Saint Francis University

Education Department

Dakota Graham
Unit Plan
Background Knowledge:
- 116 students
- dates: March 8th - April 28th ( will be continued after I leave by Mr. Link)
- background skills: map skills, reading comprehension, & writing skills etc.

Unit Plan:
- This unit fits into my curriculum because it follows the chronological order of the ancient civilizations. In addition, many of the concepts from
the last unit, ancient Greece, are carried over and used in this unit.
- The five lessons that start this unit out laydown the framework of Ancient Rome. Without these first five lessons, the students would not have
the proper background knowledge to understand the information learned toward the end of the unit.

Standards-Aligned Unit Planning Process-Domain I

1. Unit Overview Content Area: Social Studies

Grade Level: 7th

1a. Brief description of the unit of study This unit is about Ancient Rome. This unit entails learning about all different aspects of the Roman
Empire. We will cover things from ancient Roman geography, Julius Caesar, the fall of Rome, etc.

1b. Grade level standard(s) to be addressed in Standard - 7.1.7.B

this unit of study - Explain and locate places and regions as defined by physical and human features.
Standard - 7.2.7.A
- Explain the characteristics of places and regions.
 Standard - 7.3.7.A
Describe the human characteristics of places and regions using the following criteria:
● Population
● Culture
● Settlement
● Economic activities
● Political activities
Standard - 8.1.7.A
- Demonstrate continuity and change over time using sequential order and context of events.
Standard - 8.4.7.A
- Summarize the social, political, cultural, and economic contributions of individuals and
groups in world history.
Standard - 8.4.7.C
Differentiate how continuity and change have impacted world history.
● Belief systems and religions
● Commerce and industry
● Technology
● Politics and government
● Physical and human geography
● Social organizations
Standard - 8.4.7.D
- Explain how conflict and cooperation among groups and organizations have impacted the
history of the world.
CC.8.5.6-8.C.
- Identify key steps in a text’s description of a process related to history/social studies (e.g.,
how a bill becomes law, how interest rates are raised or lowered
CC.8.5.6-8.G.
- Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.

2. Learning Targets - Domain I/III

2a. Concepts and Competencies for all students 2a. Concepts and competencies for all students
 Concepts:
- how to use a map
- Roman government
- social classes
- Punic Wars
- Julius Caesar
- Christianity
- inventions
- how Rome ended
Competencies:
- Read and label a map properly.
- Identify different aspects of the ancient Roman government.
- Be able to differentiate between different social classes.
- Know key events of the wars.
Resources: - Describe one’s life.
SAS Portal: PA Core Curriculum Framework - Identify specific aspects of religions.
- Explain how certain inventions came about and evolved.
PA Alternate Eligible Content - Make connections between similar empires.
General Education Curriculum Unit Objectives Eligible Content:
- none

2b. Key vocabulary for all students 2b. Prioritized key vocabulary and ideas for all exceptional learners
- map key - map key: list of symbols on a map that represent what is being labeled
- excavation - excavation: a process of digging up things in the ground / help to learn about the past
- goldbeaters - goldbeaters: a person who pounds gold into leaf shapes
- vendor - vendor: a person selling something
- domus - domus: type of town home in ancient Rome
- Colosseum - Colosseum: where Roman events were held
- irate - irate: angry
- corvus - corvus: moveable footbridge

Identify and describe/define prioritized vocabulary and ideas for students with instructional needs.
This vocabulary should include a subset of the key vocabulary that all students will learn in this
 unit as well as foundational and high frequency core vocabulary that students will need to
understand in order to comprehend prioritized concepts.

