Lesson

Plan Template

Name: Karen Lee Pickett


Grade 8 Topic Humanities:
Date 24 Oct 18 Allotted Time 80 min

STAGE 1: Desired Results

Cite sources used to develop this plan:
https://www.choirplace.com/videos/4685/cuncti-simus-concanentes-coro-encanto-en-castillo-de-
manzanare
https://www.timemaps.com/encyclopedia/medieval-europe-church-history/
https://www.bl.uk/the-middle-ages/articles/church-in-the-middle-ages-from-dedication-to-dissent
http://www.medieval-life-and-times.info/medieval-religion/
https://www.bbc.com/bitesize/guides/zjbj6sg/video

Rationale: How does this lesson fit in with the unit being studied? How does this lesson prepare for future
learning? How does this lesson relate to the students’ real life?
Understanding past history is important in understanding current events. Identifying patterns of
human behavior and activity allows students to apply critical thinking to the effects of history.

Prior Learning: What previous learnings do students need to know to be able to be successful in the lesson?
How does this lesson extend prior learnings? What connections if any can be made to First Nations Culture and
ways of knowing?
Students should have a base of understanding of medieval hierarchy (feudal system). Students
should have some experience taking notes.

Curriculum Connections:

Understand
Big Ideas: Contacts and conflicts between peoples stimulated significant cultural, social, political
change.
Do
Core Competency: Thinking, Communication, Personal & Social
Curricular Competencies: Assess the significance of people, places, events, or developments at
particular times and places; Characterize different time periods in history, including periods of progress
and decline, and identify key turning points that mark periods of change; Explain different perspectives
on past or present people, places, issues, or events, and compare the values, worldviews, and beliefs
of human cultures and societies in different times and places.
Know
Content Standards: social, political, and economic systems and structures, including those of at least
one indigenous civilization.

STAGE 2: Assessment Plan

Learning Intention(s): By the end of this lesson, students will be able to…
What will students learn? Understand the rise of the Catholic Church during medieval era
Understand the importance and role of the Catholic Church in medieval
society
Identify ways in which the Church was active politically (Crusades) and
socially
Evidence of Learning: What tools will you use - assignment, presentation, quiz, project, discussion,
How will students show their group interaction, etc.?
learning? Presentation; students work in pairs to create a quiz

Criteria: Indicators of success are…
What criteria will help Students can write notes, write quiz questions that they know the answers
students know how to be to.
successful?

STAGE 3: Learning Plan
Resources, Material and Preparation: What resources, materials and preparation are required?
Slide presentation; music recording; BBC video


Differentiated Instruction (accommodations, adaptations, extensions, other): How will you plan for students
who have diverse learning abilities/behaviour or require enrichment?
During activity, check in with students with challenges. Reduce quiz questions to 2 for some students.
Lesson Development

Connect (Hook):
How will you introduce this lesson in a manner that engages students and activates their thinking (pose
questions, build background knowledge, capture interest, make connections, share learning intention)?
Teacher will Students will Management Pacing
As students enter the classroom, “popcorn” ideas (or Keep discussion on track. 5 min
medieval sacred music will be playing. use popsicle sticks)
Ask them: What do you think this
music is? Ideas of its purpose? Is it
what you would expect?


Body:

Teacher will Student will Management Pacing

Go through presentation; background Listen; answer and ask Considerations 10 min
of Church and events leading up to questions. Make notes. Keep on track
Middle Ages.
Discuss question in table Keep discussion on track 4 min
“What does this mean for common pods
folk?”
Report out Call on pods 4 min
Ask for reporting; call on one person in
pods
Listen; answer and ask Keep discussion on track 7 min
Continue overview of Medieval church questions.

Show video of Crusades Watch

Have students count pair up. Together, Pair up; create quiz Check in with pairs 5 min
they will create a 3-question quiz
about the Medieval church.

Tell pairs to stay together; rotate Answer another pair’s Keep on track 5 min
quizzes quiz.

Ask for any good questions Share Call on pairs 3 min

Closure: (2 – 5 min)
How will you solidify the learning that has taken place and deepen the learning process?
Teacher will Students will Management Pacing
Recap some of the main ideas. Ask for Write one question they Take up papers. 4 min
“Ticket out the door”: one unanswered still have about the
question you have about the Medieval Church and hand it in.
church.

Reflection What was successful in this lesson? If taught again, what would you change to make this lesson
even more successful and inclusive for diverse and exceptional students? What timing adjustments might you
make?
Too much uninterrupted talking. Students largely engaged, but too much information all at once. Ideally,
this info would be worked in over several lessons about the Medieval Era. The video I picked didn’t work on
the school computer (UK), so sponsor teacher chose another video, which was better in the presentation
and amount of info, but it was too long at 11 minutes. Feedback from another student teacher to offer a
Brain Break between video and quiz construction – definitely would do this next time. The quiz
activity/assessment worked better than I anticipated, but I would revise partners next time and present the
instructions in both written and verbal form (many students were confused). There was not time for ‘ticket
out the door’ which was fine – sponsor teacher had a short assessment for them to do on a reading they
had done for homework. Plus the quiz activity was enough.