L5+Rea,+Brittany


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


 * Teacher’s Name****:** Miss Rea
 * Lesson # :** 5
 * Facet:** Explanation
 * Product:** Podcast
 * Grade Level:** 10th
 * Topic:** Revolts and Revolutions in the Roman Empire

__**Objectives**__

 * Student will understand that** issues of continuity and change from Ancient Rome have an effect in the United States and the world.
 * Student will know** revolt against the kings, mutiny of the Army, and the 7 kings of Rome.
 * Student will be able to** show how the issues of continuity and change have had an effect on the United States and the world.

__**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:** Now that students have seen many of the different aspects of Roman culture, they will see how the Roman people changed that culture when they saw it needed to be changed.

__**Assessment**__
Students will be filling out a Five W's Chart that will ask them to answer some questions (What, Who, Why, Where, and When) about the events that the students will be looking at for their final product. Once this chart has been filled out, the students will then be required to write a script for their podcast. Both the Five W's Chart and the script will be turned in on the day that their podcast is due. These two items will not be graded but will be checked to make sure that they have been completed. After the students have completed the final product for this lesson, they will also be required to fill out a rubric for their own podcast that will be taken into consideration when the teacher is grading their work but will not influence the final grade that the student will receive on their product.
 * Formative (Assessment for Learning)**

Podcast: Students will work in teams of two or three to make a radio show discussing at least two different changes that happened in Ancient Rome. The broadcast must be between five and ten minutes long and each member of your team must be heard at some point during the show. If your team decides to make a song rather than a radio broadcast, than the product will only have to be between 3 and 4 minutes long. The song must have at least 3 verses. Each team will turn in either the script for their radio show or the lyrics to their song on the day they turn in their finished project. This project will be graded using a rubric.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will be using either Garageband or Audacity to record and edit their podcast.

English: Students will be writing a script that they will be using to make their podcast.

Drama: Even though the students will only be using their voices, they will be portraying characters in their podcast.

__Groupings__
To assign the partner that a student will be working with, the class will be lined up along one of the walls of the room. Once they are lined up, one end of the line will start to fold itself until each student is standing directly across from another student. If there happens to be an odd number of students in the class then there will be one group of three that will consist of the one person without a partner and the pair that is standing next to him/her.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal/Linguistic:** Students will have to write a script of some sort for their Podcast.
 * Logical/Mathematical:** The Podcast can only be so long. Students will have to figure out how to say all their information in the limited amount of time they have.
 * Interpersonal:** The students will work in pairs to complete the assignment and there will be a class discussion after the hook.
 * Intrapersonal:** Students will be given the opportunity to think about the different revolutions and revolts before the class discussion.
 * Musical:** Students, after discussing with the teacher, will have the option of creating a song rather than a Podcast.
 * Bodily/Kinesthetic:** Students can be grouped into the different fractions depending on what revolt or revolution is being talked about.


 * 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 that the lecture notes are given and the groups are assigned they will have to come to the teacher and set up a time when they can come and get the notes. That student will also either be assigned a partner or to a team depending on the number of students in that class. If a student is absent on the day that the assignment is due, than that assignment will be due on the next class period that the student is in class or on a date that the student and the teacher have previously determined.
 * Absence**

All students will have the opportunity to use the audio editing software and learn about how that software works.
 * Extensions**

__**Materials, Resources and Technology**__

 * Laptop
 * Laptop charger
 * Projector
 * Cord to connect projector to the laptop
 * Notebook paper
 * Pencils
 * List of different revolts and revolutions
 * Copies of Five W's Chart
 * Copies of the podcast rubric
 * Extra sets of headphones

__Source for Lesson Plan and Research__
Five W's Chart: http://www.eduplace.com/graphicorganizer/ Sources for content: http://www.roman-empire.net/, http://bc-stuff.blogspot.com/2010/01/revolt-against-king-tarquin.html,

