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Eastern Connecticut State University Lesson Plan Format
Candidate Debora Tolliver Grade Level 5th Date of lesson 07/01/2011
Length of Lesson: 60 minutes each day for 7 days
I have chosen to create a lesson plan for the book Barbarians! for a couple of reasons. First, I would like to someday utilize it in my own classroom. Second, and more importantly, I chose this book because it is an excellent text for accompanying a unit on Europe in the Middle Ages; and, lend itself to all five of the big ideas in reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. As students manipulate the runes (symbols) of the Barbarians languages, they strengthen their phonemic awareness and phonics skills. Students will build their existing vocabulary by experiencing several new words from tiers two and three. The book also lends itself to several comprehension strategies: text structure awareness, making connections, creating mental images, summarizing, and higher levels of questioning. With this text, students have the opportunity to compare and contrast four different warriors groups, imagine what life was like for the Barbarians, gain insight as to how the warrior’s actions affected the world as we know it today, and make connections to background knowledge.
Content Standards: Identify one or two Common Core English Language Arts standards this lesson is designed to help students attain. How will the learning tasks lead students to acquire the identified standards?
• CCSS.RL.5.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text.
• CCSS.RL.5.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
• CCSS.RL.5.7: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text.
Prior Knowledge/Connections: Describe the students’ prior knowledge or skill related to the learning objective(s) and the content of this lesson, using data from pre-assessment as appropriate. How did the students’ previous performance in this content area or skill impact your planning for this lesson?
• Students should be able to make predictions about a text from the illustrations.
• Students should be familiar with KWL charts.
• Students should be familiar with Venn diagrams.
• Students should know how to work collaboratively in groups.
• Students should know how to work in literature circles and the roles for literature circles.
• Students should know how to use the computer and library for research.
• Students should have an understanding of tribes.
• Students should have an understanding of war/conflict.
Student Learning Objective(s): Identify specific and measurable learning objectives for this lesson.
Before reading: activate prior knowledge; during reading: make connections & engage with the text; after reading: identify that they have understood the text
Day 1: Introduction & 1st read
• Whole class instruction
o Students should be able to make predictions about the lives of nomadic warriors based on the illustrations in the book.
o Students should be able to explain what a barbarian is and what civilization means.
• Small group instruction:
o Students should be able to describe key vocabulary words for their reading selection.
Day 2: Literature circles
• Small group instruction:
o Students should be able to work collaboratively with their peers.
o Students should be able to connect to the text and imagine what life was like for the warriors.
o Students should be able to perform their chosen role for the literature circles.
Day 3: Research
• Small group instruction:
o Students should be able to work collaboratively with their peers.
o Students should be able to research the topic both in the library and on the computer and find relevant information to their topic.
Days 4 & 5: Prepare presentation
• Small group instruction:
o Students should be able to work collaboratively with their peers.
o Students should be able to collectively organize their research materials and put together a coherent presentation.
Day 6: Presentations & Review
• Small group instruction:
o Students should be able to work collaboratively with their peers.
o Students should be able to present what they have learned about their topic to the class in a clear and organized fashion so that the other students are able to learn from the information presented.
• Whole class instruction:
o Students should be able to compare and contrast the 4 different nomadic warrior groups.
o Students should be able to express what they have learned about nomadic warriors.
Day 7: Assessment
• Individual instruction:
o Students should be able to define and explain at least 5 of the key vocabulary words for this lesson and use them properly in a sentence.
o Students should be able to express in writing what they have learned about the way nomadic warriors lived.
o Students should be able to relate what they have learned in this lesson to other areas of their leaning or knowledge.
Vocabulary: Identify essential terminology to be used during instruction.
*Words that are highlighted are words that should be discussed in groups and during presentations.
Introduction Vocabulary:
• Barbarians: ancient Greeks used the term to describe anyone who did not speak their language or share their culture; ancient Romans used the word to describe people who were coarse, rude or foreign; over time the word has come to suggest bloodthirsty cruelty
• Barbaric: uncivilized
• Uncivilized: not civilized or cultured (civilized-to bring out of a savage, uneducated, or rude state)
• Civilization: a human society that has developed material and spiritual resources
• Crude: rude, unfinished, rough
• Coarse: crude, rude, rough, gross
• B.C.: the time period prior to the birth of Jesus Christ
• A.D.: the time period since the birth of Jesus Christ
• Roman Empire: the territories ruled by ancient Rome
• Emperor: the supreme ruler of an empire
• Centuries: a period of 100 years
• Conquest: the act or stat of conquering (win in war)
The Goths Vocabulary:
• Goths: Germanic tribes that left northern Europe in the 2nd and 3rd centuries to settle in the south near the Black Sea.
