Listening/Talk (Social Studies Topic)

MINI LESSON PLAN

The Political Development of Rome Jigsaw

Mini Lesson Plan (Based on SIOP Model)
Lesson Plan Title: The Political Development of Rome

Name: Adam Hill Date: 3/28/17

Grade Level: 6th

ELD Objectives: After the mini lesson on the
Political Development of Rome, students in grade 6
will be able to identify key details from The Political
Development of Rome. Students will create note cards to
display on the board while presenting their findings to their
classmates.
ELA Language Standards for Grade Level
6.7.2 Describe the government of the Roman
Republic and its significance (e.g., written
constitution and tripartite government, checks and
balances, civic duty).

ELD Language Objective: ELA Content Standards for Grade Level

Students in grade 6 will exchange information and
ideas through oral collaborative discussion.
Students will interact with peers in English and will
engage with the text. Students in grade 6 will listen
actively to spoken English within the context of
Language Arts and History.
ELD Content Objective:
Students in grade 6 will discuss and write about
the Political Development of Rome studied
throughout the text using domain-specific
vocabulary content and orally present their
findings to their classmates.
Cog. Taxonomy/DOK Levels
Level 1: Recall
Level 2: Compare, Distinguish, Make Observations,
Use Context Clues
Level 3: Assess, Differentiate
Level 4: Connect
RH.6-8.2 Determine the central ideas or
information of a primary or secondary source;
provide an accurate summary of the source distinct
from prior knowledge or opinions.
RL.6.2 Determine a theme or central idea of a text
and how it is conveyed through particular details;
provide a summary of the text distinct from
personal opinions or judgments.
SL6.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 6 topics, texts,
and issues, building on others ideas and
expressing their own clearly.
ELD Standards (2014) that apply
Collaborative
1. Exchanging information and ideas with others
through oral collaborative discussions on a range of
social and academic topics
Interpretive
5. Listening actively to spoken English in a range of
social and academic context
Productive
12. Selecting and applying varied and precise
vocabulary and language structures to effectively
convey ideas

Central Focus Statement:

Students will explore their background knowledge of previously covered material, as well as
engage in discussions, reading, highlighting, making notes and presenting their findings from
The Political Development of Rome.

Language Demand Statement: edTPA

Students will use specific academic language (vocabulary, functions, discourse, syntax) while
participating in discussions about the Political Development of Rome illustrated in the book
read in order to participate in a learning task that demonstrates their disciplinary
understanding.

Language Function Statement: edTPA

The content and language in this lesson will focus on the learning task of The Political
Development of Rome, represented by the active vocabulary used. Students will also provide
examples and details that represent their vocabulary words. In addition, students will present
their findings to the class.

Materials Key Academic Vocabulary Research Based Learning

Whiteboard Republic- is a system of
Pencils government in which the will of
Notecards the people was mediated by
Paper representatives, who might
The Political Development of Rome: be wiser and better educated
1012-85 by S. McQuillan than the average person
World History California: Student Julius Caesar- A Roman general
Edition Grades 6-8 Ancient and dictator during the first
Civilizations by Rinhart and century b.c..
Winston Holt Consul- magistrate in ancient
Rome.
Senate- Legal and administrative
body of Rome, council of elders
Tribune- The title of various
elected officials in Ancient Rome
Veto- used by Roman tribunes
who opposed measures of the
Senate
Empire- a large territory in which
several groups of people are
ruled by a single leader or
government.
Patricians- a rich man who held
power.
Plebians- one of the common
people; in the Roman Republic, a
person who had no say in
government.
Strategies
Tapping into Prior Knowledge
(SDAIE)
Contextualize the Lesson Group
Discussion, Hands on Activities
(SDAIE)
KWL Chart-Activate Background
Knowledge
Activate Background Knowledge,
Scaffolding (Tompkins)
Student to Student Interaction
(SDAIE)
Think-Pair-Share (McEwan-Adkins)
Visualize-Organize (McEwan-
Adkins)
Grand Conversations-Promote
Discussion, Exploration of Big
Ideas (Tompkins)

Pre-Assessment: Motivation Strategy: Real World Connection:

With the use of K-W-L Chart,
students will participate in class
discussion in order to determine
what they already know about
the Political Development of
Rome based on their interactions
with their textbook and research
they have done from previous
lessons.
Considering all the information
you have been studying these
past few lessons, what can we
imply from the novel we just
read? What additional information
can we take from the text and
create note cards to share with
the class?
Students will have the
opportunity to become engaged
with the lesson by reading
through the text and identifying
valuable information using
context clues and highlighting.
Students will be required to
record their data on a note card
and share their findings with the
class.

Teacher: Presentation/ Learning Activities Students: Practice and Application

(Strategy Steps)
1. K-W-L Chart: Based on previous lessons and
research, what do we already know about the Political
Development of Rome?
2. Assign specific pages to students from The Political
Development of Rome: 1012-85 by S. McQuillan
1. K-W-L Chart: Students will share what they already
know about the Political Development of Rome that
theyve studied.
2. Students will read the passage using context clues
and highlighting to locate pertinent information from
the text.
3. Students will then read their assigned pages,
taking notes of what they believe is valuable
information on note cards.
4. Teacher will ask each student to come to the front
of the room, post their notecards on the whiteboard,
and share their findings with their peers.
5. Students sitting at their desks will be required to
take notes over material the student at the front of
the class is discussing.
Academic Language Development:
Collaborative (engagement with others)
1. K-W-L Chart
2. Presenting their findings from reading material to
class.
Interpretative (comprehension and analysis of
written and spoken texts)
1. Analyze Previous Research Studied in Class
2. Analyze The Political Development of Rome: 1012-
85 by S. McQuillan
Productive (creation of oral presentations and
written texts)
1. Students will accurately record take notes on their
reading material.
2. Students will orally present and share their
findings.
Review and Assessment: What specific
assessment tools are being used?
Whole-Group Assessment:
Teacher will observe discussions being held in class
and which students participate in the teacher-led and
student-led discussions and to what extent.
Individual Assessment:
Students will produce note cards with educational
and pertinent information from their designated
reading material.
4. Students will participate in a grand conversation.
Students will engage with different recourses already
studied and The Political Development of Rome.
Students will also engage with domain specific
vocabulary.
5. Students will have the opportunity to have student-
led discussions with their peers when presenting their
findings.
Academic Language Development:
Collaborative (engagement with others)
1. Students will think, pair, and share in order to
activate prior knowledge.
2. Students will take part in a class discussion relating
to the political development of Rome to accurately
identify valuable information from their reading
material.
Interpretative (comprehension and analysis of
written and spoken texts)
1. Students will comprehend and analyze words that
were used during the political development of Rome.
2. Students will analyze The Political Development of
Rome: 1012-85 by S. McQuillan
Productive (creation of oral presentations and
written texts)
1. Students will accurately create notes to share with
their peers, covering the political development of
Rome.
2. Students will present their findings from the
reading material to the classroom.
Student Reflection: How will you provide for
student reflection on learning?
Students will reflect on their connections or
observations within group discussions. Following
discussions, students will write notes that the student
speaking presents. Students can reflect on their
learning process, new insights they gained or their
personal feelings in regards to the topic studied in the
lesson. They will also reflect on the following question
throughout their reflection:
How did this lesson help me extend my learning?
How did this lesson help me develop more of a
Growth Mindset toward my own learning?
What strategy helped me the most? Why?