3. Instructional Process - Domain III

Universal Design for Learning Principles:

Multiple Means of Representation, Expression and Engagement
Differentiation
Instructional BEFORE identifying barriers, consider options and multiple pathways
Components for ALL students as they access the general curriculum. Consider: the
modes in which instruction and materials are presented, how students
will interact, respond, and demonstrate what they know, and ways to Accommodations and
adjust levels of challenge and maintain engagement. Barriers to Access Modifications

Instructional Materials, Resources Assessment

Practices and Tools
● laptop ● guided text
● Anticipation ● whiteboard ● Informal ● text complexity breakdown
guide to ● guided charts ● grade system observation of may be too ● explanation of
prepare & readings website students while high for some vocabulary
students for ● pair-shares ● worksheets discussing/ students terms ahead of
lesson topics. ● lesson plans working. ● unknown time prior to
● Provide ● mock ● maps ● Informal vocabulary reading
vocabulary instagram post ● pencils observation of terms ● re-explain
terms to ● flow-charts ● modified students ● complexity of assignments/in-
students in ● features chart assignments completing assignments/in structions until
advance. ● videos ● chalkboard group tasks. structions students
● Use a features ● Ancient Rome ● writing tasks ● struggle to completely
● labeling maps
chart to break physical ● creative compose a understand
down ● exit tickets features/map assignments short essay ● provide
geography. ● drawing to resource for grade ● difficulty of template layout
● Use an represent ● video links ● flowcharts for knowing how of
explanation grade to label a map essay/requirem
chart to guide ● exit tickets for ents
students in review ● use example
understanding ● guided map to display
importances. questions for for students
● Project layout grade
 provided in
advance so
students know
how to
organize work.
● Use guided
readings to
convey
information to
students.

4. Individualized Student Planning

Student Standards-Aligned IEP Goals
Aligned to prioritized learning
targets
A ● When given a writing
assignment in the regular
education classroom,
student A will write their
sentences correctly by
applying appropriate
capitalization, punctuation,
spelling of common words,
and the taught rules of
grammar with at least an
85% accuracy as measured
across the marking period.
Student-Specific IEP Goals
● Student A will continue to
meet with the Transition
Coordinator to review and
revise her transition plans.
● Student A will continue to
develop academic skills
related to reading
comprehension.
Individualized Student Supports
● Extended time to twice
allotted for activities and
assessments.
● Repetition to acquire,
master, and maintain taught
skills.
● Per teacher discretion,
provide Student A with the
opportunity to take tests in a
separate setting.

B ● Given a real or simulated
situation dealing with peer
interactions, Student B will
identify appropriate social
and coping skills, to make
● Student B will continue to
develop age appropriate
social skills.
● Student B will continue to
develop academic skills in
● Extra processing time when
a directive has been given.
● At Student B’s request,
breaks when needed to help
maintain focus.
 those interactions positive the area of writing. ● Extended time to complete
with 80% accuracy in 4 out work as agreed upon by
of 5 observed situations. learning support and regular
● Given a writing prompt, education teacher.
Student B will write five to
six sentences on a given
topic with a topic sentence,
detail sentences, and a
concluding sentence with
proper capitalization,
punctuation, and correct
spelling of common words
to score 85% or better as
measured across the
marking period.

C ● While participating in the ● It is recommended that ● Per teacher discretion,

regular education language Student C continue to provide Student C with the
arts classroom, Student C receive special education opportunity to take
will be able to use taught services. tests/quizzes in a separate
comprehension skills to ● Student C needs to continue setting.
answer comprehension to work on the ● Provide folders (if Student
questions with at least an demonstration of his written B does not have them) to
75% accuracy as measured expression assist with organization.
across the marking period.
● When given a writing
assignment in the regular
education classroom,
Student C will demonstrate
improved written
expression skills by
applying taught grammar
skills, capitalization,
punctuation, and correct
spelling of high frequency
words to his writing with at
least 85% accuracy as
demonstrated across the
marking period.
 ● When given a writing
D assignment in the regular ● Student D needs to improve ● Provide Student D with the
education classroom, his grammar skills in order opportunity to take longer,
Student D will demonstrate to succeed within the more lengthy tests/quizzes
improved written general education in a separate setting, per
expression skills by writing curriculum. teacher discretion.
a complete sentence and ● Student D requires ● Provide a word bank for all
applying proper additional practice, fill in the blank activities
capitalization, punctuation, individualization, and and assessments.
and correct spelling of repetition to meet his goals. ● Repetition to acquire,
common words in order to maintain, and master skills.
score 90% or better as
measured across the
marking period.
● While participating in the
regular education language
arts classroom, Student D
will be able to use taught
comprehension skills to
answer comprehension
questions with at least a
90% accuracy as measured
across the marking period.

