Social Studies Vocabulary and Handwriting
MINI LESSON PLAN
Exclusion Brainstorming
Mini Lesson Plan (Based on SIOP Model)
Lesson Plan Title: The Political Development of Rome
Name: Adam Hill
Grade Level: 6th
ELD Objectives: After the mini lesson on the
Political Development of Rome, students in grade 6
will be able to describe orally and produce a poster
or power point presentation, which depicts a
personal interpretation of currency during the
Roman Empire with 95% accuracy.
ELD Language Objective:
Students in grade 6 will listening actively to spoken
English in a range of social and academic contexts
ELD Content Objective:
Students in grade 6 will Engage in short written
exchanges with peers and collaborate on simple
written texts on familiar topics.
Cog. Taxonomy/DOK Levels
Level 1: Define
Level 2: Categorize, Organize, Distinguish
Level 3: Contrast, Compare, Explain
Central Focus Statement:
Students will receive direct instruction relating to word lists with vocabulary words related and
unrelated to politics. Following the instruction, students will be able to correctly utilize the
importance of The Political Development of Rome.
Date: 3/14/17
ELA Language Standards for Grade Level
6.7.2 Describe the government of the Roman
Republic and its significance (e.g., written
constitution and tripartite government, checks and
balances, civic duty).
ELA Content Standards for Grade Level
CCSS.ELA-Literacy.RH.6-8.4
Determine the meaning of words and phrases as
they are used in a text, including vocabulary
specific to domains related to history/social
studies.
CCSS.ELA-Literacy.W.6.1.c
Use words, phrases, and clauses to clarify the
relationships among claim(s) and reasons.
CCSS.ELA-Literacy.W.6.2.a
Introduce a topic; organize ideas, concepts, and
information, using strategies such as definition,
classification, comparison/contrast, and
cause/effect; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia
when useful to aiding comprehension.
ELD Standards (2014) that apply
Collaborative
1. Exchanging information and ideas with others
through oral collaborative discussions on a range of
social and academic topics
Interpretive
5. Listening actively to spoken English in a range of
social and academic context
Productive
11. Justifying own arguments and evaluating
others arguments in writing
Language Demand Statement: edTPA

Students will use specific academic language (vocabulary, functions, discourse, syntax) while
sharing their vocabulary words about the political development of Rome in order to participate
in a learning task that demonstrates their disciplinary understanding.

Language Function Statement: edTPA

The content and language in this lesson will focus on the learning task of The Political
Development of Rome, represented by the active vocabulary used. Students will also provide
examples and details that represent their vocabulary words.

Materials Key Academic Vocabulary Research Based Learning

Whiteboard
Exclusion brainstorming
prereading activity sheet.
Pencils
White paper
World History California: Student
Edition Grades 6-8 Ancient
Civilizations by Rinhart and
Winston Holt
Republic- is a system of Strategies (provide text
government in which the will of chapters/reference)
the people was mediated by Scaffolding (Tompkins)
representatives, who might Anticipation Guides (Tompkins)
be wiser and better educated Student to Student Interaction
than the average person (SDAIE)
Julius Caesar- A Roman general Tapping into Prior Knowledge
and dictator during the first (SDAIE)
century b.c.. Use of Technology (SDAIE)
Consul- magistrate in ancient Think-Pair-Share (McEwan-Adkins)
Rome. Visualize-Organize (McEwan-
Senate- Legal and administrative Adkins)
body of Rome, council of elders
Tribune- The title of various
elected officials in Ancient Rome
Veto- used by Roman tribunes
who opposed measures of the
Senate
Empire- a large territory in which
several groups of people are
ruled by a single leader or
government.
Patricians- a rich man who held
power.
Plebians- one of the common
people; in the Roman Republic, a
person who had no say in
government.

