Emma Sincerbox

10103796
PROF310
March 10, 2016
Lesson Plan #1

SUBJECT/Grade: Grade 4

COURSE/Type/Code: Social Studies

LESSON TITLE : Medieval Times – Feudal System: Peasants and Serfs

LESSON Description: Students will be introduced to the feudal system, and the ways in which
different people interacted with each other within society. This day of the three part lesson plan will
explore the ways in which the Serfs and peasants lived, and conducted themselves in society.

Planning Information:
Curriculum Connections
Overall Expectation(s):
 Application: compare key aspects of life in a few early societies (3000 BCE–1500 CE), each
from a different region and era and representing a different culture, and describe some key
similarities and differences between these early societies and present-day Canadian society
(FOCUS ON: Continuity and Change; Perspective)

Specific Expectation(s):
 Compare social organization (e.g., social classes, general political structure, inherited privilege, the
status of women) in two or more early societies (e.g., a slave-owning and a feudal society; a
matriarchal First Nation and a society in medieval Asia)

Learning Goal(s) or Enduring Understandings:

 Students will be able to highlight key elements of live as a serf or peasant during this Medieval
times
 Students will work collaboratively to solidify understanding of what life was like for people who
were serfs, and what main differences exist within life today
 Students will apply understanding to the creation of a diary which allows them to demonstrate
and personify their understanding as someone living as a serf or peasant.
Essential Questions:
 What were the biggest struggles serfs and peasants had to face within Medieval Times?
 What was beneficial about holding status as a serf or peasant?
 What are the main differences between life as a serf and the present day?
Prior Knowledge Required (the knowledge/concepts and skills students must possess to be successful in this lesson)

Students will need to be able to recall on their prior knowledge of the Medieval Times that were discussed during the
previous social studies class – they will have an opportunity to re-read the work sheet that was given to them during the
beginning of the lesson, while they are working with their partners.

Resources (for items in appendix, indicate with asterisk) Agenda (to be listed on blackboard, in student language)
- Projector 1. Video
- YouTube video 2. Discussion
- Notebooks 3. Reflect
- Highlighters
- Work sheet

Minds On (Hook) Connections

 Establishing a positive learning environment
 Connecting to prior learning and/or experiences
 Setting the context for learning

Whole Class  YouTube Video and Discussion (10 minutes)

Description
1. Have a group discussion about what we think life in the Middle Ages
would look like – have student discuss with their elbow partners
2. Have students view the interactive YouTube video. URL :
https://www.youtube.com/watch?
v=QV7CanyzhZg&list=PLy0B6ncmGtqcLNRmMA43e2cNFD2v5ZoF2

Action
 Introducing new learning or extending/reinforcing prior learning
 Providing opportunities for practice and application of learning (guided > independent)

Groups of Two  Key Concept Mapping Assessment for

learning – they
Description students are
1. 1 Provide students with information about life as serfs and peasants on the assessing what
worksheet. they think is
URL http://westernreservepublicmedia.org/middleages/images/middleages.pdf important for the
2. Have them read the work sheet with their elbow partner purposes of their
3. Have the pair highlight what they think are important facts about life as own education (in
serfs. addition to
4. Have the pair share what they think is important about Serfdom with a allowing them the
neighboring pair – make sure that both sides have an understanding of the chance to justify
material their choices to a
partner)
Consolidation and Connection
 Helping students demonstrate what they have learned
 Providing opportunities for consolidation and reflection
Individual  Diary entry
Assessment of
Description learning –
Allowing student
1. Have the students pull out their social studies notebooks to submit work
2. Individually, have the students reread the sheet, and what they thought where they have
was most important compiled and
3. Pulling out information from the text have the students create a diary produced
entry as though they were a serf during Medieval times – they should be important
using at least five key pieces knowledge in the
4. They should be handed in at the end of class for teacher to ensure form of a diary
comprehension of material entry – also
connects to
lessons learned in
Language Arts
(CORE)

Extension/PREP/Hwk : Allowing student to

think about what is
Think about what makes that student unique – what do they like to really important to

do, what is important to them or their family etc. Can talk to parents
about it, but this is more so for their personal growth to be put
towards tomorrow’s activity.

