FRANKLIN COLLEGE

Education Department
Field School Lesson Plan
Name:_____Clay Lumpe__________________________________________Lesson
Number:___________2__________
Subject Area:____World History___________________________________ Grade Level:___High
School____________
Date:______3/27/2015__________________ Start time____1:00________ End
time___________1:50_____________
Cooperating Teachers
Signature______________________________________________________________________
Topic/Concept/Skill:
Today we will be learning about Rasputin and who he was, and why he was significant to the
Romanov Dynasty. This is a topic that is not covered well in the textbook, but this is crucial to the
understanding of the Russian Revolutions of 1917. The main goal of the lesson will be to develop
a better understanding of Rasputin, and be able to explain his influence on the Romanov
Dynasty.
Related Standard:
WH. 6.2 Explain the causes and consequences of the Russian Revolutions of 1917 and the
establishment of the Union of Soviet Socialist Republics.
English 9-10.RL.2.4 Analyze how dynamic characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the
plot or develop the theme.
English 10.1.1 Understand technical vocabulary in subject area reading.
Background:
Students will be required to have read the previous assigned reading (Chapter 26, Section 5.
Pages 839-845) (RSWL: Reading) in their textbooks that will lead them up to Rasputin. These
previous readings will give them a solid foundation of Russia and the monarchy government, and
the Royal Family. Also students must recollect on prior lessons about other monarchies and note
the similarities and differences between them and the Romanov Dynasties as we go along. This
will help them to be better prepared and they will then be actively engaged during the
PowerPoint presentation and they can interject their thoughts and ideas to the class discussion.
Main Objective of Instruction:
In order to develop a better understanding of Rasputin and be able to explain his influence on
the Romanov Dynasty, while also developing a better understanding of technical vocabulary,
TSWBAT discuss (Comprehension), analyze (Analysis), and create (Synthesis) multiple
thoughts and ideas about Rasputin. In order to do this the students will complete a follow-along
notes worksheet during a PowerPoint presentation that will be provided by me. They also will
work in groups to illustrate (Application) and explain (Comprehension) pictures about
Rasputin and the Romanov Dynasty in a Biography In A Bag activity that was given after the
PowerPoint presentation; they must complete the criteria sheet that goes along with the
Biography In A Bag activity by the end of the class period. If they need more time they may

finish it for homework and turn in a completed criteria sheet at the beginning of the next class
that we meet.
Teacher Materials/Resources:
PowerPoint presentation over Rasputin (attached with questions written on the back), 5 brown
paper bags (1 is attached), 5 sets of cut-out pictures that will be placed in the brown paper bags
(1 set is attached), copies of Follow-along notes worksheet (attached), Follow-along notes
worksheet answer key (attached), Four Corner vocabulary sheets (attached) computer, YouTube
video clip of song to be played at beginning of class, working speakers, pull-down world map,
projection screen, document camera, pen.
Student Materials:
Pencil, follow-along notes worksheet (given by teacher), paper to take extra notes over
PowerPoint presentation, brown paper bag full of cutout pictures for the activity (given by
teacher), 4-corner vocabulary sheets (given by teacher), markers for 4-corner vocabulary sheets
(given by teacher), colored pencils for 4-corner vocabulary sheets (given by teacher), World
History textbook.
Anticipatory Set (Introductory Approach):
As the students walk into class I will be playing the song, Rasputin by Boney M. (attached
along with the lyrics) over the speakers that are hooked up to my computer. I will have pull this
song up before the passing period so that it is playing on repeat as the students file into their
seats and will continue to play as the bell to begin class rings. (Musical and Rhythmic
Intelligence.) (RSWL: Listening) This is a great song with awesome lyrics that apply directly
to the lesson about Rasputin as it basically tells the entire story of him and his influence on the
Romanov Dynasty. After the bell rings I will ask the class if anyone has heard this song before, or
if they know who the song is about? If no one has any idea about the song the lesson will be
completely new information to them, and it will be a great opportunity to teach my students
information that they do not already know.
Instructional Procedures (Whole Group):
1. Before the passing period of the class that I will conduct this lesson I will pull up
Rasputin, by Boney M. (attached) on my computer using YouTube. Once the bell rings to
begin the passing period I will play the song over the speakers in the classroom. The song
will play during the passing period as students are filing into the classroom, and will
continue to play for the first minute of class. (Musical and Rhythmic Intelligence.)
(Song attached).
2. As the students come in, I will greet them.
3. Once the bell has rung I will allow the song to play for another minute and then stop the
song from my computer. I will wait until the entire group is quiet before I will ask my
students if any of them have heard of this song, or if they know whom the song is talking
about. (Avoid Mayhem- Dont Talk Over Students, Page 228:Rutherford) I will also
ask them if they enjoyed the song. 2 Minutes.
4. While sitting at my computer I will pull up the Rasputin PowerPoint presentation to be
projected onto the projection screen. I will then leave my desk taking my wireless
computer mouse with me. Once the PowerPoint is projected onto the screen the students
will be able to see a headshot of Rasputin. I will then introduce the topic we will be
covering that day and explain that we will be learning about and discussing Rasputin and
his influence on the Romanov Dynasty. I will then show a copy of the Follow-along notes
worksheet (attached) to where all of the students can see it. I will explain the directions for
the worksheet and tell them that they will need to follow along to the presentation and fill
in the blanks on their worksheet when we come to them during the presentation. (RSWL:
Writing) I will also encourage them to take extra notes on a separate sheet of paper if

