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Medieval Ages Unit Plan

6th grade

The Goldsmith Christus, Petrus1449 MET

Barbara Farrell Courtney Lyons

EDU 635 May 2, 2013

Farrell, Lyons 2

Medieval Ages Unit Plan

Table of Contents

OverviewGoal of Unit pg.…3Overview of each Lesson Plan pg.…3Schedule pg.… 9

Lesson PlansLesson Plan 1

Introduction; The Medieval Ages Not the Dark Ages pg.…11(Created by Lyons)

Lesson Plan 2Feudal System pg.…15(Created by Farrell)

Lesson Plan 3Character Study pg.…19(Created by Lyons)

Lesson Plan 4Clothing pg.…27(Created by Farrell)

Lesson Plan 5The Bubonic Plague pg.…30(Created by Farrell)

Lesson Plan 6Economics of Cathedrals pg.…33(Created by Lyons)

Lesson Plan 7Illuminated Manuscripts pg.…41(Created by Lyons)

Lesson Plan 8Jousting pg.…50(Created by Farrell)

Lesson Plan 9Field Trip; Medieval Fair pg.…54(Created by Farrell & Lyons)

Assessment Plan Lesson Plan Assessment pg.…58

Unit Plan AssessmentPortfolio pg.…60Reflection Essay pg.…61Grading Guide pg.…63

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Medieval AgesUnit Plan

Unit GoalStudents will learn about the culture, societal influences (art, sporting events, clothing), and the function of the church and government during the Medieval Ages.

Overview of Lesson Plans

Lesson Plan 1Title of Lesson;

‘Introduction; The Medieval Ages, not the Dark Ages’State Standards Addressed;

PLACES AND REGIONS6.2. Students acquire a framework for thinking geographically, including the location and unique characteristics of places

2. Give examples and analyze ways in which people’s changing views of places and regions reflect cultural change.

Social Studies Disciplines Addressed;History, Geography, Social Impact of Events

Goal;Students will learn about Muslim inventors from the Golden Age (Medieval Ages).

Objectives;Cognitive; Given an interview, students will be able to research an inventor from the Golden Age and answer/ask questions about the inventor, must receive a 2/4 on the assessment chart.

Affective; Given an interview, students will be able to work collaboratively with a partner and must receive a 2/3 on the assessment chart.

Duration of Lesson; 1 class period

Overview of Activity; Students will research Muslin inventors highlighted in National Geographic’s exhibit ‘1001Inventions: Discover the Golden Age of Medieval Muslim Civilization.’ Students, in groups of two, will stage filmed interviews based on their research; one partner will be the inventor and other partner will be the interviewer. During this lesson students will be asked to consider why some people refer to the Medieval Ages as the Dark Ages and others consider it to be the Golden Ages.


‘Feudal System’State Standards Addressed;

6.4. Students describe rural and urban land use, ways of making a living, cultural patterns, and economic and political systems.4. Analyze the changing structure and functions of cities over time.

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Social Studies Disciplines Addressed;History, Politics and Government

Goal;Teach students about the feudal system

Objectives;Cognitive: Given a half day of acting like a Lord or peasant, students will demonstrate knowledge about roles of Lord and peasant by writing a paragraph. They will explain each role that they played and write how it felt to be each both Lord and peasant. Students will attain at least a 3 in all of the categories.

Affective: Given a role assignment, students will treat each other as a Lord or a peasant. Students will do this with a 4/5 success on the checklist.

Duration of Lesson; All day

Overview of Activity;After learning about the Feudal System students will treat each other like Lords or peasants. They will each be assigned a role and will switch roles half way through the day. Students will learn what it was like to live in that time period.


‘Character Study’State Standards Addressed;

Human Systems6.3. Students identify and analyze the human activities that shape Earth’s surface, including population numbers, distribution and growth rates, and cultural factors.8. Identify the cultural contributions of various ethnic groups in selected world regions and countries, including the United States.

Social Studies Disciplines Addressed;History, Social Impact of Events

Goal; Through literature, students will discover how people lived their day-to-day lives during the medieval ages.

Objectives;Cognitive; Given a chapter book with a Medieval Ages theme, students will examine the everyday life of a figure from the medieval ages by conducting a character study interview; must receive a 2/4 on the assessment chart.

Affective; Given a Medieval Ages character study interview, students will be able to interview one peer and must receive a 2/3 on the assessment chart.

Duration of Lesson; Approximately two weeks; Two days should be reserved for in-class lessons. These lessons are separated by at least 10 at home reading periods of 20 minutes or more.

Overview of Activity;Students will read a book with a Medieval Ages theme. Students are expected to read the books over a course of a 10 day period. On the last day of the lesson students have a

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lunch part and dress as the protagonist or antagonist from their chosen book. Students will learn about the characters from their classmates’ books by conducting one peer interview.


‘Clothing’State Standards Addressed;

6.3. Students identify and analyze the human activities that shape Earth’s surface, including population numbers, distribution and growth rates, and cultural factors.

Social Studies Disciplines Addressed;Social Impact of Events, History

Goal;Students will understand the clothing that the people wore in the medieval times.

Objectives;Cognitive: Given a choice of clothing, students will identify and justify clothes and outfits that would be worn in medieval times with a success of 4/5 attempts as assessed by observation.Affective: Given a mannequin, pairs of students will dress the mannequin like different people that were involved in the feudal system with justification according to the presentation that they saw before the activity; students will have success of 3/4 according to the checklist.


‘Bubonic Plague’State Standards Addressed;

6.3. Students identify and analyze the human activities that shape Earth’s surface, including population numbers, distribution and growth rates, and cultural factors.4. Relate population growth rates to health statistics, food supply, or other measures of well being.

Social Studies Disciplines Addressed;Geography, History, Social Events Impact

Goal;Students will read and learn about the plague “The Black Death.”

Objectives;Cognitive: Given The Black Death and Other Putrid Plagues of London by Natasha Narayan, students will identify their favorite part of the story and explain at least two things they learned from the book, as evaluated by observation.

Affective: Given a literacy circle, students will participate by sharing what they learned about the book through their roles in the literacy circle, as assessed by observation of papers handed in and exit slips with 3/4 as assessed by checklist.

Duration of Lesson; Two classes

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Overview of Activity;Students will read The Black Death and Other Putrid Plagues of London by Natasha Narayan. Students will be assigned roles and have a literary circle.


‘Economics of Cathedrals’State Standards Addressed;

World Geography and Culture: Economic Systems and Urbanization6.4. Students describe rural and urban land use, ways of making a living, cultural patterns, and economic and political systems.

8. Summarize how cultural norms in a region influence different economic activities of men and women, including literacy, occupations, clothing,

and property rights.Social Studies Disciplines Addressed;

Economics, historyGoal;

Students will consider the economic costs and benefits of the Church spending money on the construction of Cathedrals. Students will consider the perspective of the Church and the peasants in regards to the construction of cathedrals.

Objectives;Cognitive 1.1; Given a discussion about economic costs and benefits of cathedrals; students will be able to write a formal letter identifying and justifying five reasons why the Church supported the construction of cathedrals and must earn a 2/4 on the assessment chart.

Cognitive 1.2; Given a discussion about economic costs and benefits of cathedrals; students will be able to write a formal letter identifying and justifying five reasons why peasants did not support the construction of cathedrals.

Affective; Given an activity, students will work collaboratively with their peers and must earn at least a 2/3 on the checklist.

Duration of Lesson; Two class periods

Overview of Activity;Students will write letters to the Church of England in support of or against the construction of a cathedral.


‘Illuminated Manuscripts’’State Standards Addressed;

DC Grade 6 Standards: World Geography and Cultures: Human Systems:6.3. Students identify and analyze the human activities that shape Earth’s surface, including population numbers, distribution and growth rates, and cultural factors.

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8. Identify the cultural contributions of various ethnic groups in selected world regions and countries, including the United States.

Social Studies Disciplines Addressed;Goal;

Students will learn about the four sections of an illuminated manuscript: text, border, illustration, and illuminated letter.

Objectives;Cognitive; Given an art activity, students will be able to analyze the four sections of an Illuminated Manuscript (text, border, illustration, and illuminated letter) by creating their own illuminated manuscript and must earn a 2/4 on the assessment scale.

Affective; Given an art activity, students will present their final product to the class and must receive a 2/3 on the checklist.

Duration of Lesson;Four lesson periods

Overview of Activity;Students will make their own illustrated manuscript. Students will present their manuscripts to their peers.


‘Jousting’State Standards Addressed;Social Studies Disciplines Addressed;Goal;Objectives;Duration of Lesson;Overview of Activity;


‘Field Trip, Medieval Fair’State Standards Addressed;

Places and Regions6.2. Students acquire a framework for thinking geographically, including the location and unique characteristics of places.2. Give examples and analyze ways in which people’s changing views of places and regions reflect cultural change.

Social Studies Disciplines Addressed;History, Politics and Government

Goal;Students will write a journal entry from the perspective of a Medieval Ages character.

Objectives;

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Cognitive; Given a field trip to a Medieval Fair, students will be able to write a journal entry of the day’s events from the perspective of a Medieval Ages character; must earn a 2/4 on the assessment chart

Affective; Given a field trip to a Medieval Fair, students will be able to work respectfully with their field trip group and must earn a 2/3 on the assessment chart.

Duration of Lesson;1 school day

Overview of Activity;Students will write and sign a journal entry about their experiences at the Medieval Fair. The journal entry will be from the perspective of a Medieval Ages character

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ScheduleThe Medieval Ages Unit Plan is intended to span a four week period.

