Title Page - Faculty of Education
Medieval Times
A six week integrated unit for grade 4
Social Studies: heritage and citizenship
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Cristina formica
Lindsay magder
Bill sorochan
Table of contents
Unit Overview 1
Expectations 2
Cross Curricular Expectations 2
Task Analysis/ Description 3
Lesson Plan 1 5
Lesson Plan 2 11
Lesson Plan 3 13
Lesson Plan 4 16
Lesson Plan 5 19
Lesson Plan 6 23
Strategies for Assessment and Evaluation 28
Resources 28
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Unit Overview: Heritage and Citizenship: Medieval Times: An Integrated Unit for Grade 4
The purpose of this Heritage and Citizenship unit for grade four students is for them to gain insight concerning the major features of daily life in medieval societies. As this will be the students’ first introduction into the study of the Medieval Times period, it is imperative that they are provided with the opportunity to become engaged with history and to begin to develop the essential knowledge and skills that will foster future social studies success.
The following unit on medieval times has been created to cover various expectations with in the grade 4 Social Studies curriculum (specifically the Heritage and Citizenship strand). In addition to this Medieval Times covers expectations from various other curriculum areas such as Language Arts, Visual Arts, and Health and Physical Education. This integrated unit is designed to engage visual, auditory, and kinesthetic learners through various learning activities such as web quests, cooperative learning activities, field trips, artistic challenges, and hands on learning activities. This unit can be covered in a six week period
The overall expectations include:
• identify and describe major features of daily life and social organization in medieval European societies from about 500 to 1500 C.E. (Common Era);
• use a variety of resources and tools to investigate the major events and influences of the era and determine how they shaped medieval society;
The specific expectations include:
• describe aspects of daily life for men, women, and children in medieval societies (e.g., food, housing, clothing, health, religion, recreation, festivals, crafts, justice, roles);
• describe characteristics of castles and aspects of castle life (e.g., design and building methods; community structure – lord, knights, squires, men-at-arms,workers; sports and entertainment; heraldry; justice; conflict and defence);
• describe the hierarchical structure of medieval society and the types of people in it (e.g., peasants, officials, scholars, clergy, merchants, artisans, royalty, nobles), and explain how and why different groups cooperated or came into conflict at different times (e.g., to promote trade, to wage war, to introduce the Magna Carta);
• use primary and secondary sources to locate information about medieval civilizations
• draw and label maps or create models to illustrate features of medieval landscapes (e.g., a village, a castle or palace, a mosque with a minaret);
• use media works, oral presentations, written notes and descriptions, and drawings to communicate information about life in medieval society (e.g., the roles of men, women, and children; the problems of sanitation and health in towns and cities);
• use appropriate vocabulary
• use artistic expression to re-create or respond to imaginative works from medieval times
Cross-curricular expectations:
Language Arts
Writing
• Communicate ideas and information for a variety of purposes and to specific audiences
• Produce pieces of writing using various forms, techniques and resources appropriate to the form and purpose, and materials from other media
Reading
• Summarize and explain the main ideas in information materials (e.g., textbooks), and cite details that support the main ideas
Oral and Visual Communication
• Ask and answers questions to obtain and clarify information
• Contribute and work constructively in groups
• Express and respond to a range of ideas and opinions concisely, clearly, and appropriately
Health and Physical Education
• Follow the rules of fair play and sport etiquette in games and activities
• Outline the factors that influence body shape and size
• Determine whether or not their food selections are healthy choices for this particular time period
Visual Arts
• Produce a 2D and 3D work of art that communicates a range of ideas (thoughts, feelings, experiences) for specific purposes and to a special audience
Task Analysis/ Description
Activity #1- Webquest
This webquest is the introductory lesson for this unit. It has the students work through several website finding information on the medieval society and recording their findings on a work sheet.
Activity #2- Coat of Arms
This activity has the students create their own coat of arms. Students will look through the resources provided, and may search the internet to find various symbols that they wish to place on their own coat of arms. The class is not limited to just using formal symbols if they want to create a symbol for their coat of arms that represents them, they may also place it onto their shield.