they would like. I will then pass out the worksheets to my students, as they will be sitting
in their pods. 2 Minutes.
5. Once the worksheets have all been distributed to the students I will direct their attention
to the projection screen. (Slides are attached and numbered. Slides also have
added notes and questions written on the back of them.) This will not be just a
straight, boring lecture. I will make an effort to constantly interject with students and ask
them many questions that forces them to think critically (Comprehension and Analysis)
interact with the class and myself. (When and Why we Ask Questions, Page 55:
Rutherford.) The students will answer, clarify, and explain various thoughts and facts
throughout the lecture to the class and myself (Reciprocal Teaching, Page 133:
Rutherford.) (RSWL: Speaking) I will ask the students to look at the picture on the slide
and converse within their groups what they see when they look at Rasputin. I will
encourage them to note characteristics of Rasputin. (Interpersonal Intelligence.) 2
Minutes.
6. After I have seen and heard the students discuss (Comprehension) the picture I will call
on multiple students to share with the class their findings. I then will use my wireless
mouse to move onto Slide #2. 1 Minute.
7. Slide #2 is the main introductory slide to Rasputin. I will present the information on the
slide to the students. I will ask the students what major event had just ended before 1869
in the United States so they have a better understanding of the time period we are talking
about (Civil War.) I will walk to the pull-down map on the wall and ask the class if anyone
knows where Siberia is located. I will then demonstrate where Siberia is and note the
coordinates of latitude and longitude. I will explain to the students that Siberia is on the
same line of latitude as Canada. I will ask the students if anyone can explain how these
countries would be similar since they are both on the same line of latitude (climate and
weather would be comparable) and if no one knows I will explain it to them. (Visual
Intelligence.) (Logical and Mathematical Intelligence.) I will then ask the class if
anyone can explain (Knowledge and Comprehension) what a healer and visionary
would be. 4 Minutes.
8. I will then use my wireless mouse to move onto Slide #3. Because I am using a wireless
mouse to control the PowerPoint I can walk around to various locations in the room and
speak. (Avoid Mayhem MBWA, Page 229: Rutherford.) On slide #3 I will ask the
students what they think and see about Rasputins eyes. This will open the floor for a small
discussion. 1 Minute.
9. Using the wireless mouse I will move onto Slide #4. I will present this information to the
class, asking various questions about the information I have told them. I will ask the
students what it means to be self-proclaimed. I will ask the students what religion is
associated with a monastery. I will then ask the students what famous religious figures
performed a similar religious wandering, and what religion they were associated with. My
last question for the students will be a humorous question to ask if any of them could
imagine going months without bathing. 3 Minutes.
10.
I will then use my wireless mouse to move to Slide #5. I will also move my standing
location to another part of the room so I am not just standing in one spot (Avoid
Mayhem- MBWA, Page 229: Rutherford.) On Slide #5 I will present this information to
the students. I will ask the students if any of the students know who the two princesses I
mentioned are. If no one knows I can explain and make a Disney reference with Princess
Anastasia. 2 Minutes.
11.
I will then move onto Slide #6 that covers the Tsar and Tsarinas son, Aleksey. I will
present this information and ask questions regarding the slide as I go. I will ask the
students why it would crucial for Aleksey to remain safe. (Application) I will ask the
students what hemophilia is, and why Ibuprofen would be dangerous to a hemophiliac. I
will then ask the students to analyze the picture of Rasputin and Aleksey. I will then ask
the students if they think this picture makes Rasputin look evil. I will ask students to come
up to the projection screen and point out objects that make Rasputin look non-evil,
Christian-like, and how this is very different from the definition of Rasputin that I gave to
them. I will ask the students why he would be portrayed as non-evil now that he has

