Feudalism & Manorialism, Lesson 2, Day 2
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This document outlines a lesson plan on illuminated manuscripts during the Middle Ages. Students will first discuss what illuminated manuscripts were and examples of primary sources. They will then be introduced to an activity where they will create their own illuminated journal describing a day in the life of different medieval classes. The lesson concludes with students presenting their favorite journal entry and receiving feedback. Throughout, the teacher will informally assess student understanding through questioning and observation and provide real-time feedback. Formally, student graphic organizers and illuminated journals will be assessed against rubrics.
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Assignment
1. Make the corrections in the highlight area of your instructional plan.
2. Create assessment data from instructional plan. Highlight area.
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Make corrections: Add smart goals in this lesson.
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Designing Curriculum Instruction and Assessment
Assignment
1. Make the corrections in the highlight area of your instructional plan.
2. Create assessment data from instructional plan. Highlight area.
Setting/Grade Level: Grade 6
Subject(s): Reading/Language Arts School: Florida
Theme/Title: Poem- Lincoln the Leader
1. PLANNING
Standards Addressed
This lesson Address the History of United States of America and the poem that describes President Abraham Lincoln.
1. The National Center For History in Schools- the student gets the opportunity to engage in historical study and interpretation hence is able to understand diverse historical information.
2. NCTE Standards for English Language Arts- Students read widely to develop their understanding of texts, themselves and the cultures of the United States and other countries of the world, to gain knowledge on how to respond to various needs of the society and for personal fulfillment.
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Make corrections: Add smart goals in this lesson.
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· Using the poem “Lincoln Walks at midnight,” students will understand that poet depicts the ghost of Lincoln pacing the streets of Springfield, Illinois his hometown tormented by the dreadful slaughter of the war.
· Student will be able to identify how figurative language, vocabulary and imagery affect the mood and tone of the poem.
· Using the poem, student will be able to visualize the events that formed Lincoln.
· Using the poem students will be able to write a position paper using textual evidence to support their claim about Lincoln in the poem.
1. PLANNING
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organized bodies of knowledge while developing critical thinking skills. The model is
designed to teach combinations of concepts, generalizations, principles, rules, facts and the
relationships between them, typically through the use of matrices which may be either teacher
or student-generated, depending on student readiness (e.g. a chart comparing characters in a
literary work in terms of personal attributes, conflict, and symbolism). Students are expected
to do the following: describe, compare, and search for patterns; explain similarities and
differences; hypothesize outcomes for different conditions; and generalize to form broad
relationships"(Albemarle County Public Schools, Appendix D).
Standards
CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.
CCSS.ELA-LITERACY.RL.1.9
Compare and contrast the adventures and experiences of characters in stories.
Objectives
Students will read, listen, and watch different versions of The Three Little Pigs(in
whole group class setting) and compare/contrast their characteristics.
Students will understand
• There are similarity and differences in fiction literature. They will also know that
there are different versions of very similar stories with characters and plots in
common.
Students will know
• They will know that there are different versions of very similar stories with
characters and plots in common.
• They will know the vocabulary related to comparing and contrasting. For
example same, alike, similar, in common, different, contrast, not the same.
Students will be able to
• Use a graphic organizer to illustrate comparing and contrast
• Verbally retell key details and events of a story
Assessment Plan
http://www.corestandards.org/ELA-Literacy/RL/1/1/
http://www.corestandards.org/ELA-Literacy/RL/1/2/
http://www.corestandards.org/ELA-Literacy/RL/1/3/
http://www.corestandards.org/ELA-Literacy/RL/1/9/
First Grade ELA 3
Formative:
The formative assessment will be conducted by watching the students participation
during the group reading and bubble graph to check for progress and understanding.
The teacher will look for students to be participation by calling on students and asking
...
Pbl nf edwards
This 9-day project-based learning unit teaches 3rd grade students about non-fiction text features through creating their own non-fiction books. Students begin by taking notes on non-fiction books to develop pages in a rough draft booklet. They then study exemplar texts and use them to design text features for their own non-fiction pieces. Next, students write two non-fiction texts using the features and annotate how readers can use the features. Finally, students edit, publish and share their final books, and write a conclusion about the importance of text features in non-fiction reading.
Debbie Sukupa
The document provides lesson plans for a 3-part series of lessons on Maritcha Remond Lyons, a 19th century African American girl. In Lesson 1, students create a timeline of key events from Lyons' life and discuss inferences. Lesson 2 has students answer inference questions to understand influences on Lyons' personality. In Lesson 3, students work in groups to write and perform skits about events from Lyons' life. The lessons aim to teach students about a historical figure through biographical research and creative performance.
