West Virginia State University

College of Professional Studies: Department of Education

LESSON PLAN FORMAT GUIDE (Updated 1/13)
Teacher Candidate: Ashley Setterstrom
School: George Washington High School
Lesson Topic: The Roman World Takes Shape

Date: November 9, 2016

Grade/Subject: 9th Grade / World History

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

Students will: describe the physical and cultural setting which Roman civilization arose
outline how the Roman republic was structured and governed
describe the rights and religious practices that characterized Roman society
explain how the Roman republic grew and maintained its conquests
WV CSOs
SS.9.E.5: examine the costs of government policies in relation to the rise and fall of civilizations
(e.g., Roman Empire, the Crusades and Imperialism)

NATIONAL STANDARDS
IX. Global Connections: Learners can
a. explore ways that language, art, music, belief systems, and other cultural elements may
facilitate global understanding or lead to misunderstanding;
b. give examples of conflict, cooperation, and interdependence among individuals, groups, and
nations;
c. examine the effects of changing technologies on the global community;
MANAGEMENT FRAMEWORK
Describes how time is set to accommodate the lesson. Just give time and not details. For
example:
Overall Time 50 minute lesson
Time Frame
15 min. initiator and Electoral College recap
25 min. student activity in pairs
5 min. regroup for assessment and closure

STRATEGIES
Teacher led discussion, independent practice, guided instruction, pair activity, and scaffolding
DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
Visual and audio sources included
PROCEDURES
Introduction/ Lesson Set
Initiator (word of the day)
Election results and Electoral College recap
Body & Transitions
Give students their assignment and explain it to them (students are to follow along with the
lecture and fill in blanks on their worksheets that go along with the lecture.
Closure
Summarize the development of the early Roman state, its government, and theology
ASSESSMENT
Diagnostic:
Ever wonder how the Greeks and Romans ended up having so much in common? Given what we
now know about Ancient Greece, how do you think its developments as a society spread to
Rome?
Formative:
Surveying the room to check student participation and progress with their assignment.
Summative:
Take up assignment and check for completion, then discuss what we learned regarding the
physical and cultural setting which Roman civilization arose, how the Roman republic was
structured and governed, the rights and religious practices that characterized Roman society, and
how the Roman republic grew and maintained its conquests.
MATERIALS
Worksheets
Pens/pencils
SMARTboard
PowerPoint

EXTENTED ACTIVITIES
If Student Finishes Early
If a student should finish early, he/she will begin our Think Aloud project of Battle of the Gods.
The student will start building his character for battle.
If Lesson Finishes Early
If the lesson should finish early, the whole class will be given instructions for Battles of the Gods
and will begin building their characters for battle.
If Technology Fails
If technology fails, we will do group reading with the assignment instead of by lecture.
POST-TEACHING
Reflections
The lesson went well. I used the Literacy strategy Skimming and Scanning. Students were
required to complete a worksheet that was in a fill-in-the-blank format. The students were given
partial summaries of the chapter section we covered. They followed along with the lecture via
Power Point. In order to complete their worksheet correctly, they needed to skim read ahead to
know what they were looking for to fill in the missing article. This kept the students engaged in
their assignment the entire class period. As the lecture progressed, they filled in their study
guides which placed emphasis on the section vocabulary and the main ideas of the section related
to government and theological development in Ancient Rome.

Differentiating Instruction for

Students with Special Needs
Please describe all that apply:
Learning Differences

Needs-Based Planning
Sensory Differences
Audio and visual provided

Attention Differences

Behavioral Differences

Motivational Differences

Ability Differences

Physical Differences

Cultural Differences

Communication Differences

Enrichment

Multiple intelligence addressed (check all that apply):

Verbal/linguistic
Naturalist
Spatial
Interpersonal
Logical/mathematical
x
Intrapersonal
Bodily-kinesthetic
Existential
Musical
Others (explain):