Activity #3- Diorama
For this assignment the student will fill out a work sheet about all the different occupations of the people in the community. Each student will get a person and create a diorama of that person’s occupation with a brief description below!
Activity #4- Creating a feast
This lesson will go with health unit that our students will be studying on health eating. The students will examine the foods that people in Medieval Times consumed and then plan a menu for two different feasts, one for the King & Queen and another for the peasants.
Activity #5- Grand Fair
This is another cross-curricular activity which combines medieval times with physical education. The students will take part in various theme based tasks. It is set up as a tabloid tournament so each group of students will work together in their teams to complete the various stations.
Activity #6- Field Trip
This will be our culminating activity. The students will be creating their own castle and to help them get ideas they will be going on a field trip to Casa Loma in Toronto. The students will be required to fill out a work sheet concerning the various parts of a castle. Then they will be expected to return and in the following days construct their own castle.
The Lessons
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Lesson Plan 1
1. Identification:
|Candidate: Cristina Formica, Lindsay Magder, Bill Sorochan |Grade: 4 No. of Students: 20 |
|Associate: Camille Rutherford |Subject/Strand: Heritage and Citizenship: Medieval Times |
|School: Brock University |Lesson Type: Student centered, teacher directed |
|Date: Thursday, February 15th, 2007 |Students Absent for this Lesson: N/A |
|Duration: 40 minutes | |
2. Lesson Topic: Life in the Medieval Society, Web Quest
3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ ] Attitudes: [ ]
At the conclusion of the lesson, students will be able to:
• Describe aspects of daily life for men, women, and children in medieval societies
• Describe characteristics of castles and aspects of castle life
• Use primary and secondary sources to locate information about medieval civilizations
4. Assessment and/or Evaluation of Student Achievement:
4.a. Tasks for the Students: Mark with an x:
|Oral Report: |Portfolio: |Conference: |Multi-media: X |Other: |
|Journal: |Projects: |Presentation: |Work Samples: X | |
• Students will be given a checklist of the instructions they need to follow for their web quest
• Students will be doing a self assessment of their ability to follow instructions, stay on task, and complete the assigned questions in the time provided
4.b. Tools for the Teacher: Mark with an x:
|Observation: X |Checklist: X |Rubric: |Quiz, Test: |Other: |
|Self-assess.: X |Rating Scale: |Notes: X |Peer Assess: | |
• Will assess students with a groups process checklist
• Will make observations while groups are working
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
• Observation and anecdotal notes
5. Lesson Modifications: (Where applicable, provide student names.)______________
5.a. Mark with an x:
|Increase Time: |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |
|Oral Explan.: |Repeat: |Re-teach: |Scribe: |E. A. Assistance: |
|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |
5.b. Teacher’s Routine for Lesson Modifications:
• If a student has difficulty with sequential steps or time management, they could have a decreased number of the assigned questions on the Web Quest
• To accommodate some students with difficulties, they could pair and share.
6. Materials and Equipment Required:
6.a. For the Students:
• Computer, pencil, Web Quest sheet
6.b. For the Teacher:
• Group process checklist
• Web quest worksheet
7. Instructional Strategies:
7.a. Student-Centred: Mark with an x:
|Cooperative: |Centres: |Inquiry; Problem-solving: |Computer-Assisted: X |Other: |
• Students will be completing their Web quest individually in the computer lab
• Students will be able to ask questions from the teacher for guidance
7.b. Teacher-Directed: Mark with an x:
|Drill: |Lecture: |Guided Inquiry: |Demonstration: X |Other: |
• Teacher will give students the definition of a web quest, and how it is used
• Teacher will demonstrate the steps of a web quest
• Teacher will review the steps of the assigned web quest
8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent
8.a. Introduction: ……………………………………………..………………Minutes
Include reviewing, motivating, and providing a context.