saved Aleksey. (Visual Intelligence.) (Logical and Mathematical Intelligence.) 4

Minutes.
12.
I will then move onto Slide #7 using my wireless mouse. I will present this
information and ask the students why it could be devastating that Rasputin was now the
Tsars advisor. 2 Minutes.
13.
I will then move onto Slide #8 using my wireless mouse. I will ask the students to
look at the picture of Rasputin and explain how this picture shows Rasputin to now be a
man of high importance (Visual Intelligence.) 1 Minute.
14.
I will then use my wireless mouse and move to Slide #9. I will carefully explain the
death letter that Rasputin wrote to Tsar Nicholas II. I will ask the students if they believe
this makes Rasputin a visionary, or if he just knew that people wanted him dead as soon
as possible. 2 Minutes.
15.
Then I will move onto Slide #10 using my wireless mouse. I will present this
information as I am telling a story about his assassination and this will really keep the
students engaged. I will ask the students if anyone can tell me what cyanide is, and I will
explain that the gunshot that hit Rasputin was a point-blank shot. 2 Minutes.
16.
I will then use my wireless mouse to move to Slide #11. I will also change my
location in the room (Avoid Mayhem- MBWA, Page 229: Rutherford.) I will continue to
present this information of Rasputins assassination in a story-like fashion. After I have
explained everything on this slide I will ask the students by a show of hands that believes
this story, and ask if anyone thinks this is at all possible. 2 Minutes.
17.
I then will use my wireless mouse to move to Slide #12. I will ask the students to
analyze the picture of Rasputin that is on the projection screen. I will ask the class why in
the picture his hands would be untied and above his head. (Synthesis) I will emphasize
that he had to have been still alive once he had been in the frozen river. 1 Minute.
18.
I will then use my wireless mouse to move onto Slide #13 that covers Rasputins
autopsy. I will ask students why water in his lungs that was found in the autopsy would be
detrimental to Rasputin. 2 Minutes.
19.
I will then use my wireless mouse to move onto Slide #14, the last slide in the
presentation. This slide was added for humor, and also to give a clear answer to his death.
1 Minute.
20.
I will then ask the students to make sure their Follow-along notes worksheet is
complete, and ask them if they have any final questions about Rasputin. I will instruct
them to get up out of their seats and place their completed worksheet in their class
periods assigned tray because it is worth a homework grade. (Dealing with the Paper
Flow, To and From Students- Crates, Page 225: Rutherford.) While they are turning
in their worksheets I will go to my computer and close the PowerPoint presentation. I will
turn on the document camera that is already connected to the projection screen. 2
Minutes.
21.
I will stand by the document camera and explain to the class that we are now going
to do an activity. (Biography In a Bag, Page 74: Rutherford.) (Analysis,
Comprehension, Synthesis) I will explain the activity and how the students will be
required to fill out the criteria sheet within their groups for a homework grade. I will
explain how each group will be given a brown paper bag that has 15 cutout pictures in the
bag. I will demonstrate the parts of the activity under the document camera that will be
projected onto the projection screen for the class to see. I will explain how each group will
be given one criteria sheet and they must pull out 1 picture at a time from the brown
paper bag and then match it to the corresponding name on their criteria sheet. They must
write a complete sentence explaining why the picture they have drawn out of the bag is
significant to Rasputin, or the Romanov Dynasty. I will then pass out a brown paper bag,
and 1 criteria sheet to each group and tell them that they may begin working on the
activity. (Interpersonal Intelligence.) (Verbal Intelligence.) 3 Minutes.
22.
I will walk around the room to make sure that all groups are progressing and staying
on task with the activity. I will give them until the end of the class period to finish this
activity. With 2 minutes left before the bell rings I will explain to them that if they are
finished they may turn their completed criteria sheets into their classs assigned crate
(Dealing with the Paper Flow, To and From Students- Crates, Page 225:

