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Danielle Leverett
Mini Unit
EDEX 3200
March 4, 2014
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Table of Contents
Section 1: Description of Learners: Contextual Variables and Learning Environment Information
a.
b.
Community considerations
•
Population--educational level, socio-economic profile, race
•
Industry, businesses, economy
•
Neighborhoods, geographic environment, schools, other
School Description
•
Population—number, language, gender, socio-economic profile, race
•
School resources—sp ed services, after school programs, extracurricular activities,
technology, labs, nature centers, other
c.
•
Community resources—business involvement, volunteers, mentoring
•
Other
Class Description
•
Service—disability areas, service provision (inclusion, resource, self-contained)
•
Students—number, language, gender, socio-economic profile, race, cultural diversity,
age range, grade level range
•
d.
Classroom environment—atmosphere, physical surroundings, include sketch
Student Profiles
•
Complete a separate profile on each child with a disability who will participate in your
mini-teaching unit; include the following information
i.
Disability
ii.
Age, race, gender
iii.
Previously demonstrated academic performance (this can be a paragraph explaining his/her
current present level of performance and specific learning needs).
Section 2: UbD Teaching Unit Framework Form
Section 3: 3 UDL Lesson Plans
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Community considerations
Putnam County Highschool is located in Putnam County Ga. It is a small rural area in central
Georgia. It’s population has grown in numbers with the booming of businesses around the Lake
Oconee area. After the 2000 census, there were approximately 18,812 people with a racial
makeup being just over 50% white, 41% African American and the rest of other ethnicities or
races. The average income for a household or family was between $36,956 and $43,262, and
between 10 and 15% of the population lived below the poverty line. After the 2010 census, the
population was reported at 21,218. There are many small town shops and businesses and a few
industrial businesses still in business.
School Description
Putnam County Highschool is a title 1 school that serves the public school system of
Putnam County Ga. The school was rebuilt in the past 4 years and now sits on the bypass
between Eatonton and Madison Ga. The school was built to accommodate students, parents,
community events and more. There are mechanic classrooms with roll-up doors to the outside to
enable students to work at many things hands on. There are also FFA classrooms built in the
manner. There are approximately 800 students in the school. The school system recently stopped
use of resource classrooms, therefore, there are a few self-contained classrooms for the severe
and profound and all over classrooms are inclusive classrooms. PCHS offers special education
services and accommodations, after school tutoring for any students who need it, work study
programs, and many other resources to assist their students. They also have an IF or Instruction
Focus period, during which students who are struggling with a class will go to that class for an
extra hour of help.
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Class Description
The classroom I will be teaching this lesson in is a inclusive World History class. There
are between 20 and 23 students in this class with four of those students receiving special
education services. A little more than half the students in the class are African American, with
the rest being white except for one or two of Hispanic ethnicity. About 55 to 60% of the class is
male and about 40% are female. There is a wide range of age levels in the class because the
grade levels range from 9th to 12th grade and there are some who are retaking the class. The class
sits like most old-fashioned style classrooms with desks in lines pointed towards the permethrin
and expo boards with the general education teacher’s desk being in a front corner of the room.
The teachers in the room consist of myself, Mrs. Trawick (my host teacher and Special
Educator), and Mr. Deen, who is the general education teacher. Though we provide assistance
others who are not considered for special education services, there are four who receive services
that I made sure to consider when planning my mini unit. (For confidentiality I used initials in
place of full names for the following)
DA is an African American male who is a repeating 10th grader. DA is eligible for special
education services under SLD. He struggles with listening comprehension, which affects his
