UNIVERSITY OF MAINE AT FARMINGTON
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Miss Rea
Lesson # : 4
Facet: Empathy
Product: Capzles
Grade Level: 10th
Topic: Life in Ancient Rome
Objectives
Student will understand that historical aspects of unity and diversity from the Roman Empire have
current consequences.
Student will know names and powers of the gods, plebeians, and patricians.
Student will be able to assume the role of a Roman citizen and imagine how their world would look.
Maine Learning Results Alignment
Maine Learning Results: Social Studies - E. History
E2: Individual, Cultural, International, and Global Connections in History
Grade 9-Diploma "The Classical Civilizations of the Mediterranean Basin, India, and China, 1000 BC 600 AD"
Students understand historical aspects of unity and diversity in the United States and the world,
including Native American communities.
Rationale: In this lesson, students will be going through the religious life of Roman society as well as the
social classes that existed in that culture. It is another example of things that both divided and brought
Romans together.
Assessment
Formative (Assessment for Learning)
Students will be filling out a Four-Column chart with the information that they will need to make their
Capzles. Each column will be labeled with things such as the market, government, entertainment, home
life, etc. On their own, students will come up with their four different areas that will be shown in their end
project. After taking some time to come up with their ideas, they will be put into pairs to come up with
items to put in each of their columns. Eventually they will be put into groups of four and those groups will
further come up with ideas of different items they can put into their final project.
Summative (Assessment of Learning)
Capzles: Using Capzles, students will use both video and pictures to show what life was like for the social
class they have been assigned. Students who receive the same social class may choose to work together on
their project or they may work alone. Students working together will receive a group grade on the project.
Aspects that will be covered are homes, markets, entertainment, work, and government. It will be graded
using a checklist.
Integration
Technology: Students will make a Capzles online to show what the Roman world looked like when it was
at its height of power.
English: Students will be filling out the Four-Column Chart.
Groupings
During the planning time for the Capzles project, students will be using the Think-Pair-Share. Students
will begin their work individually to give them some time to plan out what they would like to do. When it
comes time for them to be working in pairs, the students will be told to turn to the person next to them and
that will be their partner for the rest of the period. The same method will be used when the pairs are
turned into groups of four. Each pair will combine with the pair next to it to make a new group.
Differentiated Instruction
Strategies
Verbal/Linguistic: Organizing their ideas into the chart.
Logical/Mathematical: Making sure everything can fit into the world they have created such as putting
houses in or public buildings.
Visual/Spatial: The students will have to make their character move through the Capzles.
Interpersonal: Students will get to plan and discuss their Capzles with other students.
Intrapersonal: Before talking to other students, they must individually come up with a plan for their
project on their own, and the list of things they see every day.
Naturalist: Is your character a farmer or do they have a garden?
Bodily/Kinesthetic: They are creating a world on the computer.
Modifications/Accommodations
I will review student's IEP, 504 and ELLIDEP and make appropriate modifications and
accommodations.
Absence
Students who are absent are responsible for coming to see me to receive the notes over the content that
was presented that day. If more than one student was absent on the day they did the Think-Pair-Share, the
absent students will form their own group and complete the project. However, if only one student was
absent they will be required to fill out the Four-Column Chart on their own.
Extensions
All students will make a Capzles and post it online on the Capzles web site.
Materials, Resources and Technology
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Laptop
Laptop charger
Projector
Cord to connect the projector to the laptop
Copies of the Four-Column Chart
Copies of the Capzles checklist
Notebook paper
Pencils
Source for Lesson Plan and Research
Four-Column Chart: http://www.eduplace.com/graphicorganizer/
Think-Pair-Share: http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activites
Capzles: www.capzles.com
Sources for content: http://www.roman-empire.net/, http://www.unrv.com/culture/major-roman-godlist.php, http://www.britannica.com/EBchecked/topic/464495/plebeian
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by
providing learning opportunities that support their intellectual, physical, emotional, social, and
cultural development.
Rationale:
Students who learn best using the microscope style will be able to put a great amount of detail work into
their final project for this lesson. They will be able to go deeper into the different aspects of Roman
culture as they search for pictures and images that will depict the information that they want to show.
Clipboard learners will be provided with the structure and organizational tools that they will need to make
sure they can learn as well as possible. Beach ball learners will have the comfort of knowing that they will
be going from activity to activity and that they will not just be doing one thing for the entire time. Finally,
those students who need a safe environment will gain that by starting out working on their own, then
moving on to working with someone else, and then finally working in a group with three other people.
