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Joshua Pilien 1 hour

Grade 6- Social Studies class

Lesson: Greatest Figures of Ancient Rome

Unit Overview
Main Idea (Claim) Summative Assessment
Ancient Rome is one of the most - Oral quiz
important eras in World history and it
produces some of the most notable
emperors, philosophers, scientists, poets,
etc.
Certain figures in Ancient Rome resemble
significant changes for us today

Guiding Questions Objectives (know/understand/do/value)

- Who were the greatest figures of
Ancient Rome?
- What did they do, and their
contributions to Ancient Rome and
the world?
- What is their significance today?
The student will have to familiarize
themselves with important figures in Ancient
Rome, and get to know their lives, and how
significant they are in that area, and how their
lives have affected our whole history

Time Instructional Procedures and Strategies

Beginning the Lesson
Class opener: The teacher will have the students play a game of Paint Me a
5mins picture with association of the lesson on Ancient Rome

The teacher would show various pictures of certain figures in Ancient Rome,
5mins and the teacher would ask the students the name of the person and ask them
what they are known for.

30min Developing the Lesson

s The teacher would explain and show the students the life of the figure, and its
significance in Ancient Rome, then the teacher would ask the students the
students to think its resemblance to todays time and what good or bad
things they have brought.

10min Closing the Lesson

s After the teacher finishes the lecture, He would let the students pick their
favorite figure and pair them with students with the same choice and they
would be asked to create a short role play explaining the figure that they
chose and would present it in class.
10min
s Students could not go out of the class without answering the question of the
teacher
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Joshua Pilien 1 hour
Grade 6- Social Studies class

Formative Assessment Differentiation

- Biography of the characters

Resources
Pictures, costumes, marker
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[Teacher Name] [Unit Title] [Unit Length]
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Glossary

Term Definition Resources

Unit Overview Main Idea and Summative Assessment
copied from the unit plan in order to keep
the goal in mind during the writing and
implementation of the lesson plan.
Guiding Questions these questions guide the inquiry for
the lesson, leading students toward a
rich understanding of the objectives for
the lesson and ultimately, the unit.
Factual- knowledge or fact-based
questions
Conceptual- questions that enable
exploration of big ideas that connect
facts and topics
Debatable- questions that expose areas
of ambiguity, disagreement, or tension
within the unit of study
Objectives The specific aims of the lesson. As a
result of the instruction, this is what the
students are expected to know,
understand, and be able to do. These
should align with and lead to the unit
understandings, knowledge and skills.
Time - Marks the amount of time needed for
each stage of the lesson. Enables
effective time-management for the
teacher.
Beginning the The opening or warm-up that will
Lesson engage the learner, producing creative
tension. May include review and/or
activation of prior knowledge.
Developing the The content learned and the strategies
Lesson employed towards that end
Closing the Lesson A conclusion or review of what was
learned, providing closure to the lesson.
Formative Assessment throughout the lesson that
Assessment provides feedback that can be used to plan
or alter instruction. Should prepare
students for the summative assessment.
Differentiation ways of modifying instruction to meet
the needs of diverse learners
Resources any texts, materials, technology,
people, places or other resources that
have informed the unit and learning
experiences