written expression skills. DA also has trouble sustaining attention and often loses focus during
lectures. He often looks “zoned out” during class or goes to sleep. He processes information very
slowly therefore he needs extended time on most of his assignments, especially tests. DA
benefits from having assignments read to him in small segments so he can ask questions and
having writing assignments broken down so that he can concentrate on one paragraph at a time.
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DC is an African American male who is a repeating 9th grader (failed 2 of 4 academic
classes). He is approximately 16 years old and is diagnosed with SLD as well as Speech and
Language Disorders. According to the WISC IV he was given in September of 2012, DC was in
the borderline range of cognitive function, showed significant nonverbal over verbal strengths,
and extremely low working memory skills. However his ability to process information quickly
was borderline. DC’s weakest area is reading accuracy and written and oral expression which
causes problems in class. He often mutters responses that come out in short and incomplete
sentences. DC’s reading comprehension skills were on a 2nd grade level last time he was tested
which causes him to have difficulty summarizing what he reads in addition to struggling to orally
express it. He seems to often become overwhelmed and lose interest in class.
KF is a white, 15 year old, female who is in the 9th grade and receives special education
services for EBD. Her most recent evaluation in July of 2013 also showed signs of MID. KF did
not meet expectations on most parts of her CRCTS or the 8th grade writing exam. She has good
reading skills but needs to improve them when making inferences. KF seems to do her work to
the best of her ability, but needs to work on her conversation skills by focusing on more realistic
topics. She loves to talk but a lot of what she says about her life is exaggerated or not true. Most
of KF’s struggles lie in toileting and hygiene issues which impacts her ability to transition
smoothly.
EV is a 16 year old Hispanic female who receives special education services for SLD.
She struggles in reading and reading comprehension. When last tested, her general working
memory and processing speed abilities were in the low to borderline range. Therefore, EV
performs better on classroom tests and quizzes when they are read to her aloud. EV read 96 wpm
when given the 8th grade fluency test, and often has difficulty understanding what she is reading
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and retaining information in short term memory. She also has problems attending to instructions
which affects her academic performance. EV tries to do her work in class but is easily distracted
by others around her.
Observing these students in class, I have been able to see how their exceptionalities affect
them in the classroom and also see what kind of accommodations seem to help them better focus
or understand the material. Since they each have relatively slow processing skills or trouble
comprehending, I decided to utilize slotted notes and group activities rather than overwhelm
them with a lot of independent work. Slotted notes with help keep them, and other students,
engaged in the lesson instead of them just getting tired of copying page after page of notes. The
group activity will help not only these students but all students to easily have all their essential
vocabulary terms defined by the end of the class without each student looking up every word by
themselves.
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Title of Unit
Curriculum Area
Developed By
Leverett 7
Emergence of Modern
Grade Level
Europe
Social Studies/World
Time Frame
History
Danielle Leverett
Identify Desired Results (Stage 1)
9th – 12th
75 minutes
Content Standards
SSWH7 The student will analyze European medieval society with regard to culture,
politics, society, and economics.
a. Explain the manorial system and feudalism; include the status of peasants and feudal
monarchies and the importance of Charlemagne.
b. Describe the political impact of Christianity; include Pope Gregory VII and King Henry
IV of Germany (Holy Roman Emperor).
c. Explain the role of the church in medieval society.
d. Describe how increasing trade led to the growth of towns and cities.
Understandings
Overarching Understanding
Students will understand changes in economy,
politics, society, and religion during the Medieval
time period.
Related Misconceptions
Students may not be able to compare medieval
society to the society in which we live today.
Knowledge
Students will know…