Week 1Monday(April 1)

Tuesday(April 2)

Wednesday(April 3)

Thursday(April 4)

Friday(April 5)

Lesson Plan 1:Introduction to the Medieval Ages

Lesson Plan 2: Feudal System

Lesson Plan 3:Character Study-Introduction

Lesson Plan 4: Clothing

(L.Plan 3-requires 20 mins of reading

Lesson Plan 4:Clothing



Tuesday(April 9)

Wednesday(April 10)

Thursday(April 11)

Friday(April 12)

Lesson Plan 5: Bubonic Plague


Lesson Plan 5:Bubonic Plague


Lesson Plan 6-Economics of Cathedrals


Lesson Plan 6-Economics of Cathedrals


Lesson Plan 7 -Illuminated Manuscripts


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Tuesday(April 16)

Wednesday(April 17)

Thursday(April 18)

Friday(April 19)







Lesson Plan 3: Character Study-

In-service Learning Day

NO SCHOOL


Tuesday(April 23)

Wednesday(April 24)

Thursday(April 25)

Friday(April 26)

Lesson Plan 8:Jousting



Lesson Plan 9:Field TripVacation

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Lesson Plan 1Medieval Ages Not The Dark Ages

GOAL(S) OF THIS LESSON: Students will learn about Muslim inventors from the Golden Age (Medieval Ages).

STANDARDS:

PLACES AND REGIONS6.2. Students acquire a framework for thinking geographically, including the location and unique characteristics of places


OBJECTIVE(S):

Cognitive: Given an interview, students will be able to research an inventor from the Golden Age and answer/ask historically accurate questions about the inventor, must receive a 2/3 on the assessment chart.

Affective: Given an interview, students will be able to work collaboratively with a partner and must receive a 2/3 on the assessment chart.

ASSESSMENT: The following chart will be used to assess the cognitive objective;

Interview- Golden AgesGrading Scale

Scale4= Excellent = 100%3= Above Average =90%2= Average = 80%1= Below Average = 70%Criteria Grade ExampleInterview is at least 3 minutes 4Uses Academic ASL (or proper English when applicable)

4

ContentInformation in the interview is historically accurate

3

AVERAGED GRADE 3.7 = 97%Student Met Cog Obj. (2/4)? Yes

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The following chart will be used to assess the affective objective.

Character Study – Behavior

Grading Scale

Yes= 1 point

3/3 = Above Average = 100%2/3= Average = 90 %1/3= Below Average = 80%Student Name The student used

turn-taking skills effectively?

Student’s questions/answers were respectful and on task

Demonstrated respectful behavior

Grade

(Y/N) (Y/N) (Y/N)Student A

PROCEDURES:

Introduction;Introduce the lesson, ‘Today we will begin our lesson on the Medieval Ages. Now this time period has not always been referred to as the Medieval Ages. Does anyone know another name for this time period? (Dark Ages or the Middle Ages). ‘When you think of period as Dark what do you think?’ Write student’s answers on the board.

‘The National Geographic Museum in Washington D.C. has a different perspective on the Dark Ages. They recently held an exhibition called 1001Inventions: Discover the Golden Age of Medieval Muslim Civilization.’ Display images from the exhibition on the overhead.’ They do not think the Medieval Ages was a dark period. On the contrary, they consider it a Golden Age. What makes a time period golden?’ Discuss with students.

Lesson Activity;1. Present students with a print out of the article from the website. http://press.nationalgeographic.com/2012/01/19/1001inventions-legacy-muslim-civilization/ Students are to read the article with a partner. Discuss the major themes of the article with the class. Highlight any vocabulary words that may be unfamiliar.

2. The article discusses the following seven inventors of the Golden Age;1. House of Wisdom (8th to 14th c.)2. Jabir ibn Hayyan (722-815)3. Al-Zahrawi (936-1013)4. Al-Jazari (12t c. 5. Ibn Nafic (1210-1288)

http://press.nationalgeographic.com/2012/01/19/1001inventions-legacy-muslim-civilization/

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6. Sinan (1489-1588)

Students, in groups of two, are to research one inventor. The inventors can be selected based on student interest or buy selecting a name from hat. Students can use the computers to research their inventor. Students should be encouraged to use the given article for some of their research.

Provide students with the following worksheet to record research notes.

Student Name___________________________________Your Research partner_______________________________

Directions; Answer the questions below.

Who are you researching? _________________________________________Birth/Death___________________________________________________What did they invent? ___________________________________________What is interesting about this person? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Students will stage an interview. For the interview students will remain in their groups of two. One partner will be the interviewer and the other partner will take on the role of the inventor. The interviews will be filmed. The interviews should be at least three minutes in length.

Students can create their own interview questions or use the questions provided below for guidance.

Interview questions;

1. What is your name?2. Where are you from?3. When were you born?4. What is your job?5. What did you invent?

Before students begin their interviews, model an appropriate interview. Discuss the expectations of the interview. Show students the grading rubric for the interviews.

Wrap-Up;At the end of the lesson ask the students, ‘Now that we have finished our research and interviews, do you think the Medieval Ages were the Golden Ages or the Dark Ages?’ Students should support their answers with reasoning.

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MATERIALS/TECHNOLOGY:Computers – with cameraOverhead Projector

ASSESSMENT; Lesson Plan

A student’s grade for this lesson is determined by the following scale;

Interview (70 % of grade)Behavior- Interview (30 % of grade)

Student Name Interview(70 % of grade)

Behavior - Interview (30 % of grade)

Averaged grade for lesson

Student A 3 = 90% 2/3 = 90% 90 %Student B

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Lesson Plan 2Feudal System

GOAL(S) OF THIS LESSON: Students will learn about the Feudal System, and the government at that time.

STANDARDS: 6.4. Students describe rural and urban land use, ways of making a living, cultural patterns, and economic and political systems.4. Analyze the changing structure and functions of cities over time.

OBJECTIVE(S):

Cognitive: Given a half day of acting like a Lord or peasant, students will demonstrate knowledge about roles of Lord and peasant by writing a paragraph. They will explain each role that they played and write how it felt to be each both Lord and peasant. Students will attain at least a 3 in all of the categories.


ASSESSMENT: I will determine this with a checklist and rubric (attached) PROCEDURES1. Introduction. The teacher will introduce this lesson by giving a short PowerPoint

presentation about the Feudal system in the Middle Ages. We will discuss what the feudal system is and how it worked.

2. Lesson Content. These students will be able to explain the role of a Lord and the role of a serf or peasant in the feudal system. The Lord owned all of the land and was the highest person on the manor. The peasant worked for the King and the Lord. The peasant was the lowest worker on the manor. 90% of people were serfs (peasants) in the feudal system.

3. Lesson/Activity. After the short presentation the students will be assigned a role for half the day, they will then switch to the opposite role for the other half of the day. The students will be assigned either Lords or peasant. Throughout the day I will ask reminder questions such as “How do Lords treat Peasants” “Why do they treat them that way?” “What do Lords expect of peasants?” “What are Lords jobs compared to peasants? Why?” Before the start of the lesson I will give a demonstration of what the students will be doing. I will be the serf (peasant) and the student will be the Lord. We will do a short example of how it will work to demonstrate the activity to the class. The Lords will have special treatment. They will get to line up first, they will be allowed to sit where they want. The serfs (or peasants) will have no special privileges. They will answer to the Lords. I will make sure that I explain clearly to

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all students that we are doing a role playing activity and that what happens in the role play is not how we act in real life. This is just a simulation to show students what others lived like. Also I will explain that some Lords were nicer than others, and that the nicer they were the more respect they got from the serfs. Many serfs would be less respectful and willing to work when the Lords were meaner.

4. Wrap-Up. The students will summarize the lesson in paragraph about their experience as a Lord and peasant. The students often write paragraphs in both Language Arts and Social Studies using the given graphic organizers. I will explain to the students that they must first write out their thoughts on the graphic organizer and then put it on a good piece of paper to be handed in. The students will have the ability to have the teacher review their paragraph before they hand it in, or ask any questions they feel necessary. The students will also be provided a graphic organizer. They will also write what each of the roles is that they were that day. After the students finish writing their paragraph we will sit down and debrief about the day. We will talk about what happened and how they each felt.

MATERIALS/TECHNOLOGY: Computer, project, pens, pencil, paper

Assessment:

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Affective

Activity Completed Not CompletedStudent sat in specific spot

when in role of serf

Serfs cleaned out desksLords “ruled” the serfs

Students switched activity when told to switch roles

Students participated in activity

4 – Exceptional: 100%3 – Above Average: 90%2 – Average: 80%1 – Below Average: 70%

Cognitive

Above Average12/12 = 100%11/12 = 92%Average 10/12 = 83%9/12 = 75%Below Average

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8/12 = 67%7/12 = 59%

Student Cognitive Affective TotalStudent A 83% 90% 86%

Cognitive goal is work 75% and Affective is worth 25%

.75 x .83 (cog grade)+.25 x .90 (affective grade)86% (total grade)

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Lesson Plan 3Character Study

GOAL(S) OF THIS LESSON: Through literature, students will discover how people lived their day to day lives during the medieval ages.

STANDARDS: DC Grade 6 Standards: World Geography and Cultures:Human Systems6.3. Students identify and analyze the human activities that shape Earth’s surface, including population numbers, distribution and growth rates, and cultural factors.


