LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY

Name: Joseph Luebbe___________Date: October 21st, 2014__________________________

Unit Essential Question: How does Romes legacy influence todays societies? ___________
Lesson Topic: Romes Legacies_______Class: World History___________________________
PLANNING THE LESSON
Focusing on the National Network for Educational Renewal (NNER) Mission the 4-Part
Agenda for Education in a Democracy
EQUAL ACCESS
ENCULTURATION
NURTURING PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
Safe and Caring for All
of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
Todays lesson will advance the 4-Part NNER mission by participating in civil discourse with their
peers during a group project. This lesson connects best with enculturation for democracy.

STANDARDS (www.cde.state.co)
Content:
History 1.1:
1. The historical method of
inquiry to ask
questions, evaluate
primary and secondary
sources, critically
analyze and interpret
data, and develop
interpretations
defended by evidence
from a variety of
primary and secondary
sources .

Literacy and Numeracy:

Literacy (WFR):
Employ standard English
language properly and
fluently in reading, writing,
listening and speaking.

Democracy and
21st Century Skills:
Creativity and Innovation
(WFR):
Develop new connections
where none previously
existed.

OBJECTIVES
Content:
SWBAT inquire, conduct
research, and interpret data

Literacy and Numeracy:

Democracy and
SWBAT apply standard English 21st Century Skills:
language properly and
SWBAT analyze key terms and

by performing individual
research on the legacies of
Rome and collaborating with
partners to create a poster on
their groups most important
legacies.

fluently in reading, writing,

listening and speaking by
taking notes, conducting
individual research, and
assisting their group in
creating a poster that will be
presented in class.

develop new connections

where none previously
existed for the purpose of
being more knowledgeable
about connections between
societies in the 21st century
and Romes legacies.

ASSESSMENTS What is your evidence of achieving each objective? How will students know
and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
Students will answer quick
assess questions during the
lecture, conduct individual
research that I will monitor,
and create a poster with their
groups on the legacies of
Rome.

Literacy and Numeracy:

Students will be assessed on
their application of standard
English by my observing both
their oral and written
assignments.

Democracy and
21st Century Skills:
Students will be assessed
through observation of their
individual research and their
collaborative poster
presentation.

Literacy and Numeracy

Text talk

Democracy and
21st Century Skills
Collaboration

KEY VOCABULARY
Content
Legacies, Aqueducts, Satire,
Odes, Epic, Amphitheatre,
Mosaic, Fresco, Carpe diem,
Vulgar Latin

HIGHER ORDER QUESTIONS for this lesson

Content
How have Roman legacies
impacted our global society?
How have the legacies of
Rome impacted your life in
U.S. society?

Literacy and Numeracy

How can using standard
English benefit your future
life?

Democracy and
21st Century Skills
Why does having a more
worldly view benefit you and
U.S. society?

LESSON FLOW
This is the actual planning of the lesson activities.
Time

Anticipatory Set Purpose and Relevance

Bizarre Facts
Discuss interesting facts about Roman society.

Time

Pre-Assessment
I will pre-assess students knowledge of Roman legacies by having the class
brainstorm some legacies that they are already aware of.

Time

Building Background
Link to Experience: In the last unit, students went over the legacies of
Greecee.g. Democracy, philosophy, and trial by jury.
Link to Learning: Today, students are going to learn about Roman legacies and
determine which legacies affect us today.

Time

Instructional Input
For input students will have the aid of a PowerPoint to assist them in their note
taking during lecture. Students will also have access to their laptops or the
overflow (only if necessary) to conduct individual research on Romes legacies. I
will model the format of how I want individual research to be conducted, as well
as what I expect from their poster project. I will check for understanding by
observing the activities, asking quick assess questions during the lecture, and by
collecting their poster at the end of the class.
Models of Teaching:
The models of teaching being used in this lesson are inquiry-based learning,
cooperative learning, constructivism learning, and direct instruction.
SIOP Techniques:
Scaffolding will be used, as well as building background for the students and
asking higher order questions.
Guided Practice:
Students will be guided during the lecture by asking questions as necessary and

answering my quick assess questions. Students will also be guided during their
individual research as I answer questions and help students as necessary. Finally, I
will help groups brainstorm ideas for their posters and answering questions they
might have.
Checking for Understanding:
Students will be checked for understanding by answering quick assess
questions during the lecture, observing students as they conduct individual
research, and by observing groups and listening to their presentations.
Questioning Strategies:
Student will be: identifying legacies during the lecture, describing the significance
of these legacies, analyzing four legacies during individual research, collaborating
to create a poster, and participating in a group discussion on their poster
presentation.
Independent Practice:
Students will conduct individual research and apply their research to a
collaborative poster project on Romes legacies.

Time

Accommodations, Modifications, and Student Adjustments

Modifications will be made appropriately for students with IEPs. For students that
consider this work too simple, I will have them research and answer the higher
order questions. Various learning styles will be included (e.g. concrete random
and abstract sequential).

Time

Review and Assessments of All Objectives

Content:
The content objective will be displayed in the PowerPoint. Students will perform
quick assessments, independent research, and collaborate to create a poster on
Romes legacies.

Literacy and Numeracy:

Students will be observed on both their written and oral English skills.
Democracy and 21st Century Skills:
Students will demonstrate new connections in their poster project and
presentation.

Time

Closure
The closure will include a summary of the information we went over in class and a
Socratic discussion on how Romes legacies can be seen in 21st century society.

Post-Lesson Reflection ( For the Teacher)

1. To what extent were all objectives achieved?
2. What changes would you make if you teach the lesson again?

3. What do you envision for the next lesson?

4. To what extent does this lesson achieve the Mission of the Agenda for Education in
a Democracy? To what extent does this lesson achieve the 21st Century Skills?