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Activity Description/Lesson Assessment Plan/Check for Understanding

DAY 1 Day 1
Materials/Resources: a) Check for Understanding/Activating Prior
Student Tablets Knowledge
OneNote Digital Notebook In this activity students are expected to demonstrate
Textbook their understanding of the geography of politics of
Europe after the Fall of Rome, as well as important
a) Focus: In review of the information from the previous events and people who developed the structures that
Unit, write out a 5 sentence focus paragraph explaining will be seen later in this unit. This pre-assessment
why Charlemagne was important to the geography of assists in demonstrating the students understanding of
Europe, and how he also changed the political geography prior information that will assist them in understanding
again after his death. learning targets and identifying the current strengths
b) Lesson: Prior to beginning lecture the teacher and and weaknesses the students may have in the
students will work together to complete the digital timeline previous curriculum.
that was provided in their Notes, outlining major events of b) Check for Understanding
in Europe up to the next point of study. Teacher will Students will work in guided instruction with the
provide students will PowerPoint in their Digital OneNote teacher to complete the digital timeline provided in the
that shares the content for the Section covering Europe OneNote as a whole group until the current period of
after the Fall of Rome and how Charlemagne unified the study in order to activate metacognition
European continent under Christianity. Teacher will give
Students will work intermittently throughout the lesson
class lecture on the information in the PowerPoint, while
to complete think-pair-share questions throughout the
students will be expected to provide a small outline or
instruction of the PowerPoint.
paragraph on the side of each slide that outlines the
information given. c) Check for Understanding
c) Activity: As a whole group, the students and teacher Students will work in pairs to complete the remaining
will work in guided practice together to define the first two vocabulary words and terms in the vocab map
specific terms and vocabulary as provided in the text and provided in the students OneNote. This small group
Lecture notes, in their Vocab Map in their Digital OneNote. pairing will benefit all students, especially EL students
and Special Needs students in that they will receive
d) Homework: Students will complete a picture review in
different perspectives of the instruction allowing them
which they must analyze the picture provided showing the
access to the information in other manners that may
crowning of Charlemagne in their digital OneNote,
be more beneficial to their educational levels and
providing evidence utilizing specific information from the
preference in learning styles.
picture who seems more important or powerful in the
picture. d) Individual Practice
Students will demonstrate content knowledge and
further analysis and application of the information
gained during instruction by analyzing the image of a
pivotal event in medieval history. This practice will
demonstrate how much the students understood
during instruction as well as reinforce the ideas
expressed. This will also gauge student retention given
that they will be completing this assignment sometime
after they have received the instruction.
Day 2 Day 2
Materials/Resources: e) Check for Understanding/Activating Prior
Student Tablets Knowledge
OneNote Digital Notebook In this activity students are expected to demonstrate
Textbook their understanding of the geography of politics of
Europe after the Fall of Rome, as well as important
e) Focus: In review of the prior content delivered in events and people who developed the structures that
previous days instruction students will proof reading their will be seen later in this unit. This pre-assessment
peers paragraph from their homework assignment and assists in demonstrating the students understanding of
complete their own focus paragraph in support or against prior information that will assist them in understanding
their partners response. learning targets and identifying the current strengths
f) Lesson: Prior to beginning lecture the teacher and and weaknesses the students may have in the
students will review and fill in additional points covered previous curriculum.
during instruction in the digital timeline that was provided in f) Check for Understanding
their Notes, outlining additional major events in Europe up
Students will work in guided instruction with the
to the current point of study. Teacher will provide students
will PowerPoint in their Digital OneNote that shares the teacher to complete the digital timeline provided in
their digital OneNote Notebook as a whole group until
content for the Section covering the development of the the current period of study in order to activate
Holy Roman Empire up to the point of the development of metacognition
the feudal system, the crusades and the Magna Carta. Students will work intermittently throughout the lesson