__**Maine Standards for Initial Teacher Certification and Rationale**__
Students who learn best in an environment suited for puppy learners will like working with a partner or only two other people rather than having to work in a larger group. It will also be more comfortable for them as they have had some time by this lesson to get to know their classmates and feel more comfortable in the classroom in general. Beach ball learners will like having the option to choose either a music composition or a podcast. They will also like that even though they are limited in that they have to do an audio recording, they still have the freedom to choose what they are going to do in that recording (news broadcast, interview, story, song, etc.). Microscope learners will like the exact peramitors that they will have to follow. They will also be able to challenge themselves by finding details about their event that either were not discussed in class or that may not be widely known. Finally, clipboard learners will like having a rubric to check their work against and that the lesson has a structure to it so they know what is coming next.
 * //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" //**Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities.**// Student will know revolt against the kings, mutiny of the Army, and the 7 kings of Rome. The students will use this information to complete their assignment for this lesson. They will start with the information given them in class and then build upon that information as they develop their script for their podcast.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**
 * Rationale:** Now that students have seen many of the different aspects of Roman culture, they will see how the Roman people changed that culture when they saw it needed to be changed.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Verbal/Linguistic:** Students will have to write a script of some sort for their Podcast.
 * Logical/Mathematical:** The Podcast can only be so long. Students will have to figure out how to say all their information in the limited amount of time they have.
 * Interpersonal:** The students will work in pairs to complete the assignment and there will be a class discussion after the hook.
 * Intrapersonal:** Students will be given the opportunity to think about the different revolutions and revolts before the class discussion.
 * Musical:** Students, after discussing with the teacher, will have the option of creating a song rather than a Podcast.
 * Bodily/Kinesthetic:** Students can be grouped into the different fractions depending on what revolt or revolution is being talked about.

Technology: Students will be using either Garageband or Audacity to record and edit their podcast.

Students will be filling out a Five W's Chart that will ask them to answer some questions (What, Who, Why, Where, and When) about the events that the students will be looking at for their final product. Once this chart has been filled out, the students will then be required to write a script for their podcast. Both the Five W's Chart and the script will be turned in on the day that their podcast is due. These two items will not be graded but will be checked to make sure that they have been completed. After the students have completed the final product for this lesson, they will also be required to fill out a rubric for their own podcast that will be taken into consideration when the teacher is grading their work but will not influence the final grade that the student will receive on their product.
 * //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)**

Podcast: Students will work in teams of two or three to make a radio show discussing at least two different changes that happened in Ancient Rome. The broadcast must be between five and ten minutes long and each member of your team must be heard at some point during the show. If your team decides to make a song rather than a radio broadcast, than the product will only have to be between 3 and 4 minutes long. The song must have at least 3 verses. Each team will turn in either the script for their radio show or the lyrics to their song on the day they turn in their finished project. This project will be graded using a rubric.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
The classroom will be set up with the desks put in pairs and then arranged in rows. Agenda: 3 day lesson.
 * Day 1:**
 * Attendance, any announcements that need to be made, and check that you have all the students URLs for their Capzles assignment (10 minutes)
 * Look at the different revolts and revolutions and discuss them (30 minutes)
 * Go over the terms for this lesson (found in content notes) (35 minutes)
 * Have students get ready to go to their next class or home (5 minutes)


 * Day 2:**
 * Attendance and any announcements that need to be made (10 minutes)
 * Review the terms from the day before (20 minutes)
 * Assign Podcast project and explain what needs to be done (10 minutes)
 * Put students in pairs (5 minutes)
 * Have each pair decide whether they want to do a song or a regular podcast and then get their rubric (5 minutes)
 * Have students start research on their topic and writing/planning their script/lyrics (25 minutes)
 * Have students get ready to go to their next class or home (5 minutes)


 * Day 3:**
 * Attendance and any announcements that need to be made (10 minutes)
 * Have time for students to ask any questions that they may have about the assignment, audio editing software, or anything else they need clarification on (15 minutes)
 * Give the rest of the class period for students to work on their podcast assignment. The final product will be due at the beginning of the first class period after the weekend. (50 minutes)
 * Have students get ready to go to their next class or home (5 minutes)

