
achieving students.

Unit: Europe
Lesson Topic: Ancient Rome
Lesson Length: 4 Days, Day 2 of 4
Prior Knowledge (How do you know the students are ready for this lesson?):
Students will be prepared for this lesson because they will have learned the appropriate
background knowledge during the first four days of the unit. Student background knowledge will
have been monitored by the teacher.

Alignment: (Ongoing throughout the 4 day sub-unit)

Standard (State
{CCRS/Other} and
Professional
Organization
Content Standard)
NCSS Standards:
D2.His.4.6-8.
Analyze multiple
factors that
influenced the
perspectives of
people during
different historical
eras.
D2.His.6.6-8.
Analyze how peoples
perspectives
influenced what
information is
available in the
historical sources
they created.

Objective

Assessment

Activity(ies)

SWBAT show that

different scholars
may describe the
same event from
widely differing
viewpoints.

Habits of Mind
Discussion Handout.
Closure Discussion
for Day Four

Performance of the
play: Day 2.

D2.His.16.6-8.
Organize applicable
evidence into a
coherent argument
about the past.

SWBAT demonstrate
Ancient Romes
transition from
republic to empire
and they will gain an
overview of the
personalities that
made this possible.

The performance of
the play.

Day 2 Activity 1:
Play performance.

The information
sheets questioning
and voting ballot:
Who really killed
Marc Anthony.

Day 3: Character
questioning and
voting ballots.

D2.His.1.6-8.
Analyze connections
among events and
developments in
broader historical
contexts.
D2.His.3.6-8. Use
questions generated
about individuals and
groups to analyze
why they, and the
developments they
shaped, are seen as
historically
significant.
D2.His.3.6-8. Use
questions generated
about individuals and
groups to analyze
why they, and the
developments they
shaped, are seen as
historically
significant.

Closure Discussion
for Day Four
SWBAT differentiate
which historical
figures made up the
first and second
Triumvirate of
Ancient Rome.

Who Really Killed

Marc Anthony Qiuz

SWBAT identify
positive/negative
factors that
contributed transition
from republic to
empire.

Rome Quiz

Closure Discussion
for Day Four

Closure Discussion
for Day Four

Day 4 Activity 2.
(Closure Discussion)
Habits of Mind
Discussion

Day 4 Activity 2.
(Closure Discussion)
Habits of Mind
Discussion
Day 4: Activity 1
Who Really Killed
Marc Anthony Quiz
Day 4 Activity 2.
(Closure Discussion)
Habits of Mind
Discussion
Homework after
day 3: Rome Quiz.
Day 4 Activity 2.
(Closure Discussion)
Habits of Mind
Discussion

Materials Needed:

32 Copies of the Readers Theater Script.

At least 12 copies of the Artists Information
At least 12 copies of the Artists Mosaic
One Copy of every Information Sheet
Backdrop
Ancient Roman water clock
Nametags
Water
White Paper

Technology Integration/Needs:
None
Lesson Procedure:
Opening Activity (describe your warm-up/engagement/hook/motivation):
Students should immediately be engaged in the lesson. We will start by hanging the backdrop,
handing out nametags to the actors, and getting the rest of the settings in place. (Placing the
Roman water clock in the scenery. It will not be used during day 2). Actors can continue to work
on rehearsing their scripts.
Time Allotted: Maximum 10 minutes.
Adaptations (for IEP, ELL, culture, and other special needs):
-Ell students can be given a modified script in their native language to follow along with.
-Students with IEPs can work with a teachers aide if they need additional services.
-Special needs students can work with the actors to help them perfect their script or they can help
in setting up the performance.
Transition (explicitly linking concepts/activities/objectives):
Me: Okay everyone! Take your seats and get ready for the main event! Remember to follow
along with the play as it is being performed. Additionally, keep in mind the objectives I have
written on the board. I would suggest you highlight key points in the play that pertain to the
objectives.
Activity 1 (describe activity):
The actors will perform the play. The play should not take longer than 15 minutes to complete.
After the play, the class will participate in a large discussion that focuses on which characters
they thought were good/bad, and how Rome transitioned from a republic to an empire. Teacher
guided questions can include: In your opinion, who was the bad character in the play? Why?
Who was the character with the best intentions? Why? How did Rome become an Empire
after Octavian took control? Why do you think people of power have to be manipulative in
order to maintain control? Was Cleopatra manipulative? How and why?
Time Allotted: 20-25 minutes
Adaptations: None for this class. Sample adaptations could include larger script
print for students with disabilities or written out discussion questions for ELL students
and underachieving students.

Transition:
Students will be transitioned into next activity when I say, Wow! Wasnt that a crazy story!
Someone call HBO, I think we have their cast for their next dramatic series! But seriously, good
job everyone, I am proud that you all stayed on task and completed this performance to the best
of your ability. We will now be moving on to our next tasks. Actors, you will be given copies of
the Information Sheets. You will have to read and memorize these answers in order to prepare for
the next days activity. Whatever you dont finish is homework. SO GET TO WORK! Everyone
else, we will group up and create a copy of the Artists Mosaic. We will need to have enough
groups in order to contrast the entire picture.
Activity 2 (describe activity):
Actors will be studying their information sheets together. The rest of the class will be
constructing the Artists Mosaic in order to appreciate the Roman influences on art.
Time Allotted: 10-15 minutes
Adaptations: None for this class and section of the lesson.
Transition: Me: Okay everyone! It is time to cleanup! Hurry Hurry Hurry! We
need to revisit the objectives and monitor our learning! YAY!
Closing Activity (summarize learning and/or revisit objective):
Class Discussion to reconnect to the objectives:
- How is it possible that scholars can describe the same event from widely differing
viewpoints?
- Which historical figures made up the first and second Triumvirate of Ancient Rome?
Extension/Follow-up (homework, etc. optional):
- Actors will be required to finish memorizing their information sheets.
- Students who didnt finish their mosaics will have to finish them for homework.
Safety Valve (What will you have students do if you have time left in class?):
If time is remaining at the end of class, students can finish their mosaics and conclude
memorizing their information sheets.
I was given this lesson overview and idea from a teacher on my mothers teaching team at Long
Valley Middle School in NJ.
NCSS Standards were retrieved from http://www.socialstudies.org/standards/teacherstandards