You are on page 1of 7

Muskingum University

Teacher Education Programs

Lesson Plan Format
Teacher Katrena Grantham School Building N/A Subject Social Studies Grade 7th
I. Learning Goals
Identify the new Ohio Learning Standard(s) OR Common Core Standard(s)
addressed in this lesson:
Standard 7. The Reformation introduced changes in religion
including the emergence of Protestant faiths and a decline in the
political power and social influence of the Roman Catholic Church

Describe the interconnections among the components of the content within

the discipline and the relationship of the content to at least two other
content areas. Specifically describe how the content taught in your lesson
relates to at least two other content areas.

Language Arts: Students will read primary sources: an excerpt from

a letter written by Martin Luther to the Archbishop of Mainz and an
excerpt of the Papal Bull Exsurge Domine by Pope Leo X

Science: Students will use analytical skills similar to ones used in

the Scientific Method to analyze why the two primary sources have
such different opinions and approaches to the same topic

What will your students know and be able to do at the end of this lesson?
(Include the student learning target I can/am able to )
Students will be able to describe Martin Luthers life prior to his
writing of the 95 Theses
Students will be able to explain why his actions were seen as
dangerous to the authority of the Catholic Church
Students will be able to discuss what consequences Martin Luther
faced after refusing to recant on his statements against the Church

II. Student Background Knowledge and Experience

What prior knowledge and skills do students need in order to be successful in

reaching the goals of this lesson?
Students will need to understand the political, social, and economic structure
of the Middle Ages and the feudal system that existed
Students must understand that the majority of the European
population at this time was Roman Catholic and that challenging
the Church was dangerous

What are preconceptions, common errors, and misunderstandings related to the

content of this lesson?
Students may have difficulty avoiding the application of todays
opinions and facts on the Catholic Church
Catholic students might struggle with the criticisms being directed
towards the church
Non-Christians may struggle with terms and vocabulary associated
with the Churchs structure and practice

How do you know if students have the knowledge and skills they need in order
to be successful?
Knowledge of the political, social, and economic structure of the
Middle Ages would have already been taught in a previous unit and
re-assessed in the prior lesson plan
The teacher will discuss the importance of looking at the
Reformation with the eyes of a historian meaning that there is no
judgement being applied and that these issues were resolved and are
no longer major problems within the Catholic Church
To aid non-Catholic students, the teacher will cover the problems
within the Church while being conscious not to use words or terms
that only a Catholic student would know, unless a definition or
explanation is given

How will you use or accommodate the diverse experiences that your
students bring to class (gender, race/ethnicity, English language
proficiency, economic status, exceptionalities, skill level, learning styles)?
Religious Differences: the teacher will cover the problems within
the Church while being conscious not to use words or terms that
only a Catholic student would know, unless a definition or
explanation is given
English Language Proficiency: the video on Martin Luthers speech
at the Diet of Worms will have subtitles with the native language
and the PowerPoint will have a translated copy

III. Instructional Procedures

Content summary, including concepts and essential understandings:
Students will learn about the life and teachings of Martin Luther
with a focus on how his life as a tortured monk led to his
questioning of the Churchs practices and eventually to his
excommunication and banishment.

Teaching methods:
Students will be given an oral and visual PowerPoint presentation
on the life and actions of Martin Luther
During the PowerPoint presentation, students will watch a short
5min video reenacting Martin Luthers speech at the Diet of Worms
Luther Diet of Worms on YouTube
Students will read a primary source from the Reformation and
complete a SOAPS handout then work with a partner who had the
other reading to discuss the differences
a letter written by Martin Luther to the Archbishop of Mainz
The Papal Bull Exsurge Domine by Pope Leo X
Academic Language (content vocabulary AND general academic vocabulary
used across the discipline e.g. Blooms Taxonomy, key words, phrases, and
symbols: Note: address each of these specifically listing the academic language
students are expected to learn and use.)
Interactive Social Studies Notebook: a notebook that is used
throughout the school year and allows students to respond to journal
prompts, take notes, write reflections, draw pictures, etc. in one tidy

95 Theses: a list of problems that Martin Luther saw within the

Church; he (supposedly) nailed this list to the doors of the
Wittenberg Castle church
Excommunication: To be kicked out of the Church and denied
sacraments, communion, last rights, etc.
Diet of Worms: A meeting of the Holy Roman Emperor Charles V's
imperial diet at Worms in 1521, at which Martin Luther was
summoned to appear and excommunicated
Heretic: someone who challenges or goes against the doctrines of
an established church (The Catholic Church)
Papal Bull: a type of letter patent or charter issued by a Pope of the
Catholic Church. It is named after the lead seal (bulla) that was
appended to the end in order to authenticate it.

IV. Classroom Environment

Room arrangement (with rationale provided):
The room will be set up with groups of four with students assigned
to previously selected seats. The Smart Board will face to the left or
right of the students and the teachers desk will be set against a wall.