Manorial and feudal systems
Importance of Charlemagne
The political impact of Christianity
The role of the church in Medieval
Society
That an increase in trade led to the growth
of towns and cities
Essential Questions
Overarching
Topical
What impact did
How are the
manorialism,
manorial and feudal
feudalism, and the
systems similar and
Church have on
different?
Medieval Society?
Who is
Charlemagne?
How did
Christianity and the
Church affect
Medieval Society?
Skills
Students will be able to…




Compare and contrast the manorial
and feudal systems
Describe the importance of
Charlemagne
Describe the political impact of
Christianity
Analyze/discuss the role of the
church in medieval society
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Assessment Evidence (Stage 2)
Performance Task Description
The goal of each formative assessment throughout the mini-unit is to
check the understanding of the students and ensure that they are
retaining the key information from their texts and the powerpoint
Goal
lectures that is required in the standards. The goal for the vocabulary
activity at the end of the lesson is to assist students in learning the
essential vocabulary for the unit.
As the teacher leading the mini-unit I will discuss concepts covered in
Role the standards in detail using powerpoint lectures, slotted notes, graphic
organizers, and group activities.
My audience is two separate classes of between 20 and 25 high-school
Audience
students (9th – 12th grades).
Situation I will be teaching in an inclusive World History class.
Students will complete the KWL, as well as slotted notes during the
Product/Performance lecture. Students will also complete their vocabulary terms pages
during a group activity to help them study for an upcoming quiz.
Standards SSWH7
Other Evidence
Students will also complete slotted notes and worksheets on Tuesday and Wednesday for the
other concepts covered in the standard.
Learning Plan (Stage 3)
Where are your students headed?
Where have they been? How will you
make sure the students know where
they are going?
How will you hook students at the
beginning of the unit?
Students have just ended Unit 3, therefore this miniunit will be the beginning of Unit 4 which will include
a new set of standards (2) for them to learn. This miniunit, over 3 days, will cover each section of one of
those standards. I will introduce my mini-unit and the
standard it will cover. Students will also be able to
look at a daily outline on the board which list the
Essential Question, Opening, Lesson, and Closing
activities.
I will try to find an interesting or interactive video of
medieval times to catch the students attention.
Students will have a short “bell ringer” (which will
also be used as a closing) called a KWL. I will ask (
and write on the board) “What do you think of when
you see the term Medieval?” Students will then write
down what they already Know about Medieval times
and also What they would like the learn. This is the K
& W of the KWL. (L is used during the closing where
students write something that they did learn during the
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lesson).
What events will help students
experience and explore the big idea
and questions in the unit? How will
you equip them with needed skills
and knowledge?
The daily essential questions will get students thinking
about the concept at hand. I will then elaborate on
each concept using powerpoints and slotted notes.
Students will also work in groups during certain
activities which will allow them to learn from their
peers if they need further understanding.
How will you cause students to reflect
Students will have independent practice when
and rethink? How will you guide
completing worksheets or graphic organizers. These
them in rehearsing, revising, and
assessments will be given after I have already gone
refining their work?
over the concept using a powerpoint. Therefore the
student should be able to recall relevant information to
complete the task. Then, we may go over it as a class
to ensure their understanding. They will also work in
groups collaboratively to complete their vocabulary
terms since they will have an upcoming quiz over the
essential vocabulary of this unit.
How will you help students to exhibit
and self-evaluate their growing skills,
knowledge, and understanding
throughout the unit?
How will you tailor and otherwise
personalize the learning plan to
optimize the engagement and
effectiveness of ALL students,
without compromising the goals of
the unit?
KWL – at the beginning of the lesson students will
write down what they already Know about Medieval
times/society and What they would like to learn about
it. By the end of the lesson students should be able to
write a few things that they did learn during the
lesson. This is a way of seeing how their knowledge
and understanding of the concept grew during the
lesson.
I have quite a few students who struggle with
sustaining attention during lectures and others who
process more slowly, which makes it difficult to keep
up when taking notes or simply listening to lecture.
This is why I decided to use slotted notes during the
powerpoints so that students are not struggling to keep
up but are staying engaged by having to look for an
upcoming answer. Also, students are always given the
vocabulary for the unit and are supposed to look up
their definitions. However, many of them will not do
them all until the day before the quiz, therefore, I will
use a group activity, splitting up the words between
four groups, to encourage them to write down the
definitions and go ahead and start studying them.
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How will you organize and sequence
the learning activities to optimize the
engagement and achievement of ALL
students?
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I will keep my materials for each day in a separate
manila folder, including my hard copy of the
powerpoint for that day. I will already have copies of
all needed materials and will bring extra pencils for
my students who always ask for one. This will lessen
any distractions or delays when moving from one
activity to another.
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CAST’s UDL LESSON BUILDER
Lesson Overview
Title:
Life in Medieval Society
Author:
Danielle Leverett
Subject:
World History
Grade Level(s):
9th – 12th grade
Duration:
70 minutes
Subject Area:
Social Studies
Unit Description:
Changes in economy, politics, society, and religion
during the Medieval period.
Lesson Description for Day:
Powerpoint over Manorial and Feudal systems and
Charlemagne with slotted notes; followed by a group
activity for students to complete their essential
vocabulary definitions
State Standards:
SSWH7 The student will analyze European medieval
society with regard to culture, politics, society, and
economics.
a. Explain the manorial system and feudalism;
include the status of peasants and feudal
monarchies and the importance of Charlemagne.
Goals
Unit Goals:





