L2+Rea,+Brittany

**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * UNIVERSITY OF MAINE AT FARMINGTON**

**LESSON PLAN FORMAT**
 * Teacher’s Name:** Miss Rea
 * Lesson #:** 2
 * Facet:** Perspective
 * Product:** Xtranormal Video
 * Grade Level:** 10th
 * Topic:** Life in Ancient Rome

**__Objectives__** Student will understand that historical perspective is developed from concepts and processes from the Roman Empire. Student will know senate, res publica, consuls, praetors, decemviri, Hortensian law, and about the first laws being set up. Student will be able to compare the concepts and processes from the Roman Empire.

**__Maine Learning Results Alignment__** Maine Learning Results: Social Studies - E. History E2: Individual, Cultural, International, and Global Connections in History Grade 9-Diploma "The Classical Civilizations of the Mediterranean Basin, India, and China, 1000 BC - 600 AD"
 * //Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities.//**
 * Rationale:** Before a student can see where a society had unity and diversity, they must first know what that society looked like when it existed.

**__Assessment__** Students will turn in a one tree chart listing the concepts and another tree chart listing the concepts that have been discussed in class. This assignment will not be graded and will be used to see that they have all of the content and to check up on their note taking skills. After the charts have been given back, the students will be divided into groups and each group will be given a concept or a process that they will then present to the class. Students will get feedback on their work which will help them complete the summative assessment on their own.
 * Formative (Assessment for Learning)**

Xtranormal: Students will use the Xtranormal website to create their own Xtranormal video. These videos must have two characters who will discuss either a concept or a process from the Roman Empire. The video cannot be less than two minutes long and the characters must have a dialogue about the topic you have chosen. The Xtranormal video will be graded using a rubric.
 * Summative (Assessment of Learning)**

**__Integration__** Technology: Students will be using the website Xtranormal.com to make their own videos for their summative assessment.

English: Students will be filling out a graphic organizer, creating a script, and researching topics that they have been given.

Speech: Each group of students will be presenting the information that they have found to the rest of the class.

Video editing/Film: Xtranormal allows the students to set the camera angles for their movie and to direct the action of their characters.

**__Groupings__** The students will be separated into groups and each group will be given either a concept or a process to research and then present to the class. Each group will consist of four members who will be chosen by having the class count-off by six (or whatever number will divide the class by four) and then having those with the same number gather in a certain section of the room. One member of the group will be the facilitator who will make sure that everyone is contributing and the assignment is getting done. The next member will be responsible for writing or collecting all the information from the group and putting it all in the same place. Third is the person who will be responsible for keeping track of when the group will meet next and reminding everyone when that is. Finally, the fourth member of the group will be the one who will present the information their group has found to the rest of the class.

**__Differentiated Instruction__**
 * Strategies**
 * Verbal/Linguistic:** They will be making a script for the Xtranormal video and doing research for the Jigsaw activity.
 * Logical/Mathematical:** They can experiment with the angles of the camera for their video.
 * Visual/Spatial:** There is a video at the beginning of class, they will be manipulating an environment for their video, and they can find pictures for their Jigsaw presentation.
 * Interpersonal:** They will be working in groups to research their assigned task and the video will have more than one character in it.
 * Intrapersonal:** The planning and making of the Xtranormal video is to be done alone.
 * Musical:** Their video could be put into a rap or song format rather than just the normal dialog.
 * Bodily/Kinesthetic:** Students are up and moving to get to their groups and then they are presenting to the class.


 * Modifications/Accommodations**
 * //I will review student's IEP, 504 or ELLIDEP and make appropriate modifications and accomodations.//**

If a student is absent on the day/s the group work is being done they will be able to do an alternate assignment that involves researching either a concept or process from the Roman Empire. A student absent on the day the groups are assigned will be placed in a group and all the members of that group will be notified by the teacher. If the absent student was able to contribute to the group work outside of the classroom then they will not be required to complete a different assignment. Since the Xtranormal videos will be submitted by putting the link to their video on the class wiki page, a student will be able to submit the assignment on time even if they are absent.
 * Absence**

Every student will be making a video using Xtranormal. They will be using this website to create an animated video that will be submitted for grading.
 * Extensions**

**__Materials, Resources and Technology__**
 * Laptop
 * Laptop charger
 * Tree chart graphic organizer
 * Pencils
 * Notebook paper
 * Textbook
 * Rubric for the Xtranormal video
 * Chalk and chalk eraser
 * //Julius Caesar's Rome// DVD by The History Channel
 * Projector and cord to connect to laptop

**__Source for Lesson Plan and Research__** Tree chart: [] Jigsaw: [] Xtranormal: [|www.xtranormal.com] "Building An Empire": //Julius Caesar's Rome// DVD by The History Channel Sources for content: [], [] , [] , [] ,

