Lesson Procedure:

(Introductory Phase of the Lesson)

This part of the lesson focuses on activities that engage, challenge and frame focus questions

0:00 0:15

Engagement (Images/Paintings for Visual learners)
Ask students to focus attention. Raise your hand and wait for silence.
Once you have gained a students attention, present list of images that are related to
todays topic on a power point.
Verbally, students are to identify the message which the artist is trying to get across.
Positive reinforce with a chocolate.

Challenge (Careful questioning for Verbal and Logical learners)
Re-cap what had been covered in the previous lesson using the following classifying
questions: (How was Tiberius regarded by his troops? In what ways did Augustus
advance Tiberius career? How and why did Tiberius position change within
Augustus family? Why might Tiberius feel resentment against Augustus?)

Frame Focus Questions (Investigation/Personal experience for Logical,
Interpersonal, Intrapersonal and naturalist learners)
Instruct students to provide their personal experienced related to a number of
influences in their life that may have contributed to Tiberius character.
Relate student experiences to the new lesson topic. Provide the connection that
whether they believe the influence which Tiberius was exposed as a child may have
contributed to his ruthless character and behaviour.

Main Learning Phases of the Lesson
A range of student centred activities that build critical thinking

0:15 0:35

Activity (Collaborative work/Group discussion for Interpersonal and Low
Socio Economic background and ESL learners)
Draw a horizontal line on the white board. On one side, write Strengths, on the
other side, write Weakness. Instruct students to do the same
Instruct students to get into groups of 4. Each group will receive a text book (Ancient
Rome: Using Evidence page 543)
Assign each student to a role (Writer, speaker, examiner 1 and 2)
Instruct students to identify the strengths and weakness of Tiberiuss reign.
Students are to present what they believe is the most significant strengths and
weakness and explain their chosen answer with supported evidence

Main Learning Phases of the Lesson (Continued)
A range of student centred activities that build critical thinking

0:35 0:60

Activity (Class debate for Bodily, Interpersonal and Verbal learners)
Instruct students to go back to their original seats
Instruct the class to engage in a silent reading for the next 10 minutes. (Ancient
Rome: Using evidence page 537 540)
Supervise students, encourage students who are having difficulty and praise where
appropriate.
Encourage students to discuss possible reasons for his death. Ask students the
following questions if required (Careful questioning for ESL students):
How did Tiberius react to Germanicus actions? What steps did he take?
How did Tacitus view Tiberius death?
Did Tiberius make an error in judgement by having Piso watch over Germanicus?
What problems arose for Tiberius following the death of Germanicus?
Instruct students to come to the middle of the classroom as they are to engage in a
class debate.
Instruct students to move to the far left side of the classroom if they believe Tiberius
death due to natural death. Instruct students to move to the far right side of the
classroom if they believe Tiberius death was due to an assassination.
Each side are to justify their decision with supported evidence.

Concluding Phase of the Lesson1
Activities that encourage reflection and connection

0:60 - 0:70 (Bodily, Verbal)
Instruct students to go back to their original seats and ask Do you believe Tiberius
contribution to the Julio Claudian dynasty was a positive or a negative one?
Instruct students to put their thumbs up for positive and thumbs down for a negative.
Ask students for explanations. Comment where appropriate.
Praise students for their effort (where appropriate)