They will slowly move toward working in a bigger group so that they will not feel so stressed about being
in the bigger group at the beginning.
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals,
and learning and development theory.
Rationale:
Maine Learning Results: Social Studies - E. History
E2: Individual, Cultural, International, and Global Connections in History
Grade 9-Diploma "The Classical Civilizations of the Mediterranean Basin, India, and China, 1000 BC 600 AD"
Students understand historical aspects of unity and diversity in the United States and the world,
including Native American communities.
Rationale: In this lesson, students will be going through the religious life of Roman society as well as the
social classes that existed in that culture. It is another example of things that both divided and brought
Romans together.
Student will know names and powers of the gods, plebeians, and patricians. This information is another
piece of the puzzle that is the culture of the Roman Empire. They will be using the information they have
gained in this lesson to make their Capzles and ultimately to make their final project at the end of this
unit.
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to
meet students’ needs.
Rationale:
Verbal/Linguistic: Organizing their ideas into the chart.
Logical/Mathematical: Making sure everything can fit into the world they have created such as putting
houses in or public buildings.
Visual/Spatial: The students will have to make their character move through the Capzles.
Interpersonal: Students will get to plan and discuss their Capzles with other students.
Intrapersonal: Before talking to other students, they must individually come up with a plan for their
project on their own, and the list of things they see every day.
Naturalist: Is your character a farmer or do they have a garden?
Bodily/Kinesthetic: They are creating a world on the computer.
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate
and support the development of the learner.
Rationale:
Formative (Assessment for Learning)
Students will be filling out a Four-Column chart with the information that they will need to make their
Capzles. Each column will be labeled with things such as the market, government, entertainment, home
life, etc. On their own, students will come up with their four different areas that will be shown in their end
project. After taking some time to come up with their ideas, they will be put into pairs to come up with
items to put in each of their columns. Eventually they will be put into groups of four and those groups will
further come up with ideas of different items they can put into their final project.
Summative (Assessment of Learning)
Capzles: Using Capzles, students will use both video and pictures to show what life was like for the social
class they have been assigned. Students who receive the same social class may choose to work together on
their project or they may work alone. Students working together will receive a group grade on the project.
Aspects that will be covered are homes, markets, entertainment, work, and government. It will be graded
using a checklist.
Teaching and Learning Sequence
The desks will be put in rows with two desks being placed next to each other.
Agenda: 3 day lesson
Day 1:
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Attendance, any announcements that need to be made, and hand back the graphic organizer from
the last lesson (10 minutes)
Have students make a list of the different things they see around them every day (5 minutes)
Make a class list of things seen every day on the board then have students guess at things Romans
would have seen every day (20 minutes)
Segway into teaching about the two major social classes of Rome and about the religion of Rome
(3 minutes)
Go over the terms listed in the content notes in this lesson (32 minutes)
Introduce Capzles project, hand out checklist, and give students the rest of the class to make a
capzles account and explore the website (10 minutes)
Day 2:
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Attendance and any announcements that need to be made (10 minutes)
Hand out the Four-Column Chart and explain what is to be done with it (10 minutes)
Have students figure out what four areas of Roman society they would like to focus on and write
them as heading on their chart (5 minutes)
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Students will turn to the classmate next to them and brain storm different images that would fit
under each of their four categories (20 minutes)
Have each of the pairs pair up with another pair to make a group of four and have them share their
lists with each other and then add more images or cross out images that do not fit (30 minutes)
Have students pack up and get ready to go to their next class or home (5 minutes)
Day 3:
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Attendance and any announcements that need to be made (10 minutes)
Students have this class period to work on their Capzles projects (50 minutes)
Share Capzles projects that have been finished during the class period (10 minutes)
Assign finishing the Capzles projects for homework. They URL must be given to the teacher by
the beginning of the next class period (5 minutes)
Have students pack up and get ready to go to their next class or home (5 minutes)
Day 1:
Students will understand that historical aspects of unity and diversity from the Roman Empire have
current consequences. It makes these people real and not just someone to read about in a text book.
Students understand historical aspects of unity and diversity in the United States and the world,
including Native American communities. Have students list things they see around them every day.
