Indiana Wesleyan University

Elementary Education Lesson Plan Template

Social Studies/ DSSM rev.2019
Student: Michaela Stoffel School: Park Elementary School
IWU Supervisor: Dr. Gloria Earl Co-op Teacher: Mrs. Maria Friend
Teaching Date:_4/10/19 Grade Level: 6th grade

Audit Trail: Right after teaching my first social studies lesson, Ms. Gabel (the social studies teacher) briefly discussed plans for the second
lesson. A week and a half out from teaching my second lesson, we finalized times and standards for my lesson. Mrs. Gabel gave me two
standards to work with so that my lesson could line up with her instruction. Both Ms. Gabel and my supervising teacher Mrs. Friend are very
flexible with when I teach. I plan to teach my lesson in Mrs. Friend’s class this time.

LESSON RATIONALE
Can students comprehend and describe the contributions and footprint left by Martin Luther? This lesson should teach students that a man
who stood up for what he believed was right, left ripples on the religious world as we know it today. They will see how steps that Martin
Luther took were just the beginning of religious change in Europe. Students will formulate their own ideas and think critically as they dig
deeper into Martin Luther’s lifetime.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal: Students will determine how Martin Luther’s actions sparked the Protestant Reformation.
B. Objective: Students will examine how Martin Luther’s writing of the “95 Theses” and the trial at the Diet of Worms was
foundational to the Reformation movement.
Standards: NCSS/ IAS/ISTE
(IAS): 6.1.12 Describe the Reformations and their efforts on European and American society.
(NCSS): VI- Power, Authority, and Governance
(ISTE): Citizen
II. Management Plan
a. Materials:
- Bingo cards, bingo chips
- Chromebooks
- Gummy worms
- Printed worksheets for centers
- Large poster board paper

b. Time: 40-45 minutes

c. Space: Students will sit in table groups with their group of four to five They will rotate table groups every five minutes and
work at their seats. I will be walking around the room providing guidance and direction as needed.
d. Behavior: I will use a positive incentive behavior management plan that rewards positive cooperation in the lesson with
paper money (school side system) which can later be exchanged for privileges and prizes at the school store. The money
will be given to students who I notice are hard-working, quiet, and on task. Students will be allowed to talk during this
activity, but at a level one, which is a whisper. Any students who are being loud and off-task will one reminder, and then
pulled aside.
e. Technology: Students will use their Chromebooks for video watching, Kahoot playing, article reading, and for Google
Classroom resources. I will use the board to show my brief powerpoint.
III. Adaptation to Individual Differences and Diverse Learners-- Demonstrate your understanding of individual differences and
diverse families, culture, and communities unique to the students in this class as you describe the specific instructional opportunities
provided in this lesson. [ELL, Exceptional Needs, G&T, Relational]
- Students will be working in a small-group setting for the majority of this lesson, so they will have the benefit of having group
encouragement and support.
- Groups who finish at a center early will be encouraged to add more detail, or re-do the activity at their center. Students can always
add more detail to their poster, or play bingo again. They may also do the Kahoot again, or add detail to their “95 theses” list.
- Students who have trouble focusing (reading out-loud) can benefit from reading out-loud with their groups. They may also use
their own device if being one-to-one technology wise will help them. As I walk around monitoring the class, I can also help spur
students along and redirect them.
- There are no ELL learners.

PLAN FOR INSTRUCTION (CAEP K-6 1.b)

IV. Anticipatory Set: (5 min)
I will begin by opening a discussion of what “reform” means. I will ask the class if they have heard this word before, and gather
definitions from students who volunteer. I will share with the class the definition of “to reform something is to make changes in
order to improve it.” We will brainstorm and list on poster board paper examples of reform that they can think in which the goal is
to have something better come from it (ex: aftermath of counseling, getting more benefits from a job, women getting more rights,
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
blacks gaining equality etc). We will then list and discuss how ideas of reform are communicated (newspapers, movies, billboards,
speeches, internet articles, tv broadcasting). I will end this discussion by linking the spread of ideas today to a printing press which
spread ideas and popular texts in Europe.

V. Purpose: Today, we are going to learn about how Martin Luther reformed religion by hanging his document of complaints about the
Roman Catholic Church on a church door. This step was a radical move, as he took a stand against the control of the Pope and the
teachings he believed pulled people away from God. Even when he was questioned and removed from the church, Luther refused to
hide his belief in Christ. Eventually, his ideas spread and gained support throughout Germany. Western Europe split into a largely
Catholic south and a Protestant north.