OBJECTIVE(S):

Cognitive: Given a chapter book with a Medieval Ages theme, students will examine the everyday

life of a figure from the medieval ages by conducting a character study interview; must receive a 2/4 on the assessment scale.

Affective:Given a Medieval Ages character study interview, students will be able to interview one

peer and must receive a 2/3 on the assessment chart.

ASSESSMENT:

Cognitive: The following checklist will be used to assess the cognitive objective

Character Study – InterviewGrading Scale

Scale4= Excellent = 100%3= Above Average =90%2= Average = 80%1= Below Average = 70%Criteria Grade ExampleStudent remained in character during the duration of the interview

4

Content-Answers to interview questions are

4

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from the perspective of the literary character and contain details from the book.Content-Answers interview questions with relative accuracy

3


Affective: The following chart will be used to assess the affective objective


Grading Scale

Yes= 1 point

3/3 = Above Average = 100%2/3= Average = 90 %1/3= Below Average = 80%Student Name The student used

turn-taking skills effectively?

Student’s comments were appropriate and on-task?


Grade


PROCEDURES

PreparationThis lesson is intended to span a two week time frame

The following chart is an approximate schedule of the lesson over a two week period. (The days and dates for the lesson are based on the unit plan schedule.)

Monday Tuesday Wednesday Thursday Friday

2 3

1. Character Study Introduction

4

1. 20 minutes of reading in language arts class

2. 20 minutes of reading at home

5



8 9 10 11 12

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15



16



17



18

1. Lunch Party for Character Study

Date of LessonWednesday April 3

First day of the lesson:1. Open the class with the inquiry, ‘What is the best way for us to get in to the minds of the people who lived during the Medieval Ages? How can we best understand what their lives were like? Select several students to share their responses. Continue by introducing the next lesson in the unit, Medieval Ages Character Study. ‘We will be using literature to learn about the lives of people during the Medieval Ages. You are to select a book of your own choice for this lesson. You can search for a book during our library period today or you can go to the town library to find a book. Or you can always use an electronic book.” Ask the class, “What kind of books do you think would work best for this project?” Select several students to share their responses and then distribute book list – potential books students could choose for this lesson. I am now distributing a book list of books you may choose from for this project, now you are not required to choose these books. If you find another book you want to read, please show it to me and I will let you know whether or not this book is appropriate. * Book list is attached below

Booklist – Medieval Ages Character Study

Historical FictionBlack Horses for the King by Anne McCaffreyOtto of the Silver Hand by Howard PyleWhat Happened in Hamelin by Gloria SkurzynskiHush: An Irish Princess' Tale by Donna Jo NapoliCrispin: The Cross of Lead by Avi

http://www.powells.com/biblio/1-9780786816583-20

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The Apple and the Arrow by Mary & Conrad Buff (William Tell)The Door in the Wall by Marguerite De Angeli

After we have finished reading our books, myself included, we will be having a lunch party. Instead of eating in the cafeteria that day we will be eating in the classroom. During our lunch party I want you to dress up as and behave like a character from your book. So, if [Student A] read Robin Hood and I ask him what he did today, do you think he should say he played video games. No… He should say what Robin Hood did today. Keep this in mind when you are selecting your books.

2. The class will go to the school library to look for a book for their project. As the teacher, you will also select a book for this project.

ASSESSMENT

Record students’ book selections in the following chart. The same chart will be used to record students’ reading progress leading up to the Lunch Party.

Character Study – Book Selection and Reading Progress

Student Name Selected Book Reading ProgressWeek 1

Reading ProgressWeek 2

Student A

Date of Lesson;April 4-17

Every day following the introduction to the lesson:Students will be provided with at least a 20 minute block of reading time in language arts class. At the start of every social studies class, five minutes will be devoted to students sharing their comments and opinions about their books.

ASSESSMENT

Assessment will be taken in the form of Anecdotal Notes

Character Study – Book Selection and Reading Progress

Student Name Selected Book Reading ProgressWeek 1

Reading ProgressWeek 2

Student A

http://www.powells.com/biblio/2-9780440227793-1

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Date of Lesson;Thursday April 18Last Day of the last lesson:1. On the last day of the lesson the class will have the lunch party. Students will eat lunch in the classroom rather than in the cafeteria. During this lunch party students are expected to behave and dress like a character from their book. As the instructor you are also expected to dress as a character from your selected book.

Fifteen minutes prior to the lunch party have student fill out the following worksheet.

Student NameDate

Medieval Ages Character Study

Directions: Answer the following questions in the chart

What book did you read?

Genre of Book

What character from the book did you dress up as today?

In a few sentences describe the characters life during the Medieval Ages. (Was their life hard because they were a serf? Or did they have an easy and luxurious life because they were a King or Queen)Would you recommend this book to a friend, why or why not?

Once students have completed the Medieval Ages Character Study worksheet they are to place it in the completed bin.

2. Have students collect their lunches and return to their desks. Announce to students, ‘Now remember during this lunch party you need to act like the character your selected from your

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book. I will be watching you, so make sure you stay in character. Allow the students 10-15 minutes to eat their lunch and have informal conversation with their peers. The students should not break character during this time.

After students have finished their lunch it is time for them to learn about the characters their friends are acting out. “Now I would like you to collect some information about the book your classmates read. I would like to briefly interview one of your classmates about which character they dressed up as and the book they read.” Distribute the following worksheet. “The information you collect during the interviews can be recorded on this paper.”

3. Model the interview process for the students. Ask one student volunteer to interview you. (Remember to stay in character for the duration of the interview). Display the interview form on the overhead projector. The Interviewer should record your answers on this form. The form should be projected on the front of the board for the duration of the activity.

Student NameDate

Character Study Interviews:Directions: Interview one of you classmates. Ask your classmates (interviewee) the questions in the left column. Record the answers in the right column.

Questions AnswersStudent Name:What book did you read?

Genre of Book

What character from the book did you dress up as today?

In a few sentences describe the characters life during the Medieval Ages. (Was their life hard because they were a serf? Or did they have an easy and luxurious life because they were a King or Queen)Would you recommend this book to a friend, why or why not?

ASSESSMENT

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Use the following grading rubric to assess student interviews.


Scale4= Excellent = 100%3= Above Average =90%2= Average = 80%1= Below Average = 70%Criteria Grade ExampleStudent remained in character during the duration of the interview

4

Content-Answers to interview questions are from the perspective of the literary character and contain details from the book.

4

Content-Answers interview questions with relative accuracy

3


Wrap-Up.

After the lunch party ask the students to share their interviews with the class. Students should address each question on the character study worksheet.



Conducting Interview (70 % of grade)Behavior- Interview (30 % of grade)

Student Name Conducting Interview(70 % of grade)

Behavior - Interview (30 % of grade)



The following formula can be used to determine the student’s grade

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Lesson Grade= .70(Decimal Conversion of Conducting Interview)+ .30(Decimal Conversion of Behavior)

MATERIALS/TECHNOLOGY:Chapter books (selected by students)Worksheets ( ‘Medieval Ages Book List,’ ‘Medieval Ages Character Study,’ ‘Character

Study Interviews’

REFERENCES:

Medieval ages book list was gathered from; http://melissawiley.com/blog/2010/05/22/books-about-the-middle-ages/ And http://www.powells.com/section/childrens/historical-fiction-medieval/

http://www.powells.com/section/childrens/historical-fiction-%09medieval/

http://www.powells.com/section/childrens/historical-fiction-%09medieval/

http://melissawiley.com/blog/2010/05/22/books-%09about-the-middle-ages/

http://melissawiley.com/blog/2010/05/22/books-%09about-the-middle-ages/

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Lesson Plan 4Clothing

Date of Lesson; April 4 and 5, 2013

GOAL(S) OF THIS LESSON: Students will understand the clothing that the people wore in the medieval times.

STANDARDS: 6.3. Students identify and analyze the human activities that shape Earth’s surface, including population numbers, distribution and growth rates, and cultural factors.3. Identify the demographic structure of a population and reasons for variations between places, including developing and developed nations

OBJECTIVE(S): Given a choice of clothing, students will identify and justify clothes and outfits that would be worn in medieval times with a success of 4/5 attempts as assessed by observation.Given a mannequin, pairs of students will dress the mannequin like different people that were involved in the feudal system with justification according to the presentation that they saw before the activity, students will have success of 3/4 according to the checklist.

ASSESSMENT: Checklist – will assess how the students dress their mannequins

PROCEDURES5. Introduction. I will start by reviewing the provided website. http://www.middle-

ages.org.uk/middle-ages-clothing.htm I will use this website to show students what different people in the Medieval Times wore. First I will ask them what they think people wore in the Medieval Ages. Was it the same as we wear today? Why do you think they had different dress than we do now? I will focus on the Knights, Ladies, Lords, Kings, and Peasants clothing. We will discuss why the clothing is different for each title in the feudal system. The students will then have the chance to research a character that is given to them. They will use the given website and research a specific role from the Middle Ages. They must follow the questionnaire they are given.

6. Lesson Content. The students will learn about the clothing that people in the medieval times wore. They will see how the dress also identified them as different classes and why they wore different clothes.