o Germanic tribes: Germanic people originated in Northern Europe and were identified by their use of the Indo-European Germanic languages
o Migrated: to go from one place, region, or country to another
o Ostrogoths: member of the easterly division of the Goths, maintain a monarchy in Italy, 493-555 A.D.
o Visigoths: members of the westerly division of the Goths, which formed a monarchy about 418 A.D., maintain it in southern France until 507 A.D. and in Spain until 711 A.D.
o Thongs: a strip of leather that was used to fasten or secure bones to the bottoms of shoes for to make ice skates
o Garnets: a deep red colored gem
o Pasture: grassland
o Wattle: a number of poles laid on a roof to hold thatch (a roofing material that consists of straw, reed, etc.
o Boasting: to speak with pride; brag
o Quarreling: to disagree angrily; to argue
o Cloaks: a loose outer garment, as a cape or coat
o Tunics: any of various hip or knee length garment with or without sleeves and sometimes belted
o Trousers: pants
o Futhark: one of the earliest Germanic languages
o Runes: symbols that stood for different sounds
o Paganism: the state of being a pagan (a person without any religion)
o Demonize: to describe as evil
o Marauding: wandering or raiding in search of victims or plunder (robbery)
o Truce: an agreement or treaty
o Medallion: a large medal
o Architecture: the style of building
The Huns Vocabulary:
• Huns: nomads that poured into Europe from out of the east in the last quarter of the 4th century
o Nomad: a person who wanders from place to place; a person who continually moves
o Marmot: rodents that are closely related to the ground squirrels and prairie dogs; they carry the plague (a fatal disease spread by rats)
o Stirrups: suspends from a horse saddle to support the rider’s foot
o Savage: brutal, cruel, ferocious
o Loot: anything taken by dishonesty or force
o Terrorized: to produce widespread fear by acts of violence
o Tactics: any mode of procedure for gaining advantage or success
o Hostage: a person given to or held by a person, organization, etc., as a security or pledge or for ransom, release, exchange for prisoners, etc.
o Seers and shamans: priests who practiced magic
o Scapulimancy: a ritual that foretold the future
o Fibula: a piece of jewelry that acted like a giant safety pin to fasten garments
The Vikings Vocabulary:
• Vikings: explorers, traders, and shipbuilders who ruled the northern seas
o Hustle and bustle: a lot of activity and work, usually in a noisy surrounding
o Amber: a yellowish-brown color of resin used to make jewelry or other ornamental things
o Livestock: useful animals kept or raised on a farm or ranch
o Scandinavians: people from Norway, Sweden and Denmark
o Spoils: loot (anything taken by dishonesty or force) taken in war or robbery
o Pirates: people who rob or commit illegal violence at sea or on the shores of the sea
o Fjord: a narrow arm of the ocean that is usually bordered by steep cliffs
o Pier: a structure with a deck that is build out over water and used as a landing place
o Governing: to rule over by right of authority
o Berserker: a Viking warrior
o Marauding: wandering or raiding in search of victims or plunder (robbery)
o Runes: symbols that stood for different sounds
o Yggdrasil: according to Viking mythology, the great ash tree that held together the 9 levels of the Norse universe (Gimle, Asgard, Vanaheim, Alfheim, Jotunheim, Midgard, Svartalfleim, Niflheim, Muspelheim)
o Norse: Norwegian (characteristic of Norway, its language or its people)
o Sacred: worthy of respect
o Gnaws: to persistently bite or chew
o Monasteries: a place where people (monks) live in seclusion under religious vows
o Monks: men who are withdrawn from the world for religious reasons
o Bribe: money or any other valuable offered for a promise with a view to corrupt the behavior of a person
o Seafowl: sea birds
o Banished: to send away
o Combatants: a person or group that fights
The Mongols Vocabulary:
• Mongols: wandering tribes who lived in on the grasslands of the Eurasian steppes between Persia, Central Asia, and the kingdoms of China
o Steepe: vast grasslands, an extensive plain without trees
o Nomad: a person who wanders from place to place; a person who continually moves
o Pasture: grassland
o Yurts: a tent like dwelling that consisted of a cylindrical wall of poles in a lattice arrangement with a conical roof of poles, both covered by felt or skins
o Abandoned: deserted
o Subdued: controlled
o Troupes: groups of performers who travel
o Falconry: the art of training hawks to hunt
o Shamanists: worshipped gods in Heaven but believed that spirits in the world controlled man’s fate
o Shaman: a priest
o Soothsayer: a person who claims to foretell events
o Dynasty: a sequence of rulers from the same family or group
o Artisans: people who are skilled in an art; a craftsperson
o Mosque: a Muslim place of public worship
*Proper Nouns: There are several proper nouns throughout the book that may affect fluency. Encourage the students to try their best with pronunciation; but while reading the selection, they should not spend too much time on it. If they would like to use the word in their presentation, the pronunciation may become important.
