Lesson Plan Form

CSUDH Teacher Education Department

Subject:
Grade Level:
AP World History
10th

Candidate:
Teaching Date:
Chantal Ochoa &
10/30/15
Esmeralda Mayorga
Standard:
World History Standard 10.6.1: Identify the location and describe the rise of the Roman Republic,
including the importance of such mythical and historical figures as Aeneas, Romulus and Remus,
Cincinnatus, and Julius Cesar.
English Language Development: W.9-10.4-5; WHST.9-10.4-5;SL.9-10.6;L9-10.1,3,6
Adapting language choices to various contexts (based on task, purpose, audience, and text type)
I. Description of Content & Content Type (Fact, Procedure, Concept, Principle): The central
aspect of this lesson plan is to help students understand the expansion of Rome through historical
figures. This lesson will draw from the students prior knowledge of ancient societies learned
previously in the unit. Through the use of a short power-point presentation, a video, group work along
with a vocabulary handout, students will be guided to an in depth understanding of the central focus of
the lesson. The students will be able to analyze the contributions that the historical figures offered
which helped with the development of Rome from being a kingdom to a republic. The students will
then have opportunities to demonstrate understandings and skills learned in this lesson during the
class and in their homework.
II. Learning Outcome: Using the readings from chapter 11the students will be able to identify
historical figures and explain the contributions that each historical figure offered in the expansion of
Rome by comparing each historical figure and how their contribution helped with the progress of
Rome.
III. Curriculum Connection (How lesson fits into larger unit sequence): This lesson fits into the
larger unit of classical societies which will help students develop an appreciation for the
significance behind the geographic place in the development of the human story. The students
gather a sense of the lifestyle of the people; the successes and failures of the civilization; the
development of social, political, and cultural structure; the importance of trade and the ideas they
developed that helped transform their world. The lesson preceding this one focuses in the Greek
empire and its societies (Minoan and Mycenaean, Sparta, Athenian, and Macedonia) and the
Hellenistic culture. The lesson that follows will cover the silk roads and long distant trade as well
as China after the Han dynasty and the fall of the Roman empire.
IV. Instruction
A. Engagement (Motivational Activity) (5 minutes):
a) The teacher will have an image of Aeneas projected in the first slide of the power-point for
the students to see and introduce the first mythical figure of our lesson.
b) The students have five minutes to analyze the image of Aeneas and answer the following
questions:
What do you see?
What do you think is happening?
Why do you think this image may be important?
B. Instructional Sequence (Teaching Methodology):
Step #1: Guided Discussion (3 minutes)
a) The teacher will ask three random students around the class to share their responses with
the class.
b) The students share their answers and develop a discussion around the answers given in

class.
Step #2: PowerPoint presentation (10 minutes)
a) The teacher will present a short power-point presentation to introduce the Romans. In this
presentation the teacher will cover the foundation of Rome and will briefly introduce the
six historical figures in this part (Aeneas, Romulus and Remus, Cincinnatus, Julius Cesar,
and Cicero. The teacher will stop after each slide to check for comprehension by the class
to take a minute to think of the question in the bottom of the slide. After the power-point
presentation the students should be familiar with Aeneas and the myth behind him.
b) The students will be writing down Cornell notes during the power-point which will also
include the answers to the questions from the slides.
Step #3: Vocabulary Handout (10 minutes)
a) The teacher will choose random students to read the vocabulary and the definition of the
word. The teacher will go over the worksheet and provide an example in order to model
what the teacher wants the students to do. After the activity the teacher will then divide the
students into five groups of four (or five if uneven) before moving on to the next step.
b) The students have the opportunity to work with their elbow partner to complete their
worksheet. This will allow students to share their examples. If the student does not finish
the worksheet they are to take it home and finish it during the weekend as homework
Step #4: Five stations (25 minutes)
a) The teacher will now give each group a different package for each student in the group.
The packages include information on one historical/mythical per package. The teacher will
also assign each student in each group a role:
Discussion Director: This student creates questions to increase comprehension of
the reading material (who, what, when, where, how, and what if).
Vocabulary Enricher: Clarifies word meanings and pronunciations (use research
recourses such as dictionary).
Literary Luminary: Guides oral reading for a purpose (examines figurative
language, parts of speech, and vivid descriptions)
Checker: Checks for completion of the assignment and presents their findings.
b) The students have five minutes to go over their package and take notes before collecting
the packages and passing them to another group. The groups will continue to have five
minutes with each new package and passing it to another group (a total of five different
packages). After the students have gone through all the packages the students will then be
handed a vocabulary sheet.
Step #5: Exist Slip (3 minutes)
a) Three minutes before the bell rings the teacher will ask the students to stop working on
their vocabulary handout and to take out the sheet of paper they wrote their response in the
beginning of class.
b) Students are now asked that they reflect on the period and write down one thing they
learned, one thing they still do not understand, and one tip for the teacher to improve on or
that they liked/disliked. Students will turn this in to the teacher before they leave class.
Application Task: The students will be able to apply their new gather knowledge by doing a three
page paper where the students compare and contrast the mythical and historical figures that were
covered in the class and they are to choose one of the figures that they believe contributed the most
and explain why they chose that figure.
C. Materials & Resources:
In order to make this lesson a successful one the teacher will need to have a computer/laptop
that supports PowerPoint as well as a projector. The students will be provided with stapled