**__Maine Standards for Initial Teacher Certification and Rationale__**

This lesson will use the four learning styles (clipboard, microscope, beach ball, and puppy) as discussed in EDU 221. For clipboards, they will have everything organized and the rubric will act as a type of checklist so that they will know exactly what they need to do. Microscopes will be able to piece together different pieces of information and see how they connect to each other and to the present. Those who learn better with the beach ball style will like being able to go from watching a video, to taking notes, to group work, to presenting, to finally working on the Xtranormal project. Finally, puppies will have the safety of their small groups to work in and will not be pressured to present to the entire class if they do not feel comfortable doing so.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * Rationale:**

Maine Learning Results: Social Studies - E. History E2: Individual, Cultural, International, and Global Connections in History Grade 9-Diploma "The Classical Civilizations of the Mediterranean Basin, India, and China, 1000 BC - 600 AD" Student will know senate, res publica, consuls, praetors, decemviri, Hortensian law, and about the first laws being set up. While the terms just listed are being presented, the students will be filling out a tree chart that will organize the information and help them to see where the terms work together. After the tree chart is completed, the students will research a topic in a group setting as well as on their own. Eventually, the group will present their research to the rest of the class and the individual work will be put into an Xtranormal video that will be graded.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**
 * //Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities.//**
 * Rationale:** Before a student can see where a society had unity and diversity, they must first know what that society looked like when it existed.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Verbal/Linguistic:** They will be making a script for the Xtranormal video and doing research for the Jigsaw activity.
 * Logical/Mathematical:** They can experiment with the angles of the camera for their video.
 * Visual/Spatial:** There is a video at the beginning of class, they will be manipulating an environment for their video, and they can find pictures for their Jigsaw presentation.
 * Interpersonal:** They will be working in groups to research their assigned task and the video will have more than one character in it.
 * Intrapersonal:** The planning and making of the Xtranormal video is to be done alone.
 * Musical:** Their video could be put into a rap or song format rather than just the normal dialog.
 * Bodily/Kinesthetic:** Students are up and moving to get to their groups and then they are presenting to the class.

Students will also be using Type II technology as they manipulate the video they will be making on Xtranormal.com by using the tools that can be found on that website.

Students will turn in a one tree chart listing the concepts and another tree chart listing the concepts that have been discussed in class. This assignment will not be graded and will be used to see that they have all of the content and to check up on their note taking skills. After the charts have been given back, the students will be divided into groups and each group will be given a concept or a process that they will then present to the class. Students will get feedback on their work which will help them complete the summative assessment on their own.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**
 * Formative (Assessment for Learning)**

Xtranormal: Students will use the Xtranormal website to create their own Xtranormal video. These videos must have two characters who will discuss either a concept or a process from the Roman Empire. The video cannot be less than two minutes long and the characters must have a dialogue about the topic you have chosen. The Xtranormal video will be graded using a rubric.
 * Summative (Assessment of Learning)**

**__Teaching and Learning Sequence__** The students will have their desks in groups of four so that they will already be sitting in their jigsaw teams by the time the class reaches that activity. Agenda: 4 day lesson
 * Day 1:**
 * Attendance, any announcements that need to be made, and collect any Persuasion maps that have not been turned in (10 minutes)
 * Watch "Building An Empire" (45 minutes)
 * Stretch break (5 minutes)
 * Begin going through the terms for this lesson and filling out graphic organizer (15 minutes)
 * Have students pack up and prepare to go to their next class or home (5 minutes)


 * Day 2:**
 * Attendance and any announcements that need to be made (10 minutes)
 * Finish going over terms and filling out the graphic organizer (30 minutes)
 * Collect graphic organizer and divide class into their jigsaw groups (10 minutes)
 * Explain the assignment to the class and give each group their topic to research (10 minutes)
 * Have students decide which roles they wish to take on in the group and write them down then give the list to the teacher for safe keeping (15 minutes)
 * Have students pack up and prepare to go to their next class or home (5 minutes)


 * Day 3:**
 * Attendance and any announcements that need to be made (10 minutes)
 * Work day for the group project (60 minutes)
 * Pick the order that the groups will present the next day (5 minutes)
 * Have students pack up and prepare to go to their next class or home (5 minutes)


 * Day 4:**
 * Attendance and any announcements that need to be made (10 minutes)
 * Have groups present their research to the rest of the class (60 minutes)
 * Assign the Xtranormal project and have them due after the weekend so students have time to work on them (5 minutes)
 * Have students pack up and prepare to go to their next class or home (5 minutes)

Students will understand that historical perspective is developed from concepts and processes from the Roman Empire. Students will see where some of the ideas and processes that we see every day came from and how they were used then. **//Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities.//** Students will watch "Building An Empire" from //Julius Caesar's Rome// by The History Channel.
 * Day 1**
 * Where, Why, What, Hook, Tailors:** Verbal/Linguistic, Logic/Mathematical, Visual/ Spatial, and Intrapersonal.

Students will know senate, res publica, consuls, praetors, decemviri, Hortensian law, and about the first laws being set up. During the lesson, students will be filling out two tree charts: one for concepts and one for processes. As each topic is being discussed, students will be told which of the charts they should put that term on. At the end of the lesson the students will turn in their charts to the teacher so they can check for completeness. (See content notes.)
 * Day 1/Day 2**
 * Equip, Explore, Rethink, Tailors:** Verbal/Linguistic, Visual/Spatial, and Intrapersonal.