Students will understand that issues of continuity and change from Ancient Rome have an effect in the United States and the world. If we can understand what has happened in the past, we can change the future. **//Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities.//** Have a list of different revolts and revolutions on the board and discuss where they differ and where they are the same.
 * Day 1:**
 * Where, Why, What, Hook, Tailor:** Verbal/Linguistic, Logical/Mathematical, and Interpersonal

Student will know revolt against the kings, mutiny of the Army, and the 7 kings of Rome (see content notes). For the instruction part of this lesson, students will be allowed to portray the different groups or people that are being discussed. As a person is being mentioned, a student will be called up to represent that person in front of the rest of the class. If it is a group that is being talked about, a section of the class will be chosen to represent that group. On the next day, the teacher and students will review the new information that was given to them yesterday and any gaps that appear will be filled in.
 * Day 1/Day 2:**
 * Equip, Explore, Rethink, Tailors:** Verbal/Linguistic, Logical/Mathematical, Interpersonal, and Bodily/Kinesthetic

Now that the students have been given the information that they will need, they will make either a podcast or record a song that gives more or deeper information about the topic they have been assigned. To complete the assignment, the student will be working in pairs. To assign the partner that a student will be working with, the class will be lined up along one of the walls of the room. Once they are lined up, one end of the line will start to fold itself until each student is standing directly across from another student. If there happens to be an odd number of students in the class then there will be one group of three that will consist of the one person without a partner and the pair that is standing next to him/her. Once with their partner/s, the students will research their topic and then make either their podcast or their song. If the students chose to make a radio show, they will be discussing at least two different changes that happened in Ancient Rome. The broadcast must be between five and ten minutes long and each member of your team must be heard at some point during the show. If the team decides to make a song rather than a radio broadcast, than the product will only have to be between 3 and 4 minutes long. The song must have at least 3 verses. Each team will turn in either the script for their radio show or the lyrics to their song on the day they turn in their finished project. This project will be graded using a rubric. Throughout the entire process of making the product, the teacher will be available to answer any questions the students may have and they will be walking around the room to check the progress of each group.
 * Day 2/Day 3:**
 * Explore, Experience, Rethink, Revise, Refine, Tailors:** Verbal/Linguistic, Logical/Mathematical, Interpersonal, and Musical

Students will be self-assessing their own product before they hand it in. They will use the rubric they were given when they were assigned to give themselves a grade and they will hand this rubric in on the day their product is due. While students are working, the teacher will be walking around the room and checking with each group to see how they are doing on their project. After the assignment has been turned in, the teacher will have them graded for not the next class period that class has with him/her but by the one after that. How this all connects with the rest of the lessons in this unit is that it is one more piece of the puzzle that was the Roman Empire. The students will need this information when they put everything they have learned together in their final product at the end of this unit.
 * Day 3:**
 * Evaluate, Tailors:** Verbal/Linguistic, Logical/Mathematical, and Intrapersonal

Revolt against the kings: King Tarquinius' was the last of the kings of Rome. With his reign already unpopular, the Roman people rebelled against the king after the prince, Sextus, raped a noble woman. This was too much for the people to take, and they rebelled. They were led by Lucius Iunius Brutus, a man who had been humiliated by King Tarquinius and was seeking revenge. Brutus' family had been stripped of its wealth and his brother had been murdered. To top off the humiliation, Brutus was made second in command of Rome, usually a position of honor but in this case a position of humiliation.
 * Content Notes**

Mutiny of the Army: In 342 BC Roman soldiers were for the first time being asked to defend land that was not close to Rome. Not having any connection to the territory, the soldiers were not willing to fight for it. On top of that, leaders in the Army were abusing their power to appoint people to positions they had not earned and the cavalry units were being paid three times more than the regular soldiers. Rather than continue with the way things had always been, the Army decided to mutiny. What started with a section of the Army stationed far from Rome soon spread until the rebels came within eight miles of Rome itself. Seeing the state of emergency, the senate selected a dictator to deal with the problem. Rather than force the rebels to cease their activities, the dictator decided to negotiate with them and eventually reached a settlement that was agreeable to both parties.