7. Lesson/Activity. After the presentation is given there will be different clothing from different time periods laid out. Students will have to pick an outfit that people would wear in the medieval times. After this students will break into pairs. They will chose a group of people from the feudal system Knights, Kings, Lords, Ladies, or Peasants. To demonstrate I will have a pre dressed mannequin to show the students what they will be doing. Also the students will be told in the directions that they must dress up their mannequin and justify why

http://www.middle-ages.org.uk/middle-ages-clothing.htm


Farrell, Lyons 28

they chose that clothing for it. Each partner will have a mannequin they will have to dress up with different clothing to see how they are different from each other. Students must justify why they chose the clothing they did.

8. Wrap-Up. After the activity the students will come back to their desks. We will sit and discuss any further questions that the students have. I will ask them what they learned from the lesson today and why it is important? Then we will wrap up the class.

MATERIALS/TECHNOLOGY: http://www.middle-ages.org.uk/middle-ages-clothing.htm, mannequin, clothingAssessment: Student Name Observation

Cognitive +: 100% - 90%

: 89% - 80%

- : 79% - 70%

Student Activity Completed Not CompletedFound a partner to work withChose a group from the feudal system that was discussedIdentified clothing correctly that applied to that groupDressed mannequin appropriately for the group that was chosen.

Affective4 – Exceptional: 100%3 – Above Average: 90%2 – Average: 80%1 – Below Average: 70%Student Cognitive (75%) Affective (25%) Total

90% 80% 88%

.75 x .90 (Cognitive)+ .25 x .80 (Affective)Total Grade 88%


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Question AnswerWhat was the clothing made out of?Was the clothing expensive or cheaper? Why?Did the clothing match with the type of work they did? How?Find one interesting fact about this role in the Feudal system. Explain why you think this is interesting.

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Lesson Plan 5Bubonic Plague

GOAL(S) OF THIS LESSON: Students will read and learn about the plague “The Black Death.”

STANDARDS: 6.3. Students identify and analyze the human activities that shape Earth’s surface, including population numbers, distribution and growth rates, and cultural factors.

4.Relate population growth rates to health statistics, food supply, or other measures of well-being

OBJECTIVE(S):

Cognitive: Given The Black Death and Other Putrid Plagues of London by Natasha Narayan, students will identify their favorite part of the story and explain at least two things they learned about the Bubonic Plague in the Middle Ages from the book, as evaluated by observation.


ASSESSMENT: I will use observation to make sure that all the students meaningfully participated at least two times. I will make sure to jot it down on a sticky note as we go through the discussion. Also I will grade their exit slips, which will show what they learned from the group discussion. PROCEDURES9. Introduction. Throughout the quarter students have been reading the first chapter of The

Black Death and Other Putrid Plagues of London by Natasha Narayan. I introduced this topic by explaining to them that we will be doing a literacy circle like the ones we had previously done in Language Arts class. Each student will be assigned a role. When they are given the role I will explain individually give them a paper that has the roles explained explicitly on the paper. Students will have a few minutes to read over the assignment and ask any questions they have. The roles will include summarizer, questioner, connector, illustrator, vocabulary enricher, literary luminary, and researcher. The students will fill out the forms specific to their role from the following website.

http://yourexperiencecounts.org/wp-content/uploads/2011/05/lit_circles.role_sheets.pdf


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10. Lesson Content. Students will discuss what they have learned from the book. It discusses “The Black Death.” It also discusses other diseases in the medieval times, yet the focus of this conversation will be The Black Death also known as the plague.

11. Lesson/Activity. Students will gather in a literary circle. I will ask lead questions such as “What was the book about?” “What was your favorite part?” “What did you learn from the book that you did not know before?” “Was there a cure for the plague?” “How did this affect London at the time?” Each student will be given a role as we have done in the past. The roles will include summarizer, questioner, connector, illustrator, vocabulary enricher, literary luminary, and researcher. The students will fill out the forms specific to their role from the following website.


12. Wrap-Up. Students will write an exit slip explaining two things that they gained from the group discussion, on the first day of the lesson. On the second day of the lesson students will submit their notes from their role in the literacy circle

MATERIALS/TECHNOLOGY: exit slip, role papershttp://yourexperiencecounts.org/wp-content/uploads/2011/05/lit_circles.role_sheets.pdf

Since this is a two day lesson on the first day students will turn in an exit slip, the last day of the lesson they will submit their notes that they made for their roles in the literacy circle.

Exit SlipWhat did you learn about the Bubonic Plague? ________________________________________________________________________________________________________________________________________________________________________________________________________________________

What do you still have questions about?________________________________________________________________________________________________________________________________________________________________________________________________________________________

Student Participation

Cognitive +: 100% - 90%

: 89% - 80%

- : 79% - 70%



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Student Name Activity Yes NoStudent wrote 2 items they learned connected with Bubonic Plague.Students writing were related to the book.Students writing was related to the in class discussion.

Affective4 – Exceptional: 100%3 – Above Average: 90%2 – Average: 80%1 – Below Average: 70%

Total Grading ScaleStudent Cognitive (75%) Affective (25%) Total

90% 80% 88%


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Lesson Plan 6Medieval Ages; Economics of Cathedrals

GOAL(S) OF THIS LESSON: Students will consider the economic costs and benefits of the Church spending money on the construction of Cathedrals. Students will consider the perspective of the Church and the peasants in regards to the construction of cathedrals.

STANDARDS: World Geography and Culture: Economic Systems and Urbanization6.4. Students describe rural and urban land use, ways of making a living, cultural patterns, and economic and political systems.

8. Summarize how cultural norms in a region influence different economic activities of men and women, including literacy, occupations, clothing, and property rights.

OBJECTIVE(S):

(Students 1-5 will be expected to meet Cognitive objective 1.1)Cognitive: Given a discussion about economic costs and benefits of cathedrals; students will be able to write a formal letter identifying and justifying five reasons why the Church supported the construction of cathedrals and must earn a 2/4 on the assessment chart.

Students 6-10 will be expected to meet Cognitive objective 1.2)Cognitive: Given a discussion about economic costs and benefits of cathedrals; students will be able to write a formal letter identifying and justifying five reasons why peasants did not support the construction of cathedrals.

Affective: Given an activity, students will work collaboratively with their peers and must earn at least a 2/3 on the checklist.

ASSESSMENT:

Cognitive;The cognitive objective will be assessed by the following checklist.

Economics of Cathedrals – Formal LetterGrading Scale

Scale4= Excellent = 100%3= Above Average =90%2= Average = 80%

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1= Below Average = 70%Criteria Grade ExampleLetter identifies 5 historically accurate reasons in support of or against the construction of a cathedral

4

Letter justifies 5 historically accurate reasons in support of or against the construction of a cathedral

3

Letter uses correct punctuation and syntax

3

Letter adheres to the given format (Introduction, supporting details, conclusion)

2

AVERAGED GRADE 3 = 90%Student Met Cog Obj. (2/4)? Yes

Affective

The affective objective will be assessed using the following checklist

Economics of Cathedrals –Group ActivityGrading Scale (Yes= 1 point)

4= Excellent = 100%3= Above Average =90%2= Average = 80%1= Below Average = 70%Student Name

Student did not interrupt peers while they were talking

Demonstrated appropriate turn-taking when appropriate

Comments made were on-task and appropriate

Did the student meet the affective objective? (Must have earned a 2/3 on the checklist)

(Y/N) (Y/N) (Y/N) (Y/N)Student 1Student 2

PROCEDURES

PreparationThis lesson is intended to span a two day time frame

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The following chart is an approximate schedule of the lesson over a two day period. (The days and dates for the lesson are based on the unit plan schedule.)

Wednesday(April 10)

Thursday(April 11)

1. Introduction

2. Group Activity(Five reasons in support of or against the construction of a Cathedral

1. Formal Letter to the Church

2. Wrap up discussion

Date of Lesson;Wednesday April 10

1. Display the PowerPoint on the overhead. 1st image; Notre Dame Cathedral. Introduce the lesson, ‘Today we will be learning about the architectural designs of gothic cathedrals. This is a gothic cathedral called Notre Dame. It was built in Rome. Who can show me where Rome is located on our world map. Ask for a student volunteer to point out Rome on a map. Ask students, ‘What do you notice about design of the church?’ If needed use guiding questions or comments to encourage students’ thought process. (Ex. Consider the comparative size of the Church. Does this Church look like the Churches you have seen in our town? What is different?)

2. ‘As I mentioned before this church is called a gothic cathedral. Has anyone ever heard of the word gothic before? What do you think it means? Allow students to answer. Ask students to open to page 404 in their text book (History of our World). ‘On page 404 in the textbook there is a wonderful picture of the Notre Dame Cathedral. The page discusses some of the defining characteristics of Gothic Cathedrals. Then write on the white board ‘Characteristics of Gothic Churches.’ Ask students, ‘What are some of the design features of Gothic Churches?’ Write the students answers on the board.

(Ex. 1. Large stone churches. 2. Thin walls. 3. High spires (towers). 4. Building is cross shaped. 5. Rose Window. Flying buttresses. 6. Gargoyles. 7. Stained glass windows. )

Have a scanned copy of page 404 displayed on the overhead projector. Circle or highlight the different architectural features on the page. Be sure to address/explain each architectural feature. (Ex. Spires; towers on the church that extend into the sky. The spires make the Cathedral look large and impressive.)

‘Another architectural feature not discussed on page 404 is stained glass windows.’ Ask students to raise their hand if they have ever seen a stained glass window before. Display several images

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of stained glass windows from Notre Dame. ‘What do you notice about the windows? Do you think the windows allow a lot of light into the Cathedral? Why not?’

‘Let’s talk about the purpose of stained glass windows. Stained glass windows are beautiful but they also serve a very real purpose. They tell stories. When you were little did you ever read a book that only had pictures?

