Name: Neely Parsons

Date: March 18, 2019

Lesson Details
Lesson Title: Charlemagne

Content Area: World History

Grade Level: 7th

Timeline: 2 of 24

Date of Lesson: March 26, 2019

UBD Stage I: Identify Desired Results

Enduring Understandings
1. Charlemagne’s rule made lasting impressions in Europe.

Essential Questions
1. What were the affects of Charlemagne’s rule?

PA Core Standards: Standards Aligned System (SAS)

1. 8.1.7.B: Identify and use primary and secondary sources to analyze multiple points of view for
historical events.
2. 8.4.7.A: Summarize the social, political, cultural, and economic contributions of individuals and groups
in world history.

Lesson Objectives
The students will be able to:

Recall (remembering) the accomplishments of Charlemagne in guided notes with 85% accuracy.

Analyze (analyzing) primary source paintings of Charlemagne’s rule in a worksheet with 80% accuracy.

UBD Stage II: Determine Acceptable Evidence

Assessment Tasks
The teacher will:
Informally assess the student’s ability to recall the accomplishments of Charlemagne in guided notes with 85%
accuracy by checking it for understanding.

Formally assess the student’s ability to analyze primary source paintings of Charlemagne’s rule in a worksheet
with 80% accuracy by collecting and grading it.

Assessment Adaptations

1. Struggling reader: Directions will be made orally. Additional time to complete tasks will be given.
Passages will be read out loud.
 2. English Language Learner: None
3. Gifted Student: Will follow the lesson as written.
4. Physical needs: None
5. Cognitive needs: Directions will be written and made orally. Additional time to complete tasks will be
given. Passage will be read out loud.
6. Behavioral: Behavior chart will be used to monitor behavior. Breaks will be given if necessary.

Rubric/Scoring Criteria

The primary source worksheet will be graded for completion, with 20 points possible.

UBD Stage III: Plan Learning Experiences and Instruction

Materials and Resources

 PowerPoint with Charlemagne painting for pride call

 Guided reading questions worksheet
 6 Charlemagne pictures for analysis activity
 Primary source analysis worksheet
 Instagram worksheets

Anticipatory Set

T/S: Teacher will have pride call posted on the board. Students will begin working on it as they enter the
classroom. (Done before class begins)

 Pride Call: Grab an analysis worksheet from the stand at the front of the classroom and answer the
question at the top of the paper: Looking at the painting posted on the board, what are some things you
can draw from this piece of art?

T/S: Teacher will go over pride call and introduce the topic for the day by reviewing the items on the board. (5
minutes)

Procedures and Content

T/S: Students will read pages 631- 633 and answer the questions that correspond on the worksheet as a whole
group. Teacher will facilitate the reading and answering of questions on the worksheet. (15 minutes)

T: Will introduce the primary source analysis activity, explaining that paintings are considered a primary
source. Directions for the activity will be given and teacher will group the students into groups of 3 or less. (5
minutes)

S: Will complete the primary source analysis activity with their peers. (15 minutes)

T/S: Teacher will bring students back together and facilitate a discussion on the paintings. Students will
participate in the discussion. (5 minutes)

Closure
T/S: Teacher will facilitate discussion on the painting analysis. Students will participate in the discussion. (5
minutes)

T: Will review the objectives learned and explain the homework. (3 minutes)
Homework

Charlemagne Instagram page worksheet

If Time Activities

S: Will begin to work on their homework, Charlemagne Instagram page.

Procedural Adaptations/Differentiated Instruction

1. Struggling reader: Directions will be made orally. Additional time to complete tasks will be given.
Passages will be read out loud.
2. English Language Learner: None
3. Gifted Student: Will follow the lesson as written.
4. Physical needs: None
5. Cognitive needs: Directions will be written and made orally. Additional time to complete tasks will be
given. Passage will be read out loud.
6. Behavioral: Behavior chart will be used to monitor behavior. Breaks will be given if necessary.