Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Nathan Stripp

Date April 26-27, 2017 Subject/ Topic/ Theme The Roman Emperors Grade ___6th___________

I. Objectives
How does this lesson connect to the unit plan?
This activity will serve as a connecting piece in the unit, taking the students from the establishment of the Empire under Augustus to its Christianization under
Constantine, the activity will cover 2 days
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
Synthesize several sources into a single presentation Ap, E, C x
Understand how and why political stability fluctuates under imperial rule R, U, An x
Remember major periods, events in the early Roman Empire R
Create an attractive and informative presentation Ap, C x

Common Core standards (or GLCEs if not available in Common Core) addressed:
7 W3.1.8: Describe the role of state authority, military power, taxation systems, and institutions of coerced labor, including slavery, in building and
maintaining empires (e.g., Han Empire, Mauryan Empire, Egypt, Greek city-states and the Roman Empire).
7 C1.1.1: Explain how the purposes served by government affect relationships between the individual, government, and society as a whole and the
differences that occur in monarchies, theocracies, dictatorships, and representative governments.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite How to create a posterboard, some public speaking ability, working in a group, the structure of the
knowledge and skills. Roman empire

Pre-assessment (for learning):

Note how much students remember about emperors in discussion after opening video
Formative (for learning):
Outline assessment Checking for understanding in opening discussion and individually throughout the project creation
activities Formative (as learning):
(applicable to this lesson) Students will complete a checklist as they make their poster/presentation
Summative (of learning):
Rubric for posters; Student created/teacher assembled quiz after project
Provide Multiple Means of Provide Multiple Means of Action Provide Multiple Means of
Representation and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance, value,
authenticity, minimize threats
Talk through project and provide a Students can choose different roles
corresponding instruction sheet within the project (researcher,
with a checklist drawer, question maker)

What barriers might this Provide options for language,
lesson present? mathematical expressions, and
symbols- clarify & connect
language
What will it take
neurodevelopmentally, Sources available for students are
experientially, various online texts and videos
emotionally, etc., for your
students to do this lesson?
Provide options for comprehension-
activate, apply & highlight
Provide options for expression and
communication- increase medium
of expression
Students will create information,
record information, teach
information, and listen to
information
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection

Groups create their own test

questions, mark off checklist as
they do their project

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Materials-what materials Caligula video, posters, markers, computers, project handout, timeline notesheet, true/false quiz
(books, handouts, etc) do (student made/teacher assembled)
you need for this lesson
and are they ready to
use?

Normal desk groups

How will your classroom

be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
5 min Have students sit, watch Horrible Histories video Will gather themselves, watch and laugh along with
Motivation of Caligula invading Britain to begin class, segue the video
(opening/ into how the Roman Empire could be subject to
introduction/ some crazy things under imperial rule
engagement)

5 min Introduce and explain their project, pass out the Students listen to instructions, read through
guidelines and point out materials, take questions, guidelines, ask questions on what they find to be
clearly explain objectives (see guidelines for more) confusing

40 Meander, check through their objectives, help Students will spend time working on their projects,
min groups problem solve, pay special attention to each worksheet will give places for students to go
helping students create true/false or multiple choice for information, tell them what key information
questions they should have, etc. questions must be
submitted by the end of the day

XXX ********** 1st Day of Lesson End ********** ********** 1st Day of Lesson End **********
15 Help get students ready to present Students make finish touches on their posters, go
min over their key presentation points

2 min Explain the presentation process (a jigsaw), Get into numbered groups
Development number students off and get them in their groups
(the largest
18 component or Meander through groups, ask questions especially Students will be in groups of 6 (a couple in 7) and
min main body of early on to spark conversation will rotate around through the various tables, at
the lesson) each of the six tables students will give a 2-3
minute presentation of the emperor they studied,
other students who are listening will be filling in a
timeline note sheet which they will be able to use
for a coming quiz (a jigsaw)

5 min Lead conversation over what they learned in their Students respond with some interesting things that
presentations, largely student led but try and pull they learned from other groups
out points which are on the quiz that may have only
been loosely covered

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10 Facilitate online quiz, monitor (can be done at Students will take quiz on Moodle
Closure
min home if they run out of time)
(conclusion,
culmination,
wrap-up)

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
This lesson was a mixed bag of achievement. For one it was much longer than I expected, it took 2+ class periods for the students to
do all of the research and make the posters and it was rushed to finish them, present, and take the quiz in one day. As a result of that
rushing I also didnt do the part where we reviewed as a class everything that they should have learned for the quiz. I also didnt
communicate as clearly as I should have that they were taking a quiz on the information they were learning. Some groups were
characterized by goofing off rather than actual presenting, and some students who werent paying attention throughout the project
gave their group members bad information and so those students struggled on the quiz. If I were going to do this project or format
again I would first give them a fact finding worksheet where they would have to first scour the web for the info, the next day they
would make that information into a poster. Finally, after students had presented, I would have them talk over the info they learned
from other table groups so that some students would not get a poor grade simply because their peers had presented to them poorly

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