Instructional Lesson Plan

Grade Class Size Date / Time

Candidate N a m e 10th 32 July 30 2020 8:15 a.m.

Subject School Content

World History Adel High School European Medieval Times

I. Purpose of the Lesson – What will the students learn? How does this learning fit within broader unit goals? Why is
this learning meaningful, important and appropriate? What will the students say or do that will serve as evidence of
learning?
SSWH7 Analyze European medieval society with regard to

culture, politics, society, and economics.

Related IEP Goals

If necessary, when asked about medieval society, the student will work with a paraprofessional in a small group
setting to correctly identify three out of the four areas in regards to the times. (culture, politics, society, or
economics).

Lesson Objectives

1.Students will be able to analyze and explain the manorial system and feudal relationships.

2.Students will be able to explain the political impact of Christianity and the role of the church in medieval society.

3.Students will be able to describe how increasing trade led to the growth of towns and cities, including the impact of the
Bubonic Plague.

Formative Assessment planned for use in this lesson

Students were placed in groups to complete a timed scavenger hunt. Posters were placed around the wall with
information on culture, politics, society and economics. The groups moved around the room completing work
sheets with information in each category. They had to be sure to place the information in the correct category.
Each group returned to their table as they completed their work sheet.

Plan for Feedback

Group discussion will be conducted so that the students understanding can be checked. The teacher will walk
through the groups to observe them working on their sheets, while checking for understanding. Allow a time for
questions/answers to ensure comprehension and to know that information was provided by teacher, in a way
that students understood and could complete in a timely manner.

II. Instructional Decision-Making – What knowledge of students influences my instructional decisions in this lesson?
How will my instruction respond in order to remove barriers to learning and/or build on students’ strengths?
Knowledge of Learners Instructional Decisions based in
this knowledge

Knowledge of Academic Readiness (based  Students appeared to have a basic knowledge of

on pre-assessment) medieval society through group participation. They
seemed a little confused about manorial systems.
More focus was spent on this area.

Knowledge of Subgroup or Individual  There were some students with IEP

Needs (IEP accommodations, ELLs, accommodations such as a human reader and less
G/T, other strengths/needs) choices as answers. There was also a Special
Education Teacher in the room that worked with a
smaller group of students to provide more
individualized instruction.

Knowledge of Interests and other Students appeared to enjoy getting out of their
Motivational Factors seats to walk around the room while completing
their assignment. They really enjoyed competing
against each other, in order to get the assignment
finished. The students were a little excited and
loud, when giving the information on each area.
Several students stated they enjoyed moving
around and hoped to have more lessons given this
way.
 Related Expressive/ Receptive Communication Skill Scaffolds to support communication development in this
lesson

III. Instructional Procedures – What instructional strategies and sequence will I use to ensure that every child is a
successful learner?

Instructional Materials and Technologies

Each student was provided with the materials necessary to independently complete the information requested on
their worksheets. They were also permitted to use chromebooks to look up information about Medieval Society.
Students pulled up videos to view societies during the time. They took an open note quiz on the information they
gathered.

Management Considerations (Procedures, Transitions, Materials, Behavior)

For the most part students seemed engaged and interested. Different students mentioned enjoying various parts of the
lesson. By end of class students had participated in a Scavenger hunt for information needed, watched a video of Medieval
times, and took an open note quiz. Students with various methods of learning were able to become engaged and
participate. There was little behavior issues due to the students competing in a healthy fast paced manner.
 Instructional Approximate
Sequenc Tim Procedure
e e
9 min KhanAcademy.org
Planned Beginning
• Warm-up
• Motivation Students viewed a video to introduce Feudal Systems, Serfs and
• Bridge
Manorialism, and an overview of the Crusades.

20 minutes 1. Students were put in small groups. Depending on their skill

Development of
the New Learning level students were given tasks of gathering information placed
(Clearly explain
instructional activities around the room. One student was asked to cover politics,
in sequence.)
another economics, one culture and the other society of
Medieval times. Each group competed in the same manner, while
being timed. The Gen Ed and Sp Ed teacher both would walk
amongst the groups to give instruction or answer questions as
needed.

2. Students were given chromebooks to watch a video about

Medieval times, in order to get a visual of how people lived
during the times.

3. The students returned to their groups to finish putting their

information together. The objective was for each student to
share their collected information and win against the other
groups. They were given pen and paper to take down each
other’s information. Each student had to have their own packet
of information in order to complete the open note quiz. Students
were given a multiple-choice quiz.

Participating in peer discussions kept the students encouraged

Enrichment or and they didn’t appear to have any problems participating in the
Remediation
(As appropriate peer discussions. The higher-level students were able to
to lesson) collaborate and participate in inquiry-based learning. I allowed
the opportunity for collaberative and inquiry-based learning to
take place with my higher students. Students were placed in
small groups for the hunt for information. The Sp. Ed teacher was
available for all students with an IEP. The Sp. Ed. Teacher read
 students that needed help. It was a lesson where I attempted
different learning styles to attempt reaching all students, so that
they could understand the lesson being taught.

Students competed against each other in gathering the

Planned information concerning Medieval Times. The first group to
Ending complete their worksheets, return to their table and collaborate
(Closure) won bonus points.
• Summary
• Homework

***This template was adapted from Towson University.