McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015

Teacher: Hannah Hopper Date: Thursday, February 16th

Title of Lesson: Ancient Rome-Contributions Cooperating Teacher: Mr. Burnsworth

through Architecture and Art

Core Components
Subject, Content Area, or Topic: Content-Ancient Rome

Student Population: 20 students-Gifted Cluster

10 boys
10 girls
Learning Objectives: Students will learn about architecture and art in ancient Rome as well as
explain how the contributions of ancient Rome influence the present world.

Virginia Essential Knowledge and Skills (SOL)

3.2.1/SOL 3.1- The student will explain how the contributions of ancient Greece and Rome have
influenced the present world in terms of architecture, government (direct and representative
democracy), and sports.

VDOE Technology Standards

C/T 3-5.1: Demonstrate an operational knowledge of various technologies.

A. Use various types of technology devices to perform learning tasks.

Use a keyboard, mouse, touchscreen, touchpad, and other input devices to interact with
a computer

C/T 3-5.6: Plan and apply strategies for gathering information, using a variety of tools and sources,
and reflect on alternate strategies that might lead to greater successes in future projects.

A. Collect information from a variety of sources.

Conduct research using various types of text- and media-based information.

Materials/Resources
QR code worksheets (20)
Promethean board
Rome Book
10 iPads
Textbooks
Timer
Pencils

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
5 min Anticipatory Set
TTW ask the students What are some things we started to research on Tuesday, using
the QR codes and iPads? TTW call on random volunteers to call out. TTW state Today
we are going to continue our research on the different architecture and art in ancient
Rome.

State the Objectives (grade-level terms) The students will understand that the
contributions from long ago influence us today and can help us better understand life in
the present.

45 Instructional Input or Procedure

min 1. TTW pass out QR code worksheets to each student. TTW have students move to
an area of the classroom with their partners from Tuesday and give each partner
group 1 iPad to share. TTW remind the students how to use the iPad and the QR
sheet in order to complete research about architecture and art. TTW direct the
students to use a different QR code app that is more effective.
2. TSW use the iPads to finish their research on the architecture and art in ancient
Rome. TTW provide any assistance needed as the students complete their
research using the iPads.
3. Once all the students have completed all the QR code sections, TSW share with
the class the information they collected on the QR code sheet. TTW record their
responses on a flipchart using the promethean board and facilitate discussion.
4. TTW allow the students to take their completed QR code sheets home.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
3 min Modeling
TTW will model for the students how to research using the QR codes and iPads. TTW
direct the students to the new app and model how to take a picture of the QR code, click
the URL, and read the given article to find information.

20 Check for Understanding

min TSW research and complete the graphic organizer. TTW assist the students with
research.

15 Once the students have completed their research, the students will share out with the
min whole class what they found. TTW record these responses on the promethean board.

Guided Practice
TSW copy the additional notes from section onto their graphic organizer as the teacher
facilitates discussion.
20 Independent Practice
m TSW complete their graphic organizer using the QR codes with a partner.
in
Assessment
TTW walk around and monitor the students as they research. TTW take notes to
formatively assess the understanding of the architecture and art in ancient Rome. TTW
ask the students concluding questions (found below).
10 Closure
min TTW conclude by asking these questions.
What is a contribution?
What is architecture?
How did their architecture and art influence our world today?
What were the significant contributions that the Roman Empire made?
The ancient Romans were expert road builders. Have the way roads are built and
the use of roads changed over time?

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Accommodation: Allow students to use technology to research about the architecture and
art

Classroom Management Issues (optional)

Timer
Assign the students their partners
Assign which student gets to start with the iPad
Monitor voice levelif the students are off task or too loud, they will get a textbook and
have to work on it independently

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Intern Signature Cooperating Teacher Signature Date

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015