Pre-Assessment: How will you
determine prior knowledge?
Teachers use exclusion
brainstorming to activate
students background knowledge
and expand their understanding
about the Political Development
of Rome. This presents students
with a list of words to read, and
students identify the words on
the list that relate to the topic as
well as those that dont belong.
Then after reading, students
review the list of words and
decide whether they chose the
words correctly.
Motivation Strategy: How will you
catch attention of students and focus
their minds on the learning goals?
Exclusion brainstorming is a
useful prereading activity
because as students talk about
the word list and try to decide
which ones are related, they
expand their knowledge of the
topic, are introduced to some key
vocabulary words, and develop a
purpose for reading.
Real World Connection: How are
learning goals relevant to students
lives?
Students will have the
opportunity to become engaged
with this lesson since it allows
them to share their background
knowledge in regards to the
development of Rome they are
studying. In addition, it allows
students to lead a discussion
about politics while using
vocabulary words they have
studied throughout the unit. This
lesson also allows students to
compare their ideas with others
our current government.
All strategies will be research based and from
one of the texts. Please provide reference for
each.
Teacher: Presentation/ Learning Activities
(Strategy Steps)
(includes language and content objectives,
comprehensible input, strategies , interaction,
feedback. Use bullet points in each of the three areas
below.
1. Teacher will prepare a word list. Teacher will
identify words related to an informational
book or content-area textbook chapter that
students will read and include a few words
that dont fit with the topic.
2. As a group, read the list of words with
students. Then, in small groups or together as
a class, students decide which words are
related to the text and which ones are not.
They draw circles around the words that they
think arent related.
3. Learn about the topic (Students read the
assignment, noticing whether the words in
the exclusion brainstorming exercise are
mentioned in the text.
4. Check the list. After reading, the students will
check their exclusion brainstorming list and
make corrections based on their reading.
They put checkmarks by related words and
cross out unrelated words, whether they
circled them earlier or not.
5.
Academic Language Development: (How will this
happen in the following three areas?)
Collaborative (engagement with others)
1. Students will discuss with a partner the prior
knowledge they have relating to the political
development of Rome.
2. Students within the mixed groups will work
together to accurately circle and checkmark their
paper to enhance their vocabulary.
Interpretative (comprehension and analysis of
written and spoken texts)
1. Students will analyze vocabulary words mixed with
words not related to the topic.
2. Students will comprehend, analyze, and organize
grade appropriate texts, which provide information
and facts relating to the political development of
Rome throughout history.
Productive (creation of oral presentations and
written texts)
1. Students will accurately identify vocabulary words
that are related to the political development of Rome.
2. Students will identify words before, during, and
after reading their textbook.
Students: Practice and Application
Note meaningful activities, interaction, strategies,
practice and application, feedback in each of the
three areas below.
1. Students write the list on their blank sheet of
paper.
2. Students draw circles around words that they
think arent related.
3. Students read the assignment, noticing
whether the words in the exclusion
brainstorming exercise are mentioned in the
text.
4. After reading, the students will check their
exclusion brainstorming list and make
corrections based on their reading. They put
checkmarks by related words and cross out
unrelated words, whether they circled them
earlier or not.
Academic Language Development: (How will this
happen in the following three areas?)
Collaborative (engagement with others)
1. Students will think, pair, and share in order to
activate prior knowledge.
2. Students will take part in a class discussion relating
to the political development of Rome to accurately
identify vocabulary words used in the lesson.
Interpretative (comprehension and analysis of
written and spoken texts)
1. Students will comprehend and analyze words that
were used during the political development of Rome.
2. Students will read and comprehend the facts
relating to the political development of Rome.
Productive (creation of oral presentations and
written texts)
1. Students will accurately identify vocabulary words
related to the political development of Rome.
2. Students will accurately identify words before,
during, and after reading their textbook.
Review and Assessment: What specific Student Reflection: How will you provide for
assessment tools are being used? student reflection on learning?
Whole-Group Assessment:
Students will work together to identify words on the Students will talk about the words on the word list
list related to the topic as well as those that dont and try to decide which ones are related to the
belong. political development of Rome. This will expand their
knowledge of the topic, and introduce key vocabulary
Individual Assessment: words.
Students will produce a finished exclusion
brainstorming worksheet with vocabulary words
related to the political development of Rome properly
circled, check-marked, and lined.

Strategies to extend the lesson- Fill in chart below:

Wright Text Description of strategy
1. Main Idea Map This teaches students to
generate a graphic organizer
containing the vocabulary of
the passage
2. Prior Through a series of guided
Knowledge: questions, the instructor
Activating the helps students activate their
known prior knowledge of a specific
topic to help them
comprehend the content.
How strategy is Rationale for selecting & links to
helpful student/standards
To help identify This would be great in identifying key
vocabulary words vocabulary terms that we have used
related to the political throughout the learning of the
development of Rome. development of Rome.
Linking new facts to With this being a minilesson, linking old
prior knowledge information with already known
increases a students information will help students better
inferential understand key vocabulary words.
comprehension.

50 Literacy
Strategies
1. K-W-L Chart This is used to activate
students background
knowledge about a topic and
to scaffold them as they ask
questions and organize the
information theyre learning.
2. Word walls This is collection of words
posted in the classroom that
students use for word-study
activities and refer to when
theyre reading and writing.
50 Social Studies
Strategies
1. Graphic Graphic organizers allow
Organizers students of all ages to
organize information in visual
ways.
This instructional Activating prior knowledge is key to
strategy exemplifies help the students better understand
many of the what vocabulary words are relevant to
characteristics of the political development of Rome.
effective instruction for
students who are
learning English.
This allows students the This is a great strategy by providing
ability to look at visuals to all students while working on
vocabulary words vocabulary. This will allow students to
posted on the walls in observe the word walls in the classroom
the classroom. This and reference key terms previously
gives them a great discussed in the lessons.
reference while working
on vocabulary words.
This visual This is a great strategy to check what
representation is a way students already know, want to know,
to make meaning of and must know. This is also a great tool
what they are reading or for students to get a visual
hearing. It allows them representation of key ideas and facts
to see connections not from the passage.
always evident in a
traditional narrative.
2. Primary Sources The analysis of both primary
and secondary sources
contributes to a historians
interpretation of the past.
This includes, first person
accounts, images,
documents, creative work of
time, and data.
Technology Brainpop videos and internet
Resources
This can help students This would be beneficial because the
access moments of life students are dealing with a specific time
from the past, revealing in history. Allowing them access to
elements of social multiple sources of the past will help
political, economic, them better understand vocabulary
and/or cultural history. terms related to the topic.
This allows students to This is a great way to break up the
research information on monotony of reading and getting
the internet through information from a textbook. This allows
educational websites a student to receive information from
and educational videos multiple sources which will keep the
on YouTube. students engaged for much longer.