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Lesson Topic Treasure Hunt

Day 2 of Unit

Overall Curriculum Expectations:

Specific Curriculum Expectations:

Identify and describe major features of daily life and social organization in medieval societies. Describe the types of people in medieval societies.

Use appropriate vocabulary (e.g. peasant, page, clergy, squire, caliph, imam,

merchant, trade guild, chivalry, manor, monastery, mosque, pilgrimage, Islam, Christianity, Judaism, Magna Carta, Crusades) to describe their inquiries and observations.

Learning Goal:

We will identify features of medieval societies by matching pictures,


definitions and terms. Success Criteria: I used each word once to complete my worksheet. I can match the pictures to the definitions. I can match the definitions to the words. Materials/Resources: Worksheets Photos Index Cards Success Criteria Lesson Sequence:
Preparation: Post terms around the classroom. Post the corresponding photos on top of the term. (Picture should be taped along the top edge so that students can lift it to discover the term.) Beginning: Reflection of brainstorming from previous lesson. Discussion of some key terms that arose from the discussion. Review of success criteria. Middle:

Assessment/Evaluation:
(Tools/strategies)

For Learning o As Learning o Of Learning

Discussion of the format for the lesson. Students will each work on their own worksheet. They may team up or work alone. (Remind students that this activity will be hard to complete with a large group 1-2 people is probably best) Definitions are listed on their worksheet. Display the worksheet using the ELMO and read through the definitions as a class.

Students will have 10 minutes to try to find the picture that matches the definition. Under the picture is the term. Write the term on appropriate spot of the worksheet. Distribution of handouts and commencement of activity. (10 min) Students return to their desks. We will take the worksheet up as a class using the SMARTboard/ELMO. Students use a coloured pencil to make changes and corrections to their work. Worksheets are collected.

Closure: Distribution of index cards (one with definition and one with term) Students must find their match and both with stand beside the matching picture in the class. Once everyone has a pair we will review the matches. Students will assess with a thumbs up or thumbs down. When a correct match is made that pair can tape their cards to the picture to display in the class. Discussion of next days lesson hierarchy and structures.

Assessment:
Assessment of worksheets for completeness and accuracy. Observations and participation. Anecdotal notes.

Accounting For Learning Diversity:


Pictures will have a letter beside them. Some students can use the letter instead of writing an entire word. Definitions will be read orally and placed under the ELMO prior to activity. Teacher will ensure that simplified definitions are provided to those who would benefit. Teacher assistance provided and/or planned partners for some students.

Personal Reflection: (What went well? What will/could I do differently? How did I
address OCGEs?)

Having the pictures spread around the room kept the students busy and moving. Presenting the activity as a treasure hunt kept the noise level down and the students focused. Consolidation ensured that students understood meanings time taken to complete and ability to self-correct demonstrated understanding. Using pictures and words helped reach more students everyone was able to participate and take something away from the lesson. Should have completed one full example prior to starting the worksheet to clarify the procedure. It would have saved giving additional instructions to some students. Could have had students bring up the picture with their index cards once completed to create a word display. (Would have saved time afterwards.)