LESSON #1

SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT
 LESSON PLAN Format

Student Teacher: Dakota Graham Grade: 7th

Subject: World History
Time Needed for Lesson: 90min Lesson Topic: Geography of Italy (March 8th)

PA STANDARD(S) (Write out standards):

Standard - 7.2.7.A
Explain the characteristics of places and regions.

Standard - 7.3.7.A
Describe the human characteristics of places and regions using the following criteria:
● Population
● Culture
● Settlement
● Economic activities
● Political activities

BIG IDEAS:
- Characteristics of places and regions allow for a better understanding of the land to be comprehended.
- Details of places allow connections between physical and human characteristics to be made.

ESSENTIAL QUESTIONS:
- Why is the geography of ancient Italy important?

ELIGIBLE CONTENT:
- none

OBJECTIVE(S) (Be sure to include all four parts):

- After the lesson, the students will be able to demonstrate their knowledge of ancient Italy’s geography by completing a chart.
MATERIALS:
- paper
- pencils
- maps

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook):

- Sometime will be given to each class to finish their myths up from last week.
- The lesson will start with the students completing an anticipation guide. The guide
- askes a few questions about physical/human geography.
- After the guide, the students will be labeling their own personal maps of Ancient Italy.
● I will explain the instructions to the students.
● They will receive a blank map to label.
● I will do the first few labels with them.
● The students will use map packets to help them label parts of the map.
- After I guide them, the students are to finish the labeling of the map requirements with their partners.

BODY (Bulleted step by step/differentiation must be included):

- After the maps, the students will be completing a chart assignment.
- The students are to read a few pages on the different aspects of Ancient Italy.
- While reading, they are to fill out the chart. The chart corresponds to the readings
- They may work with their partners.
-

CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
- The students are to finish the charts during this class period.
- After reading and the chart completion, the students will complete an exit ticket.

ACCOMMODATIONS/MODIFICATIONS:
- extra time
- one on one assistance
ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and summative assessment measures for all levels
of differentiation.
- By having the students complete an exit ticket, I will be able to see what they took away from the lesson.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in clinical placement):
- This lesson went rather well. I enjoyed seeing how the students used their own skills to label their maps. It was good for me to see where the
students struggled and what I needed to work on.

**MATERIALS**
 LESSON #2

SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher: Dakota Graham Grade: 7th

Subject: World History
Time Needed for Lesson: 45min Lesson Concept: Geography (continued) (March 14th)

PA STANDARD(S) (Write out standards):

Standard - 7.1.7.B
Explain and locate places and regions as defined by physical and human features.

Standard - 7.2.7.A

Explain the characteristics of places and regions.

CC.8.5.6-8.G.

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts
BIG IDEAS:
- Locating places is essential for understanding geography.

ESSENTIAL QUESTIONS:
- WHy is knowing where places and regions are located on a map important?
- Why are characteristics or places important?

ELIGIBLE CONTENT:
- none

OBJECTIVE(S) (Be sure to include all four parts):

- After the lesson, the students will be able to demonstrate their understanding of Italy's important geographical features and their impacts by
writing a song or poem.

MATERIALS:
- pen/pencil
- papers
- instructions
- whiteboard

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook):
- Not every class is on the same page, so some classes are behind or ahead of others.
- Some classes will be finishing their charts from last week about Italy’s features and the impact they had on Italy.
- Others will be starting/finishing their song/poem assignment.

