HIED 4323/4324 Lesson Plan Format (Guidry - Revised 2015)

Intern Name: Jeremy Serfling Date: January 29, 2019

Subject: World History Grade level:9th

Lesson step Description of Activities and Setting Question script

1. Focus/hook and review
Review quickly previous lesson and
skills. Give meanings if needed.
Talk in relative terms. Use as
opportunity to engage/excite
students (hook).
Bell ringer: Questions for this
segment:
I will review yesterday’s lesson by:
I will go over, in less than a minute, what What was the Roman
we learned together in class. If they have Republic? How was
any unanswered questions, I would allow it different from the
them to ask them before continuing with Monarchy?
the subject.
Is the expansion of
I will engage them in today’s lesson by: Rome a product of
What was life like for the legionnaire? the Republic?
Today students will learn what military
service was like during the Roman What do you know
Republic and how politics tied into the about the Roman
military and Roman society. Republic?

2. Central Focus: The central focus of this lesson is to teach the students the structure of the Roman
Republic and the military expansion of the ancient nation.

3. LEQs: The question for today’s lesson related to my central focus is… How did the growth of the
Roman Republic change the identity of Rome?

4. Lesson focal understanding: The argument I will make today related to my central focus is… Rome’s
martial and unyielding culture were key to its political and territorial expansion.

5. Content strategy – What do we
“know” about this topic?
Information as a given. Present
new information to students
through lecture; multimedia
presentation; discussion; reading
segment; jigsaw; etc.
Essential standard content
objective:
WH.H.2.4 Analyze the rise
and spread of various empires
in terms of influence,
achievements and lasting
impact (e.g., Mongol, Mughal,
Ottoman, Ming, Mesoamerica,
Inca, imperial states in Africa,
etc.).
The content I will deliver is: Questions for this
Lecture on the Early Roman Republic’s segment:
expansion
What might be some
Think pair share how Hannibal Barca may of the consequences
have been able to defeat Rome. Where did of living in a quickly
he go wrong? Students should come up expanding
with at least one potential solution to civilization?
Carthage’s failure during the Second Punic
War. As a class we will compare the ideas Does anything about
of our smaller groups. Students will talk Roman culture latch
with one other person. onto you?
Students in class should already be What are some of the
assigned seats by reading level. Students potential problems in
which read at a higher or normal level a political system
should already be sitting next to readers where military
behind schedule. This will help those service is mandatory
behind with participating in the activity. for most political
offices?
Lecture on Early Roman Republic’s
military and political system

Handout class activity- Students receive a

map of Roman Territory at its extent and
beyond. Students are to properly label each
region as a class with the teacher’s
HIED 4323/4324 Lesson Plan Format (Guidry - Revised 2015)

Intern Name: Jeremy Serfling Date: January 29, 2019

Subject: World History Grade level:9th

guidance. Students are given a word bank

of regions including the region’s Roman
name. An example would be Egypt –
Aegyptus. When students give an answer,
an explanation will be given as to why the
Romans called it this and/or what this
place was famous for during the period.
Again, Aegyptus as an example was
famous for the Nile and the grain which it
produced.

I will deliver this content using:

PowerPoint, map handouts

I will help students organize content using:

Students will put their notes for the lecture
in their dedicated notebook for the class,
and the map is to be glued inside their
notebook after the activity is complete.
This will let them return to the information
if they need a refresher.
Vocabulary demands: Discourse demands: Functions: Syntax: Main Idea

Censor, Consul, Map Discuss, Define, Argue

Dictator, Praetor,
Tribune, Governor,
Mars, Roman-Etruscan
Wars, Samnite Wars, 1st
Punic War, Carthaginian
Empire, Hamilcar
Barca, Second Punic
War, Hannibal Barca,
Macedonian Wars
6. Source analysis strategy – How Gradual release protocol – ME Questions for this
have we come to know this about First, I will: segment:
this topic? Teacher and students Make sure students know how to look at
view perspectives on the topic. historical documents and determine their What do these
Engage students in an analysis relevance to their topic. paintings portray?
and/or evaluation of a source(s)
(primary or secondary, print or Gradual release protocol – US How does each differ
media) that addresses some Next, we will: from the other?
historical event or social studies We will analyze paintings of historical
phenomena related to the content Roman events. We will discuss how every Are these paintings
taught above source has a bias and/or flaws. The accurate renditions of
primary example for these documents is what we have
Common core or essential that the paintings given to the students are learned?
standard objective: not primary sources, and were often
Analyze how our portrayal of painted a thousand years after the event. From looking at these
HIED 4323/4324 Lesson Plan Format (Guidry - Revised 2015)