packages of information for the five station activity as well as the vocabulary handouts.
V. Assessment Strategies: The teacher will use formative assessment such as checking for
comprehension during the power point presentation and throughout the activities done in the class.
The teacher will provide three forms of assessment during this lesson. Another assessment is a simple
exit slip where the student writes down one thing that they learned and one thing that they are still
confused over. This will help the teacher see what information the students retained and what needs to
be covered once again. The second is the vocabulary handout where they work on vocabulary terms
that will be used in their homework. Third, the teacher will have the students do a three page paper
where they compare and contrast the mythical and historical figures covered in the lesson and choose
one figure who they think contributed the most in the development of Rome.
VI. Accommodations for Individual Learners: The teacher will provide a vocabulary graphic
organizer for EL students. The vocabulary graphic organizer will be read out loud by volunteers and
the teacher will model how the graphic organizer should be filled in. The students have the
opportunity to work on this graphic organizer in groups or individually. For the gifted students there
will be additional vocabulary handouts that the students can do if they finish with the first one.
VII. Homework (if appropriate): The students will write a paper comparing and contrasting the
historical figures covered in the lesson and will choose one figure who they think contributed the most
to the development of Rome and why they chose that figure. This homework is to be turned in on
Monday, November 2nd, 2016 in the beginning of the class.

HISTORICAL AND MYTHICAL FIGURES OF ROME HOMEWORK

Due: Monday, November 2nd, 2015
For your paper you must compare and contrast the historical figures covered in
our lesson (Aeneas, Romulus and Remus, Cincinnatus, and Julius Cesar). You must also
choose one of the historical/mythical figures that you believe contributed the most to the
development of Rome and explain why you chose that figure. Your paper should include:
Checklist:
At least three pages with your last name and page number in each page.
Typed 12 point font in Times New Roman, black ink, and double spaced.
Clean white paper with all pages stapled.
Clearly written using your notes and vocabulary worksheet.
Please staple your vocabulary handout and the rubric to the back of your
homework.
CATEGORY

4 Points

3 Points

2 Points

1 Point

Vocabulary
Handout

All of the handout

sections are complete.
The vocabulary words
are correctly defined,
all the
example/sentence/ or
picture correlate with
the vocabulary words,
and there are no
grammatical and
spelling errors.

All of the handout

sections are complete.
The vocabulary words
are correctly defined,
most of the
example/sentence/ or
picture correlate with the
vocabulary words, and
there are one to three
grammatical and spelling
errors.

Some of the handout

sections are complete.
Some of the vocabulary
words are correctly
defined, some of the
examples/ sentences/ or
pictures correlate with
the vocabulary words,
more than three
grammatical and
spelling errors.

The handout is
incomplete. A few
words are correctly
defined, a few of the
examples/ sentences/
or pictures correlate
with the vocabulary
words, too many
grammatical and
spelling errors.