The seven kings of Rome:
 * Romulus: The mythical founder and first king of Rome. He is attributed with founding the Senate. Romulus is also known for his aggressive expansion of Rome and for granting sanctuary to criminals and runaways. Much of his life is surrounded in myth and legend, even his death. It is said that a storm came up while Romulus was making a sacrifice to the gods. The people who were there ran for cover leaving Romulus and the senators alone. According to myth, Romulus was taken by his father Mars but the more likely story is that the Roman senators murdered their first king.
 * Numa Pompilius: Numa came to power as a compromise between the Romans and the Sabines. The Sabines did not want a Roman to rule them any longer and the Romans agreed to appoint one of them as long as the Romans were the ones choosing who would be king. The Romans chose Numa Pompilius, a cultural/religious figure rather than a warrior. Where Romulus founded Rome as a place, Numa is credited with taking the rough, barbarians and making them into the Romans of history.
 * Tullus Hostilius: Unlike his predecessor, Tullus was a warlike king who settled his arguments with a sword rather than words. Over the course of his kingship, Tullus led Rome to victory against her neighbors, bringing them into the kingdom. With this rise in population the senate grew too large to fit in its meeting place. To solve this problem, Tullus built a new senate chamber. This chamber would continue to be used throughout the rest of Roman history. Towards the end of his reign, a plague swept through Rome and Tullus sought to appease the gods by becoming more religious. While the king's new religious devotion may have looked good, it did not appease the gods. Tullus was struck by lightening and died.
 * Ancus Marcius: Grandson of Numa Pompilius. This man was brought to power as Rome longed for the peace they had enjoyed under his grandfather. When Rome's neighbors discovered the peaceful nature of the new king, they attacked the city. To their dismay, Ancus proved to be a warrior as well as a man of peace. During his reign, more people were brought into Rome and a bridge was built across the Tiber River. This bridge gave Rome an advantage by allowing them to control both banks of the river. Ancus died a most beloved and respected king.
 * Tarquinius Priscus (Tarquin the Elder): Tarquin arrived in Rome as just an ordinary citizen but soon worked his way up the social ladder up to the point where he was responsible for taking care of Ancus Marcius' two sons. When Ancus died, Tarquin maneuvered himself into favor with the Roman people and gained the throne. At the beginning of his reign, he vanquished any foe who came up to him gaining many trophies to symbolize his power. One of the major accomplishments of his reign was to drain out the land in between the hills of Rome making the land usable. Feeling wronged, Ancus' sons hired two assassins to kill Tarquin. While one assassin distracted the king the other one came up from behind and gave him an ax blow to the head. The king died instantly.
 * Servius Tullius: Where this man came from is unknown, but somehow he captured the attention of the Queen and was put under her care. With the Queen's help, Servius took the throne after the death of Traquin the Elder and soon showed himself an able military leader by defeating a group of Etruscans (he would never have to lead his men into battle again). During his reign Rome also began to first use coins for trade rather than a bartering service. Other accomplishments attributed to Servius is adding defenses to Rome, moving a major festival to the city, and completing the construction of the temple to Jupiter. Servius met his end when his son-in-law decided to declare himself to be king. When Servius went to the senate to see what was going on, he was thrown out of the chamber and stabbed to death by assassins in the street.
 * Lucius Tarquinius Superbus (Tarquin the Proud): Lucius had on legitimate claim to the throne so the only way he could stay in power was to use the same method he had used to gain that power, terror and violence. Lucius became a tyrant. Even with his use of terror, Rome gain prestige abroad and many public works were completed, all through forced labor of course. Lucius' downfall came at the hands of his people. He was forced into exile and even though he would try and regain his throne he would never again have the city he once ruled.

Five W's Chart Rubric for Podcast Rubric for Music piece
 * Handouts**