BODY (Bulleted step by step/differentiation must be included):

- Some of the other classes will be working on our song/poem assignment.
❖ the students will be creating their own song/poem about the geographical features we learned about
❖ (the directions are below)
- Once they are finishing up, we will present the assignment.
❖ (rubric below)
- Since some classes are ahead like I mentioned earlier, some classes will start a Pompeii assignment.
- This assignment is a reading and video activity where the students are to fill out a chart based on what they read and watch.
 ❖ (most likely we will not get to the video portion)

CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?:
- The wrap up for this lesson is really the poem/song activity because that is what we ended with last week for the 90min periods.
- The next class will have a wrap up for the Pompeii assignment because we are playing catch-up.

ACCOMMODATIONS/MODIFICATIONS:
- one on one time
- extra time

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and summative assessment measures for all levels
of differentiation.
- By having the students create their own song or poem about the geographical features of Italy and the impact they had on Italy, I will be able to
see how much the students took away from the lesson.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in clinical placement):
- I really enjoyed teaching this lesson! The students seemed to really like the lesson too. When I allow creativity and freedom in the classroom, I
notice that is when the grades are the best.

**MATERIALS**
Poem & Song Activity:

For this activity, I would like you to create a poem or write a song. Your poem or song should be about the features of Italy. You must include the following

1. A minimum of 5 of the features we read about (Tiber River, Mt. Vesuvius, Med Sea, etc.).

2. You must mention if the feature was a positive or negative for Italy.

3. Describe the impact the feature had on Italy.

4. Must be 45sec long.

Pompeii Reading & Link to Video:
The Lost City of Pompeii

Overview:

A deafening boom roars through Pompeii’s crowded marketplace. The ground shakes violently, throwing midday shoppers off balance and toppling stands of
fish and meat. People scream and point toward Mount Vesuvius, a massive volcano that rises above them.

Nearly 2,000 years ago, Pompeii was a bustling city located in what is now southern Italy. But in the summer of A.D. 79, the nearby Mount Vesuvius volcano
erupted. It spewed smoke and toxic gas 20 miles into the air, which soon spread to the town. Almost overnight, Pompeii—and many of its 10,000 residents—
vanished under a blanket of ash.

Pompeii was basically lost and forgotten until it was rediscovered in 1748. Thanks to excavations, which are still going on today, scientists have been able to
figure out almost exactly what happened on that terrible day.

The Sky is Falling:

After the volcano first erupted shortly after noon, the thick ash turned everything black—people couldn’t even see the sun. Some residents escaped the
city, while others took shelter in their homes. But the ash kept falling. Piles grew as deep as nine feet in some places, blocking doorways and caving in roofs.

Around midnight, the first of four searing-hot clouds of ash, rock, and toxic gas (also called surges) rushed down the volcano. Traveling toward Pompeii at
about 180 miles an hour, the surge scorched everything in its path. Around 7 a.m., nearly 19 hours after the initial eruption, the city was completely covered
in a deadly mix of ash and rock.

Lost & Found:

Visiting the ruins of Pompeii is like going back in time. The layers of ash actually helped preserve buildings, artwork, and even the forms of bodies as they
decomposed and left holes in the ash. All that allowed experts to fill in the details that might not have survived at many other Roman sites.

Based on what they uncovered, scientists believe that Pompeii was a prosperous town popular with wealthy vacationing Romans. Well-paved streets had high
sidewalks and stepping-stones to keep pedestrians out of the mud. To relax, people soaked in public baths, watched gladiators or chariot races at an
amphitheater, and enjoyed plays in two theaters. Pompeii may be ancient history, but scientists are pretty sure Mount Vesuvius is overdue for another
major explosion. Luckily the people living near the volcano today will likely receive evacuation warnings before it blows.
https://www.youtube.com/watch?v=dY_3ggKg0Bc

Chart for reading & video:

 LESSON #3

SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher: Dakota Graham Grade: 7th

Subject: World History
Time Needed for Lesson: 45min Lesson Concept: Roman Daily Life (March 18th)

PA STANDARD(S) (Write out standards):

Standard - 7.2.7.A
Explain the characteristics of places and regions.