Grouping patterns (with rationale provided):

Students will be split in to two groups (higher achieving and lower
achieving). The higher achieving students will be assigned the Papal
Bull excerpt to read as it is more complex and the lower achieving
students will be assigned the Letter by Martin Luther
Individually, students will read their assigned excerpt and then will
pair up with another student who had the opposite reading and
compare what was read
This way the students will be getting information from both
resources while fitting the time restraints of a single class

Learning resources, including technology (with rationale provided):

The classroom will need a projector or Smart Board so that the
PowerPoint and video can be viewed as an entire class
The teacher will need a printer available in order to print copies of
the excerpts, and SOAPS handouts for the entire class
Students will require their interactive social studies notebooks to take
notes and complete the assigned homework
V. Instructional Activities
Lesson sequence (include important questions to ask students). Time Allotted
Provide a thorough description of each:

Students will be introduced to a brainstorm question as they enter the room and
will respond with a 3-4 sentence paragraph in their interactive Social Studies
notebook (5 minutes)
The prompt: If you were a priest during the Middle Ages, how
would you feel about the corruption within the Catholic Church
The teacher will remind students of what was learned yesterday (the five
problems within the Medieval Catholic Church) and explain how it will tie in to
todays lesson (5 minutes)
Yesterday we looked at five major problems that were occurring
within the Roman Catholic Church in the Middle Ages. Can anyone
give me an example?
Have students list and explain the five problems
(simony, absenteeism, pluralism, celibacy, and
When we watched the video by John Green on the Reformation the
other day, he mentioned a man named Martin Luther who is The
Father of Protestantism
Today were spending some time looking at his life and
what he did that upset the Catholic Church so much
While we talk about him, keep in mind how you said
you would feel and see if you can relate to what he did

Main Activities:
The teacher will go through the PowerPoint introducing Martin Luthers life,
actions, and theologies (10 minutes)
Students will follow along in their guided notes
Within the PowerPoint lecture, a video of Martin Luthers speech at the Diet of
Worms will be shown (5 minutes)
Students will be split in to two groups and assigned one of two primary source
documents to read and complete the SOAPS worksheet (7 minutes)
After completing their reading and their worksheet, students will pair up with
another student with the opposite reading assignment and discuss the final question
on the SOAPS worksheet comparing the two readings (7 minutes)

Take back out your Social Studies notebooks and beneath your entrance
prompt I want you to write a 1-2 sentence prediction of what you think is going
to happen next (5 minutes)
Keep in mind that we are studying the Reformation so what does it
typically mean to Reform something?

VI. Assessment/Evaluation
How will you know if each student has met the learning goals? Attach assessments
and assessment criteria.
Summative assessment: There will be no summative assessment for this lesson
Formative assessment: Students will complete their SOAPS handout with a
partner, The teacher will also walk among the groups checking for
understanding and for any students who are struggling with the reading

VII. Adaptations (e.g. IEP, 504 plans, WEP)

Student Name e.g. Gifted e.g. Special e.g. Special e.g. Special e.g. Other Needs
(samples e.g.) Needs Needs Needs (vision,
(physical) (intellectua (attention hearing)
l) issues)

What needs are Student is a Student is Student Student easily Student has a
you addressing quick reader and wheelchair struggles with becomes bored vision
for this student will easily get bound grammar and with the excerpts impairment
in this lesson? the material wording of and lecture
excerpts and
taking notes
Learning Goals Learning goals Learning goals Learning goals Learning goals Learning goals
(modification as to will remain the will remain the will remain the will remain the will remain the
what student will same same same same same
be expected to
know or do)

Teaching Teacher will be Room must be Teacher will be Instructions will Teacher will
Methods aware that wheelchair aware that the be clear, agenda orally lecture and
student is accessible student is will be stuck to, will provide the
remaining comprehending teacher will be student chances
engaged and the material and aware of to orally respond
active adjust as needed students needs
Teaching Teacher will Teaching PowerPoint will Teaching Teacher will
Materials have more materials will have clear materials will record lecture for
complex remain the same vocabulary remain the same students notes
Academic Teacher will Academic Teacher will Teacher will Teacher will use
Language engage student Language will take care to use provide clear clear language
(identify variation with more remain the same approachable and precise and not use hand
based upon complex and vocabulary instructions to signals to convey
student needs)
vivid avoid confusion meaning or
information instruction
Student Student activity Student activity Student activity Student activity Student will
Activities will remain the will remain the will remain the will remain the aurally listen to
same same same same the excerpt and
orally respond
Student Student will be Student will be Student will be Student will Student will have
Materials given the longer given a tray or a given vocab and have a ball or a recording tool
and more special table in modern other tool to for the notebook
complex excerpt order to respond translation of control and to listen to
(Papal Bull) to the SOAPS the excerpt impulsive lectures again as
Students guided and take notes Guided notes movement and needed
notes will have easily will have less will have a
room for blanks printout of the
personal notes days agenda
Assessment/ Assessment will Assessment will The SOAPS Assessment will Student will
Evaluation remain the same remain the same handout will remain the same respond to the
(allows for student require shorter SOAPS prompts
demonstration of
responses orally

VIII. Reflection (if lesson is taught):