Southern Utah University – Teacher Education

Integrated Core Applied Project (ICAP)

Explicit Integrated Lesson Plan
Name: __________Tierca Harding__________________ Grade Level/Content Area: ___________10 th ______ Estimated Time: ________(3) 90min class periods___________

*Integrated Content Area(s): ________World History/Library__________

~Standard: (1-‐Content Core Standard and 1-‐Common Core Standard, Per Unit)

WH Standard 3.4: Students will explain the social, political, religious, technological, and

economic changes in medieval Europe that created a context for later European colonization.

AASL IIIA.2-3: Develop new understandings through engagement in a learning group and

deciding to solve problems informed by group interaction.

UEN Library Media 6.2.A Present research learning products using a variety of media formats

effectively to promote new understanding.

~Learning Objective(s): (*Each content area listed needs to have a learning objective)

Students will understand the Black Plague and be able to explain the social, political, and

religious effects it had on Europe.

Students will present research comparing and contrasting the impact of the Black

Death with other outbreaks in a unique way.

Essential Questions: How do social changes, like disease outbreaks, impact society?

Materials:
Black plague worksheet
Black plague map
Dice
Bag with lots of two different colored strips
Black plague extension sheet (research options)
Research scaffold sheet
Rubric for unique presentation

*Complete the following sections of the lesson plan using: red or bold type – to script what teacher says, blue or regular type – to script what student’s will do,
green or italic type -‐ for what is to be written on the board or a chart
 Time Lesson Components Instructional Language/Teacher Differentiation Technology Assessment Reflection
*Number Script/Activities Contextual Factors Integration *Documentation *How did the
of min. for *Scripted step by step for each lesson component. *How will I *How will I *Outcomes students respond
each *Remember to add in essential questions when accommodate integrate *Pre and Post *What do I need
componen applicable. lesson/activities for technology *Formative/ to change
t all learning styles: Summative *New ideas
ESL, gifted, special *Rubric, Project to improve
needs, culturally *Observation this section
diverse, etc. *Paper/Pencil
*Reteach
concepts
Anticipatory Set: Show this picture: Already accommodated Projection of Student guesses Make sure the page is
Beginning: https://cdn.britannica.com/81/207581-050- for visual learners. picture full screen, so they
*How will I “hook” the BFC64A8D/electronic-microscope-yellow-colored- can’t see the title!
students? Yersinia-pestis-bacteria.jpg
Access/build on prior Any guesses as to what this is?
knowledge. Students make guesses
This is y pestus, a bacteria, which was responsible for a
catastrophic world event called the Black Plague.
What do you know about the Black Plague or the Black
Death?
Students respond

Introduction: Watch the intro video: I can put subtitles on the Video Student responses Make sure to warn
Explain: https://www.youtube.com/watch?v=y7OWLohZ_fs video for those who are students right before
*What, Why, When What did you learn? hearing impaired OR the “symptom” section
How did the disease affect the body? change the language of of the video to close
Where
How long did you live after you were infected? the subtitles for those their eyes if they don’t
*Use clear, explicit who don’t speak English. want to see the grisly
language details.
Students respond
Today, you’re going to play a game illustrating the Black
Death’s spread across Europe then you will be choosing
topics for further research.

