Professional Documents
Culture Documents
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
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
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
location
Opening:
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
indulgences)
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)
Closing:
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
plan
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
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
information
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
learning)