Standard - 7.3.7.A
Describe the human characteristics of places and regions using the following criteria:

● Population
● Culture
● Settlement
 ● Economic activities
● Political activities

BIG IDEAS:
- Why is understanding what the way of life was in the past important?
- Human characteristics give us a better understanding of how people lived back then.

ESSENTIAL QUESTIONS:
- Why is it important to learn about how people lived in the past?
- How does learning about daily life help us understand how places have changed?

ELIGIBLE CONTENT:
- none

OBJECTIVE(S) (Be sure to include all four parts):

- After the lesson, the students will be able to display their knowledge and understanding of Roman daily life by creating a RAFT assignment.

MATERIALS:
- pen/pencil
- whiteboard
- papers

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook):
- To start out, the students will be continuing filling out their charts from last class.
- They are using the charts when we watch a video about the daily life of ancient Rome.
❖ the students are to write down the things they see in the video and why the things they see are important
❖ I will be stopping the view and reviewing what we see as we go along
- After the video, students will read about the daily life of ancient Rome.
❖ I will be guiding the students for the first three paragraphs
 ❖ while reading, the students will place important information in their charts

BODY (Bulleted step by step/differentiation must be included):

- The goal of the chart activity is for the students to gain a better understanding of what life was like back then.
- Between the video and the readings, the students will have gained knowledge of daily life in the past.
- After the charts, the students are to create a tour guide cover page & RAFT assignment as if they were a tour guide in ancient Rome.
❖ (instructions are below)

CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
- The students will complete a ticket out the door before leaving.
- The ticket will be about

ACCOMMODATIONS/MODIFICATIONS:
- one on one time
- extra time

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and summative assessment measures for all levels
of differentiation.
- By having the students complete a RAFT and exit ticket, I will be able to know what the students learned the most. When they write the RAFT,
I will be able to see how they take what we’ve learned and applied to writing a tour guide note as if they were really a guide.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in clinical placement):
- This lessons as a reality check for me in the sense that I am still learning how to get used to the 45min periods. I feel as if I barely get anything
accomplished. What I did on the lesson plan went well, but I need to be more realistic in terms of what I get done in one period.
 **MATERIALS**

Tour Guide Time

After learning about ancient Roman daily life, it is time for you to become the expert tour guide! For this activity, you are to create a travel guide cover page. The
requirements are:

1. A slogan….short and sweet!

2. A big image on the front center representing ancient Rome daily life.

3. Draw & describe a minimum of 1 sight someone will see.

4. Draw & describe 1 event that will be taking place.

5. Draw & describe 1 main attraction that your visitors will see when touring.

6. 2-3 sentences why someone should visit ancient Rome.

7. ** MUST HAVE PICTURES FOR ALL THE ABOVE**

Writing Portion:

On the back side of the paper will be the writing portion. Pretend you are a tour guide and giving me a tour of Ancient Rome. You must have the following:

1. Take the perspective of a tour guide.

2. Describe what ancient Rome was life overall in 1-2 sentences.

3. Describe 4 jobs in the city.

§ Why are those specific jobs important?

4. Describe what living conditions were like.

§ What was a poor living condition like? A rich living condition?

5. Describe 3 parts of entertainment.

Exit Ticket:
1. List 5 aspects of Roman daily life that you learned. Explain why each is important. Please do this in 5 separate sentences.