Modeling: In a moment, you will be placed in a group for the game. In your I can walk the group N/A N/A unless I walk Make sure the bag has
Demonstrate: group, please follow the instructions on the worksheet. If you through an example of them through the more yellow strips than
(I do it. Teacher models) need help understanding the worksheet, let me know. how to complete the chart example. Then I can blue (I’m rigging the
*Examples/non examples Worksheets, maps, dice, and the bag you need to draw out of are portion of the worksheet ask comprehension game a little because of
up front. then they can hear, see, questions. Ex: What the massive infection
Begin! and read the instructions. do you need to do level of the Black
(auditory, first? What do you do Death).
reading/writing, visual) after…? Etc
Guided Practice: Students complete the game in their teams working together. ESL learners can Use of Completion of After students finish
Reinforce/Reteach: They will choose a traveling party: merchants, pilgrims, translate the worksheet chromebook to worksheet the chart portion of the
(We do it. Teacher soldiers, or entertainers then do research in each of the cities using the translation app research main individually and map worksheet, check them
they visit of major attractions for that group of people. They will installed on their ipads. sites in each city as a team off, and give them a
guides students)
roll the dice to see how many nights they stay in each city, and they travel black plague
*Practice together then draw a corresponding # of colored strips from the bag. Teams that finish first through. quarter sheet with
*Small group After the significance of the colored strips are revealed, they will move onto picking instructions on how to
*Whole group will add their data (where they contracted the Black Plague and their research topic from complete their team
*With teacher how many people they infected in each city) to the large class the extension sheet. They map.
map projected on the whiteboard. can start brainstorming Then have teams
while they wait for all draw their journeys on
Each team’s data will be on the projected class map teams to be finished. a projected class map
(use the gray one in the
Kinesthetic learners can file)
come up to draw paper Take a picture
slips out of the bag. after each team puts up
their data for time
Interpersonal learners lapse at the end (make
have teams they can sure teams don’t erase
discuss within. the data of the previous
teams!)
Intrapersonal learners
will have the chance to
discuss in a smaller, safer
space, since they chose
their small (2-3 person)
groups.
Independent Practice N/A
Scaffolding:
Practice:
(You do it. Individual
student practice)
*Similar to guided
practice activities
*Done alone to
show competency
Closure: Show time lapse of all the teams’ data (slideshow movie) If needed, we can discuss Historical map Completion of Students should see the
Revisit: Show historical map: the data together as a from reflection questions difference and spead of
*Learning objectives https://kids.britannica.com/students/assembly/view/166726 class so students who Britannica.com for the game spread in our class map
Discuss the trends, colors have a harder time vs the historical map.
*Did students answer
Split screen with final picture of class data and historical reading map keys or Completion of In addition, the death
essential questions map while they answer the questions and then discuss trends as seeing patterns in maps research scaffold tolls should be higher
*Did students make a a class. will have a better Chromebooks for sheet in our class than
real life connection understanding of what to research. historically, since I
Students will answer reflection questions comparing and look for. Completion of group rigged the game a
contrasting the class spread of the Black Plague with the Chromebook or unique presentation little.
historical data. They will also reflect on the mortality rates of Maps in general are good ipad for comparing/contrastin
our class compared to the historical rates in Europe. Last, they for visual learners. presentation g the impacts of the
will reflect on what they’ve learned about the Black Death and (depending on Black Plague with
Discussing data in their group choice) another societal
 compare/contrast their experience with COVID19 pandemic to groups is excellent for disease outbreak and
the Black Death pandemic. interpersonal learners. Scrible for their MLA format Remember to support
research citations works cited page. student research by
Intro to research aspect: As a team, you will do further research walking around and
on the political, social, religious, technological, and economic directing groups to
impacts of the Black Death using the research databases our helpful resources,
school offers. You will then compare/contrast the impacts of the asking thought
Black Death to another outbreak of your choice (see expansion provoking questions
sheet for a list of options to choose from). You will need to turn about
in your works cited page (use scribble). Last, you will present credibility/analysis of
your results in a unique and creative way according to your sources, and reminding
group’s choice (poster, video, diorama, podcast, etc) to cite their sources
using scrible.
Review research databases: Utah’s Online Library, New York
Times, and scrible. Also, highlight power search and topic
expander features. Remind students about the ABCs of website
evaluation they learned previously (authority, bias, currency,
and documentation).

Students do further research in their teams using scribble to

record their source citations and create their unique presentation
Overall Reflection: Learning objectives that were met: n/a n/a n/a n/a
Reflect: ~Collaboration in teams
*Were the learning ~Learning more about the political, social, economic, religious,
and technological impacts of the Black Plague and other
objectives met in each
outbreaks.
content area ~Presenting research using a variety of media forms/Giving
*Did the lesson answer students a variety of ways to show their learning
essential questions ~Student choice with research topic
*Did students reach
competency Yes, the lesson answered essential questions.
*Did I adjust lesson to Yes, students reached competency as shown in their
meet the need of all types presentations. Yes, I adjusted the lesson to meet the needs of a
variety of learners. I was with it, and I enjoyed teaching! The
of learners students also enjoyed the voice and choice with their
*How was my timing and presentations.
“withitness”
*Did I enjoy teaching and
did students enjoy
learning