Assessment-Essential Key Question: State essential key question(s) and identify Informal, Formal Formative and Summative Assessment that will be used during the lesson.
How will you ask students to demonstrate mastery of the student learning objective(s)? Attach a copy of any assessment materials you will use, along with assessment criteria.
Day 1:
• Formative assessment: The teacher will use observations and make anecdotal notes during whole class discussion to be sure that students are activating their prior knowledge and making predictions.
• Formative assessment: While groups are working, the teacher will move from group to group asking questions about the vocabulary to make sure that students understand the vocabulary words and text.
Day 2:
• Formative assessment: During literature circles monitor the group discussions using observations, anecdotal notes and the teacher observation sheets (included).
• Formative assessment after class: Look over literature circle worksheets to make sure students are on track and understanding the text. If the worksheets reveal that the students do not understand the text, review the worksheets with the groups as they are researching on the computers on day 3.
Day 3:
• Formative assessment: While groups are working at the computers, meet with each group to discuss the literature circles worksheets. The discussion will be dependent on what is written on the worksheets. Be sure that the students are working collaboratively and everyone is contributing, find out if there are any misconceptions or misunderstandings of the text, make sure that they are understanding what they have read, and find out if they have any questions.
Day 4:
• Formative assessment: While groups are working, meet with each group to discuss the information they found during research and how they will present their warrior group. Be sure that the students are working collaboratively and everyone is contributing, find out if there are any misconceptions or questions about the research materials, make sure that they are understanding what they have read, and answer any questions.
Day 5:
• Formative assessment: While groups are working, meet with each group to discuss their presentations. Be sure that the students are working collaboratively and everyone is contributing, make sure that each group is moving at a good pace and will be able to complete their presentation preparations by the end of class, and answer any questions.
Day 6:
• Formative assessment: While each group presents, observe and make anecdotal notes on the groups rubric sheet. After class, make a copy of the completed rubrics for each student. Distribute them at the end of the day.
Day 7:
Individual assessment:
• Vocabulary: Choose one word from each list, define and explain what the word means, and use the word in a sentence. Try to explain what the word means in your own words. You are responsible for a total of 5 words.
• Writing assessment: Imagine that you are a nomadic warrior from 1 of the 4 groups and create a week’s worth of daily journal entries. Your entries should show your understand of how these warrior lived. You are expected to write at least 5 good sentences for each day and your days should not all be the same.
Materials/Resources: List the materials you will use in each learning activity.
• Kroll, S., & Byrd, R. (2009). Barbarians!. New York: Dutton Children's Books.
• Copies from the book for packets
• Group presentation rubric
• Lesson vocabulary assessment and blank journal for writing assessment
• Literature Circle worksheets taken from
• Literature Circle teacher observation taken from
• Large paper: one to write predication on, one to create a KWL chart, and one for the Venn diagram; the KWL and predictions will hang on the classroom bulletin board until the end of the lesson
• Sticky-notes for each student
Technological resources: List the technology resources that you will use in this lesson.
• Capital One video:
• ELMO to display maps and timeline on screen
• Smart Board for presentations
• Overhead projector for presentations
• Computers for research
• Website suggestions for research
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Initiation:
Start lesson on a Monday
Day 1 Monday: Put the book Barbarians! in a location that is visible to all students so they can see the cover.
• Introduction: Play the Capital One Video from
• Teacher says: (3 minutes)
o This week we will begin exploring how four groups of nomadic warriors, lived, worshipped, and celebrated. The four groups we will be studying are the Goths, the Huns, the Vikings, and the Mongols.
o Today we will begin the lesson with a short read aloud passage from the book and a discussion of some terms that some of you may not be familiar with. After the passage, as a whole class, we will discuss some of the illustrations in the book, make predictions about how we think the barbarians may have lived, and start a KWL chart to determine what you might already know and what you might be wondering about these warriors. Lastly, you will break into four groups, which I have already determined, and you will read your groups selection from the book, take notes, and discuss the vocabulary for your selection. This will be the group you work with for the remainder of the less as you become experts in your particular warrior group. For homework on the first day, you are to read the selection a second time and make any notes that you feel might be relevant for a literature discussion tomorrow.