Rutherford.) If a group is not finished I will explain that they can have time at the
beginning of the next class to finish. If a group finishes early I will tell them to read the
next section in their textbook that explains the fall of the Romanov Dynasty and ask them
to think about how Rasputin was a contributor to weakening the Romanov Dynasty. 11
Minutes.
Provisions for Individual and/or Group Differences:
ELN:
A student that is striving to learn English will have to have a few accommodations during this
lesson. In this case the students first language is Spanish. Before the class period that I will be
teaching this lesson I will arrange a time to meet with this student to give them their Four Corner
Vocabulary Cards and go over the cards with them. This will be very helpful to the student to
learn these vocabulary terms. During this meeting I can also apply the (Reading in Reverse
Strategy) with my student. While I am with the student I will have them read only the headings
and introductions in the assigned reading from their textbook. I will then discuss these with my
student and briefly explain what they need to help them decipher the information. I will then
apply it to real life and give a made-up scenario of a homeless man who works his way through
the government and eventually becomes President Obamas advisor. I will then explain how
assassins kill this man because he is corrupting the government and ruining America. Then I will
have the student read the assigned pages and ask them to make connections between the
made-up scenario I created for them and Rasputin. This will give them a better foundation to
build off of when they come to class. Also, I will make sure to speak a little slower during the
actual lesson that I teach so that they can follow along easier. When the student completes the
Follow-Along notes worksheet they must attempt to fill in all of the blanks that they can, and
then meet with me during the Biography In a Bag activity to go over the worksheet until I feel
the have a clear understanding. I will also make it clear that I can meet outside of class to give
more time to completing and understanding the activity individually with him or her. When the
students split into groups to complete the activity the ELN student will not be required to write
down the groups findings.
IEP: The IEP student in my classroom has an IEP for a learning disability that explains that he
just works a little slower and need a little extra help than the average student. This student can
be great when he is kept on task, and when I offer remedial help after covering new information.
During the PowerPoint presentation I will make sure to speak a little slower so he can follow along
better. I will also constantly check to make sure he is focusing and on task, and if not I will kindly
remind him that they need to regain focus. On the follow-along worksheet I will meet with him
separately while the class is working on the Biography In a Bag activity. Once I have discussed
the material with the student and I feel he has a clear understanding I will have him go work with
their assigned group on the Biography In a Bag activity. He will not be required to write down the
groups findings, but I will place him in a group to where I can closely monitor their involvement
and contribution. I have not created a separate worksheet for this student because I want to see
him succeed within a group setting. I will ask the student how he feels about the activity and if I
believe that he did not benefit fully from the activity I will arrange a meeting time outside of
class to do the Biography In a Bag orally with the student.
Closure:
I will close class with 2 minutes left in class by pausing the activity and explaining that they may
turn their completed group criteria sheet in to their classs assigned crate. I will also say if they
are not done that they can have time at the beginning of the next class to finish. I will explain
that this assignment will be collected as a grade. I will then raise the question to the class that
after we have taken notes on Rasputin and completed the Biography In a Bag activity if they
think that Rasputin was the sole reason or cause that the Romanov Dynasty fell. I will explain

that tomorrow we will pick up where we left off and learn the many reasons why the Romanov
Dynasty fell and the impacts of the Russian Revolutions of 1917.
Evaluation of Learning:
I will be taking a grade on the Follow-Along notes worksheet. This will allow me to see what
students struggled with paying attention and if they had a good mastery of the material. Also, I
can use their groups criteria sheets as another form of evaluation. If they have well-structured
completed sentences that convey a good thorough thought about the pictures I will know that
they have a good understanding of todays lesson. I will evaluate the ENL and IEP students
individually when we go over their Follow-Along Notes Worksheet and Biography In a Bag activity
one-on-one. Also, I covered several different intelligences and feel confident that I appealed to all
learners.
Independent Practice:
Students will be encouraged to read the next section in their textbook. There will be no assigned
homework other than the reading because we had two assignments due in class, and they would
have had to work very hard to complete both of these assignments.
Remediation: Once I grade the follow-along notes worksheet and the criteria sheet for all of my
students I will then be able to see which students struggled with the assignments and if they
need to come see me for a remediation period. The students that I select for remediation will
come see me during my prep period and I will walk them through the assignments and clarify
any areas where they were struggling. This one-on-one time with myself will satisfy their
remedial needs.
Enrichment:
For the students that get done with the in-class assignments very quickly I will encourage them
to write a one page reflection on Rasputin for extra credit points. They can focus on any topic
about Rasputin that we have learned today, or they may go home and research more information
about this topic or the Romanov Dynasty. They can turn this assignment in the following class
period.