Show the students a book without words. Ex. The Snowy Day or an excerpt from Wonderstruck. ‘Now, can someone summarize what happened in the book (or excerpt from the book)? Allow students time to answer the question. ‘In order to understand the story you did not have to read the book? You only had to look at the pictures in the book.’

Display a series of stained glass windows that tell a specific story. ‘Imagine you entered Notre Dame Cathedral and wanted to learn more about the Church but you couldn’t read. You could learn by looking at the stained glass windows.

3. ‘Now looking on page 404 how long did it take to build Notre Dame Cathedral?’ (200 years). ‘Why do you think it took so long to build the cathedral? ‘Can you imagine how much it cost to make this Cathedral? Allow the students to answer questions. ‘The leaders of the Roman Catholic Church, like the pope, decided that they should spend an enormous amount of money on making fancy cathedrals and beautiful stained glass windows. How do you think the Church acquired the funds to construct cathedrals like Notre Dame? (Taxing peasants).

1. Introduce the activity, ‘We know cathedrals are beautiful, but they also were very expensive. The Church would tax the peasants to raise money to build the cathedral. Today we have a fun role playing activity to consider the economic cost and benefits of building a Cathedral. We will consider two perspectives; that of the Church (archbishops) and the peasants). The Church wants Cathedrals to be built but peasants do not want Cathedrals to be built. Divide the students into two groups; archbishops and peasants. Students should sit with their groups. Groups will complete only the first direction. The second prompt will be completed the following day.

2. Provide the archbishops with the following prompt; ‘For this activity you will take on the role of an archbishop. The Roman Catholic Church is considering building a duplicate of the Notre Dame Cathedral. The replica will have stained glass windows, tall spires, a rose windows, flying buttresses, and gargoyles. The Church will have to spend a large amount of money to build the Cathedral. The Church will raise the money by taxing peasants.’

Problem; Peasants have little money to survive. Peasants do not want to be taxed. Why should peasants by responsible for supporting the financial burden of a new Cathedral?

Directions. 1. As a group come up with a list of at least five reasons why the Church should build a replica of Notre Dame.

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(Hint; remember what we have learned so far about the political role of the Church. Who attends church? Consider how the people of today benefit

from studying cathedrals).

1. _______________________________________2. _______________________________________3.________________________________________4.________________________________________5.________________________________________

2. Now write a formal letter to the pope supporting the construction of a new Cathedral. Your letter should have three paragraphs.

1st paragraph. Introduction. State the purpose of the letter (Ex. A Cathedral should be built

2nd paragraph. Supporting details. Discuss the five reasons why a Cathedral should be built.

3rd paragraph. Closing. Restate the purpose of the letter. End the letter with a strong comment. (Ex. Future generations will marvel at the architectural

accomplishments of the Roman Catholic Church.

Provide the peasants with the following prompt; ‘For this activity you will take on the role of a peasant. The Roman Catholic Church is considering building a duplicate of the Notre Dame Cathedral. The replica will have stained glass windows, tall spires, a rose windows, flying buttresses, and gargoyles. The Church will have to spend a large amount of money to build the Cathedral. The Church will raise the money by taxing you, the peasants.

Problem; as a peasant you have little money to survive. You do not want to be taxed. Why should you be responsible for supporting the financial burden of a new Cathedral?

Directions; 1. As a group come up with a list of at least five reasons why the Church should not build a replica of Notre Dame.

(Hint; Recall what you have learned about the feudal system. What was life like for peasants? Why is it unjust for peasants to be taxed? Do you think the

Church could raise the money for a Cathedral another way? Do you think Rome needs to have more cathedrals?)

1. _______________________________________2. _______________________________________3.________________________________________4.________________________________________5.________________________________________

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2. Now write a formal letter to the pope about why you do not support the construction of a new Cathedral. Your letter should have three paragraphs.

1st paragraph. Introduction. State the purpose of the letter (Ex. A Cathedral should not be built

2nd paragraph. Supporting details. Discuss the five reasons why a Cathedral should not be built.

3rd paragraph. Closing. Restate the purpose of the letter. End the letter with a strong comment. (Ex. Future generations will think the Roman Catholic

Church was overindulgent and immoral.

Collect worksheets

ASSESSMENT

The following chart can be used to assess students participating in the group activity

Economics of Cathedrals –Group ActivityGrading Scale (Yes= 1 point)

4= Excellent = 100%3= Above Average =90%2= Average = 80%1= Below Average = 70%Student Name

Student did not interrupt peers while they were talking

Demonstrated appropriate turn-taking when appropriate


Did the student meet the affective objective? (Must have earned a 2/3 on the checklist)

(Y/N) (Y/N) (Y/N) (Y/N)Student 1Student 2


1. Distribute student worksheets. Students are to individually complete the second prompt/direction. Students will write a formal letter to the Church supporting or arguing against the construction of a cathedral. Distribute lined paper for students to write the letter. Observe students and answer questions as they arise

Collect student worksheets

Farrell, Lyons 39

ASSESSMENT

The following chart can be used to assess students’ formal letter to the Church

Economics of Cathedrals – Formal LetterGrading Scale

Scale4= Excellent = 100%3= Above Average =90%2= Average = 80%1= Below Average = 70%Criteria Grade ExampleLetter Identifies 5 historically accurate reasons in support of or against the construction of a cathedral

4

Letter justifies 5 historically reasons in support of or against the construction of a cathedral

3

Letter uses correct punctuation and syntax

3

Letter adheres to the given format (Introduction, supporting details, conclusion)

2

AVERAGED GRADE 3 = 90%Student Met Cog Obj. (2/4)? Yes

Wrap-Up.

The groups will informally debate whether or not the Cathedral should be built. Divide the white board/chalkboard in half. Each group should write the five reasons why or why not the Cathedral should be built.

Explain the directions for the debate. (Students will have had prior experience with debates in Language Arts class.) ‘The rules for the debate are…’

1. ‘The peasants will begin the debate by explaining the five reasons why the Cathedral should not be built. The group will have five minutes to make their argument.2. The archbishops will then explain the five reasons why the Cathedral should not be built. The group will have five minutes to make their argument.3. The peasants will have an opportunity to make a closing argument. Closing arguments will have a five minute time limit4. The archbishops will have the opportunity to make a closing argument.’

Be sure the emphasize the point that every student should contribute at least one comment to the debate

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Conclude the lesson with an informal vote. ‘Now that we have learned about the peasants perspective and the archbishops perspective about building a new Cathedral let’s take the matter to a vote. With all things considered do you think the Pope should build a new cathedral ‘yes’ or ‘no’? Keep in mind that when you vote you have to provide reasoning as to why you think the cathedral should be built. Tally the student’s vote on the chalkboard.

Lesson Content.

1. Students will consider two perspectives on the construction of cathedralsa. The Church. Half the class will list and justify five reasons why the Church wanted to construct cathedrals. b. Peasants. Half the class will list and justify five reasons why peasants did not want

Cathedrals to be built.

ASSESSMENT; lesson plan

A student’s grade for the lesson is determined by the following scale

Student Name GroupActivity(40 % of grade)

Formal Letter (60 % of grade)


Student A 3/ 4 = 90% 3.5 = 95% A = 93 %Student B

The following formula can be used to determine student grades;

Lesson Grade= .40(Decimal Conversion of group activity)+ .60(Decimal Conversion of formal letter)

MATERIALS/TECHNOLOGY:Textbooks ‘History of Our World’ pg. 404Scanned copy of pg. 404 from ‘History of Our WorldA picture book without words. Ex. The Snowy Day by Ezra Jack Keats

REFERENCES: Textbook ‘History of Our World’

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Lesson Plan 7Illuminated Manuscripts

GOAL(S) OF THIS LESSON: Students will learn about the four sections of an illuminated manuscript: text, border, illustration, and illuminated letter.

STANDARDS: DC Grade 6 Standards: World Geography and Cultures: Human Systems:6.3. Students identify and analyze the human activities that shape Earth’s surface, including population numbers, distribution and growth rates, and cultural factors.


OBJECTIVE(S):

Cognitive: Given an art activity, students will be able to analyze the four sections of an Illuminated Manuscript (text, border, illustration, and illuminated letter) by creating their own illuminated manuscript and must earn a 2/4 on the assessment scale.

Affective:Given an art activity, students will present their final product to the class and must receive a 2/3 on the checklist.

ASSESSMENT:

The cognitive objective will be assessed using the following rubric

Illuminated Manuscript Grading ScaleScale4= Excellent = 100%3= Above Average =90%2= Average = 80%1= Below Average = 70%Criteria Grade ExampleIllustration– is a historically accurate representation and is highly detailed

4

Story/Fable –details and information are historically relevant.

4

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Border - historically accurate representation and is highly detailed

3

Illuminated Letter – historically accurate representation

2

Averaged Grade 3.3 = 93 %Student Met Cog Obj (2/4)? Yes

The affective objective will be assessed using the following scale

Illuminated Manuscript Presentation Grading Scale

3/3 = Above Average = 100%2/3= Average = 90 %1/3= Below Average = 80%

Student Name Student responded to peer questions appropriately


Student was respectful during peer presentations

Grade


PROCEDURES

Preparation

This lesson is intended to span a four day period. Each period is 60 minutes long.

The following chart is an approximate schedule of the lesson over a four day period. (The days and dates for the lesson are based on the unit plan schedule.)