VI. Lesson Presentation (Input/Output)

- Powerpoint (8 min)
“Before we can talk about anything else, we must know that the Protestant Reformation was a religious movement in the
1500’s that split the Christian church in Europe and led to the establishment of many new churches. Martin Luther sparked this reformation.
The Pope of the Catholic Church needed money, so he sells indulgences. Essentially, it was believed to be a way to “buy forgiveness for things
that one did wrong.” Martin Luther was against this. He criticized the idea of indulgences, the power of the pope, and the wealth of the
church. He believed that God’s grace is more important than works. Luther’s “95 theses” document stated his beliefs on these issues. He
aimed to reform the church not break it. Yet, he was expelled from the church and not to come back. At the Diet of Worms, he defended his
95 Theses document. He was called names like a heretic, and had the emperor after him, but was never caught.” We are going to learn more
about Martin Luther, and the impact he had on religious reform. We will look more deeply at the 95 theses and the Edit of Worms. I am going
to split you into groups, which I will put up on the powerpoint slide in a moment. I will explain each of our center rotations, and then you will
begin. We will spend 7 minutes at each station and rotate counterclockwise.”

- 1) Bingo (7 min)
- “At station #1, we are going to play a bingo game. I wanted you to briefly read and look through the article on Martin Luther at this
station. The link will be on Google classroom and the directions at the table. One person in your group will read the questions, and
the others will put their place holder on the answer they believe is best. Make sure that the person reading the questions is asking
them out of order, too.” If you think you have Bingo, raise your hand and I will check your answers.” I will have gummy worms for
each student at this station. I will connect this to the Diet of Worms.
Article Resource: https://www.history.com/topics/reformation/martin-luther-and-the-95-theses

- 2) “Create Your Own 95 Theses” (7 min)

- “At station #2, your group will fill out the “Create Your Own 95 Theses” worksheet together. One person will write down the
groups thoughts. They will think specifically in terms of your school, and list problems that you would like to see changed. You may
can use the examples on the page to help them brainstorm ideas. You should ultimately be thinking in the mindset of improvement
and what you believe should come about. Once you come up with their list of ten, you can proceed to answer the questions at the
bottom of the worksheet. Remember to read the direction sheet if you need direction.” Each group will eventually share examples
of the their own theses with the class.

- 3) “Diet of Worms article and poster”(7 min)

- “At station #4, you are going to read an article about the Diet of the Worms. You will find out more about this assembly that I
mentioned earlier. After reading the article, you are going to make a small poster. As a group, you will either choose to defend
Martin Luther and his 95 theses, or you will judge him guilty as the Diet of Worms did. The directions sheet will tell you exactly
what your poster needs to include. While you make your poster. You will get to enjoy a yummy worm treat in honor.” I will have
pudding cups and gummy worms for each student to add an element of enjoyment to the center. Students are to take turns reading
the article aloud based on the paragraphed numbers.
-
VII. Check for understanding. (5 min) I am walking around to each station asking students questions about what they are learning. I will
engage them in grand scheme conversation questions. At the end of the center rotations, I will ask students to share about their
experiences at the centers.

VIII. Review learning outcomes / Closure: (5 min) “I am going to hand each group a pad of sticky notes. Each of you is to write on a sticky
note what I like to call a “flag it”. You can write key phrases or sentences based on information you thought was important from the
lesson today. For example, you may want to write down the verdict at the Edit of Worms. This may be helpful when we discuss the
Reformation in further detail.” I will have students come up by calling table groups to place their sticky notes on the poster board.

PLAN FOR ASSESSMENT

Develop a plan for assessing the degree to which your students have mastered the learning outcomes from this lesson. Your plan should
include formal and informal assessment strategies to evaluate and strengthen instruction that will promote continuous intellectual, social,
emotional, and physical development of each student. (CAEP K-6 3.a)
A. Formative: I will have students create “flag-its” that I will have them place on a separate piece of sticky poster board. I will
leave this up, so that students can revisit what learned in future lessons. They can also see their peer’s responses. This will
help connect learning from one lesson to the next.
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
B. Summative: At the end of studying Martin Luther’s role in another lesson and the effects his actions had on the Protestant
Reformation, students will participate in a role-playing activity. They will be assigned a character to “conform” to, and use
oral and written defense to explain what consequences Luther should have for his ideas.

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Were the centers too short or too long?
8. Did students seem to be on task for each center?
9. Was this material over any student’s heads? If so, how can I explain it better?