Julius Caesar
2Name
Date(s)
taught
Lesson
Title
Melissa Cox
10/25/12
Grade level(s) 11
Course/Subject World History 11
Julius Caesar's Five
W's
Observed
Lesson
☐ yes, by
CONTENT FOCUS
Central Focus of the The transition of Rome from a Republic to an Empire. In order for
students to understand this, they must know who Julius Caesar is and his
Learning Segment
significant role in the movement. This influenced the development and
interactions among the civilizations surrounding the Mediterranean Sea.
TPA Required
Content Standard(s) 9.4.3.8.2 Describe the development, characteristics, and decline of
civilizations in Southwest Asia and around the Mediterranean Sea
(Mesopotamia, Egypt, Persia, Greece, Rome); describe their interactions.
TPA Required
(Classical Traditions, Belief Systems, and Giant Empires: 2000 BCE-600
CE)
4. Individual Development and Identity
f. How ethnicity, nationality, and culture interact to influence specific
situations or events.
Learning Objectives What do you want your students What do you want students to be
to know?
able to do?
The students will know…
The students will be able to…
- Details surrounding Rome's
emergence from a Republic to an
Empire.
- An overview of Julius Caesar's
life.
- Interpret and organize information
regarding Julius Caesar's life.
KNOWLEDGE OF STUDENTS TO INFORM TEACHING
What do they know, what can they do and what are they learning to do?
Each student in this class is on an IEP. Literacy is a main focus
Students with IEPs
for each lesson. Giving students extra time and modified
resources are important. This course was designed for students
to receive the extra help and attention they need.
English Language Learners There are no English Language Learners in this section, but the
vocabulary will be explained in depth since most students will
not be familiar with it. Depending on the students proficiency I
may provide a vocabulary sheet with the definitions on them.
There are no gifted students in this class. However, if there were
Gifted
then I would section them into a different group and give them
documents of a higher reading level to interpret.
There is one student who is categorized as 504. The materials
504
provided today have been modified to ensure student
understanding. Assistance reading and help throughout the
exercise will be provided. The student has a para professional
that is also present in the class to provided extra help.
Family/Community/Cultural Many students will be familiar with the name Julius Caesar and
possibly have quite a bit of information regarding
Assets
him. Students will also have an idea of what a republic
represents from prior knowledge and experience. Some of the
information may be incorrect and assessing that will be
important. Most family, community, and cultural ideas support
the learning about Julius Caesar and I foresee no problems.
Two of the students in the classroom are friends and are very
Social /Emotional
social. Monitoring their progress and promoting positive
contributions will be important for their learning. The majority
Mental Health
of students in the class participate actively and demonstrate
good report as a class. One student shows hesitation in group
activities and providing a safe environment free of bullying will
help encourage his participation.
N/A
Other
Academic Language Demands
Republic, Empire, Dictator, Tyrant
Prior Academic Language
Development
Rome, Italy, Emperor, Assassination, Transitions
General Vocabulary
Divide, Highlight, Construct
Instructional Language
Caesar
Content Specific Vocab.
Prior Learning/Prior Thinking/Prior Experiences
For this particular lesson there is such a wide variance of student's prior knowledge. The
students will likely be familiar with Julius Caesar if not him, the Caesar title. They will likely
now where he lived and ruled. Clarifying information such as the difference between him and
Augustus will be important since it can be confusing to students. Establishing the difference
between a Republic and an Empire will also be important for students to understand the
lesson. Providing the students the appropriate context such as specific years. This can also help
them differentiate between Julius and Augustus.
MONITORING STUDENT LEARNING
Assessments
Pre-Assessments
☐ Informal
Formative Assessments
☐ Informal
Summative Assessments
☐ Informal
Students will be asked to
During the reading activity,
verbally give their knowledge after each section, a summary
of Julius Caesar at the
of each section will be
beginning of class. Their
discussed to ensure
answers will be recorded on understanding. Assisting
the board.
students in their decisions to
highlight will also aid in
assessment, to ensure students
are learning how to identify
important information in the
text.
☐ Formal
☐ Formal
☐ Formal
Students will turn in their
pictures and explanation to
be graded.
SUPPORTING STUDENT LEARNING
Safety Issues
Materials/Resources
There will be no safety issues for students.
Teacher Materials:
Students' Materials:
Printer paper, colors, markers, Pencil preferably
extra pens for students.
highlighters
Creativity, decision making skills, ability to fold paper
Needed
Human Resources
Utilized
Co-teaching
Strategy: ☐ One Teach, One Assist
Observe
Required for ~70% of
daily lessons
☐ Station Teaching
☐ Parallel
☐ Alternative Teaching
☐ Team
Teaching
Teaching
Teacher A: Melissa Cox
Roles and
Responsibilities
Required for ~70% of
daily lessons
Research-Based
Practices or Theories
TPA Required
Prior to the Lesson
☐ One Teach, One
Teacher
B:
N/A
Lead reading activity and
instruction. Guide students on
their highlighting. Give directions
for students regarding their
pictures and explanations.
Note taking/graphic organization, breaking down thought process in
note taking, assessing primary and secondary resources, reading and
writing skills.
Students will have a small background regarding Julius
Caesar. Ensuring they have the correct information will be important.
LEARNING TASK IMPLEMENTATION
Pacing Lesson
Instructional Strategies and Learning Tasks
Notes
Segments
Opening to Launch Lesson - engage learners, set purpose, activate or tap prior knowledge, preassess, etc.
2 min Hook/
Ask the students if they have heard of Julius Caesar? Then
discuss their reactions.
Activate
Prior
Knowledge
Record the students' responses to Julius Caesar and their prior
1 min Assess
knowledge.
1 min Purpose Explain that today we are going to learn a brief overview of
who Julius Caesar was and his role in converting Rome from a
Republic to an Empire.
Body - instructional strategies,procedures to acquire new knowledge or skills and apply or use
in meaningful way, develop fluid use of knowledge or skill, differentiation, informal assessment
20 min Activity
- Pass out the three different documents to the students. Ask
We will only
students to choose five different colors. Each of these colors be using one
will represent who, what, when, where, and why.
for this class
since it is
only 20
- As we read together as a class and stop and evaluate and
minutes.
summarize each paragraph.
- During this time, ask students to coordinate one color
representing one of the w's and highlight accordingly. (This will
also help them identify a note taking strategy that they may use
in the future.)
20
min
Modeling - Once the reading activity is complete, then pass out blank
pieces of paper for students.
- Ask them to divide their papers into four different
sections. Label each of these sections Who (was Julius Caesar),
What (did he do), When (did he do this), and Where (did he do
this). In each section the students will draw a symbol or
picture answering the question of the W. The pictures must be
labeled and explained briefly in the box. On the back the
students will write the Why in a brief description.
Questions Through the activity questions will be posed to students
reflecting their interest as well as the historical importance that
they must draw away from the activity. Reasoning why the
events occurred is crucial and will be stressed throughout the
activity.
1 min Transition Ask the student for any comments or remaining questions they
are unsure of.
Summary or Discussion for Closure - student reflection on learning, how do you know they
understand along the way, how will you assess this?
1 min Reflection Ask the students how they think this influenced the other
civilizations surrounding Rome. This will begin a lead in to the
next class period.
Ask for students to turn in their pictures and they will be given
Assess
back the next day.