LESSON #4

SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher: Dakota Graham Grade: 7th

Subject: World History
Time Needed for Lesson: 45min Lesson Concept: How Rome became a Republic (March 23rd)

PA STANDARD(S) (Write out standards):

Standard - 8.1.7.A
Demonstrate continuity and change over time using sequential order and context of events.

Standard - 8.4.7.A
Summarize the social, political, cultural, and economic contributions of individuals and groups in world history.

BIG IDEAS:
- Sequential order of events allows us to see how things came to be overtime.
- Individuals and groups help to shape world history.
ESSENTIAL QUESTIONS:
- Why is learning about the sequence of events important to understanding history?
- How do contributions of individuals and groups help to shape outcomes of history?

ELIGIBLE CONTENT:
- none

OBJECTIVE(S) (Be sure to include all four parts):

- After the lesson, the students will be able to demonstrate their understanding of how Rome became a republic by answering a short essay
question.

MATERIALS:
- paper
- pencils
- white board
- computer

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook):
- The class will start out with the students getting 5-10 min finishing their travel guide assignments.
- Once everyone is done with the previous assignment, I will explain the next task.

BODY (Bulleted step by step/differentiation must be included):

- The next assignment will be a reading and guided questioning on how Rome became a republic.
- I will read the first paragraph with the students and assist them with the questions. We will do the first reading/questions together.
- They will then do a few questions with their partner, and we will review the questions as a class.
- After going through a few, they are to finish the reading themselves and answer the questions.

CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?:
- Once they are finished the reading and questions, they will all individually answer a short essay question.
● This independent writing activity is for me to see what the students took away from the reading. Also, this allows me to see how students
work by themselves.
- After they complete the essay, they are to finish an exit ticket by themselves also.
ACCOMMODATIONS/MODIFICATIONS:
- extra time
- specific questions
- one on one assistance

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and summative assessment measures for all levels
of differentiation.
- By having the students complete an independent writing assignment and exit ticket, I will be able to see if the students truly understood what
they were learning in the lesson.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in clinical placement):
- This lesson went really well! The reading and the guided questions really made the students think and apply what they were reading. I enjoyed
seeing how the students were able to read and elaborate on their answers. I was a bit hesitant about the small writing portion, but after
explaining what I was looking for, the students grasped the concepts.

**MATERIALS**

Name: ___________________________ Date: ________________

Guided Reading Questions

Directions: Please answer the following questions in your notebook. All answers must be written in sentence format.
Box #1:

1. What two classes was Rome divided into?

2. Describe the rights or duties plebeians had within their government.
3. Describe the rights or duties patricians had within their government.
4. Draw a picture of each class in Rome and their jobs.
5. Would you rather be a plebian or a patrician? Why?

Box #2:
 1. What occurred in 509 BCE?
2. Describe a “republic” government.
3. What did the Senate do?
4. What were senators’ responsibilities?

Box #3:

1. Who could rule in a democracy?

2. What were some powers the patricians had in Rome?
3. Who do you think the laws favored and why?
4. What was the Conflict of the Orders? Describe it.

Box #4:

1. What did the plebeians want to gain as a result of their rebellion?

2. How did the plebeians protest? What did they do?
3. Draw the impact the plebeians had on the city of Rome.
4. How would you feel if you were a patrician with these events taking place? Why?

Box #5:

1. What was the compromise that was made between the plebeians and patricians?
2. What was the most important power created? What does it mean?
3. How will the specific power that the plebeians gained impact them?

Box #6:

1. What 3 rights did the plebeians now possess? List them, (yes, they are listed in the paragraph)!

**** irate = angry or furious ****

2. What were The Twelve Tables? Why were they important?

3. How will the specific rights and Twelve Tables impact the people of Rome?

Box #7:

1. What was the Citizens’ Assembly?

2. What responsibilities did the Assembly have?
3. What type of government is this?
 Individual Writing Portion
Directions: Please answer the following question in 6 or more sentences. This is to be done by yourself, NOT with a partner.
Question:
- How did Rome become a Republic? Provide a minimum of 3 ways Rome became a Republic. Remember 6 or more
sentences.
___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

____________________________________________________________________________________________

Exit Ticket:

- What is the most interesting thing you learned today? Why?

