Here is a sample lesson plan I have from my unit on the Middle Ages.
Morning Announcements and Oh Canada (8:30am)
Lesson Agenda & Hook (8:32)
Show Agenda slide followed by photos of ancient journals/Diaries.
Introduction to Unit Assessment (8:35 am)
Hand out unit assignment (choose a class manager). **Expect some groans from the students**
Read through the Unit Project handout with the students. Use prepared examples in correlation to the rubric to show what is expected.
Activity: First Journal Entry (8:50 am)
Students will fill out a form of their first entry. They will state which medieval character they will use to write their journal entries. The handout will have suggestive questions they can respond to and an area to for an open description of their character in the setting they choose.
I will be taking these in for completion marks and to give feedback on them. As students are working on their characters, I will circulate and scaffold students
Introduce Unit-long Simulation (9:00 am)
Using the medieval-fair roles of each student already assigned by Mr. Bresett, he seating arrangement of the classroom will change into feudal and kingdom groups. There will be two kingdoms with two manors in each kingdom. This classroom simulation is to help gain historical perspective (and have fun) as we learn the historical events of the Late Middle Ages. As we go through this unit, we will also do activities that incorporate the student’s medieval roles and the simulated feudal systems and kingdoms.
| Wessex | East Anglia | ||
| Manor 1 | Manor 2 | Manor 3 | Manor 4 |
| Megan G | Sophia K | Annabelle D | Nicole G |
| Jaine H | Brooklyn B | Paisley C | Alexis R |
| Madison B | Olivia R | Brooke L | Christine Y |
| Jesse F | Victor S | Sajjan G | Jaxon P |
| Daphne S | Justin M | Fernando | Ben S |
| Josh S | Tysen P | Selvana S | Elias B |
| Justin R | Ainsley M | ||
This will be the seating plan for the rest of the unit. For the upcoming lessons, we will try to play some sort of simulations to gain perspectives and have fun as we learn the historical events of the Late Middle Ages.
Activity: Manor names and intro into building coat of arms (9:05 am)
Manor Names: Members of each manor will collaborate together to come up with a name of their manor. I will supply names as examples.
Coat of Arms: I will have handouts giving the basic information on medieval coat of arms. These handouts will give a brief history (not planning on providing a lesson) and examples of what symbols, colors, and designs represent on coat of arms.
Introduction – Chivalry (9:15 am)
Play Video (https://www.youtube.com/watch?v=T7j0V1AHvBU) as an introduction to chivalry. Hand out worksheets prior to video.
Lesson – Chivalry (9:20 am)
Do a brief lesson on chivalry. Emphasize on how it further divided the upper and lower class.
Activity – Classroom Chivalry (9:30 am) **Flexible on this activity** I might jump straight to exit slips
As a class, we will set up our class values and code of conduct.
Close: Exit Slips (9:35am)
Reflection:
What worked?
Handout activities.
They are capable of cooperating with each other. **Look to use more collaboration.**
What didn’t?
Be stricter on time for group work. Use progress checks.
How was the overall engagement?
Overall engagement was great. I think they enjoyed the class.
What needs to be re-taught?
Chivalry
Go over how these lessons of Coat of Arms and Chivalry can be used in their journals.
Which students were passive on learning this lesson?
I am getting to know the kids more. I can feel like I’m getting more respect from the kids. I can stand there in silence to get their attention. I am more comfortable in being tongue and cheek with them. I am starting to enjoy teaching them.
I still need to work on timing. Today went too long and I didn’t cover everything that I wanted. I’m not concerned with what was missed. It all contributes to describing the medieval life section. It was a section that they already know well.
Ms. Barr pointed out that Maddi responds well to including her on individual tasks. Try to include Matti more. It’ll help make a connection.
Make progress check when they seem to be drifting off task. Set definitive objective for them to meet in a specific timeframe.
Don’t collect the exit slips until the end of class. It is there ticket out of class. If they do not have it complete, they still hand it in, and I will talk to them another time.
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