Intern Name: Jeremy Serfling Date: January 29, 2019

Subject: World History Grade level:9th

Roman culture and history is Gradual release protocol – THEM paintings, what were
different from the actual facts. Last, they will: some core
Last, they will: Write a short response on components of
they (the students) and the painters of these Roman life?
documents viewed the Romans.

Vocabulary demands: Discourse demands: Functions: analyze Syntax: Main Idea

Censor, Consul, Secondary document

Dictator, Praetor,
Tribune, Governor,
Mars, Roman-Etruscan
Wars, Samnite Wars, 1st
Punic War, Carthaginian
Empire, Hamilcar
Barca, Second Punic
War, Hannibal Barca,
Macedonian Wars
7. Writing/Synthesis – What do Gradual release protocol – ME Questions for this
we do with this knowledge about First, I will: segment:
the topic? Engage students in Make sure students know how to write
discourse and asking questions short responses to questions in a How do the paintings
about the information. meaningful way. relate to each other?
Accomplished through either a
narrative, explanatory, or Gradual release protocol – US Do the time periods
argumentative writing assignment Next, we will: which these
or related skill activity(ies); OR Discuss any remaining questions they secondary sources
have them communicate the might have on the documents. come out of effect
connections they see between the their content?
lesson content and the sources they
have analyzed and interpreted; or How are Roman
have them do something new with Gradual release protocol – THEM Politicians/Soldiers
this information (predict, state similar/different from
significance, create an alternate They will write a short response (12 our own today?
plan or idea, make a decision, etc.) sentences or less) on how they themselves
viewed Roman history before and after this
class, and what they think the painters
Common core or essential thought of the Romans as well.
standard writing objective:

Vocabulary demands: Discourse demands: Functions: Syntax:

Censor, Consul, Secondary Document analyze Main idea, support

Dictator, Praetor, argument, conclusion
Tribune, Governor,
Mars, Roman-Etruscan
Wars, Samnite Wars, 1st
Punic War, Carthaginian
Empire, Hamilcar
Barca, Second Punic
War, Hannibal Barca,
Macedonian Wars
8. Assessment(s) for lesson (Must ultimately answer “What did they learn?”):
Informal (activities used for feedback): Students will respond to questions throughout the lesson. Their
HIED 4323/4324 Lesson Plan Format (Guidry - Revised 2015)

Intern Name: Jeremy Serfling Date: January 29, 2019

Subject: World History Grade level:9th

responses will help me determine if they are learning the material. When students are placed into smaller
groups (see think pair share) walking around the classroom and listening to their conversations will allow
greater depth in understanding what they have learned. Any confusion or lack of progress should be met
with assistance for the student in need of help. It is likely that a student which have difficulty understanding
something are not the only ones having trouble.

Formal (activities used for grading/evaluating) : Students will be graded on the completion of their map
vocab activity at a later date. The students will be graded (as a participation grade) on the completion and
complexity of their response regarding the secondary documents. If students are having more difficulty on
the map vocab than is acceptable, then ask to see their books one at a time as they complete them. Respond
to student questions as they arise from this.

9. Reflection
Reflect on the vital aspects of this
lesson by asking some or all of the
questions in italics, assess their
understanding of today’s LEQ and
prepare for next lesson- get the
students reflecting on and
connecting to today’s lesson, check
for understanding, and get them
anticipating what is next.
In today’s lesson, what stood out to you as being most significant?
What, regardless of significance, was most interesting to you?
What was something that you already knew that was confirmed
through this lesson?
What was something new that you learned in this lesson?
Ask and have students answer the LEQ.

In tomorrow’s lesson we will…

Sources used in this lesson: None. Secondary documents (paintings) would be selected with approval from the
official teacher.

Other lesson materials/references: PowerPoint, Map vocab activity.