Section 5- Lesson planning Lesson 1. Title /Standards Big Question for lesson (from teaching thesis) Specific lesson Objectives (transfer from above). Content focused/action verbs Assessment of Objective(s) e.g. Obj 1= Obj 2= (you do not need to formally assess all objectives individually – can do them as a group if appropriate) Brief explanation of scope of lesson (explanation of tasks, and assessments) Early Middle Ages – Manorial System SOL – 9b NCSS Theme IV, VI, VII How did the medieval manor function as a social and economic system? How did manorialism complement feudalism? SWBAT explain how the medieval manor functions on both a social and economic level SWBAT describe how manorialism and feudalism are similar Obj. 2 – Reading Check Obj.1-2 Interactive Notebook Students will complete a reading check on the information from the class before and the reading from the night before. Students will take notes on their Interactive Notebook Sheet during class covering content on Manorialism. Students end class by looking at a primary source quote and answering a question based on it. How are you trying to The opener reviews the information from the class before and the homework. motivate students in It also sets students up for the content that will be covered in class. The your opener? What is closing activity looks at a primary source quote about serf life in your closure? Feudal/Manorial Europe. Use your catalogue and above to create a student syllabus, that is designed to highlight for students the nature and scope of their work. See below. Title: Early Middle Ages – Manorial System Grade and Subject:9th and 10th World History I Time Allotted: 50 minutes SOL #: WHI.9b NCSS Theme: What is the guiding question for this lesson? Must be presented in the lesson to students How will student understanding be assessed? -include assessments IV, VI, VII How did the medieval manor function as a social and economic system? How did manorialism complement feudalism? Reading Check Informal Questioning and Discussion Key Concepts (no definition necessary): Manorialism Manor/Domain Keep Chivalry Page Squire Coat of Arms SWBAT (as many as required by lesson): SWBAT explain how the medieval manor functions on both a social and economic level SWBAT describe how manorialism and feudalism are similar Materials (List and attach primary sources and additional materials-ppt and question frames /concept maps/ Frames etc.): Power point Interactive Notebook Sheet Just Do It (hook): Reading Check Obj # Description of Lesson Procedure Obj. 2 Reading Check Check for Evidence of Understanding Reading Checks turned in for grade Transition: Now that we’ve reviewed the information for last class/from last night’s reading, let’s jump into looking at the Manorial system… Obj. 1-2 Interactive Notebook Sheet for note taking Transition: We spent a good amount of time talking about serfs’ lives in today’s class so let’s take a look at an account from one for our closing… Obj. 1-2 Primary Source Quote Closure (How does this come back to the guiding question): Using the following quote, why did the peasant find his work to be especially hard? “…I work very hard. I go out at dawn, driving the oxen to the field, and I yoke them to the plough; however hard the winter I dare not stay at home for fear of my master; but, having yoked the oxen and made the plough-share…fast to the plough, every day I have to plough a whole acre or more…It is hard work, because I am not a free man.” Aelfric, Colloquy, translated by G.G. Coulton in The Medieval Village Modifications/Differentiation): Students who need more time on the Reading Check are allowed more time if necessary. UNIT CLOSURE: (1) Develop a “So What! “that directly aligns to your UBD alignment- lesson closures. This could serve as a review for the unit test or as a distinct performance task. (2) Develop a Unit Test—again make sure the questions clearly connect to your lesson objectives. SECTION 6 – Syllabi for Students COURSE World History I Unit: NCSS THEMES Chapters: VA SOL: WHI. Essential Understandings Overarching Goals: The revelations of Muhammad form the basis of the Islamic religion, a monotheistic faith. Muhammad and his followers spread Islam. Islamic traditions and customs developed over centuries and created a distinctive Muslim culture. In the first 3 centuries after Muhammad’s death, Muslim rule expanded rapidly, overcoming geographic barriers, and facilitated by weakened political empires. Political unity and the Arabic language facilitated trade and stimulated intellectual activity. Major historical turning points marked the spread and influence of Islamic civilization. Early Islamic civilization was characterized by achievements in science and the arts that transformed the Islamic world and contributed to world civilization. Day Topic Schedule/ Guiding Question M T W R F M T W R F M VA Sol Assessments T and OE (quizzes and test) Activities WHI. WHI. WHI. WHI. WHI. WHI. WHI. WHI. WHI. WHI. Performance Task and Due Dates Next Unit: You can adjust this syllabus as you need.- This syllabus is for students. Keep the items that are already in but you structure this as you like. E.g. You could also add in other columns if you like. For example if this is for students then it would be good to have a section where they can tally assignment grades. We will also provide you with a SIMStructure if you want to use that. But this is the last thing you need to do for the unit.