o Tomorrow you will continue to work with your group in literature circles. Each of you will perform a role for the literature circle. I will allow you to choose your roles and I will provide you with worksheets that you will need to complete during the literature circle. These worksheets will help you with the work you will be doing on Wednesday and Thursday. While you are working in literature circles, I will work with each group to discuss you selection vocabulary.
o On Wednesday we will be researching on the computers and in the library to create group presentations for Friday. The groups that are becoming experts on the Goths and the Huns will have the first 30 minutes of class on Wednesday to utilize the classroom computers for research, while the Viking and Mongols groups go to the library for research. After 30 minutes, the groups will trade places. I will provide you with some suggested website; however, you may use any relevant information so long as it is not from a “wiki” website.
o On Thursday and Friday you will put your 3 to 5 minute group presentation together. Each group will have a rubric to follow for the presentation. It will be included in a packet that you will get today.
o Next Monday each group will present their warrior group to the class. You will be expected to take notes during each presentation. After the presentations, we review what we have learned about these warriors by completing the KWL chart, a Venn diagram to compare and contrast the different warriors, and we will discuss the timeline and the maps from the book as. The maps and timeline are included in your handout.
o Tuesday will be your assessment. It will be an individual assignment that will include a vocabulary section as well as a writing assignment about the daily lives of the different warrior groups. I have highlighted the words on your vocabulary lists in your packets that you may find on the vocabulary assessment.
o Each of you will receive two grades for this lesson. You will receive a group grade which includes your contribution to the research and presentation. The second grade is your individual grade which includes your question and comment cards, your vocabulary assessment, and your writing assessment.
Lesson Procedures:
Day 1 Monday:
• Distribute packets to students. The students names are on the packets because groups are predetermined based on reading level. The packets include the text selection, vocabulary, timeline, maps, and a rubric for group presentations.
• Begin the lesson by reading aloud the introduction on page 3 of the book, the “Contents” page. (2 minutes)
• After reading the short passage, teacher says: (1 minute)
o As we read the book Barbarians, we will encounter many new words that some of you may or may not be familiar with. I have provided you with some terms and definitions for some of the words that I think may cause you difficulty in understanding the text. You will not be required to remember them all; however, if you do not understand their meanings, you may have difficulty understanding the text. I encourage you to ask your classmates or myself if there are words that you do not understand or that you would like clarified for you. The objective of this lesson is not for you to memorize a lot of vocabulary word, but to understand the book.
o Would you all please take a moment to look over the vocabulary for the “introduction” portion of the handout? When you are done, please turn your papers over so that I know you are ready to move on.
• While waiting for students to look over vocabulary words: (2 minutes)
o Hang two large pieces of paper on the bulletin board where they can remain for the duration of the lesson. Label one “PREDICTIONS” and on the other make a KWL chart (see example below)
K W L PREDICTIONS
o Set up the ELMO and screen
• Once the students are ready to move on: (2 minutes)
o Who can explain in their own words what a barbarian is?
o The introduction that I read from the book said that there are four groups of barbarians that have influenced civilization. What do you think the author means by civilization?
o The author also tells us that what we do know is that these four barbarian groups marched across Europe and Asia and brought both together through trade and conquest. What is trade and conquest and how do you think that brought Europe and Asia together?
• Class discussion of the illustrations in the book and making predictions: (15 minutes)
o Do not display the maps or the timeline because those will be displayed as part of the review next Monday.
o Because there are so many illustrations, there is only enough time for one answer per illustration.
o Starting on page 6, display the images one page at a time using the ELMO. Ask the class: What can you determine or predict from these illustrations?
o Write the predications on the appropriate large piece of paper hanging on the bulletin board. Please include the page number next to the prediction. For example, pg. 12-I predict the warriors burn the city.
o If students state what they already know something or that they wonder about something, add it to the appropriate column of the KWL chart.
• Begin to fill out the KWL chart: (5 minutes)
o Ask the students what they already know about the warrior groups. Write what they know under the “K” column of the KWL chart.
o Ask students what they wonder about the warrior groups. Write what they wonder under the “W” column of the KWL chart.