Lesson Plan #2

SUBJECT/Grade: Grade 4

COURSE/Type/Code: Social Studies

LESSON TITLE : Started from the bottom now we’re knights!

LESSON Description: Students will be exploring the differences in social statuses within the Medieval
times – during this section of the unit we will be exploring the duties of Knighthood within society and
how they differ from the roles that we have looked at within the unit already.
Planning Information:
Curriculum Connections
Overall Expectation(s):
 Use the social studies inquiry process to investigate ways of life and relationships with the
environment in two of more early societies (3000 BCE–1500 CE), with an emphasis on aspects of
the interrelationship between the environment and life in those societies

Specific Expectation(s):
 Compare aspects of the daily lives of different groups in an early society

 Gather and organize information on ways of life and relationships with the environment in early
societies, using a variety of primary and secondary sources in both print and electronic formats
Learning Goal(s) or Enduring Understandings:
 Students will be able to acknowledge a variety of responsibilities held by the members of the
knight hierarchy
 Students can describe the ways in which Knights interacted with other members of the
community during the middle ages.
 Students will be able to apply their own personal connection with the duties of knighthood
Essential Questions:
 How did someone become a knight/ part of the knighthood
 What were the largest responsibilities that faced knights once they were part of that social
standing?
 What were the benefits of being a knight? What were the struggles?
Prior Knowledge Required (the knowledge/concepts and skills students must possess to be successful in this lesson)
Students will have learned about what life was like in the middle ages as part of the Feudal system in the video viewed
the lesson last day. Students will only know that there are knights, and if they have any sort of background knowledge
on what it means to be a knight. They were also asked to go away for the night and think about what values they have
within their household or personal things that they treasure.

Resources (for items in appendix, indicate with asterisk) Agenda (to be listed on blackboard, in student language)
- Construction papers Review
- Pencils Worksheet
- Glue Discussion
- Black Board Show me!
- Projector
- Internet
- Computer

Minds On (Hook) Connections

 Establishing a positive learning environment L: Literacy
 Connecting to prior learning and/or experiences AfL, AoL:
 Setting the context for learning Assessment for/of
Learning
Whole Class  Knighting Ceremony
Assessment of
learning – allowing
1. As a class, if we are able to produce five or more facts about what we students to get their
learned about Serfs last day, then we will all graduate in our social minds back in the
mode of the lessons
standing to knighthood
and the information
2. Students will then be given a fill in the blank work sheet, that they are to that we have been
fill in while watching a video about what it means to be a knight learning up to this
point.
3. Repeat the video – once for them to watch without the work sheet and
once more so that they are able to use the video to fill in the sheet.

Action
 Introducing new learning or extending/reinforcing prior learning
 Providing opportunities for practice and application of learning (guided > independent)
Assessment of
Groups of 4  Discussion learning: Students
need to be able to
assess the different
1. Have elbow partners partner up with a surrounding pair
aspects of life as
2. Have the groups make a list of things that they think are pros and cons for good or bad for
what it means to be a knight, and one cool thing that they knew before the those who were
video and lesson or one thing that they learned during knights and then
they have to

Consolidation and Connection

 Helping students demonstrate what they have learned
 Providing opportunities for consolidation and reflection
Individual  Coat of Arms

1. Allow students 5 or so minutes to make a list of five important things to

them or to their family
2. Have them take turns going to grab construction paper and supplies for
their coat of arms
3. Have them create their own family’s coat of arms – as if they were
themselves knights.

Extension/PREP/Hwk (activities completed outside of class to reinforce/extend learning or prepare

for next class)
- PREP – pre-make the coat of arms shape so that it is prepared for the students to use
- Prepare an example coat of arms – maybe from a different class or make one.
 Lesson Plan #3

SUBJECT/Grade: Grade 4

COURSE/Type/Code: Social Studies

LESSON TITLE : So You Think You’re Smart Enough for the Feudal System?

