GENEVA COLLEGE

BEAVER FALLS, PA
LESSON PLAN FORMAT

NAME: ___Logan Hykes_______________________________________ DATE: _3-23-27-

21____

SUBJECT: ___The Fall of Rome_____________________ GRADE LEVEL: __High School (9-

12)____

I. TOPIC AND GENERAL GOAL

TOPIC

THE FALL OF ROME

II. REFERENCE TO PA OR COMMON CORE STANDARDS

Standard - 8.4.9.A
Compare the role groups and individuals played in the social, political, cultural, and economic
development throughout world history.

Standard - 8.4.9.D
Analyze how conflict and cooperation among groups and organizations have influenced the
history and development of the world.

III. LESSON OBJECTIVES - OBJECTIVES MUST BE WRITTEN USING OBSERVABLE VERBS

TSWBAT- Describe the Etruscan Wars

TSWBAT- Summarize Key battles in Roman History

TSWBAT- Describe the fall of the Roman Empire

IV. MATERIALS

V. A. INTRODUCTION

THE LESSON WILL BE INTRODUCED BY ASKING THE STUDENTS WHAT WE TALKED ABOUT THE
DAY BEFORE.
B. LESSON DEVELOPMENT (ACTIVITIES, PROCEDURES)

DAY 1
PROCEDURES

THE TEACHER WILL USE A POWERPOINT TO TEACH THE STUDENTS ABOUT EARLY ROMAN
CONFLICTS SUCH AS THE ETRUSCAN WARS AND PUNIC WARS

DAY 2
PROCEDURES

THE TEACHER WILL USE A POWERPOINT TO CONTINUE ON THE PUNIC WARS.

DAY 3
PROCEDURES

THE TEACHER WILL USE A POWERPOINT TO DISCUSS THE PARTHIAN WARS, GALLIC WARS,
AND ROMAN CIVIL WARS.

DAY 4
PROCEDURES

THE INSTRUCTION WILL CONSIST OF DISCUSSING SMALL REBELLIONS, THE MARCOMANNIC

WARS, THE PAX ROMANA, HADRIAN’S WALL, AND BEGINNING THE FALL OF ROME

DAY 5
PROCEDURES

THE INSTRUCTION WILL CONSIST OF FINISHING THE POWERPOINT PRESENTATION ON ROMAN

HISTORY. IT WILL CONSIST OF DISCUSSING THE FALL OF THE ROMAN EMPIRE.

ACTIVITIES

THE STUDENTS WILL THEN COMPLETE A CHOOSE YOUR OWN LEARNING ASSIGNMENT. THE
STUDENTS WILL GO A BBC WEBSITE WITH ARTICLES ON ROMAN HISTORY. THEY CAN CHOOSE
FROM AMONGST THESE ARTICLES AN ANSWER QUESTIONS REGARDING THE ARTICLE. STUDENTS
WILL THEN DISCUSS THEIR CHOICES WITH THE CLASS.

C. EVIDENCE OF DIFFERENTIATED INSTRUCTION (CONTENT, PROCESS, PRODUCTS, OR LEARNING

ENVIRONMENT)
LEARNING ENVIRONMENT

STUDENTS CAN CHOOSE WHICH ARTICLE TO READ FOR THE CHOOSE YOUR OWN LEARNING
ASSIGNMENT
 D. CLOSURE (SUMMARY)

THE LESSON WILL BE CLOSED WITH A QUICK REVIEW OF THE FALL OF ROME. THE STUDENTS
WILL
ALSO BE ASKED TO WRITE DOWN TWO THINGS THAT THEY LEARNED AND A QUESTION THAT
THEY
STILL HAVE ON A SHEET OF PAPER THAT WILL ACT AS AN EXIT TICKET.

VI. ASSESSMENT/EVALUATION

ASKING THE STUDENTS WHAT THEY REMEMBER FROM CLASS THE DAY BEFORE ACTS AS A
FORMATIVE ASSESSMENT. THE EXIT TICKET WILL ALSO ACT AS A FORM OF ASSESSMENT FOR
THE LESSON. THE STUDENTS WILL HAVE A REVIEW GAME THE FOLLOWING DAY AS AN
ASSESSMENT FOR THEIR PREPAREDNESS FOR THEIR TEST THE FOLLOWING DAY.

VII. MODIFICATIONS AND/OR ACCOMMODATIONS

L. WILL BE CUED AS NEEDED AND WILL BE ASKED IF THEY UNDERSTAND DIRECTIONS AS NEEDED AND AS
MANDATED BY THEIR IEP.

A. WILL NEED CUED AS NEEDED AND AS MANDATED BY THEIR IEP.

VIII. SELF-EVALUATION

SELF-ASSESSMENT
HOW DID THE LESSON GO?
THE STUDENTS SEEMED TO BE ENGAGED WITH THE MATERIAL. THEY WERE ASKING QUESTIONS ABOUT WHAT
CAME NEXT AND I TRIED TO EXPLAIN TO THEM WHAT “ROMANS” LOOKED LIKE AFTER THE FALL OF ROME. THEY
SEEMED TO ALSO TAKE NOTES AS WELL DILIGENTLY. I COULD HAVE MAINTAINED BETTER EYE CONTACT. I WILL
WORK ON IMPROVING THIS IN THE FUTURE.

WHAT ACTIVITIES WERE USED?

THE STUDENTS WERE GIVEN AN ASSIGNMENT WHERE THEY HAD TO CHOOSE AN ARTICLE RELATED TO ROMAN
HISTORY AND ANSWER A FEW QUESTIONS ON IT. THEY SEEMED TO LIKE THE ASSIGNMENT; IT ALSO GENERATED
SOME GOOD QUESTIONS. I’M HAVING TROUBLE GETTING THE ASSIGNMENT FROM MOST OF THE STUDENTS
THOUGH. I WILL CHECK IN WITH THEM AND REMIND THEM TO TURN IT IN.
Cooperating Teacher Approval _________________________________________________