Teacher will give class lecture on the information in the to complete think-pair-share questions throughout the
PowerPoint, while students will be expected to provide a instruction of the PowerPoint to finish filling out
small outline or paragraph on the side of each slide that additional points not yet filled out in the digital timeline.
outlines the information given. g) Whole Group Instruction
g) Activity: As a whole group, students will receive
Throughout the instruction students will receive period
additional instruction on the feudal system utilizing already stops to check for understanding where students will
provided PowerPoint Notes.
either work individually or in small teams to answer the
h) Homework: No individual practice will be given assigned questions
tonight given that students will be receiving length
h) Homework: Students will not be receiving any
instruction and an assessment the following few days additional practice on this topic, given that it is
of instruction.
only half of the information that they will need in
order to complete the upcoming assessment.
Day 3 Day 3
(This a block day where students have 2 hours in each i) Check for Understanding/Activating Prior
period, an hour is devoted to lecture and the second Knowledge
hour is for the explanation of the activity and to begin In this activity students are expected to demonstrate
working) their understanding of the geography of politics of
Materials/Resources: Europe after the death of Charlemagne, and how this
Student Tablets splitting up of the nation caused internal strife and
OneNote Digital Notebook allowed for further invasions by the Vikings and other
cultures.
Textbook
j) Check for Understanding
Scissors
Students will work intermittently throughout the lesson
Colored construction paper to complete think-pair-share questions throughout the
Glue instruction of the PowerPoint. These question will
Crayons/markers include multiple levels of understanding on Blooms
White printer paper taxonomy as well as small group, pairing and whole
group discussion both prior to answering questions
Glitter
and following the whole group discussion with regards
Other decorating supplies to each of the brain snacks.
i) Focus: In review, why was Charlemagnes splitting of k) Activity/Assessment:
the Holy Roman Empire so disastrous to the unified
This progress-monitoring assessment is being utilized
European Nation. And whom did he split it amongst and
as a means of having students demonstrate their
what lead to the eventual downfall of the individual
depth of knowledge. In utilizing this type of
empires?
assessment, I will be able to reach multiple types of
j) Lesson: Teacher will provide students will PowerPoint in learners, to include the kinesthetic, visual and auditory
their Digital OneNote that shares the content for the learners. Also, the use of not only lower level of
Section covering the rise of the feudal system, how it question on Blooms taxonomy such as basic question
changes the livelihood of the people in Europe as well as in which they will be stating information to identify or
society. In addition, students will receive information about explain information given during lecture. This will
the manor system and how each group was reliant upon demonstrate the students basic level of understanding
the other members in that manor system. Teacher will give of the medieval society and its importance on the
class lecture on the information in the PowerPoint, while economics and politics of Europe. In addition, there will
students will be expected to provide a small outline or be more challenging questions on Blooms taxonomy
paragraph on the side of each slide that outlines the that will be a motivating factor for my advanced
information given. students. These questions will ask students to analyze,
k) Activity/Assessment: create, plan and construct buildings that are
Students will have the assessment sheet handed out to associated with their designated level of society in the
them, then in whole group instruction, teacher will explain feudal system. However, these questions are not out
and outline the instructions and outline, as well as the of reach of the other students that may have had more
example provided to demonstrate to students what is difficulty in understanding the material, given that they
expected in order to meet standards as expressed in the are working in collaborative groups, allowing them gain
rubric that will also be covered with the students. insight from their peers that may have understood
Below is the assessment as outlined and explained during more of the information given during lecture. In
the whole group explanation of the assessment. addition, by providing and explanation a rubric and an
example students will understand and have a clear
Below is the assessment page that is distributed to the example of the information they will need to
students and reviewed, in addition they will receive the demonstrate or take away from this assignment.
rubric supplied above that explains how they will be graded
on the assessment.