Students will be able to compare and contrast
the manorial and feudal systems
Students will be able to define the essential
vocabulary of the unit.
Students will be able to describe the importance
of Charlemagne.
Students will be able to describe the political
impact of Christianity.
Students will be able to analyze/discuss the role
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of the church in the medieval society.
Lesson Goals:



Students will know the manorial and feudal
systems
Students will know the importance of
Charlemagne
Students will define their essential vocabulary
for Unit 4
Methods
Anticipatory Set:
When I arrive in the classroom (2nd block), I will go
ahead and load the power point so the title slide is
already on the screen. I will also outline the lesson on
the board so students will know what to expect for the
class duration.
Once the students have arrived and take a seat, I will ask
them to get out a sheet of paper and a pencil and answer
the bell ringer question I have written on the board as a
KWL. The question will ask “What do you think of when
you see the term Medieval?” I will make sure all
students know what KWL stands for and then ask them
to write down their responses for K & W and pass them
in. We will then spend a few minutes discussing some of
the responses they wrote down.
Next, I will pass out the slotted notes pages and instruct
the students to follow along as we go through the
powerpoint so they can fill in the blank areas. I will then
go through the power point, explaining the manorial
and feudal systems and discussing the importance of
Charlemagne and other key details that are covered in
this part of the standard. I will pause between concepts
to answer any questions. When finished with the power
point, I will ask students if anyone needs to see a slide
again or have anything explained.
Then, I will tell students we are going to do a group
activity to help them define their essential vocabulary
for the unit. I will divide the class into 4 groups and give
each group 5 or 6 vocabulary words from their terms
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sheet. Each group will look up the words I assign to
them and write the word and definition on a poster-size
sheet that can be stuck on the wall (kind of like a giant
sticky note). Once all the groups have made their
“poster” of terms, we will stick them all in one area on
the wall. I will then pass out the vocabulary terms sheet
so that each student may copy down all of the
definitions. I think doing this will encourage students to
actually write down the definitions and start studying
them because they are not as overwhelmed with having
so many to look up by themselves. Students will work
on this until the bell rings for dismissal.
Introduce and Model New
Knowledge:
I will introduce the unit by asking students to do a KWL
to see what prior knowledge they may or may not have
about the Medieval time period.
Provide Guided Practice:
Students will follow along in their own copy of slotted
notes as I teach from the power point. Students should
be able to fill in the blank areas of their notes easily by
following along, paying attention to the power point,
and noticing the change in font color for important
information.
Provide Independent Practice:
Students will get in groups and independently look up
the definitions to their essential vocabulary for the unit.
Each group is responsible for making their own “poster”
on terms and definitions for the terms I assign to them.
Assessment
Formative/Ongoing Assessment: Provide ongoing assessment throughout the
lesson.



