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.