The students will be separated into groups and each group will be given either a concept or a process to research and then present to the class. With the different ideas in the group, they will have to go over their plan to make it as good as possible. I will be going around and asking about what the groups are doing and give advice about more information to look up or different ways to present what they have found. After they have presented their projects each student will use the Xtranormal website to create their own Xtranormal video. These videos must have two characters who will discuss either a concept or a process from the Roman Empire. The video cannot be less than two minutes long and the characters must have a dialogue about the topic you have chosen. The Xtranormal video will be graded using a rubric.
 * Day 2/Day 3**
 * Explore, Experience, Rethink, Revise, Refine, Tailor:** Verbal/Linguistic, Logic/Mathematical, Visual/Spatial, Interpersonal, Intrapersonal, and Bodily/Kinesthetic.

Since students will be working in groups, they will constantly be looking over the work being done and incorporating different ideas and improving what they are doing. The groups that present last will also have the advantage of seeing the groups that have gone before them and changing their presentations to avoid some of the mistakes that have already been made. When it is time to work on their own, students will be provided with the rubric that will be used to grade their project so that they can constantly check their work against what is expected of them. It will be the constant goal to return any papers or assignments that have been turned in to the students with feedback by the next time the class meets. All the information that is being taught is either being used or built upon in the assignments given or in the next lesson. This is especially important since in the next lesson the students will need the information given to help participate in activity in the next lesson.
 * Day3/Day 4**
 * Evaluate, Tailors:** Verbal/Linguistic, Interpersonal, Intrapersonal, and Bodily/Kinesthetic.

Senate: " The Roman Senate is composed of those Romans who have distinguished themselves politically, and have served as elected officials. The Senate controls the Treasury, votes on new legislation, and establishes policy. The Senate's duty is to ensure that Rome thrives in all her non-military aspects " (roman-empire). At certain times, Roman citizens were allowed to view the Senate proceedings as long as they did not interrupt and made sure that no one else interrupted the Senators. The Senate is presided over by the Consuls. At the beginning of the meeting, auspices should be held by the Pontifex Maximus or the ranking Augur (see Roman Religious Colleges) to determine the approval of the gods. The Consuls may then call the meeting to order. The Consuls shall introduce each topic. "Only the Tribune of the Plebs may interrupt the Consuls (with a Veto). The proper order for the Consuls to call on other speakers is as follows: the Imperator, the Praetor, the Aedile, the Quaestor, followed by Consulars then other members of the Senate in order of their abundance of military awards. This is the appropriate progression. Non-Senators may be called upon to speak in open sessions, but have no actual right to speak. Of course, the Consuls may opt not to allow anyone to speak on a given topic: they operate the Senate and that is their right. A Consul, for instance, may propose a law and call for an immediate division of the Senate. ONLY Senators may vote on an issue, even in an open session. NO foreign kings may attend a Senate meeting (even as an ambassadorial representative), according to ancient tradition. Only a king's ambassador may appear before the Senate" (roman-empire).
 * Content Notes**

Res publica: A Latin phrase that in general refers to anything open to the public. In terms of the Roman Empire it refers to the time between the kings and the Caesars when the Senate ruled Rome. It is also where we get our term "republic" from.

Consuls: They were two men who were appointed to rule the Roman Republic jointly. They were in charge over the Senate and were elected for a period of one year at a time. In a time of crisis, one of the consuls could be appointed Dictator over the entire Republic until the normal functions of the government could be resumed.

Praetors: The position of praetor was first established in 356 BC when the patricians were forced to share the consulship with the plebeians.Originally it was a way for the patricians to keep their power in the government but that changed in 337 BC when a plebeian was appointed to the position. By that time a Roman had to be 40 years of age before they could be appointed as a praetor and they would be in charge of administering civil law, commanding the army, being the judges in the courts, and eventually governing Roman provinces. By the imperial period, a man would only have to be 30 years old before they could become a praetor and they would now be responsible for many of the administrative duties of the Empire (road building, grain storage, etc.).

Decemviri: A group of ten men who collectively ruled Rome for short periods of time. Their purpose while in power was to create laws by which the empire would be run. In 451 BC they made ten tables of law and then a second group made the Twelve Tables.

Hortensian law: It was an additional law that made it almost impossible for the Senate to veto decisions made by the Assembly (the plebeian government body).

The first laws being set up: The plebeians were upset that there was no written code of laws for them to follow. In response, three men were sent to Athens to study the Greek code of laws. When the men returned it was suggested that a ten man group be appointed for one year to create a set of written laws for the people. By the end of the year they came up with ten tables. The people were delighted but thought the work was not completed. Another group of ten men were appointed for another year. Through some trials and mishaps, the Twelve Tables were created. They were twelve copper plates that had a simplified version of the Roman law printed on them for everyone to see.

Rubric for the Xtranormal video Tree chart graphic organizer
 * Handouts**