Students will answer questions I ask dealing with
the lesson or slotted notes. If I get to a place
where there is a blank in their notes and I have
just covered that on a power point slide, I may
pause to ask, “okay john, so what goes in the
blank on your notes?”, to ensure students are
following along.
Students should have been following along and
filling out their slotted notes pages.
Students will assist each other in their groups to
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look up and define vocabulary terms.
Summative/End Of Lesson
Assessment:


Students should be able to discuss the
differences and similarities between the
manorial and feudal systems
Students should have completed their vocabulary
terms sheet.
Materials







Power point
Slotted notes pages (1 copy per student)
Extra pencils and paper
Vocabulary terms pages (1 copy per student)
Venn Diagram of Manorialism vs Feudalism (1copy per student)
Large paper (1 sheet per group)
markers
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CAST’s UDL LESSON BUILDER
Lesson Overview
Title:
Life in Medieval Society (Religious impacts & role of the
church)
Author:
Danielle Leverett
Subject:
World History
Grade Level(s):
9th – 12th
Duration:
70 minutes
Subject Area:
Social Studies
Unit Description:
Changes in economy, politics, society, and religion
during the Medieval period.
Lesson Description for Day:
Powerpoint over the Role of the Church with slotted
notes over the Role of the Church;
Read aloud: king Henry v Pope Gregory followed by
questions over the reading
State Standards:
SSWH7 The student will analyze European
medieval society with regard to culture, politics,
society, and economics.
b. Describe the political impact of Christianity;
include Pope Gregory VII and King Henry IV of
Germany (Holy Roman Emperor)
c. Explain the role of the church in medieval society.
Goals
Unit Goals:



Students will be able to compare and contrast
the manorial and feudal systems
Students will be able to define the essential
vocabulary of the unit.
Students will be able to describe the importance
of Charlemagne.
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

Lesson Goals:


Students will be able to describe the political
impact of Christianity.
Students will be able to analyze/discuss the role
of the church in the medieval society.
Students will know and be able to describe the
political impact of Christianity
Students will be able to analyze and discuss the
role of the Church in medieval society
Methods
Anticipatory Set:
As students come into the classroom, I will have them
pick up a Venn diagram sheet from the front chair to fill
out as their bell ringer. This will be a review from
yesterday’s lesson covering the manorial and feudal
systems. They will have approximately 15 minutes to
complete this assignment with a partner or individually.
Once students have turned their bell ringer activity in, I
will pass out their slotted notes pages and they will
follow along with the powerpoint we will go over on the
Role of the Church in the Medieval Society. I will pause
occasionally to answer questions and summarize slides
with the students.
After the power point, we will read through a section of
the text that tell about King Henry IV vs Pope Gregory.
We will read this section aloud, probably on a voluntary
basis. After we have read the section, students will
answer questions over the reading.
Introduce and Model New
Knowledge:
As students pick up a bell ringer activity to complete, I
will show them as a reminder how to use a Venn
diagram and where to write the similarities and
differences of what they are comparing and contrasting.
I will help them with one or two at first to make sure all
students understand how to fill it out.
Provide Guided Practice:
Guided practice will be provided as I lead the power
point discussion and assist students in filling in the
blanks on their slotted notes pages.
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Provide Independent Practice:
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Independent practice will be administered as students
are asked to read aloud on a voluntary basis and also as
they are answering questions over the read aloud
portion of the lesson.
Assessment
Formative/Ongoing Assessment:
I will provide formative and ongoing assessment
throughout the lesson by asking questions as we go
through the power point. Formative assessment is also
gathered from making sure the students are correctly
filling out their slotted notes pages.
Summative/End Of Lesson
Assessment:
Summative assessment will be gathered from the
student questions after the read aloud portion of the
lesson and end of class discussion summarizing the
lesson.
Materials
Textbook
Powerpoint
Venn diagram over manorial & feudal systems
Slotted notes pages
Read aloud questions
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CAST’s UDL LESSON BUILDER
Lesson Overview
Title:
Life in Medieval Society (Growth of Trade and Towns)
Author:
Danielle Leverett
Subject:
World History
Grade Level(s):
9th – 12th
Duration:
70 minutes
Subject Area:
Social Studies
Unit Description:
Changes in economy, politics, society, and religion
during the Medieval period.
Lesson Description for Day:
Discuss how an increase in trade led to the growth of
cities and towns using power point lecture followed by a
worksheet containing a graphic organizer and true/false
questions over this concept. Students will also watch a
video over the Black Death this day.
State Standards:
SSWH7 The student will analyze European medieval
society with regard to culture, politics, society, and
economics.
d. Describe how increasing trade led to the growth of
towns and cities.
Goals
Unit Goals:





Students will be able to compare and contrast
the manorial and feudal systems
Students will be able to define the essential
vocabulary of the unit.
Students will be able to describe the importance
of Charlemagne.
Students will be able to describe the political
impact of Christianity.
Students will be able to analyze/discuss the role
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of the church in the medieval society.
Lesson Goals:



Students will know that an increase in trade led
to the growth of cities and towns
Students will learn about the steps to becoming
a master in a guild
Students will know that the plague (Black Death)
came to Europe through the trade routes of Asia.
Methods
Anticipatory Set:
Upon entering the classroom, I will again update the
daily agenda on the board with what part of the
standard is being covered during today’s lesson
followed by the agenda.
First, students will watch a video on the Black Death
(this will be provided by the general education teacher
as it is a video he already has and would like them to
see). This video will give the students a little insight to
the growth in trade and how the plague was brought to
Europe by way of these trade routes that began and
ended in Asia.
After the video, I will pass out the slotted notes pages
for today’s lesson. We may switch up and print them as
actual power point slides this time, however they will
still have the blanks in the same places just like other
slotted notes would. These notes will discuss the
increase in trade, the growth of cities and towns, and
definitions of words such as apprentice, guild, and the
middle class.
Once we have discussed all the slides on the power
point and answered any questions students have about
today’s lesson, I will pass out the “Steps to Becoming a
Master in a Guild” graphic organizer. This worksheet
has the steps listed in random order at the top of the
sheet and students are the fill in the steps 1-8 chart in
the middle of the page by putting these steps in the
correct order. The bottom of the worksheet contains
true/false questions students should be able to answer
using their texts and notes from today’s lesson. Students
may work on this assignment until the bell rings or if
they finish early I will provide them with either
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notecards or construction paper to make notecards for
their vocabulary terms.
Introduce and Model New
Knowledge:
The introduction of new knowledge for this lesson will
come from the Black Death video students will watch at
the beginning of class. After watching the video, we will
discuss student’s opinions and questions about the
video and what they think the Black Death would have
been like.
Provide Guided Practice:
Guided practice is again provided in the use of slotted
notes pages that students will fill out during the power
point presentation. Like previous days, I will first
remind students that the words in different colored text
are important as we get to them and to write them
down in the appropriate blanks on their notes pages. As
we progress through the lesson I will begin to pause
when I get to a blank/highlighted word and let students
verbally fill in the answer as they write it on their notes.
Provide Independent Practice:
Students will fill out the graphic organizer worksheet
and true/false questions independently and may ask for
assistance when needed.
Assessment
Formative/Ongoing Assessment:
Formative and ongoing assessment will be provided
through discussions and questions throughout the
lesson. Also, other teachers will be circulating the room
making sure students are filling out their slotted notes
pages correctly.
Summative/End Of Lesson
Assessment:
End of the lesson assessment will be mainly through the
use of the graphic organizer and true/false worksheet,
which students will turn in as they leave the classroom.
A more summative/formal assessment will be when
students take a test at the end of the entire unit.
Also, at the end of today’s lesson students will get back
their KWL they began filling out the first day of the mini
unit. They will jot down a few things that they were able
to learn during this mini-unit and turn it back in as their
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ticket out the door.
Materials
Black Death video
Power point presentation
Textbooks
Slotted notes pages
“Steps to Becoming a Master in a Guild” worksheet/graphic organizer
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