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Listening/Talk (Social Studies Topic)


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

ELD Language Objective: ELA Content Standards for Grade Level

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

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

Pre-Assessment: Motivation Strategy: Real World Connection:

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

Teacher: Presentation/ Learning Activities Students: Practice and Application

(Strategy Steps) 1. K-W-L Chart: Students will share what they already
1. K-W-L Chart: Based on previous lessons and know about the Political Development of Rome that
research, what do we already know about the Political theyve studied.
Development of Rome? 2. Students will read the passage using context clues
2. Assign specific pages to students from The Political and highlighting to locate pertinent information from
Development of Rome: 1012-85 by S. McQuillan the text.
3. Students will then read their assigned pages, 4. Students will participate in a grand conversation.
taking notes of what they believe is valuable Students will engage with different recourses already
information on note cards. studied and The Political Development of Rome.
4. Teacher will ask each student to come to the front Students will also engage with domain specific
of the room, post their notecards on the whiteboard, vocabulary.
and share their findings with their peers. 5. Students will have the opportunity to have student-
5. Students sitting at their desks will be required to led discussions with their peers when presenting their
take notes over material the student at the front of findings.
the class is discussing.
Academic Language Development:
Academic Language Development:
Collaborative (engagement with others)
Collaborative (engagement with others) 1. Students will think, pair, and share in order to
1. K-W-L Chart activate prior knowledge.
2. Presenting their findings from reading material to 2. Students will take part in a class discussion relating
class. to the political development of Rome to accurately
identify valuable information from their reading
Interpretative (comprehension and analysis of material.
written and spoken texts)
1. Analyze Previous Research Studied in Class Interpretative (comprehension and analysis of
2. Analyze The Political Development of Rome: 1012- written and spoken texts)
85 by S. McQuillan 1. Students will comprehend and analyze words that
were used during the political development of Rome.
Productive (creation of oral presentations and 2. Students will analyze The Political Development of
written texts) Rome: 1012-85 by S. McQuillan
1. Students will accurately record take notes on their
reading material. Productive (creation of oral presentations and
2. Students will orally present and share their written texts)
findings. 1. Students will accurately create notes to share with
their peers, covering the political development of
2. Students will present their findings from the
reading material to the classroom.

Review and Assessment: What specific Student Reflection: How will you provide for
assessment tools are being used? student reflection on learning?
Whole-Group Assessment:
Teacher will observe discussions being held in class Students will reflect on their connections or
and which students participate in the teacher-led and observations within group discussions. Following
student-led discussions and to what extent. discussions, students will write notes that the student
speaking presents. Students can reflect on their
Individual Assessment: learning process, new insights they gained or their
Students will produce note cards with educational personal feelings in regards to the topic studied in the
and pertinent information from their designated lesson. They will also reflect on the following question
reading material. 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?