LESSON Description: Students will be learning about the final level within the basic three step feudal
government, focusing on the nobility. Once the lesson is delivered, the class will play a game utilizing
all the knowledge that has been acquired throughout the lesson on the feudal system to make the game
successful and collect as many game pieces as they can

Connection to CULMINATING ACTIVITY: The culminating activity will call on knowledge

that has been acquired from all lessons – the game. It is not the culminating for the unit
but instead just for these lessons.

Planning Information:
Curriculum Connections
Overall Expectation(s):
 Demonstrate an understanding of key aspects of a few early societies (3000 BCE–1500 CE),
each from a different region and era and representing a different culture, with reference to
their political and social organization, daily life, and relationships with the environment
and with each other
Specific Expectation(s):
 Describe the social organization of some different early societies (e.g., a slave-owning society, a
feudal society, an agrarian society, a nomadic society) and the role and status of some significant
social and work-related groups in these societies
Learning Goal(s) or Enduring Understandings:
 Students will be able to compare and contrast the different roles within medieval society
 Students will be able to explain the duties help by the nobility within the Middle Ages
 Students will be able to apply their knowledge to the developed understanding
 Essential Questions:
 What were the responsibilities of the nobility?
 Where there any specific struggles that would have come along with being the king or queen?
 …

Prior Knowledge Required (the knowledge/concepts and skills students must possess to be successful in this lesson)

Students will have to be able to recall on the knowledge that was taught in the previous days. They will need to be able
to recall on this knowledge in order to be able to participate in the game that the class will play at the end of the lesson.
Differentiated Instruction Details
 How will you differentiate your lesson? Provide details

Resources (for items in appendix, indicate with asterisk) Agenda (to be listed on blackboard, in student language)
Queen Costume
Projector
Pens and pencils
Notebooks
M&Ms.
Feudal smarties – all the supplied

Minds On (Hook) Connections

 Establishing a positive learning environment L: Literacy
 Connecting to prior learning and/or experiences AfL, AoL: Assessment
 Setting the context for learning for/of Learning

Whole Class  Ideas Nobility

Assessment of
learning
Description

1. Introduce the class to the Queen (Teacher dressed up like a queen)

2. Have the class make a list of things that they would expect a leader to do
for the people that they are in charge of
3. Have students talk to their elbow partners for a few minutes about what
they think they look for in a leader
Action
 Introducing new learning or extending/reinforcing prior learning
 Providing opportunities for practice and application of learning (guided > independent)
Whole Class => Idea share Assesment of
learning –
Description allowing the
students to share
1. Have each group share with the class two or three things each that they thought were their ideas about
important qualities for leaders to have.
what they have
2. Have the Queen tell the class about her duties and responsibilities within her job and
responsibilities that she holds within her job learned thus far in
3. If there is time have a small YouTube video ready to show the class the lesson

Consolidation and Connection

 Helping students demonstrate what they have learned
 Providing opportunities for consolidation and reflection
Whole Class  Feudal M&Ms Application of
knowledge
Description acquired
throughout the
1. Split the class into groups as per instructions until and on the
2. Make sure that everyone is given the correct number of smarties and such lessons on the
3. Hand out a copy of the directions to each member of the class feudal system.
4. Play the game
5. Have a debrief as ask what the class thought/ what they have taken away from
the lesson.

Extension/PREP/Hwk
PREP
Make sure that there is enough M&Ms for the class and that there are plenty of print outs
available fore the class.
 Lesson Plan Write Up