• Group work:
o We are now ready to begin working in groups. While you are reading, I will be moving from group to group to discuss vocabulary and assist with the text. Be sure to refer to your vocabulary lists if you come across a word that you are not familiar with. If you come across a word that is not on your list, please mark it with a sticky-note and ask me to clarify it for you when I come to your group.
o There are several proper nouns throughout the book that may be difficult to pronounce. Try your best to pronounce it properly but please do not spend too much time trying to figure it out. If it is a word that you would like to use in your group presentation, I will do my best with the pronunciation; but remember, knowing a warriors name or being able to pronounce it properly is not as important as understand why they are mentioned in the text.
o Also remember that you may want to designate someone in the group as the “note taker.” Taking notes on the first read will help you with your literature circles tomorrow, as well as when you put your presentations together.
o You are now going to divide into your groups and spend the next 25 to 30 minutes reading about nomadic warriors and discussing your groups’ vocabulary. I would now like for those students who have the Goths on the front of their packets to all go to table 1 and begin working. Those of you who have the Huns please go to table 2 and begin. Everyone with the Vikings go to table 3 and begin. The rest of you should have the Mongols and need to meet at table 4 to begin working.
o While groups are working, the teacher should move from group to group asking questions about the vocabulary to make sure that students understand the text. The teacher will answer any questions the students may have regarding the text as well.
• Closure: (2 minutes)
o Please stop where you are and focus your attention on me for a moment.
o For homework tonight, please re-read your selection and make notes for tomorrow’s literature circles.
o Remember, tomorrow you will each have a role to play in your group’s literature circle. We will be using the same literature circle worksheets that we always use so you should be familiar with each role. The roles we will be using for this lesson are: Discussion Director, Illustrator, Literary Luminary, Summarizer, Travel Tracer, Vocabulary Enricher, Connector, and Conflict Connector. Think about one or two roles you would like to take on and be prepared for one of them tomorrow.
o Does anyone have any questions?
Day 2 Tuesday: Each group will work in literature circles (60 minutes)
• Please sit with your group at the same table you sat at yesterday.
• As you speak to students, place the literature circle roles worksheets on the center of each table.
• Literary Circles Worksheets taken from
o Today, each of you will perform a role for your group’s literature circle. You may choose your roles. I am distributing the worksheets that you will need to complete during the literature circle. You should all be familiar with them because they are the same worksheets we use for every literature circle in my class.
o Each role has its own worksheet and on each worksheet, you will find all the information you need to perform that role. Chose a role that you are comfortable with. If you do not like to draw or you do not think you are artistic, I do not recommend taking on the role of the illustrator.
o There may be roles left on the table after everyone in your group has already taken one. If that is the case with your group, try to fill out the worksheet as a group effort.
o These worksheets will help you with becoming experts on your warrior groups as well as with your presentations. They will need to be handed in after your presentation and will become part of your presentation grade.
o While you are working in literature circles, I will be monitoring the discussions, guiding your leaning of the vocabulary and the text, as well as answering any questions you may have.
o You have 2 minutes to decide your roles and then I would like the classroom silent for 15 minutes so you can prepare for your discussions. You may begin.
• Formative assessment: During literature circles monitor the group discussions using observations, anecdotal notes and the teacher observation sheets.
• Closure: (2 minutes)
o Please put your group’s literature circle worksheets together and turn them in. I will hold them for safe keeping until you need them again.
o Tomorrow you will begin researching in the library and on the computers. If you would like to get a start at home, feel free to do so. I would recommend printing any material that you find at home so that they are readily available. If you do not have the ability to print at home, make sure you copy down the website you got your information from or e-mail me a link to that website. My e-mail address is on my classroom website.
o There are two things to remember while you are researching:
▪ First, you have a rubric to follow for the presentation so be sure your research matches the rubric. The rubric can be found at the back of your packet.
▪ Second, “wiki” websites are not always good sources of information and they should not be used for this assignment. I have provided you with some suggested websites in your packet on the page with your rubric. If you choose not to use the provided websites, that is fine; but, you must make sure that what you are using is based on facts and not just someone’s opinion. It should be based on research and you should be able to tell that relatively quickly. If you cannot, I would suggest not using that information.
• Formative assessment after class: Look over literature circle worksheets to make sure students are on track and understanding the text. If the worksheets reveal that the students do not understand the text, review the worksheets with the groups as they are researching on the computers on day 3.
Day 3 Wednesday: group research 30 minutes in library and 30 minutes on computers (teacher will assist students as needed)
• Today you will spend 30 minutes researching in the library and 30 minutes researching on the computers. The groups that are becoming experts on the Goths and the Huns will have the first 30 minutes to utilize the classroom computers, while the Viking and Mongols groups go to the library for research. After 30 minutes, the groups will trade places. I have arranged for the Librarian to assist you with your research while you are in the library. When you enter the library, please take a seat at the tables so the librarian can give you instructions. She/he will give you suggestions as to where you can find relevant information. She/he will also let you know when it is time to come back to the classroom.
• I will remain in the classroom to assist anyone who needs my guidance. I will visit with each group to discuss your groups worksheets from yesterday. That would be a good time to ask questions if there is anything that you need clarified. I will also be checking your research to make sure that the information you are gathering on-line is factual and research based. What do I mean by factual and research based?