Homework
Prompt

Student gives a clear

and well stated
response comparing
the historical and
mythical figures as
well as selected one
figure who they
believe contributed the
most in the
development of Rome.
The paper includes
three or more
vocabulary words
properly used
throughout the paper.
The paper is at least
three pages long, has a
one inch margin, a
twelve inch Times
New Roman font,
containing minimal
spelling or
grammatical errors.

Student gives an
adequate answer
comparing the historical
and mythical figures as
well as selected one
figure who they believe
contributed the most in
the development of
Rome. The paper
includes at least three
vocabulary words
properly used throughout
the paper. The paper is at
least three pages long,
has a one inch margin, a
twelve inch Times New
Roman font, containing
some spelling or
grammatical errors.

Student gives a
satisfactory answer
comparing the historical
and mythical figures as
well as selected one
figure who they believe
contributed the most in
the development of
Rome. The paper does
not include all three
vocabulary words
required. The paper is
at least three pages
long, has a one inch
margin, a twelve inch
Times New Roman
font, containing some
spelling or grammatical
errors.

Student did not

complete the two parts
prompt. The paper
does not include any
vocabulary words
from the handout. The
paper is at less than
three pages long, has a
one inch margin, a
twelve inch Times
New Roman font,
containing many
grammatical errors.

Lesson Plan Form

CSUDH Teacher Education Department
Subject:
Grade Level:
AP World History
10th

Candidate:
Teaching Date:
Chantal Ochoa &
11/2/15
Esmeralda Mayorga
Standard:
World History Standard 6.7.4: Discuss the influence of Julius Caesar and Augustus in Romes
transition from republic to empire.
English Language Development: W.9-10.4-5; WHST.9-10.4-5;SL.9-10.6;L9-10.1,3,6
Adapting language choices to various contexts (based on task, purpose, audience, and text type)
Part I A. Collaborative: W.910.1; WHST.910.1; SL.910.1,4,6; L. 910.3,6
Offering and justifying opinions, negotiating with and persuading others in communicative exchanges
I.
Description of Content & Content Type (Fact, Procedure, Concept, Principle):
This lesson will draw from the students prior knowledge to help students understand the life of the
people under the rule of Julius Caesar and Augustus in Rome. Though the use of class discussions,
handouts, along with groups, students will be guided to an in depth understanding of the central
focus of the lesson segment. This lesson will allow students to analyze documents that will focus
on multiple dimensions of history/social science learning through clear connections among facts,
concepts, interpretations, and judgments about this historical event.
II. Learning Outcome: At the end of class, students are expected to understand the different policies
and specific characteristics of Caesar and Augustus. Students will demonstrate their understanding of
these two key figures by creating an obituary of their chosen figure which will display their
understanding of what they learned during this lesson.
III. Curriculum Connection (How lesson fits into larger unit sequence): This lesson fits into the
larger unit of classical societies which will help students develop an appreciation for the
significance behind the geographic place in the development of the human story. The students
gather a sense of the lifestyle of the people; the successes and failures of the civilization; the
development of social, political, and cultural structure; the importance of trade and the ideas they
developed that helped transform their world. The lesson preceding this one focuses in the Greek
empire and its societies (Minoan and Mycenaean, Sparta, Athenian, and Macedonia) and the
Hellenistic culture. The unit that follows will cover the silk roads and long distant trade as well as
China after the Han dynasty and the fall of the Roman empire.
IV. Instruction
A. Engagement (Motivational Activity):
Students will imagine that they are part of the Roman consul. The students have some power
but overall they must obey the will of the people. The consul has to maintain the rich happy
and prevent Rome from falling. As elected consuls, leaders of government, the student's job is
to discuss and solve three major problems facing the Republic which they are to choose.
B. Instructional Sequence (Teaching Methodology):
Step #1: Discussion
a) The teacher will randomly call upon three students and ask them what where the three
major problems that the consul faced. The teacher will then call upon three other different
students to answer how they as a class decided to solve the problems.
b) The students are encouraged to help those being called upon by providing support to their
argument.
Step #2:
a) Students will be given a handout on new vocabulary terms and another handout about

