Lesson Plan Friday 5/02/2018 

Period 4 (7th Grade World History) – Nick Munson 

22 students (0 T.A.) 
CT: Alexis Padilla-Wiese 
 
Unit Title: Impact of Ideas (1500-1750 CE) 
Lesson: Causes of the Reformation: Corruption of the Catholic Church 
 
Materials Needed: 
● Pencils 
● Macbook & Projector 
● Corruption in the Catholic Church text (1 page) 
● Text Glossary 
● Student Chromebooks 
Content Learning Goal : Students will be able to explain and reflect on the corruption of the 
Catholic Church through their writing. 
Literacy Learning Goal: Students will continue gaining fluency with the process of document 
annotation, and will be introduced to the peer-editing process as we begin focusing on revising our 
writing. 
Success Criteria: Students know they have it when: 
● They can identify and describe multiple examples of Church corruption through writing. 
● They can consider the perspective of common people of this era and explain how they think 
and feel about living under these conditions. 
● They can help a partner improve their reflective summary through their own 
understanding. 

English Common Core Standard(s): 

● CCSS.ELA-LITERACY.RH.6-8.1 
o Cite specific textual evidence to support analysis of primary and secondary 
sources. 
● CCSS.ELA-LITERACY.RH.6-8.2 
o Determine the central ideas or information of a primary or secondary source; 
provide an accurate summary of the source distinct from prior knowledge or 
opinions. 
● CCSS.ELA-LITERACY.RH.6-8.4 
o Determine the meaning of words and phrases as they are used in a text, including 
vocabulary specific to domains related to history/social studies. 
 
● CCSS.ELA-LITERACY.W.7.1.E 
○ Provide a concluding statement or section that follows from and supports the 
argument presented. 
● CCSS.ELA-LITERACY.W.7.5 
 ○ With some guidance and support from peers and adults, develop and strengthen 
writing as needed by planning, revising, editing, rewriting, or trying a new 
approach, focusing on how well purpose and audience have been addressed. 
 
Common Core: History/Social Science Framework 2016 
● The Impact of Ideas, 1500-1750  
○ How did the Reformation divide the Christian Church, millions of people, and 
European states?  
 
K-12 History Standard(s)  
● 7.9.1 List the causes for the internal turmoil in and weakening of the Catholic church (e.g., 
tax policies, selling of indulgences).   
   
 
Context: 
This is the third day of our class’s subunit on the Protestant Reformation. They first 
completed vocabulary with a focus on three words: indulgences, Protestant, and Reformation. The 
day before this lesson they took a vocabulary quiz, then worked on a Google Drawing to identify 
the major European countries and cities involved in the Reformation, and geographically grounded 
themselves by correctly identifying and labeling major bodies of water including the Atlantic Ocean 
and Mediterranean Sea.  
 
Lesson Activities: (Total lesson time = 51 minutes) 
Time  Activity  Teacher  Student 
5 minutes  Planner, Stamp  -Takes attendance while students  -Will write down the 
Sheet,  work on P.S.W.  task description and 
Warm-Up.  -Circulates to answer and clarify  learning goal on their 
(P.S.W.)   any questions or student  stamp sheet (students 
concerns.   already have these).  
-Will pass out glossaries and  -Will answer the 
blank pages for writing  warm-up question on 
-Will put a slide of the day’s  their warm-up sheet.  
tasks on the board 
2 minutes  Review of  -Will call on students to review  -Students will raise 
  warm-up  the warm-up using the index  hands to volunteer 
  question.  cards (have student’s names on  answers to the 
it).   warm-up prompt.  
   -Students will listen to 
warm-up answers and 
make edits if 
necessary.  
3 minutes  Background  -Will remind students that we’re  -Students will listen 
Knowledge  learning about the end of  attentively 
Feudalism and the transition to 
 the Renaissance, and that the 
Reformation is one of the causes 
-Will provide background 
information about the period: 
the needs of the people, the 
Church’s role in people’s lives, 
and the people’s expectations of 
the Church 
5 minutes  Preview Day’s  -Will outline the day’s lesson:  -Students will listen 
Tasks  read and annotate, discuss and  and think about what 
write, peer-edit and revise  we’ll be doing today 
-Will ask students what they  -Will offer suggestions 
expect from other people’s  about what good 
writing to help them read it  writing looks like 
-Will define my expectations 
about constructive feedback (“I 
think…” rather than “You need 
to…” 
5 minutes  Read First  -Will read the first paragraph to  -Will listen and copy 
Paragraph &  the class out loud and then  my annotations 
Model  annotate it, explaining my 
Annotation  thinking as I go 
5 minutes  Read Second  -Will ask a student to read,  -Students will listen to 
Paragraph &  directing class to annotate as  their peer 
Annotate  they go, paying attention to main  -Will keep an eye out 
Together  ideas, examples of church  for main ideas, 
corruption, underlining words  examples of church 
they don’t understand  corruption, and words 
-Will ask for volunteers to offer  they don’t understand 
suggestions for annotating our  -Will volunteer 
group text  annotation 
suggestions for our 
group text 
14 minutes  Read Final  -Will circulate and answer  -Will read the final 
Paragraph  student questions as they arise  paragraph of the text 
Individually &  individually 
Write  -Will annotate as they 
Reflective  go 
Summaries  Will write reflective 
summaries, following 
the directions on the 
board 
 
10 minutes  Peer-Edit  -Will let students know that they  -Will read each other’s 
can begin giving feedback to  reflective summaries 
 each other on their paragraphs,  and offer constructive 
re-write if you have time  feedback 
-Will remind students about  -Will write their 
constructive feedback guidelines  feedback under their 
-Will circulate and answer  partner’s summaries 
student questions 
2 minutes  Closure  -Will collect student work  -Will pack up and wait 
-Will sign students’ stamp sheets  by their desks for the 
-Will wish them a good rest of  bell to ring 
their day 
 
Formative Assessment: 
Students will write reflective summaries about the day’s reading. They will also write and receive 
written feedback about their writing from their peers.