• Today’s objective is to gather information that will be relevant for your presentations. You will have tomorrow and Friday to prepare your presentations; so, your focus today should be skimming information to determine its relevance. Who can explain what I mean by skimming information to determine its relevance?
• Does anyone have any questions?
• Goth and Huns may go to the computers and Vikings and Mongols may line up at the door.
• Formative assessment: While groups are working at the computers, meet with each group to discuss the literature circles worksheets. The discussion will be dependent on what is written on the worksheets. Be sure that the students are working collaboratively and everyone is contributing, find out if there are any misconceptions or misunderstandings of the text, make sure that they are understanding what they have read, and find out if they have any questions.
• Closure: Tomorrow and Friday you will prepare your presentations. There will not be enough class time to read all your material and prepare your presentation. For homework tonight, look over the material you collected today during your research. Being familiar with the material will help you prepare your presentation.
Day 4 Thursday: Students begin to prepare their presentations. (60 minutes)
• Today and tomorrow you will be preparing your presentations. You each have a presentation rubric in the back of your packets. Please take a moment to look over them right now so I can answer any questions you might have.
• Give students a moment to look over rubric then ask: Does anyone have any questions about the rubric?
• There are several things you can do to make your presentation more interesting. I do have some posterboards if your group would like to utilize them, you may use the ELMO, the overhead projector, the Smart Board, or any other piece of technology in the classroom. Some of you have created presentations using and that would also be acceptable for this presentation. The choice is yours as to how you present your material; however, you must address the items that are on your group’s rubric.
• Does anyone have any questions about how they can present their material?
• Please move to the same table that you sat at for your literature circles and begin working.
• Formative assessment: While groups are working, meet with each group to discuss the information they found during research and how they will present their warrior group. Be sure that the students are working collaboratively and everyone is contributing, find out if there are any misconceptions or questions about the research materials, make sure that they are understanding what they have read, and answer any questions.
• Closure: Please start cleaning up and be sure to put your projects in a safe place so that you can finish them tomorrow.
Day 5 Friday: Students continue to prepare their presentations. While they are working, the teacher will monitor the groups work as she/he did on Thursday. (60 minutes)
• Today you will continue working on your presentations. It is the last opportunity to work on your presentations in class. On Monday each expert group will present their nomadic warrior group to the rest of the class.
• I will continue discussion and checking in with each group as I have done throughout the week. You may begin working now.
• Formative assessment: While groups are working, meet with each group to discuss their presentations. Be sure that the students are working collaboratively and everyone is contributing, make sure that each group is moving at a good pace and will be able to complete their presentation preparations by the end of class, and answer any questions.
• Closure: Please start cleaning up and be sure to put your projects in a safe place for your presentations on Monday.
Day 6 Monday: presentations (15-20 minutes), whole class review (40-45 minutes): Venn diagram, timeline, and maps; have a large piece of paper hanging on the bulletin board near the KWL chart for the Venn diagram
• Please get a pen or pencil and sit with your group at the same tables you have been working at.
• While students are moving about, give each student four 3x5 index card for writing questions.
• Today each group will present their nomadic warrior group. We will begin with the Goths, and then move to the Huns, the Vikings and lastly the Mongols.
• I have given each of you three 3x5 index card. Please take a moment to write your name at the top of each card.
• As part of your individual grade for this assignment, you are required to take notes during each group’s presentation. You only have three cards because you will not need to take notes or a card for your own group’s presentation.
• On the back of each card, you are to write one question and one comment about each presentation. These questions and comments will be your assessment of your peer’s presentations. I have posted some ideas for what you should think about when you are deciding what to write on the backs of your cards. They are posted on the bulletin board with the class predictions and KWL chart. They are:
o What was something that you learned about the group’s warriors that surprised you?
o Was there anything that you did not understand during the presentation?
o Was there anything that did not make sense to you during the presentation?
o Was there anything that confused you during the presentation?
o What did you like or not like about the presentation?
o How did the groups use of technology help you understand what they were presenting?
o Do you think you would like to be a warrior from that group, why or why not?
o What can you infer about the warrior group based on information from the presentation?
• After each presentation there will be time for questions and answers so please do not raise your hands or interrupt a presentation.
• You will turn in your 3x5 cards at the end of class today.
• After all of the presentation are done, we will review what we have learned this week by completing the KWL chart, looking over the timeline and maps, and creating a Venn Diagram to compare and contrast the four warrior groups.
• Does anyone have any questions before we begin?
