James Madison University College of Education

Social Studies Lesson Plan Format

MSSE 570, 571Dr. Taylor Jaffee and Dr. Pease
Name: Morgan Braun

Date:2/1/16

Subject/Class: World History I Grade Level:9

circle one:

Original

Topic: Roman Achievements

Essential Question(s)/Big Ideas*

How do ancient achievements affect the modern world?
SOLs/Standards addressed (# & letter):
STANDARD WHI.6j

Learning Outcomes/Objectives & their assessment chart:

Learning Outcomes/ Objectives:

Assessment: How will you know they know?

U1: SWUT modern technology, architecture,

science, medicine, and art have roman
influences

Students will provide examples in a graphic

organizer for modern influences of Roman
architecture, art, science, medicine, language, and law

K2: SWKT Contributions of ancient Rome

Art and architecture: Pantheon,
Colosseum, Forum
Technology: Roads, aqueducts, Roman
arches
Science: Achievements of Ptolemy
Medicine: Emphasis on public health
(public baths, public water systems,
medical schools)
Language: Latin, Romance languages
Literature: Virgils Aeneid
Law: The principle of innocent until
proven guilty (from the Twelve Tables)

Students will write describe and analyze a primary

source from each of these categories on their graphic
organizer

D 2: SWBAT: Analyze primary sources for

significances to ancient Rome
D 3: SWBAT Analyze Primary sources for
significance to modern times
V 1: SW Appreciate, work cooperatively
in groups, etc.

Students will write significance of primary source to

ancient Rome in a graphic organizer
Students will provide examples of roman
achievements in a graphic organizer
Observed by teacher.

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude & Dr. Taylor Jaffee 9/13

Background Content Overview/Justification: One paragraph in your own words (4-6 sentences).
Include citations of where you gathered your background information in the reference section.

Instructional Plan: This is the heart of your lesson. It includes step-by-step instructions which a
substitute teacher should be able to teach from. Include movement opportunities and student-directed
learning. Higher Blooms questions should be included. Plan and write out your transitions. THIS IS
a SCRIPT of what you will teach.
Lesson
Component
s & Time
Frame
(examples)
(Anticipator
y Set
5 min.

What the Teacher Will Do

What the Students Will Do

Teacher will check homework and prompt students

to complete warm up questions

Students will answer two warm

up questions
1. Name two positives from
the Pax Romana
2. Name two negatives of the
Pax Romana

Adaption/Differentiation*:
Hook
7 min.

Teacher will show clip of gladiator fighting in the

coliseum and ask students how Romans spent their
free time

Introduction
2 min.
Primary
Source
Analysis
45 mins

Seven stations will be set up around the room with a

couple primary sources from architecture (pantheon,
coliseum), technology (roads, aqueducts), literature
(poems from the Aeneid), science (discoveries of
Ptolemy), Medicine (public baths, medical schools),
language (examples of romance language and latin),
and law (tablets from the 12 tables). Teacher will
pass out a graphic organizer with seven rows and
three columns. Students must choose a primary
source from each station; in the first column they
describe the item, in the second column they explain
why it was important to Roman culture, in the third
column they will state an example of where we see
this in modern society.
Teacher will facilitate movement in rowdier classes.
Some classes will choose where they would like to
go next. Teacher will limit students to no more than

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude & Dr. Taylor Jaffee 9/13

Students will have five minutes

at every station and one minute
to switch. They must use aan
artifact from each different
station. Students will complete
the graphic organizer and glue
this in their interactive
notebook

4 at a station at any time. Teacher will remind

students to move every five minutes and allow a
minute or two for movement.

Direct
Instruction
30 min.

Closure 5
min.)

Adaption/Differentiation:
Students in advanced classes will have a different
third column that asks them to explain the
significance to modern society
Students will fill out notes in their interactive
notebooks on Roman Achievements. Teacher will
facilitate discussion by asking for examples and
connections to the modern world they made for each
section of Roman Achievements.
Adaption/Differentiation: Some students will
receive filled in notes and will follow along with a
highlighter
Students will tweet on todaysmeet.com. teacher will
ask students to think of one aspect of Lee Davis
High School that is attributed to Roman
Achievements

Students will fill in the blanks

in their notes and follow along
with the interactive lecture.
Teacher will call on students to
provide examples from their
graphic organizers and have a
class discussion on how many
factions of our society we can
attribute to the Romans.
Students will tweet their answer
to todaysmeet.com. It can
reflect

*Adaption/Differentiation: Please briefly include within your instructional plan how would you
alter/modify various part of the lesson (as seen in the example above) to meet needs of ELLs/struggle
readers, ADHD students, and gifted students? [You can also explain how sections of the lesson are
already meeting needs of diverse student populations]
Materials Needed for the Lesson:
References: Give the websites you used as well as the print materials. Discuss how you altered the
material if you borrowed pieces from someone elses work. Use APA 6th edition for citation format.
Points
/3 ea.

Rubric for Lesson Plans See full rubric for detailed description of expectations.
NCSS Themes: 1
2
3
4
5
6
7
8 9
10
Objectives/EQ: well written EQ which is essential, objectives well-written and significant
Assessment: aligned with objectives, formative & summative
Content & procedures: HOOK, closure, timing, appropriate, detailed, accurate content, well
chosen strategies

PASS criteria: higher-order thinking, depth of knowledge [disciplined inquiry], meaning beyond
school, active, integrative, ethical valuing
Required elements: additional pieces submitted (incl. powerpoint, notesheet, assessments, rubrics,
etc), on time, strong visual component, use of primary sources

TOTA
L

13.5 15 = exemplary (A)

12- 13.25 = meets target (B)
10.25 11.75 = meets target (C)
10 and below = needs improvement/redo & resubmit

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude & Dr. Taylor Jaffee 9/13

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude & Dr. Taylor Jaffee 9/13