Caesar and Augustus.

b) Students will read the handout that has been given to them as well as work on the vocabulary
worksheet.
Step #3:
a) The class will be put in five different 5 groups would be perfect because each group will
answer one of the questions that is the second part of the handout.
b) Students will get into groups and in their groups they will examine the question that is
given to them and provide at least 2 pieces of evidence to support their answer. Students
will write these answers and evidence on a piece of paper.
Step #4:
a) The class will come back to their assigned seats, ready to share out their
findings and thoughts for their question.
b) While students are presenting their ideas, those students that are not presenting will be
answering these questions on their individual handout. These students can provide evidence that they
have found, but if they particularly agree with a group they can use that groups evidence.
Step #5:
a) Looking at the background history of Rome and the life of Caesar from the point of view
of each identified group in Rome, each of the student should write a one to two paragraph
obituary-style news article about Caesar's life and death and what it means to society in
Rome. If available, butcher paper for the stories makes the best classroom display. Each
presentation should also include an artist's interpretation of Caesar's life or a political
cartoon.
C. Application Task: In the first activity the students will apply their knowledge in order to
answer questions in a group setting. The last activity students will implement their writing
skills to demonstrate their understanding of the life of Caesar and Augustus by writing an
obituary about their chosen figure.
D. Materials & Resources: The materials that will be needed for this lesson plan include, two
handouts and art supply in order to help students create their artistic obituaries.
V. Assessment Strategies: Students will be assessed by their responses throughout the class period.
More formally, students will be assessed through their individual work on the worksheet that is given
to them in class. Those will be collected at the end of class when the group activity is over. A grade
will be given for those answers.
VI. Accommodations for Individual Learners: The teacher will provide a vocabulary graphic
organizer for EL students. The students have the opportunity to work on this graphic organizer during
class. Additional support for EL will be available in the teachers website where they can find
PowerPoint that includes visuals and short definitions on the new learned terms from this lesson.
For the gifted students there will be an optional handout of the four worlds.
VII. Homework (if appropriate): The work on the obituaries that the students do not finish in class
will be assigned as homework.

Obituary Group Project

Due: Friday, November 6, 2015
Write a one to two paragraph obituary-style news article about Caesar's life and
death and what it means to society in Rome. Each presentation should also include an
artist's interpretation of Caesar's life or a political cartoon. You will present your
obituaries to the class on Friday, November 6, 2015. Your project should include:

CATEGORY

At least three vocabulary terms properly used in your paragraph(s).

Typed 12 point font in Times New Roman, black ink, and double spaced.
1 inch margins all around
Clean white paper.
Clearly written using your notes and vocabulary worksheet.
Please staple your project along with this instructions and vocabulary handout.
4 Points

3 Points

2 Points

1 Point

Vocabulary
Handout

All of the handout

sections are complete.
The vocabulary words
are correctly defined,
all the
example/sentence/ or
picture correlate with
the vocabulary words,
and there are no
grammatical and
spelling errors.

All of the handout

sections are complete.
The vocabulary words
are correctly defined,
most of the
example/sentence/ or
picture correlate with the
vocabulary words, and
there are one to three
grammatical and spelling
errors.

Some of the handout

sections are complete.
Some of the vocabulary
words are correctly
defined, some of the
examples/ sentences/ or
pictures correlate with
the vocabulary words,
more than three
grammatical and
spelling errors.

The handout is
incomplete. A few
words are correctly
defined, a few of the
examples/ sentences/
or pictures correlate
with the vocabulary
words, too many
grammatical and
spelling errors.

Obituary

Student wrote a strong

one to two obituary
paragraphs and
included an artist
illustration. The
student has properly
used at least three
vocabulary terms in
their paragraph(s). The
paragraphs have no
spelling or grammar
errors.

Student wrote an
adequate one to two
obituary paragraphs and
included an artist
illustration. The student
has properly used at least
three vocabulary terms
in their paragraph(s).
The paper contains one
to three spelling or
grammatical errors.