• Would the Goth group please begin our presentations…
• Formative assessment: While each group presents, observe and make anecdotal notes on the groups rubric sheet. After class, make a copy of the completed rubrics for each student. Distribute them at the end of the day.
• After each presentation, allow each group to take a few questions. If they group is unable to answer a question, do your best to answer it for them.
• Once all of the presentations are done, begin review as a whole class and fill out the “L” column of the KWL chart and create a Venn Diagram as the opportunities arise.
• As we review what we have learned about the four different barbaric groups, we can begin to fill out the “L” column of the KWL chart and we can create a Venn diagram comparing and contrasting the different warrior groups.
o Before we begin reviewing, was there anyone that wrote about something that they did not understand, something that did not make sense to them, or something that confused you?
o Now we are ready to work on our KWL chart and our Venn diagram. As you answer questions, please let me know where you would like me to write your answer, whether it be the KWL chart, the Venn diagram or both.
o Has anyone written about something that surprised them on their 3x5 card?
o During the introduction I read aloud last Monday, the author asked if the warriors were as barbaric as we’ve been led to believe. Who can explain, using information from the text or what you heard during the presentations, why they think they are or are not as barbaric as we have been led to believe?
o Continue asking students what they know about the different warrior groups and fill in the KWL chart.
o Ask students to compare and contrast the groups to complete a Venn diagram.
Day 7 Tuesday: assessment (60 minutes):
• Please sit in your assigned seats for the assessment and clear your tables of everything but a pen or pencil.
• Hand out assessments and blank journals. While distributing the test:
o Today you will be taking your lesson assessment on barbarians. There will be two parts to the assessment, one on vocabulary and a writing assignment.
o The first part of the test is your vocabulary assessment. The directions tell you to choose one word from each list, define and explain what the word means, and use the word in a sentence. Try to explain what the word means in your own words. I do not want you to rewrite the definition I gave you because that just tells me that you memorized it. I want to be sure you can use the word in the correct context. You are responsible for a total of 5 words and I would like you to finish the vocabulary before you begin the writing. By thinking about the vocabulary it will help you develop your writing assessment.
o For the writing assessment, you are to imagine that you are a nomadic warrior from 1 of the 4 groups and create a week’s worth of daily journal entries. Your entries should tell me that you understand what life for these warriors was like. I have provided you with a blank journal for you to write in. You are expected to write at least 5 good sentences for each day and your days should not all be the same. Who can tell the class what I mean by good sentences? (example: A good sentence should have at least 7 words and it should be a complete thought. “Today go to Disney” is a fragment and is not a good sentence.)
o Does anyone have any questions about the assessment?
o Please put your name on both your vocabulary test and your blank journal and begin.
• Closure: Please make sure your names are on both your vocabulary test and your journal and put them in the center of the table. I will come around and collect them.
Intervention: Describe intervention strategies used for students who require accommodations to their instruction.
*There will be ample opportunities during group instruction to meet with individual students.
• One student who is a struggling reader: fluent with limited comprehension
o Provide student with another story about their warrior group at a lower reading level.
▪ You Wouldn’t Want to be a Roman Soldier!: Barbarians You’d Rather not Meet by David Steward (ages 4-8)
▪
Enrichment: Describe strategies used for students who benefit from unique challenges in the classroom curriculum.
• One student who is a highly able reader: reading at least 2 yeas above and has demonstrated the CCSS for the grade level
ELL Student:
• One student who is ELL: student is struggling with words that do not have similar cognates in his/her primary language
o There are many tier 3 words that do not have cognates.
o Provide student with images to help them define and explain the vocabulary that they need to know to understand the text.
