Lesson Day 3

Date: 11-20-2019 Teacher’s Name: Samuel Almaras

Subject: History Grade level: 9

Class Setting: Department Length of lesson: 3 Day
Central Focus: Understanding Fall of Rome
Lesson Title: Fall of Rome
For Unit Plan/Learning Segment, __3__ out of __3__:

Essential Question(s): If applicable, depends on the type of lesson/unit/learning

segment; stimulates thinking and inquiry

Day 3: Was the Roman Empire’s fall an abrupt change?

Learning Standards: Required learning and professional standards.

9.3 CLASSICAL CIVILIZATIONS: EXPANSION, ACHIEVEMENT, DECLINE: Classical

civilizations in Eurasia and Mesoamerica employed a variety of methods to
expand and maintain control over vast territories. They developed lasting cultural
achievements. Both
internal and external forces led to the eventual decline of these empires.

Pre-assessment: Determines prerequisite skills and knowledge students have about

the lesson

KWL Chart

Learning Objectives: describes Assessments: Ways of evaluating each

appropriate learning outcomes to be learning objective
attained during class that are clear and
measurable (Use action verbs)

- Day 3: Students will be able to - HW: Claim on why the empire

develop a claim supported by fell
evidence about the extent to
which the fall of Rome reflected
swift and abrupt change.
Procedure: Day 3
Anticipatory Set (hook, motivation, etc. to engage students)
Sponge Activity (activity that will be done as students enter the room to get them into
the mindset of the concept to be learned)
1. As a Roman emperor bid farewell to all the people of Rome.
Me: People of Rome. It is with great despair I bid thee farewell. The government has
fallen and our nation has gone to shreds. I say with all the pain in my heart goodbye”
2. Share
Anticipatory Set (focus question/s that will be used to get students thinking about the
day’s lesson)

1. Was the Roman Empire’s fall an abrupt change?

Students will determine is this change of system and nation abrupt.

Activating Prior Knowledge (what information will be shared with/among students to

connect to prior knowledge/experience)

1. With the person next you discuss your arguments again from last nights HW.
(Students will bring out last nights intro paragraph and pier review.

Initial Phase
Direct Instruction (input, modeling, check for understanding)

1. PowerPoint
Do Now (Slide 20)
Partnerwork (Slide 21)
Argument of why it is not abrupt (Slide 22)
● Christianity
● Lose of territories through battles
● Corruption
Major Ideas of Fall (Slide 24)

Middle Phase
Guided Practice (how students will demonstrate their grasp of new learning)

1. As a class using the ideas of the students we will write a small intro paragraph
and thesis in order to show an example on how I want the paragraph to look like.

Independent Practice (what students will do to reinforce learning of the lesson)

1. Students will come up on the board and present their introductory paragraph
 2. Students will submit their final introductory paragraph.

Concluding Phase
Closure/Summary: Action/statement by student(s)/teacher to wrap up lesson

1. In conclusion class as a whole will be able to understand Rome and how it fell
and how this affected.