Friday(April 12)

Monday(April 15)

Tuesday(April 16)

Wednesday(April 17)

1. Introduction2. Research Activity

1. Sketch Illuminated Manuscript2. Begin final draft of illuminated manuscript

1. Continue work on illuminated manuscripts

1. Finish illuminated manuscript(20- 30mins)

2. Student Presentations

Farrell, Lyons 43

Date of Lesson;Friday April 12

1. Begin the lesson by opening the illuminated manuscripts PowerPoint. Introduce the lesson; ‘For the next several classes we will be spending some time learning about illuminated manuscripts.’ Ask the students, ‘Has anyone seen an illustrated manuscript before, maybe in a museum?’ Allow time for students to answer. Show students several images of illustrated manuscripts in the PowerPoint. ‘Now looking at these images, we can make predictions about Illustrated Manuscripts based on what we see. We do not need to have extensive background information to see and maybe even understand what an Illustrated Manuscript is. What do you notice in these images of the Illustrated Manuscripts? (Use guiding questions if need be; is the illustration/picture unified or does it look fragmented/scattered? Does the illustration and text interact? What colors did the illustrator/illuminator use? Do you notice anything special about the colors used?) Students can write their observations on the white board.

2. Introduce the research activity. ‘To help us learn a little bit more about Illuminated Manuscripts we are going to be pretend we are art historians. We have finished making predictions about Illustrated Manuscripts and now we are going to search for background information. With a partner you log on to the computers and use one internet site to answer some questions about Illuminated Manuscripts. Divide students in pairs or groups of three (depending on class size). Distribute worksheet and answer questions as they arise. The worksheet (as well as an answer key to the worksheet is provided below).

Accommodation; If computers are not available give the students printed copies of the article on the website.

Student Name__________________________Date__________________________________

Illuminated Manuscript Research Questions

Directions; 1. Log on to the computer2. Open the internet and type; http://www.getty.edu/education/teachers/classroom_resources/curricula/manuscripts/background1.html3. Read the article and answer questions below

Questions;

1. Why are the manuscripts called ‘Illuminated Manuscripts’ (hint what is special about the paints used in the making of the manuscript?)__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

http://www.getty.edu/education/teachers/classroom_resources/curricula/manuscripts/background1.html

http://www.getty.edu/education/teachers/classroom_resources/curricula/manuscripts/background1.html

Farrell, Lyons 44

2. What three sections (parts) of the manuscript are illuminated (hint; Illumination took the form of 1.______________________________ 2._______________________________ 3._________________________________

3. The majority of Illuminated Manuscripts were used for _______________ purposes?

4. Who were the four people that made an Illuminated Manuscripts, and what were their jobs?1.____________________________________________________________________________2. ____________________________________________________________________________3.____________________________________________________________________________4.____________________________________________________________________________

Review the questions and answers with students (An answer key is provided below). Students are to correct any answers they had incorrect. Be sure to spend time reviewing new vocabulary.

New vocabulary words; parchment, pigments, scribe, illuminator,

1. Why are the manuscripts called ‘Illuminated Manuscripts’ (hint what is special about the paints used in the making of the manuscript?)

Answer: The illustrations were drawn with precious pigments; gold and silver. The drawings appeared to glow

2. What three sections (parts) of the manuscript are illuminated (hint; Illumination took the form of 1.______________________________ 2._______________________________ 3._________________________________

Answer; 1. Decorated letters 2. Borders 3. Painted scenes (illustrations or pictures).

3. . The majority of illuminated manuscripts were used for _______________ purposes?Answer; religious

4. . Who were the four people that made an illuminated manuscript?Answer; parchment maker, scribe, illuminator, bookbinder

ASSESSMENTCollect and grade student worksheets.

Grading Rubric

Research Questions WorksheetScale

Questions Answered Correctly Grade4/4 Excellent = 100%3/4 Above Average = 90%2/4 Average = 80%1/4 Below Average = 70%

Farrell, Lyons 45

Student’s grades will be recorded in the lesson plan grading sheet (attached at the end of the lesson plan).

Date of Lesson;Monday April 15

Introduce the lesson, ‘Today we will begin making our own Illuminated Manuscripts.’ Distribute the following worksheet;

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Display the worksheet on the overhead projector. ‘This worksheet will be used as a guide for your illuminated manuscripts. Your Illuminated Manuscripts will have four parts. Looking at the guide in front of you who can tell me what the four parts of an Illuminated Manuscript are.’ Write students answers on the board.

Students will make sketches of their illuminated manuscripts. ‘Today we will be sketching our illustrations, borders, and illuminated letters. The theme of your drawings must be related to the stories/fables you wrote in language arts class.’ Distribute the student’s completed stories. ‘Now if you are looking for inspiration I have several printed images of Illuminated Manuscripts at the front of the class. Don’t forget we also have several library books with many examples of Illuminated Manuscripts. Distribute plain paper for the sketches.

Students have several options in regards to how they will produce their illuminated manuscript.1. Students may use the computer to type their fable. (This decision was decided in language arts class.)2. Students may use the computer, paint pens, colored pencils, or construction paper to create the border, illustration and illuminated letter in their manuscripts.

Students should spend 20-30 minutes planning and sketching their illuminated manuscripts. Students should then begin working on their project. Provide students with blank paper and access to other materials for the project (computer, paint pens, colored pencils and construction paper).

ASSESSMENTUse the following grading scale to assess students’ participation/involvement during the activity

Participation4= Excellent = 100%3= Above Average =90%2= Average = 80%1= Below Average = 70%Criteria Grade

Monday April 15

Grade Tuesday April 16

Averaged Grade

Additional comments

Student is on task for the majority of the class period. Questions and comments and respectful and related to the task on hand

Date of Lesson;Tuesday April 16

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Students will spend the entirety of this lesson working their illuminated manuscripts. Encourage students to use multiple forms of media (ex. colored pencils and paint pens) to create their illuminated manuscripts. Observe students’ progress. Answer questions as they arise

ASSESSMENT

Use an observation chart to record student progress. Note any students who are struggling to stay on task.

Participation4= Excellent = 100%3= Above Average =90%2= Average = 80%1= Below Average = 70%Criteria Grade

Monday April 15

Grade Tuesday April 16

Averaged Grade

Additional comments

Student is on task for the majority of the class period. Questions and comments and respectful and related to the task on hand


Allow the students to spend 20-30 minutes finishing their illuminated manuscripts. Hang the completed projects along the walls of the classroom.

Each student will present their illuminated manuscript to the class. Each student will 1. Read their story/fable to the class. 2. Explain their artistic design choices for their manuscript’s border, illustration, and illuminated letter.

Farrell, Lyons 48

ASSESSMENTUse the following scale to grade students illuminated manuscript project and to assess whether students met the cognitive objective.

Illuminated Manuscript Grading ScaleScale4= Excellent = 100%3= Above Average =90%2= Average = 80%1= Below Average = 70%Criteria Grade ExampleIllustration– is a historically accurate representation and is highly detailed

4

Story/Fable –details and information are historically relevant.

4

Border - historically accurate representation and is highly detailed

3

Illuminated Letter – historically accurate representation

2

Averaged Grade 3.3 = 93 %Student Met Cog Obj. (2/4)? Yes

Use the following checklist to assess students’ presentation on their illumination manuscript presentation and to assess whether or not students met the affective objective.

Illuminated Manuscript Presentation Grading Scale

Yes = 1 point

3/3 = Above Average = 100%2/3= Average = 90 %1/3= Below Average = 80%

Student Name Student responded to peer questions appropriately


Student was respectful during peer presentations

Grade


Wrap-Up.

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At the end of the lesson ask the students, ‘Why do you think people in the medieval ages and people today value Illuminated Manuscripts.’ (Use guiding questions to support student’s critical thinking; Ex. Is it easy to make an illuminated manuscript? What can we learn from illuminated manuscripts?

ASSESSMENT; lesson plan

A student’s grade for the lesson is determined by the following scale

Research Worksheet (15% of grade)Student Participation (25% of grade)Illuminated Manuscript project (50% of grade)Illuminated Manuscript Presentation (10% of grade)

Student Name

Research Worksheet (15% of grade

Student Participation(25% of grade)

Illuminated Manuscript project(50 % of grade)

Illuminated Manuscript Presentation(10% of grade)

Lesson Plan Grade

Student A A+ =100% A- = 90% A = 95 % A= 90 % 94% = AStudent B Use the following formula to determine a student’s grade

Lesson grade = .15(Decimal Conversion of Research Worksheet Grade) + .25(Decimal Conversion of Student Participation) + .50(Decimal Conversion of Illuminated Manuscript project)+ .10 (Decimal Conversion of Illuminated Manuscript Presentation)

MATERIALS/TECHNOLOGY:

1. Overhead projector/ELMO2. Computers.

3. Construction paper, colored pencils, paint pens

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Lesson Plan 8Jousting

Date of Lesson; April 22, 23, 24, 2013

GOAL(S) OF THIS LESSON: Students will learn about jousting, the rules, and the tournament.

STANDARDS: 6.3. Students identify and analyze the human activities that shape Earth’s surface, including population numbers, distribution and growth rates, and cultural factors.8.Identify the cultural contributions of various ethnic groups in selected world regions and countries, including the United States.

OBJECTIVE(S):

Cognitive: Students will demonstrate knowledge of jousting by designing their own joust as assessed by the checklist with a success of ¾.

Affective: Students will participate by sharing at least three things they learned from research during their jigsaw. As assessed by observation.