Attachments:
Below are the attachments I will need during this lesson plan.
Song to be played for Anticipatory Set:
Rasputin by Boney M.
https://www.youtube.com/watch?v=5yTVWXYctoY
There lived a certain man in Russia long ago
He was big and strong, in his eyes a flaming glow
Most people looked at him with terror and with fear
But to Moscow chicks he was such a lovely dear
He could preach the bible like a preacher
Full of ecstacy and fire
But he also was the kind of teacher
Women would desire
RA RA RASPUTIN
Lover of the Russian queen
There was a cat that really was gone
RA RA RASPUTIN
Russia's greatest love machine
It was a shame how he carried on
He ruled the Russian land and never mind the Czar
But the kasachok he danced really wunderbar
In all affairs of state he was the man to please
But he was real great when he had a girl to squeeze
For the queen he was no wheeler dealer
Though she'd heard the things he'd done
She believed he was a holy healer
Who would heal her son
RA RA RASPUTIN
Lover of the Russian queen
There was a cat that really was gone
RA RA RASPUTIN
Russia's greatest love machine
It was a shame how he carried on
[Spoken:]
But when his drinking and lusting and his hunger
for power became known to more and more people,
the demands to do something about this outrageous
man became louder and louder.
"This man's just got to go!" declared his enemies
But the ladies begged "Don't you try to do it, please"
No doubt this Rasputin had lots of hidden charms
Though he was a brute they just fell into his arms

Then one night some men of higher standing

Set a trap, they're not to blame
"Come to visit us" they kept demanding
And he really came
RA RA RASPUTIN
Lover of the Russian queen
They put some poison into his wine
RA RA RASPUTIN
Russia's greatest love machine
He drank it all and he said "I feel fine"
RA RA RASPUTIN
Lover of the Russian queen
They didn't quit, they wanted his head
RA RA RASPUTIN
Russia's greatest love machine
And so they shot him till he was dead

PowerPoint Presentation:

I have written questions on the back that I will ask during the presentation of each slide.

Follow-Along Notes Worksheet:

Name:___________________________________________

Date:____________________________

RASPUTIN

Rasputin
and a
He lived

was seen as a
__________
____________.
a very

_____________ lifestyle.
Rasputin became a religious wanderer. He went months without ____________.
Because he believed in Driving out sin with sin many people viewed him as
_________.
In St. Petersburg, Rasputin was introduced to _______________ and
__________. They were the _______________ and _________ of Russia.
Their son __________________, suffered from ___________________.
Rasputin was the only one able to heal him.
Rasputin then became Nicholas IIs ____________. Many people in Russia
wanted him dead because he was a drunken, scandalous figure who had
__________________________________________.
When Rasputins assassins invited him to dinner they put _______________ in
his wine. After the poison had no effect on him they then __________ him. After
beating Rasputin they tied him up in a heavy cloth and threw him in a frozen
river. His autopsy proved his actual cause of death was ______________.

Follow-Along Notes Answer Key:

Name:___________________________________________

Date:____________________________

RASPUTIN

Rasputin
and a
He lived

was seen as a
__________
____________.
a very

_____________ lifestyle.
Rasputin became a religious wanderer. He went months without ____________.
Because he believed in Driving out sin with sin many people viewed him as
_________.
In St. Petersburg, Rasputin was introduced to _______________ and
__________. They were the _______________ and _________ of Russia.
Their son __________________, suffered from ___________________.
Rasputin was the only one able to heal him.
Rasputin then became Nicholas IIs ____________. Many people in Russia
wanted him dead because he was a drunken, scandalous figure who had
__________________________________________.
When Rasputins assassins invited him to dinner they put _______________ in
his wine. After the poison had no effect on him they then __________ him. After
beating Rasputin they tied him up in a heavy cloth and threw him in a frozen
river. His autopsy proved his actual cause of death was ______________.