Where, Why, What, Hook, Tailor: Verbal/Linguistic and Intrapersonal
Day 1:
Student will know names and powers of the gods, plebeians, and patricians (See content notes). To teach
about the two major classes of Roman culture, the teacher will do some sort of a compare/contrast of the
two. They will show where the two groups were similar and where they differed. Religion will be the last
comparison that the teacher will make and that will segway into talking about the different gods of the
official Roman religion. When talking about the gods, the teacher will make a type of pyramid that will
show the power structure that existed in the world of the Roman gods. During the lecture, the teacher will
ask questions and encourage the students to ask questions as well. Through the questions and answers, the
students will be working with the teacher to clear up any misunderstandings that may exist.
Equip, Explore, Rethink, Tailors: Verbal/Linguistic, Logical/Mathematical, Visual/Spatial,
Interpersonal, and Intrapersonal
Day 2/Day 3:
Students will have to fill out a Four-Column Chart before they begin work on their project for this lesson.
To complete the chart they will work using the Think-Pair-Share method. During the first part, students
will work on their own to come up with the four categories that they will be using for their Capzles
project. Once that is done, the student will turn to the student next to them and together they will come up
with ideas of different images they can use to show different things in each of their main categories.
When time is up for working in pairs, the pairs will pair up and turn into groups of four and will repeat the
process but in a larger group. Through checking their work with their peers, the students will be
strengthening their projects and making them better every time they change groups. After all their
planning and brain storming is done, the students will be given time to make their Capzles. Students will
be evaluated using a checklist that has been provided for them.
Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal/Linguistic, Logical/Mathematical,
Visual/Spatial, Interpersonal, Intrapersonal, Naturalist, and Bodily/Kinesthetic
Day 3:
Students will self-assess by using the checklist that they will be given before they start their Capzles
project. By looking at the list while they are completing the project, the students will know where they
need to strengthen or improve their work. They will also have time to self-assess their work while they are
talking with their group members about their Four-Column Charts. By talking to other students it will get
them thinking about what is a good idea and what ideas may be okay but could be better. While the
students are working in their groups, the teacher will be walking around the room and checking in on
what they are doing and giving feedback while the project is being completed. They will also be able to
supervise all stages of the project as most of the work if not all of it will be done in class under the
teacher's supervision. All homework for this lesson is unfinished class work that a student then has to
complete at home. The focus is for students to complete as much of the work as possible at school where
they can ask questions and get help if they need it. As with all the lessons, this is just one more piece of
the puzzle that is the culture of the Roman Empire. By the end of this unit, the student will be able to see
the big picture of what Rome was.
Content Notes
Names and powers of the gods:
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Apollo: the god of music, healing, light, and truth. He was also known to be an archer and is well
known for his job of pulling the sun across the sky every day. He also had an oracle (future teller)
at Delphi.
Ceres: goddess of agriculture, grain, crops, initiation, civilization, lawgiver and the love a mother
bears for her child. She was also the protectress of women, maidenhood, and marriage. The
Roman version of Mother Nature.
Diana: goddess of the hunt, nature, fertility, childbirth, wildwood, moon, forests, animals,
mountains, woods, and women.
Juno: She was the queen of the gods and also the matron goddess of all of Rome. She was also the
guardian of the Roman Empire's finances.
Jupiter: He was the king of the gods and the patron god of Rome, his temple was the official site
of all government business and sacrifices. He was also god of the sky, thunder, and lightning.
Mars: most famously known as the god of war but he was also god of spring, growth in nature,
agriculture, terror, anger, revenge, courage and fertility and the protector of cattle. He is also
regarded as the father of the Roman people as he is the father of Romulus.
Mercury: God of trade, merchants, and travelers.
Minerva: Goddess of wisdom, learning, the arts, sciences, medicine, dyeing, trade, and of war. She
was also the protectress of commerce, industry and education.
Neptune: The god of the sea. He was also the god and patron of horses and horse racing.
Venus: Originally the goddess of gardens and vineyards she soon became the goddess of love and
beauty. Ironically she is also credited with being the protectress against vice.
Vesta: Goddess of fire and the hearth. She was also the patroness of bakers.
Vulcan: God of fire, blacksmiths, and craftsmen. He also was famous for making the weapons of
the gods and of heroes.
Plebeians: These were the general citizens of Roman society. The divide was thought to have come early
when Rome was still a republic when wealthier Romans banded together and excluded anyone else from
being a part of the government. From then on the divide was a matter of wealth and family title.
Patricians: These were the privileged, wealthy, landowning members of Roman society. They also were
the only people allowed to be members of the Roman government until the Plebeians rebelled and were
finally allowed to be participants in the government.
Handouts
Four Column Chart
Checklist for Capzles project