ASSESSMENT:

April 22 April 23 April 241.) Introduction2.) Research

1.) Jigsaw 1.) Design your own joust

2.) Wrap up

Day 1 April 22PROCEDURES13. Introduction. I will introduce the topic by referring back to the lessons of Feudalism and

Clothing. We will talk about who jousts and the reasons for jousting.

a. Tournaments were public contests of skill between knights. Anyone could enter a tournament if they had armor, a horse, a sword, and a shield. Wooden stands were built to seat the nobles who came to the event. Stands were decorated with colorful pennants. There were even some tents put up for more wealthy peasants. Anyone could attend a tournament, including women and children.

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b. Activities at the tournaments included kickboxing and many forms of fighting. Two favorites were consistently the joust and the melees. They were both rough sports. Many knights died. Many horses bolted in panic. Some ran into the audience and killed onlookers. Yet still, the tournaments were a most popular form of entertainment in the Middle Ages.

c. The Joust: The joust was a form of combat between two knights. A low wooden fence separated the knights. The two competing knights started on horseback, holding long sharp lances. A lance was a long pole with a sharpened end. The two knights rode towards each other, with their lances up and ready, each on their own side of the fence. The goal was to knock your opponent off his horse. This was pretty hard to do. Saddles had a back piece that rose up about a foot. This was designed to help a knight keep his seat in battle, and it served the same purpose at the joust.

http://medievaleurope.mrdonn.org/jousts.html

To ensure that students know what we are discussing I will show them pictures of different joust matches and a short YouTube video about jousting.

https://www.google.com/search?hl=en&site=imghp&tbm=isch&source=hp&biw=1366&bih=667&q=jousting+lance&oq=jousting+&gs_l=img.3.0.0l10.987.2198.0.4940.9.6.0.3.3.0.53.261.6.6.0...0.0...1ac.1.12.img.yG82sP54sV0#hl=en&site=imghp&tbm=isch&sa=1&q=jousting+weapon&oq=jousting+&gs_l=img.1.2.0l10.4440.5067.0.7017.5.5.0.0.0.0.77.284.5.5.0...0.0...1c.1.12.img.u7gsD7EI3s4&bav=on.2,or.r_qf.&bvm=bv.45960087,d.dmg&fp=2c67b3170ba1b9f2&biw=1366&bih=667&imgrc=jhaumC-a63flYM%3A%3BoOJ5yA-9Z4mwHM%3Bhttp%253A%252F%252Fwww.kingdomofacre.org%252Fimages%252Fjoust1.jpg%3Bhttp%253A%252F%252Fwww.kingdomofacre.org%252Fjousting.html%3B400%3B279

http://www.youtube.com/watch?v=lDp9FmhHkwQ

14. Lesson Content. Students will be taught about jousting and what it is

15. Lesson/Activity. After I present the information students will break into groups. They will research different aspects jousting. We will talk about how it is important to make sure when we research we pick main ideas out. Also make sure it is a good website, see who runs it and where the information is from. One group will research jousting terminology, another one will research jousting rules, another group will research jousting equipment, and another group will research the reasoning behind jousting.

16. Wrap-Up. Students will keep the information they wrote down and use it again tomorrow. They can either pass it in and the teacher will hold it, or they can have someone in their group save it until the next day.

http://www.youtube.com/watch?v=lDp9FmhHkwQ

https://www.google.com/search?hl=en&site=imghp&tbm=isch&source=hp&biw=1366&bih=667&q=jousting+lance&oq=jousting+&gs_l=img.3.0.0l10.987.2198.0.4940.9.6.0.3.3.0.53.261.6.6.0...0.0...1ac.1.12.img.yG82sP54sV0#hl=en&site=imghp&tbm=isch&sa=1&q=jousting+weapon&oq=jousting+&gs_l=img.1.2.0l10.4440.5067.0.7017.5.5.0.0.0.0.77.284.5.5.0...0.0...1c.1.12.img.u7gsD7EI3s4&bav=on.2,or.r_qf.&bvm=bv.45960087,d.dmg&fp=2c67b3170ba1b9f2&biw=1366&bih=667&imgrc=jhaumC-a63flYM%3A%25




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Day 2 April 23PROCEDURES

1.) Introduction – We will talk about what we learned yesterday, and what we will be doing today. We will talk about jousting and the tournaments and pictures and video we saw. Then I will remind the students that they too found their own information out about jousting. Each student has research information from the day before. The groups will split up again to discuss what they had discovered. Then we will do what is called a Jigsaw. In this jigsaw we will have different groups. We started with four different groups learning about four different topics. One group will research jousting terminology, another one will research jousting rules, another group will research jousting equipment, and another group will research the reasoning behind jousting. Now we will have one person from each group join another group. We will have four groups again – but each person will have knowledge about their topic. The goal of this is to share the information you gained with the other students that were not in your group.

2.) Lesson Content. Students will interactively share information that they learned.

3.) Lesson/Activity. I will give explicit directions to the students. They will break up into 4 different groups. One person from each topic will be in a group. This is the Jigsaw. We started with four different groups learning about four different topics. One group will research jousting terminology, another one will research jousting rules, another group will research jousting equipment, and another group will research the reasoning behind jousting. Now we will have one person from each group join another group. We will have four groups again – but each person will have knowledge about their topic. The goal of this is to share the information you gained with the other students that were not in your group. Each person in the group will explain what they learned. This way students can benefit from all the information that others researched.

4.) Wrap-Up. Students will come together and discuss amongst the whole class what they learned and if they have any more questions.

Day 3 April 24PROCEDURES

1.) Introduction Review information from previous days and apply it to today’s lesson of drawing your own joust.

2.) Lesson Content. Students will apply what they learned from the day before and make their own jousting tournament.

3.) Lesson/Activity. Students will draw a picture of a tournament, or make a collage of pictures they printed out. They will dress their Knight in any required gear needed, they will write the rules, and they will design their own shield for the Knight, and use terminology that they learned from the Jigsaw the day before.

Farrell, Lyons 53

4.) Wrap-Up. Students will explain their picture and ask any remaining questions about this topic.

MATERIALS/TECHNOLOGY: computer, pencils, pens, paper, markers, crayons

http://www.helium.com/items/626700-medieval-tournaments-and-jousting?page=4http://www.middle-ages.org.uk/jousting-terminology.htmhttp://www.tudorbritain.org/joust/armour.asphttp://www.tudorbritain.org/joust/jousting.asphttp://www.tudorbritain.org/joust/index.asphttp://medievaleurope.mrdonn.org/jousts.htmlhttp://worldhistory.mrdonn.org/middleages.html

Student Activity Complete Not CompleteStudent participated in accurately drawing a joustStudent was able to list rules (from Jigsaw lesson)Student designed shieldStudent dressed Knight properlyStudent shared with the classStudents used terminology from Jigsaw lesson

Cognitive4 – Exceptional: 100%3 – Above Average: 90%2 – Average: 80%1 – Below Average: 70%

Student Participated

Affective +: 100% - 90%

: 89% - 80%

- : 79% - 70%

http://worldhistory.mrdonn.org/middleages.html


http://www.tudorbritain.org/joust/index.asp

http://www.tudorbritain.org/joust/jousting.asp

http://www.tudorbritain.org/joust/armour.asp

http://www.middle-ages.org.uk/jousting-terminology.htm

http://www.helium.com/items/626700-medieval-tournaments-and-jousting?page=4

Farrell, Lyons 54

Student Cognitive (75%) Affective (25%) Total90% 80% 88%


Medieval AgeUnit Plan

Lesson Plan 9Medieval Fair

GOAL(S) OF THIS LESSON: Students will write a journal entry from the perspective of a Medieval Ages character.

STANDARDS: World Geography and CulturesPlaces and Regions6.2. Students acquire a framework for thinking geographically, including the location and unique characteristics of places.


OBJECTIVE(S): Cognitive; Given a field trip to a Medieval Fair, students will be able to write a journal entry of the day’s events from the perspective of a Medieval Ages character; must earn a 2/4 on the assessment chart


ASSESSMENT

The cognitive objective will be assessed using the following chart.


Scale4= Excellent = 100%3= Above Average =90%2= Average = 80%1= Below Average = 70%Criteria Grade ExampleSigned journal entry adheres to given format guidelines

4

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Written journal entry adheres to the given format guidelines

4

Content of journal entries is relevant to topic

3

AVERAGED GRADE 3.7 = 97%Student Met Cog Obj (2/4)? Yes

The affective objective will be assessed using the following chart.


Grading Scale

Yes= 1 point

3/3 = Above Average = 100%2/3= Average = 90 %1/3= Below Average = 80%Student Name Demonstrated

respect towards Fair employees

Demonstrated respectful behavior to peers and chaperone


Grade


PROCEDURES

IntroductionPrior to the field trip;1. Open the website; http://www.medievalfair.org/SchoolDay.html. As you all know this Thursday we are headed to the Medieval Fair.’ Ask the students, what do you expect to see at a Medieval Fair? (Use guiding questions, ‘What kind of costumes will they be wearing? What events do you expect to see?’

The Medieval Fair will feel somewhat like you are in a play or you have time traveled. To help us better understand the setting/feeling of the fair, the website offers us this passage;

“The year is 1360, and King Edward III and Queen Philippa have decided to visit the town of Avalon’s first market fair of spring after a long and dreary winter. The black plague is believed to be gone and England has just signed the treaty of Bretigny with France after 20 years of war. Everyone is ready to celebrate victory and peace.”