Presentation Rubric
|CATEGORY |4 |3 |2 |1 |
|Preparedness |Student is completely prepared |Student seems pretty prepared|The student is somewhat |Student does not seem at |
| |and has obviously rehearsed. |but might have needed a |prepared, but it is clear |all prepared to present. |
| | |couple more rehearsals. |that rehearsal was lacking.| |
|Vocabulary |Uses vocabulary appropriate for|Uses vocabulary appropriate |Uses vocabulary appropriate|Uses several (5 or more) |
| |the audience. Extends audience |for the audience. Includes |for the audience. Does not |words or phrases that are |
| |vocabulary by defining words |1-2 words that might be new |include any vocabulary that|not understood by the |
| |that might be new to most of |to most of the audience, but |might be new to the |audience. |
| |the audience. |does not define them. |audience. | |
|Content |Shows a full understanding of |Shows a good understanding of|Shows a good understanding |Does not seem to understand|
| |the topic. |the topic. |of parts of the topic. |the topic very well. |
|Collaboration with |Almost always listens to, |Usually listens to, shares |Often listens to, shares |Rarely listens to, shares |
|Peers |shares with, and supports the |with, and supports the |with, and supports the |with, and supports the |
| |efforts of others in the group.|efforts of others in the |efforts of others in the |efforts of others in the |
| |Tries to keep people working |group. Does not cause |group but sometimes is not |group. Often is not a good |
| |well together. |\"waves\" in the group. |a good team member. |team member. |
|Technology |Student uses several different |Student uses 1 technology |Student uses 1 technology |The student uses no |
| |types of technology that show |that shows considerable |which makes the |technology OR the |
| |considerable work/creativity |work/creativity and which |presentation better. |technology chosen detract |
| |and which make the presentation|make the presentation better.| |from the presentation. |
| |better. | | | |
|Stays on Topic |Stays on topic all (100%) of |Stays on topic most (99-90%) |Stays on topic some |It was hard to tell what |
| |the time. |of the time. |(89%-75%) of the time. |the topic was. |
|Plan for Organizing |Students have developed a clear|Students have developed a |Students have developed a |Students have no clear plan|
|Information |plan for organizing the |clear plan for organizing the|clear plan for organizing |for organizing the |
| |information as it is gathered |information in the final |the information as it is |information AND/OR students|
| |and in the final research |research product. All |gathered. All students can |in the group cannot explain|
| |product. All students can |students can independently |independently explain most |their organizational plan. |
| |independently explain the |explain this plan. |of this plan. | |
| |planned organization of the | | | |
| |research findings. | | | |
|Quality of Sources |Researchers independently |Researchers independently |Researchers, with some |Researchers, with extensive|
| |locate at least 2 reliable, |locate at least 2 reliable |adult help, locate at least|adult help, locate at least|
| |interesting information sources|information sources for EACH |2 reliable information |2 reliable information |
| |for EACH of their ideas or |of their ideas or questions. |sources for EACH of their |sources for EACH of their |
| |questions. | |ideas or questions. |ideas or questions. |
|Presentation |Well-rehearsed with smooth |Rehearsed with fairly smooth |Delivery not smooth, but |Delivery not smooth and |
| |delivery that holds audience |delivery that holds audience |able to maintain interest |audience attention often |
| |attention. |attention most of the time. |of the audience most of the|lost. |
| | | |time. | |
|Attractiveness |Makes excellent use of font, |Makes good use of font, |Makes use of font, color, |Use of font, color, |
| |color, graphics, effects, etc. |color, graphics, effects, |graphics, effects, etc. but|graphics, effects etc. but |
| |to enhance the presentation. |etc. to enhance to |occasionally these detract |these often distract from |
| | |presentation. |from the presentation |the presentaion content. |
| | | |content. | |
|Requirements |All requirements are met and |All requirements are met. |One requirement was not |More than one requirement |
| |exceeded. | |completely met. |was not completely met. |
|Oral Presentation |Interesting, well-rehearsed |Relatively interesting, |Delivery not smooth, but |Delivery not smooth and |
| |with smooth delivery that holds|rehearsed with a fairly |able to hold audience |audience attention lost. |
| |audience attention. |smooth delivery that usually |attention most of the time.| |
| | |holds audience attention. | | |
|Workload |The workload is divided and |The workload is divided and |The workload was divided, |The workload was not |
| |shared equally by all team |shared fairly by all team |but one person in the group|divided OR several people |
| |members. |members, though workloads may|is viewed as not doing |in the group are viewed as |
| | |vary from person to person. |his/her fair share of the |not doing their fair share |
| | | |work. |of the work. |
Vocabulary Lesson Assessment
Choose one word from each list, explain what the word means, and use the word in a sentence. Try to explain what the word means in your own words. You are responsible for a total of 5 words.
|INTRODUCTION |GOTHS |HUNS |VIKINGS |MONGOLS |
|Barbarians |Germanic tribes |Nomad |Scandinavians |Steepe |
|Civilization |Migrated |Tactics |Monks & Monasteries |Soothsayer |
|Conquest |Pasture |Seers & Shamans |Fjord |Dynasty |
|Crude/coarse |Furhark & Runes |Scapulimancy |Pier |Artisans |
|Uncivilized |Paganism |Hostige |Banished |Troupes |
Writing Assessment
Imagine that you are a nomadic warrior from 1 of the 4 groups and create at least 3 days’ worth of diary entries. Your entries should demonstrate your knowledge of how these warriors lived, worshiped and celebrated. You are expected to write at least 5 sentences that describe the events for each day and your days should not all be the same.
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