Introduction to Lesson Plans

Within the primary junior stream of education, Grade Four requires the learner to

be able to connect multiple areas of education in order to create an acceptable level of

understanding in a variety of subject matter. Within the attached lesson plans, the area of

study which will be under evaluation is Social Studies, specifically, the feudal system

within the Medieval Times. These lesson plans wee designed to take place within the

same week, all studying a different level within the system allowing the students to

develop a deeper meaning for what the society would have looked like. These lessons

were designed to allow for positive student interaction, and promotion of in class

discussion to allow for students to use each other for educational resources. The main

flow of these lessons are as followed, become in formed, discuss, creativity apply

understanding. When students are allowed to collaboratively apply their knowledge and

expand using the ideas of the rest of the class the over all take away from the group is

much stronger. To ensure that this collaboration is all that it can be, I would make sure
that student who are, what I refer to ask ‘elbow partners’ have been carefully selected so

that each paring is as suitable for each other as possible. Further more if throughout the

year, this method of communication for education is not effective for the group of

students within my classroom I would modify these lessons plans by eliminating the

emphasis put on the discussion portion and prepare a variety of different work sheet

assignments such as word searches, cross word puzzles and more.

Students in the Classroom

In regards to accommodation and modification of lessons for the variety of

different learners within the classroom, there are three different learners, which I must

highlight. There is Zachary who struggles with his anxiety. His I.E.P suggests that one of

his goals should be moving towards being fully engaged within the classroom, and the

more positive interactions with his peers the better it will be fore him in terms of

achieving these goals. Zachary has a part-time EA who is there for him in the afternoons

– but not during the time of this class activity.

Emily is a gifted student within the class. When working with a group she often

become frustrated by other members because of the different levels of understanding

within her team. Emily has often expressed her desire to be given work which she finds

more difficult because she has found that the work that the other students have been

given is much to easy for her and she finishes it rather quickly and is bored. Emily does

work well with two other members of the class, Claire and David, who often don’t

understand material as easily has other members of the class. Emily is a great resource for

them and finds teaching these peers to be fun and exciting for her.
 Josh is the final member of the classroom who I chose to focus on for this

interconnected lesson plan process. Josh comes from a single parent family, and it is

unknown where the other parent (Josh’s mother) is. Josh’s father is supporting Josh, and

two younger sisters who are also both at the same school. Josh finds working with others

fun and exciting but often needs to be redirected to the topic of conversation. He and

Emily cannot be put together, because they often frustrate the other member of the pair.

Lesson One

Zachary

For this lesson I found that it was very important that ample opportunity be

provided to Zachary in terms of what he can expect for transitions and upcoming

activities. Because part of Zach’s IEP outlines the importance of positive peer on peer

interaction for his personal development, I want to make sure that Zachary has the

opportunity to try it out in the classroom environment, but in terms of accommodating

Zachary, I will make sure that there is a free laptop with the activity loaded, with over the

ear headphones for Zachary to use. That way, if the lesson becomes too overwhelming

for him, he will have the opportunity to learn the same material but at his own pace and

volume. It is important to offer students who struggle with anxiety the opportunity to

their own space to revaluate what it is they need in the lesson moving forward.

Emily

Within this lesson there is a high level of interaction between students in order to

process what is important within the YoutTube video. For Emily, in order to make sure

that her full potential is reached within the learning, will have the opportunity to work
with students if that is what she chooses but will also have the opportunity to learn about

another ancient society, and draw connections between the Middle Ages and the new

society, explaining the differences in Feudalism and the other society that she is being

introduced to. This way, she is able to access her full learning potential, by learning about

how this society connects to another while her classmates are focusing on the importance

of serfdom. This way she has the choice to push herself but to also immure herself within

the rest of the classroom

Josh

For Josh, I will make sure that he feels supported throughout this lesson. He

often works best when he is places with either Jacob or Kevin, both of which are boys

were possess positive leadership qualities, and often push Josh to make more positive

choices within the classroom. Over all within this lesson, I would make sure that Josh’s

needs were met by constantly offering him positive reinforcement through his

partnerships and constantly following up with him and his pair throughout the lesson.

Making sure that he feels that he is respected within the classroom and has autonomy

over his education would help offer him some positive experiences within the class, while

he might not always be in control at home.