Pictures to be placed in brown bag:

These pictures will be cut out and then placed in the brown paper bags. The phrase next to the
picture shows the main objective that these pictures I have selected are supposed to represent.
These phrases will not be written on the pictures, but they will be on the criteria sheet.

To represent a Healer

To represent a Visionary

Map of Russia to show where Siberia is located

To represent his Lack of Bathing

To represent a drunk

A woman to represent his slanderous and abusive treatment towards

women

Tsar Nicholas II

Tsarina Aleksandra

To represent Bleeding from Hemophilia

To represent an Advisor

To represent Cyanide

To represent Shooting, Gunshot Wound

To represent Icy River

To represent Drowning

Criteria Sheet For the Biography In A Bag activity:

Name:_______________________________________________
Date:__________________________________
Work together within your assigned groups to complete this activity. Draw 1 picture of the brown
bag and match it to one of the following terms below. Then you must write a detailed complete
sentence explaining why or how the picture was significant to Rasputin, or the Romanov Dynasty.
Healer:__________________________________________________________________________________________
__________________________________________________________________________________________________
__
Visionary:________________________________________________________________________________________
__________________________________________________________________________________________________
__
Siberia:__________________________________________________________________________________________
__________________________________________________________________________________________________
__
Bathtub:_________________________________________________________________________________________
__________________________________________________________________________________________________
__
Drunk:___________________________________________________________________________________________
__________________________________________________________________________________________________
__
Woman:_________________________________________________________________________________________
__________________________________________________________________________________________________
__
Tsar Nicholas II.
__________________________________________________________________________________________________
_________________________________________________________________________________________________
Tsarina
Aleksandra:______________________________________________________________________________________
__________________________________________________________________________________________________
__
Hemophilia:______________________________________________________________________________________
__________________________________________________________________________________________________
__
Advisor:__________________________________________________________________________________________
__________________________________________________________________________________________________
_
Cyanide:_________________________________________________________________________________________
__________________________________________________________________________________________________
__
Gun:_____________________________________________________________________________________________
__________________________________________________________________________________________________
_

Icy
River:____________________________________________________________________________________________
__________________________________________________________________________________________________
_
Drowning:_______________________________________________________________________________________
__________________________________________________________________________________________________
___
Criteria Sheet For the Biography In A Bag activity Answer Key:
Name:_______________________________________________
Date:__________________________________
Work together within your assigned groups to complete this activity. Draw 1 picture of the brown
bag and match it to one of the following terms below. Then you must write a detailed complete
sentence explaining why or how the picture was significant to Rasputin, or the Romanov Dynasty.
Healer:__________________________________________________________________________________________
__________________________________________________________________________________________________
__
Visionary:________________________________________________________________________________________
__________________________________________________________________________________________________
__
Siberia:__________________________________________________________________________________________
__________________________________________________________________________________________________
__
Bathtub:_________________________________________________________________________________________
__________________________________________________________________________________________________
__
Drunk:___________________________________________________________________________________________
__________________________________________________________________________________________________
__
Woman:_________________________________________________________________________________________
__________________________________________________________________________________________________
__
Tsar Nicholas II.
__________________________________________________________________________________________________
_________________________________________________________________________________________________
Tsarina
Aleksandra:______________________________________________________________________________________
__________________________________________________________________________________________________
__
Hemophilia:______________________________________________________________________________________
__________________________________________________________________________________________________
__

Advisor:__________________________________________________________________________________________
__________________________________________________________________________________________________
_
Cyanide:_________________________________________________________________________________________
__________________________________________________________________________________________________
__
Gun:_____________________________________________________________________________________________
__________________________________________________________________________________________________
_
Icy
River:____________________________________________________________________________________________
__________________________________________________________________________________________________
_
Drowning:_______________________________________________________________________________________
__________________________________________________________________________________________________
___
ENL Learner Four Corner Vocabulary Cards:
These cards will be cut out along the outside borders and given to the ENL students. They can
also be given to any student that has requested extra help, or any student that I think could
benefit from these vocabulary cards.