Real Estate for Sale- Lets Build a Society Together


Instructions: After reading primary source documents on
the Feudal system and receiving instructions on the
Feudal System in Europe in the Middle Ages; Your job is
to sell your home. In your group you will choose who will
be a King/Queen, Nobility, Knight or a Peasant. In groups
larger than 4 you may have more than one Peasant or
Knight. Once you have decided who you are, you will
EACH create a tryptic (Tri-Fold Brochure) to sell your
property.
Available References
You May use, your textbook, Notes and source
documents previously provided in instruction to
aid you in completion of your tryptic
Expectations
Your brochure should demonstrate your
understanding of how the classes worked with
each other and the daily life including
architecture and structure of your assigned feudal
group.
Brochure Outline
Cover: Image: Bibliography:
Should include Draw an Entire Cite your sources
name of the picture of the area that you used, using
Land and Rulers surrounding your APA citation
in which you land. Include the formatting.
live. full manor and all
(EX: Denton portions of a Reference:
Territory: Home manor that are Citefast.com
of Empress required to make it
Denton) run successfully.

There Should (Ex: Church,


also be a picture Blacksmith,
of the land and Peasants,
home you are Lords/Knights
trying to sell. Homes, Grain
All levels of Mill, Fields and
society must access to water at
have this land least)
and its rulers.
The picture
should be
based upon
your level of
society you
were assigned
First Flap: Relationships: Responsibilities:
What does the Describe the Just describing the
Architecture relationship responsibilities of
look Like? between yourself your assigned level
Include a and the other of society. Describe
picture of the levels of society, what Job you are
home or homes who and how do responsible for
present on the you work together. doing. Whom do
land, to include Tell me about your you complete them
inside of the neighborhood. for? Be Specific.
main home and Who loves next to (Ex: As a Knight, I
how big it is. you how far are am responsible for
(Square Foot) you from the training daily in
Describe what King/Queen, in battle drills in
your home or case you have to order to protect
homes are made visit them? What my peasants and
of, to include are positive things Nobility. I will
the inside and about your practice
out. As well as neighborhood? swordsmen ship
any surrounding You want to and using my bow
buildings and convince me that it and arrows. I will
structure that is a nice area to also go out and
are on the land live in. watch what my
and what they (Ex: As a peasant peasants are doing
are made of. my knight allows and check what is
Also, describe me to have my happening on my
who pays whom own garden and land as well as
and how much only asks that I address any
do they pay in give him 25% of problems that may
taxes and what the produce that have arisen from
do you pay we grow. We also the peasants)
them with. are only a of a
mile from the
local well.)

Day 4-5 Day 4-5


L) Activity/Assessment: L) Assessment:
Teacher will re-explain and outline the instructions and By allowing students the time in class to work on the
outline, as well as the example provided to demonstrate to assessment, they will be able to work with and
students what is expected in order to meet standards as manipulate the material as necessary in order to
expressed in the rubric that will also be covered with the understanding the content knowledge and skills more
students. In utilizing observations from the previous day of effectively. By giving the students group time, they will
activity, the teacher will explain the portions where also be receiving assistance from their peers in
students are demonstrating difficulties in expectation or understanding the content and the assignment itself.
understanding hoe to demonstrate the content knowledge. By utilizing the time in the beginning of the class to re-
This will include a review the following day of any explain and outline any noticeable confusion on the
additional points that need to be covered or reviewed to assignment I will be better suited to guide the students
ensure understanding if the expectation of the assignment. through successful completion of the assignment, as
well as providing valuable insight for me when deciding
on the accuracy of the assessments measured goals
and the implementation of the assessment as well as
all utilized instructional materials and grading rubrics.
Day 6 Day 6
Materials/Resources: a) Check for Understanding/Activating Prior
Student Tablets Knowledge
OneNote Digital Notebook In this activity students are expected to demonstrate
their understanding of the geography of politics of
Textbook Europe after the Fall of Rome, as well as important
e) Focus: Students will write out a 5 sentence focus events and people who developed the structures that
paragraph that will analyze and determine what would will be seen later in this unit. This pre-assessment
cause a school to break down and no longer be able to be assists in demonstrating the students understanding of
open? prior information that will assist them in understanding
f) Lesson: Prior to beginning lecture the teacher and learning targets and identifying the current strengths
students will review and fill in additional points covered and weaknesses the students may have in the
previous curriculum.
during instruction in the digital timeline that was provided in
their Notes, outlining additional major events in Europe up b) Check for Understanding
to the current point of study. Teacher will provide students Students will work in guided instruction with the
will PowerPoint in their Digital OneNote that shares the teacher to complete the digital timeline provided in the
content for the Section covering the development of the OneNote as a whole group until the current period of
Holy Roman Empire up to the point of the development of study in order to activate metacognition
the feudal system, the crusades and the Magna Carta. Students will work intermittently throughout the lesson
Teacher will give class lecture on the information in the to complete think-pair-share questions throughout the
PowerPoint, while students will be expected to provide a instruction of the PowerPoint.
small outline or paragraph on the side of each slide that c) Check for Understanding
outlines the information given.
Students will work in pairs to complete the remaining
g) Activity: As a whole group, students will receive
vocabulary words and terms in the vocab map
additional instruction on the feudal system, the Black
provided in the students OneNote. This small group
Plaque and how this rampant disease changed the
pairing will benefit all students, especially EL students
European society forever, leading to the fall of the feaudal and Special Needs students in that they will receive
system in many European countries at the time, utilizing different perspectives of the instruction allowing them
already provided PowerPoint Notes that have been placed
access to the information in other manners that may
in their digital OneNoteNotebook.
be more beneficial to their educational levels and
h) Homework: No individual practice will be given preference in learning styles.
tonight given that students will be receiving additional h) Homework: Students will not be receiving any
information that will be covering the black plague and additional practice on this topic, given that it is
its affect on the society and the feudal system itself.
only half of the information that they will need in
order to complete the upcoming assessment.