Lesson Two

Zachary

Within this model of learning – where students are presented with the YouTube

video and asking to fill out a work sheet as they go – could be triggering for Zachary due

to the rushed nature of the assignment. To modify the lesson so that Zachary does not

feel so rushed throughout, I offered the opportunity to first watch the video, so that he is
able to participate with all members of the class in a way that he does not have to focus

on anything else within the time frame of the first viewing. After the first viewing I

would handout the work sheets and allow for Zachary to pull up the video on his

computer with his headphones, so that he could follow along at his own pace and

volume. I would make sure that Zachary did have a concrete goal of finishing 10 out of 15

questions before the end of the lesson if he can so that he is consistently pushing himself

to complete the activity rather than getting distracted by other programming on the

computer.

Emily

In Emily’s case, if she were able to finish the work sheet before any of her peers, or

found the discussion portion of the lesson to be unnerving for her, I would have a hand

out for her to look at on Knights at a higher level. If she finds the lesson on Knights to be

too simple and easy to understand I would allow for the opportunity for her to have a

look at this reading, and fill out another work sheet to push her knowledge further. She

would then rejoin the rest of the class for the portion of the lesson where the class would

be making coats of arms, so that she is able to participate within the class in an artistic

manner.

Josh

The portion of the lesson where students are asked to think about what is

important to them and their families might trigger an emotional response to Josh due to

his social status and his single parent home. When giving examples of things that

students could put on their coat of arms I would make sure to highlight areas of Josh’s

life that he finds exciting or enjoyable such as video games and YouTube videos on mind
craft. This way Josh would be able to think about positive aspects of his home life and put

those on his coat of arms rather than focusing on things that his family values, or

worrying that his family might not fit into the standard family structure as most other

student’s do.

Lesson Three

Zachary

The trigger that I foresee from Zachary would involve the presence of the game

Feudal Smarties, which is an interactive game with the rest of the class where students

are trying to work their way up the social ladder by earning a certain number of M&Ms.

Because this activity would allow for the room to become very load as students work to

enhance their social status, Zachary might become very overwhelmed by the action

within the classroom. Therefore, before the lesson starts I would make sure to offer

Zachary the opportunity to play a Feudal based trivia in the learning resource room or in

his safe space before the class started. That way he would have the chance to work within

his peer setting but would also know that he has the chance to work within an

environment which is calm, and supportive should he need the change of pace.

Emily

For this activity I would really like to see Emily working within her peer group.

Therefore for the final activity, feudal smarties I would like to see her fully amerced

within the rest of the class. I would make sure that she was still meeting her challenge by

pairing her up with one of the peers that she feels comfortable with, and guiding along
 their educational practices. This way she is still challenged because she is acting as a

mentor for someone who does not have the same educational standing as herself but also

that she is amerced within her peer setting which is the over all goal of this lesson as it

works with her IEP.

Josh

For this activity I would make sure that Josh was constantly being directed to the

goals of the activity. His accommodation would involve being guided towards a partner

who he looks up to, but more so that he was being allowed agency within his education,

and therefore putting him with a partner that he looks up to is a very important element

of this set for Josh.

Conclusion

Working to make ensure that all students are met with an inclusive environment where

all student’s needs are put to the foreground of the teacher’s intensions is something that is

very important to me as an educator. Working towards the production of lessons that are

interactive and meaningful are something that I plan on continuing through my professional

career as a teacher, administrator and beyond.

Works Referenced
"Anxiety Management." Anxiety Management. Ontario Teacher's Federation. Web. 5 Mar. 2016.

Bauer, Stephanie. "GIFTED STUDENTS: RECOMMENDATIONS FOR TEACHERS." Ractical

Recommendations and Interventions. Web. 05 Mar. 2016.

Buchler, Robin K. "Anxiety-Reducing Strategies in the Classroom." Western Michigan

University, 2013. Web. 05 Mar. 2016.

"Membership." Educational Leadership:Poverty and Learning:Nine Powerful Practices. Web. 05

Mar. 2016.

MacAulay, Janine. "Ten Things Teachers Need to Know About Gifted Students." Gifted
Education. Web. 05 Mar. 2016.

"The Ontario Curriculum." Social Studies (2013). Web. 05 Mar. 2016.

"What You Can Do for Students Living in Poverty." Teaching. Web. 05 Mar. 2016.