Student wrote a
satisfactory one to two
obituary paragraphs and
included an artist
illustration. The student
has not used at least
three vocabulary terms
in their paragraph(s).
The paper contains
more than three spelling
or grammatical errors.

Student did not

complete the obituary
paragraphs and did not
include an artist
illustration. The
student did not use at
least three vocabulary
terms in their
paragraph(s). The
paper contains some
too many grammatical
errors.

Lesson Plan Form

CSUDH Teacher Education Department
Subject: AP World Grade Level: 10th
History

Candidate: Esmeralda
Teaching Date:
Mayorga and Chantal
November 10, 2015
Ochoa
Standard:
World History Standard 6.7.3: Identify the location of and the political and geographic reasons for
the growth of Roman territories and expansion of the empire, including how the empire fostered
economic growth through the use of currency and trade routes.
English Language Development: Part I A. Collaborative: W.910.1; WHST.910.1; SL.910.1,4,6; L.
910.3,6
Offering and justifying opinions, negotiating with and persuading others in communicative exchanges
Description of Content & Content Type (Fact, Procedure, Concept, Principle):
A. The central idea of this lesson is to draw on students prior learning as well as experiential
backgrounds or interests to help students analyze and evaluate the lives of Roman people
during the Roman Empire. The lesson is designed in a way to present students with the
perspectives of different people of the empire along with learning tasks and assessments that
will guide students to a better understanding of the central idea of this lesson. This will also
allow students to create opinions about Roman rule and treatment faced by different people by
looking at history through different angles and perspectives.
II. Learning Outcome:
After going through guided notes and lecture about the foundations of the Roman Empire, students
will be able to analyze the lives of different roman people in the Roman empire by writing a 2paragraph response to the prompt, "How did the expansion of the Roman empire transform Rome?
And in what ways had this expansion transformed and affected the people? Give two examples and
explain.
III. Curriculum Connection (How lesson fits into larger unit sequence): Following a throughout
discussion about Greece, the class will now be introduced to Rome and how it went from a republic
to an empire, acquiring many foreign lands. This discussion will also become helpful in
understanding why the Roman empire would eventually collapse under pressure.
IV. Instruction
A. Engagement (Motivational Activity): Students will become engaged with the topic when
they are asked to imagine that they are living under the same roof with everyone in the
classroom. Then the students will be asked to come up with different ways that this might have
a positive outcome, but then, students will also answer in what ways might this become
problematic. The way in which this activity will engage students is because it will give them
an idea of how different people were being conquered and being asked to live under the
Roman empire. At times, roman expansion was positive (for example: economically and
because there was more flow of ideas and trade) but sometimes it could be chaotic and
problematic (for example: the rules that once applied to the republic, no longer fit the larger
context of conquered lands, and there was also war and revolts)
B. Instructional Sequence (Teaching Methodology):
Step #1: Discussion