Ask the students, ‘From this passage, what do you think the atmosphere will be like at the Fair?’ Write students answers on the board.

http://www.medievalfair.org/SchoolDay.html

Farrell, Lyons 56

2. Explain student expectations for the field trip. ‘During the field trip you are expected to act appropriately and respectfully. At the end of the day I will be speaking with your chaperones to see how you behaved. You will be receiving a behavior grade (affective objective.)

Lesson Activity;1. Students will write a journal entry of their day at the Fair. The journal is to written as a person from the Medieval Fair. The journal entry will be signed in ASL and written in English. The following worksheet will explain the assignment to students

Medieval FairJournal Entry

Directions; Pretend you are a time traveler from the Medieval Ages from the year 1360. During your time travels you decide to explore a Medieval Ages Fair. Write a journal entry about your experiences at the Fair.

1. Sign your journal entry. The entry should be at least two minutes in length. You may use school computers to sign your entries.

Format for signed journal entry:1. Introduce yourself (as the character)2. Current date (April 25, 2013) and the date you traveled from (April 25, 1360)3. What did you do today? (What event activities did you participate in at the Medieval Fair?)4. Was the Medieval Fair historically accurate, why or why not? (Consider what you learned about the Medieval Ages in class. Was what you learned reflected in the Fair? Or was the Fair more of an embellishment of the Medieval Ages?

2. Write your journal entry in English. Be creative with your entries! Feel free to draw a picture and decorate the journal entry.

The Format of the journal entry is flexibleExample of the format

1. Current date (April 25, 2013) and the date you traveled from (April 25, 1360)

2. Body of journal entry- What did you do today? (What event activities did you participate in at the Medieval Fair?)

Was the Medieval Fair historically accurate, why or why not? (Consider what you learned about the Medieval Ages in class. Was what you learned reflected in the Fair? Or was the Fair more of an embellishment of the Medieval Ages?

3. Sign your name

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Wrap Up

After the field trip students will discuss what activities and events they enjoyed the most. This discussion is intended to encourage students thought process for their journal entries.

MATERIALS/TECHNOLOGY:Computers –with camera



Journal Entry (70 % of grade)Behavior- Field Trip (30 % of grade)

Student Name Journal Entry (70 % of grade)

Behavior – Field Trip (30 % of grade)



The following formula can be used to determine the student’s grade

Lesson Grade= .70(Decimal Conversion of Journal Entry)+ .30(Decimal Conversion of Behavior Field Trip)

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Lesson Plan Assessment

The following chart outlines the format of assessment used for each lesson plan. (For further information about each lesson plan assessment see the Lesson Plans attached above.)

Lesson Plan Name

Objectives to be Assessed Format of Assessment

Lesson Plan 1 Introduction; The Medieval Ages not the Dark Ages

Cognitive: Given an interview, students will be able to research an inventor from the Golden Age and answer/ask questions about the inventor, must receive a 2/4 on the assessment chart.

Affective: Given an interview, students will be able to work collaboratively with a partner and must receive a 2/3 on the assessment chart.

Signed Interview

Signed Interview

Lesson Plan 2 Feudal System Cognitive: Given a half day of acting like a Lord or peasant, students will demonstrate knowledge about roles of Lord and peasant by writing a paragraph. They will explain each role that they played and write how it felt to be each both Lord and peasant. Students will attain at least a 3 in all of the categories.


Role Play

Role Play

Lesson Plan 3 Character Study Cognitive; Given a chapter book with a Medieval Ages theme, students will examine the everyday life of a figure from the medieval ages by conducting a character study interview; must receive a 2/4 on the assessment chart.

Affective; Given a Medieval Ages character

Peer Interview

Peer Interview

Farrell, Lyons 59

study interview, students will be able to interview one peer and must receive a 2/3 on the assessment chart.

Lesson Plan 4 Clothing Cognitive: Given a choice of clothing, students will identify and justify clothes and outfits that would be worn in medieval times with a success of 4/5 attempts as assessed by observation.

Affective: Given a mannequin, pairs of students will dress the mannequin like different people that were involved in the feudal system with justification according to the presentation that they saw before the activity, students will have success of 3/4 according to the checklist.

Role Playing

Role Playing

Lesson Plan 5 Bubonic Plague Cognitive: Given The Black Death and Other Putrid Plagues of London by Natasha Narayan, students will identify their favorite part of the story and explain at least two things they learned from the book, as evaluated by observation.


Discussion

Literacy Circle

Lesson Plan 6 Role of the Church

Cognitive; Given a discussion about economic costs and benefits of cathedrals; students will be able to write a formal letter identifying and justifying five reasons why the Church supported the construction of cathedrals and must earn a 2/4 on the assessment chart.ORGiven a discussion about economic costs and benefits of cathedrals; students will be able to write a formal letter identifying and justifying five reasons why peasants did not support the construction of cathedrals and must earn a 2/4 on the assessment chart.

Formal Letter

Formal Letter

Farrell, Lyons 60

Affective; Given an activity, students will work collaboratively with their peers and must earn at least a 2/3 on the checklist..

Group Activity

Lesson Plan 7 Illuminated Manuscripts

Cognitive; Given an art activity, students will be able to analyze the four sections of an Illuminated Manuscript (text, border, illustration, and illuminated letter) by creating their own illuminated manuscript and must receive a 2/4 on the assessment scale.

Affective; Given an art activity, students will present their final product to the class and must receive a 2/3 on the checklist.

Art Project

Student Presentation

Lesson Plan 8 Jousting Cognitive: Students will demonstrate knowledge of jousting by designing their own joust as assessed by the checklist with a success of ¾.

Affective: Students will participate by sharing at least three things they learned from research during their jigsaw. As assessed by observation.

Art Activity

Discussion

Lesson Plan 9 Field Trip; Medieval Fair

Cognitive; Given a field trip to a Medieval Fair, students will be able to write a journal entry of the day’s events from the perspective of a Medieval Ages character; must earn a 2/4 on the assessment chart


Writing Assignment

Behavioral Expectations

Unit Assessment

The unit plan goal ‘Students will learn about the culture, societal influences (art, sporting events, clothing), and the function of the church and government during the Medieval Ages,’ will be assessed by a student portfolio and a student written reflection.

Portfolio AssignmentA student portfolio will contain the following artifacts from each lesson;

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Lesson Plan 1; Filmed InterviewLesson Plan 2; Activity ReflectionLesson Plan 3; Character Study InterviewLesson Plan 4; Mannequin PicturesLesson Plan 5; Roles for Literary CircleLesson Plan 6; Formal Letter to the Church Lesson Plan 7; Illuminated Manuscript ProjectLesson Plan 8; Joust Lesson Plan 9; Signed and written journal entry

The portfolio will be assessed using the following checklist

Student Name

Portfolio contains artifacts from lesson…

Grade ScaleYes = 1 point

Portfolio is neat

Student Grade (Scale 0/10)10/10 = 100%

1 2 3 4 5 6 7 8 9(Y/N) (Y/N) (Y/N) (Y/N) (Y/N) (Y/N) (Y/N) (Y/N) (Y/N) (Y/N)

Student AStudent BStudent C

Reflection EssayStudents will be asked to write a reflection essay based on the following prompt, “Reflect

on what you have learned about the Medieval Ages. Pick your two lessons/activities from this unit. What did you learn from these lessons? Is there anything else you still want to learn about the Medieval Ages?”

The reflection essay will be assessed using the following rubric

CATEGORY 4 3 2 1Knowledge Gained Can clearly explain

several ways in which they have gained knowledge from this lesson. Explains how the lessons impacted knowledge

Can clearly explain a few ways this unit has impacted their knowledge.

Can clearly explain one way in which they gained knowledge from the unit

Cannot explain one way in which the unit impacted their knowledge.

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Required Elements Student included more meaningful information than was required.

Student included all information that was required.

Student included most information that was required.

Student included less information than was required.

Reflection Student included in depth reflection of learning experience

Student included some reflection of learning experience.

Student included little reflection of learning experience

Student included no reflection of learning experience.

Grading Scale

11/12 (90%) = Above Average 9/12 (80%) = Average7/12(70%) = Below Average 5/12(60%) = Poor

Unit GradeA student’s grade unit grade is determined by the following scale;

Lesson Plan Artifacts = 45%Portfolio = 25%Reflection Essay = 20

Unit Grading Guide

The following Chart can be used to record individual student grades for the unit

Student Name

Lesson Plans (% grade) AveragedLesson Plan Grade

Portfolio (% grade) Reflection Essay(% grade)

Unit Grade

1 2 3 4 5 6 7 8 9 (45% of Unit Grade) 30% of Unit Grade 25 % of Unit GradeStudent A(Example)

89 90 66 90 75 100 78 65 90 83 % 90 % 85% 86 %

Student BStudent CStudent DStudent E

The unit grade is determined by the following formula

Unit grade = .45(Decimal Conversion of Averaged Lesson Plan Grade) + .30(Decimal Conversion of Portfolio Grade) + .25(Decimal Conversion of Reflection Essay)

Using Student A’s grade’s as an example;

.45(.83) + .30(.90) + .25(.85) = .856 86% Unit Grade

HAPPY LEARNING!

The Goldsmith Christus, Petrus1449 MET

Documents

courtneylyons12.weebly.com€¦ · Web viewlunch part and dress as the protagonist or antagonist from their chosen book. Students will learn about the characters from their classmates’