___________________________________________________________________________________________________________

________________________________________________________________________________________

LESSON #5

SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher: Dakota Graham Grade: 7th

Subject: World History
Time Needed for Lesson: 45min Lesson Concept: Punic Wars (March 25th)

PA STANDARD(S) (Write out standards):

Standard - 8.4.7.D
Explain how conflict and cooperation among groups and organizations have impacted the history of the world.

Standard - 8.4.7.C
Differentiate how continuity and change have impacted world history.

● Belief systems and religions

● Commerce and industry
 ● Technology
● Politics and government
● Physical and human geography
● Social organizations

BIG IDEAS:
- Understanding conflict and cooperation between groups of people helped to comprehend how the world was changed.
ESSENTIAL QUESTIONS:
- How/why did conflict impact history so much?
- How has continuity affected world history?

ELIGIBLE CONTENT:
- none

OBJECTIVE(S) (Be sure to include all four parts):

- After the lesson, the students will be able to demonstrate their understanding of the Punic Wars by creating a flowchart of events.

MATERIALS:
- pencils
- whiteboard
- papers
- worksheets

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook):
- The class will start out with having the students finish up the writing section from last class. Some classes are almost finished with the writing
portion, but need some more time.
- After everyone is finished writing, they will have some time to peer edit their work.
- Once that is finished, we will move onto the next topic.
BODY (Bulleted step by step/differentiation must be included):
- The next part of the lesson will be dealing with the Punic Wars.
- We will be reading a document that explains the wars.
- I will read the first paragraphs with the students and explain how to complete the flowchart.
- The goal of the chart is for the students to understand the events that lead up to the wars.
- The students are to write down one key event from every passage. These events are in chronological order and lead up to the war.
CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?:
- Once the students have finished their flowcharts, I will review them as a class to ensure that their events make sense.
- Before leaving the classroom, the students will complete an exit ticket.

ACCOMMODATIONS/MODIFICATIONS:
- extra time
- one one one assistance

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and summative assessment measures for all levels
of differentiation.
- Having an exit ticket will allow the students to demonstrate what they have learned. I will be able to see how they pick what they think were the
most important events that lead up to the war.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in clinical placement):
- This lesson was not as engaging as some of the other lessons. Learning is not always meant to be “fun.” This lesson was more reading and
applying based, so more thinking was required. It went well, but it was a bit “dry” for me to teach. Not every lesson is going to be great!

**MATERIALS**

Punic Wars Flow Chart

For this activity, I would like you to create a flow chart while you are reading. You need to select 1 event from each paragraph.
There are 23 paragraphs, but you will start the event chart at paragraph 4!!!! Make sure the events are in order/make sense….do
not pick an event just because it is important. Please fill out the events on the lines below.

Events Flow Chart:

4. ___________________________________________________

5. ____________________________________________________

6. ____________________________________________________

7. ____________________________________________________

8. ____________________________________________________

9. ____________________________________________________

10. ____________________________________________________
11. ____________________________________________________

12. ____________________________________________________

13. ____________________________________________________

14. ____________________________________________________

15. ____________________________________________________

16. ____________________________________________________

17. ____________________________________________________

18. ____________________________________________________

19. ____________________________________________________
20. ____________________________________________________

21. ____________________________________________________

22. ____________________________________________________

23. ____________________________________________________

Event Importance

For this last part of class, I would like you to pick what you think were the 5 most important events that took place during the
war. With those 5 events….

1. Tell me what the event was.

2. Draw an image representing the event.

3. Why was that event important?

Example:

1. Rome built 330 ships quickly for war.

2.
3. This event was important because without the Romans building their boats, they would not be able to fight on water.