a. Teacher will initiate conversation about the Roman Empires. Teacher will then call upon 3
different students and ask these students to access how the engagement activity connects to
their prior knowledge about the Roman Empire and the areas that it conquered.
b. After students have individually wrote down 3 positives and 3 negatives to the scenario
given in the engagement activity, students will be called upon to share their ideas to the class.
In order to contribute to the discussion, students will need to draw from their prior knowledge
that will come from the prior reading, or prior lectures.
Step #2: Academic Vocabulary
a. Teacher will give students a handout of different vocabulary that is necessary in order for
students to understand what they are about to be learning about. (pax romana, latifundia, pater
familias, republic and mare nostrum) Teacher will ask different students to read the word and
its definition, which will be on a PowerPoint.
b. Students will volunteer to help the teacher read the words and their definitions. Students
who are not volunteering will be carefully listening to what their classmates are reading and
writing down the definitions to the words.
Step #3: Lecture and Notes
a. Teacher will lecture students about Roman society by showing students a PowerPoint that
will introduce them to the topic while at the same time it will provide students with details
about roman life. (for example, the lecture will explain Roman economy, and how it affected
the lives of different groups of people). At the end of the lecture, the teacher will address any
questions that the students may have about the presentation.
b. Students will be expected to listen to the lecture but at the same time students are expected
to take notes while the teacher is lecturing. Students are expected to take Cornell notes.
Cornell notes will allow students to identify significant terms and questions, but at the same
time it will allow students to have clear and organized notes. Students are also expected to be
connecting ideas together or formulating questions for the teacher about things that they do not
understand.
Step #4: Pair-Share
a. The teacher will ask students to talk to their neighbors about Roman life. In particular, the
teacher will ask students to analyze slavery in Roman society. For example, Did the benefits
of slavery make it acceptable to enslave populations? Also, students will be asked to think
about who had it worse and who had it best in the Roman empire?
b. Students will turn to their neighbor and discuss their thoughts about Roman slavery. In
specific, students will connect what we have learned about slavery and Roman legacies in
order to formulate an answer to the question about slavery and its justification that has been
posed by the teacher.
Step #5: Writing assignment
a. Teacher will ask the students to answer the prompt How did the expansion of the Roman
empire transform Rome? And in what ways had this expansion transformed and affected the
people? Students will answer the given prompt in two paragraphs.
b. Students will take out a clean sheet of paper and write down the questions, which they will
then proceed to answer during class time. Students will be given class time to answer the
prompt, but whatever the students do not finish will be assigned as homework which they will
turn in next time the students see the teacher.
C. Application Task: Throughout the lesson students will be given several opportunities to

practice their critical thinking skills. In the engagement activity, students will draw from prior
knowledge in order to synthesis ideas about the expansion of the Roman Empire. Students will
also be analyzing the information that they learned in the PowerPoint lecture in order to
articulate a response to the given prompt, which they will communicate to their partner during
pair-share time. Lastly, students will be applying both, analysis and synthesis skills, in order to
finish their writing assignment. This will give students the opportunity to individually think
critically, while practicing academic language.
D. Materials & Resources: The teacher will have a PowerPoint to support the lecture. Other
resources that may be needed are notebooks, (which the students should already have) and
student imagination for the engagement activity!
V. Assessment Strategies: The teacher will use assessment throughout the lesson. For example, the
writing assignment at the end of the lesson will assess if the students understood the focus of the
lecture. Also, students will be asked to talk to their neighbors about what they have learned through
the lesson. Questions at the end of the lecture will also assess what students understood and the things
that they did not understand.
VI. Accommodations for Individual Learners: In order to accommodate different learners, at the
beginning of class, the teacher will go over vocabulary with students. This will allow students to
become familiar with terms that are necessary to the genre, and at the same time it will introduce
students to vocabulary that may be demanding and necessary for developing academic language. This
will also be an opportunity for English Learners to hear and see the words. The pair-share is also an
efficient scaffold for students that are having trouble understanding the content. Students who are
designated gifted should focus on providing an extra example when they are working on their writing
assignment.
VII. Homework (if appropriate): If students are not able to finish their two paragraphs at the end of
class, students will have to finish them as homework.
Rubric For Student Write-Ups

Quality Feature

1
Needs Work
Student does not
fully answer either of
the two questions.
There are little or no
examples to support
the claims.

Content

Grammar, Spelling,
Logic

There are many

mistakes in grammar
and spelling. Also,
this has been written
in incomplete
sentences. Lacks
clarity.

2
Developing
Student provides some
examples in order to
support claims that are
being made. However,
this student did not
provide enough
examples, or they did
not answer both of the
questions in the
prompt.
There are spelling and
grammar mistakes.
There is a lack of
clarity due to
grammatical mistakes.

3
Accomplished
Student has provided
two examples per
question, in order to
support the claims
being made. Student
was also successful in
answering or
finishing both
sections of the
prompt.
There are little or no
spelling or
grammatical errors.
The logic behind the
arguments reads
smoothly and is
understandable.

4
Exemplary
Student has managed to
find more than two
examples to support
claims, per question.
Student was successful
in answering or finishing
both sections of the
prompt.
There are no more than
one spelling or
grammatical errors. The
logic behind the
arguments reads
smoothly and is
understandable.