Samurai Final Project
This lesson plan teaches students about samurai culture over two weeks through various activities and projects. Students will research samurai online and learn about their roles and hobbies. They will then work in groups to write haiku poems, which they will present at a mock Japanese tea ceremony. Assessment is based on haiku projects, tea ceremony participation, and note-taking during peer presentations. The lesson integrates social studies, art, poetry, technology, and research skills.
Capstone project
This project involves 9th grade English and history students working collaboratively in groups to create a living history museum. Students will select a time period studied in class and create various projects for their exhibit, including a backdrop, narrative, poem, letter, biography, "what if" scenario, digital presentation, and group newspaper. The goal is for students to make connections between the two subjects and gain experience working as a team to demonstrate their knowledge through creative works. Students will present their museum to other classes and community members.
Unit Plan
This document outlines a 6-day unit plan for teaching students about ancient civilizations. Students will research different ancient civilizations, create websites presenting what they learned, and give presentations on their civilizations. The plan includes daily objectives, activities, and homework assignments to guide students through conducting research, collaborating in groups, and demonstrating their understanding of ancient civilizations.
Assure Method Unit Plan Microsoft 2007 1
This unit plan teaches 4th grade students about European exploration and colonial America through the use of technology and collaboration. Over the course of 7 days, students will learn about explorers, the establishment of colonies, and life in the different colonies. They will create timelines, maps, podcasts and blogs to demonstrate their understanding. The goals are for students to understand who discovered North America, when the first colonies were established, and how colonists adapted to life in the new land.
Lesson plan. 3 Grade
This lesson plan outlines a three-session unit for third grade students to write short reports about historical events. The unit begins with activating students' prior knowledge of history and choosing topics for their reports. During the development sessions, students research their topics, take notes, and write first drafts of their reports. They then edit their work and compile their reports into an anthology to donate to the school library. The goal is for students to learn about history and appreciate it while respecting others' work through proper use of information sources.
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Feudalism & Manorialism, Lesson 2, Day 2
- 1. Lesson 2: Feudalism & Manorialism in Europe during the Middle Ages
- 2. – Exit Ticket question: “Do you believe that your life is more similar to the life of a peasant or noble in Medieval European society? ™ The class will take part in a brief, group discussion to review answers and content from previous day’s instruction. Review of Exit Ticket Question
- 3. Introduction to Illuminated Manuscripts ™ The teacher will display a primary source image of an Illuminated Manuscript. ™ Students will complete a “Think-Pair- Share” activity to discuss what they believe is being shown and why it is “decorated” in the targeted style. ™ Follow-up group discussion will take place for students to share ideas. ™ The teacher will deliver brief, explicit instruction on the history and characteristics of Medieval Illuminated Manuscripts.
- 4. – Introduction & explanation of Illuminated Journal Activity ™ The teacher will introduce the Illuminated Journal activity in detail, using rephrasing, clarification, modeling, and previous student examples. He or she will then distribute the Assignment Description sheet and required materials. NOTE: He or she may want to create or utilize a separate instructional presentation to go through the steps of the assignment.
- 6. – ™ Students will use the remainder of the class period to plan their various journal entries (including the use of informational websites on their tablets/laptops and the “Medieval Life” Graphic Organizer) and BEGIN A DRAFT OF THEIR WRITING. ™ After they have planned what they want to write, students will create A 4-PAGE BOUND, VISUAL JOURNAL, WITH EACH ENTRY CONTAINING A DESCRIPTION, AN ILLUSTRATION, AND ILLUMINATION IN ORDER TO DESCRIBE A DAY IN THE LIFE OF FOUR PEOPLE OF VARIOUS CLASSES (Kings, Nobles, Noble Women, Barons, Bishops, Knights, Freemen, Peasants, Serfs). Illuminated Journal Activity Completion by students
- 7. – ™ Students will work on completing the journals for remainder of class. Note: If additional time is needed, the teacher may want to extend the lesson into a 3rd day.) ™ To conclude the lesson, students will volunteer to read and present their FAVORITE entry from their journal, followed by direct feedback from their peers and the teacher. Illuminated Journal Presentation
- 9. – ™ The teacher will informally evaluate both whole-group and individual student understanding and progress throughout the lesson with the use of GUIDED QUESTIONING, DISCUSSION, AND OBSERVATION. ™ Students will also be provided WITH IMMEDIATE, PERSONALIZED FEEDBACK about the ideas and activities. Formative Assessment
- 10. – ™ Because the activity was completed in a group format, the Graphic Organizer Worksheet will be collected at the end of the lesson and assessed against a checklist for completion. ™ The Illuminated Journal will be assessed after the completion of the lesson using a pre-established, analytic rubric. Summative Assessment