• Teacher will walk in with a horn, and unfold a scroll. They will let the students know that they were sent here by the king and that each student will be sent on a Quest.
• Once they fulfill this specific quest from the King, they will be crowned a knight of the round table.
• This Web Quest will be an introduction to Medieval Times. Students will get an overall impression of the major features of daily life and social organizations in the medieval European societies
8.b. A Sequence of Teaching and Learning:…………………………………Minutes
Include checking for understanding and reviewing key points.
• Teacher will review the steps of the Web Quest with students
• Teacher will check for understanding
• Teacher will allow students to ask any questions for clarification
8.c. Application:………………..........…………………………………………….Minutes
Include facilitating guided and/or independent practice.
• Students will now be working individually in the computer lab on their Web Quest
• The Web Quest won’t be timed, but they only have the given period to work on it.
• See attached Web Quest
• Student will complete their self assessment when finished
8.d. Closure and Assessment:………………………..............………………..Minutes
Include sharing, reflecting, and considering next steps.
• If needed, students can be given one extra period to finish Web Quest
• Teacher will assess according to group process checklist, observation, and student self-assessment
• Once teacher has completed their assessment, he/she will design a certificate that will be given to each student to dub them “Sir…” or “Lady…
• Students will be made aware that their next task as a knight is to design a coat of arms
9. Post-lesson Reflections and/or Notes:
WebQuest
Heritage and Citizenship: Medieval Times
Instructions
• Using the websites provided in each question, you will answer each assigned question.
• Each link to the website sends you exactly to the site that will provide an answer to the assigned question.
• Follow only the links provide. Do not start “researching” on other websites.
This WebQuest will be an introduction to Medieval Times. Students will get an overall impression of the major features of daily life and social organizations in the medieval European societies.
1.
Using this website, create a basic timeline that will help put Medieval Times into a historical context. Include a detailed description for 1 date in the Medieval Time Period.
Timeline:
Description of your particular date:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. Using the same website as above, who reigned the longest for Kings of England, and who reigned the shortest?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. , allows you to take a virtual tour of life in medieval times. Choose each realm and write a sentence in which you feel explains their role.
The Knight’s Realm: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The Merchants Realm:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The Nun’s Realm:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The Peasant’s realm:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. gives you, the students, the essential parts of a castle. List the 10 parts and provide an explanation of what they are used for.
1._______________________________________________________________________________________________________________________________________________________________________________________
2._______________________________________________________________________________________________________________________________________________________________________________________
3._______________________________________________________________________________________________________________________________________________________________________________________
4._______________________________________________________________________________________________________________________________________________________________________________________
5._______________________________________________________________________________________________________________________________________________________________________________________
6._______________________________________________________________________________________________________________________________________________________________________________________
7._______________________________________________________________________________________________________________________________________________________________________________________
8._______________________________________________________________________________________________________________________________________________________________________________________
9._______________________________________________________________________________________________________________________________________________________________________________________
10.______________________________________________________________________________________________________________________________________________________________________________________
5. Castles in Medieval Times provides you with a wealth of information about castles. Choose 5 main points that you feel are important about castles that someone who knows nothing about castles should know!
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Student Self Assessment
1. Did I work individually? 1 2 3 4
2. Was I task focused? 1 2 3 4
(Not looking at other websites)
3. Did I finish my Web Quest in the time 1 2 3 4
provided?
Lesson Plan #2
1. Identification:
|Candidate: Lindsay Magder, Cristina Formica, Bill Sorochan |Grade: 4 No. of Students: 20 |
|Associate: Camille Rutherford |Subject/Strand: Heritage and Citizenship/ Medieval Times |
|School: |Lesson Type: |
|Date: Duration: |Students Absent for this Lesson: |
2. Lesson Topic: Each student will design a coat of arms that will reflect their own personal identity and then present them to the class
3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ ] Attitudes: [ ]
At the conclusion of the lesson, students will be able to:
➢ use media works, oral presentations, written notes and descriptions, and drawings to communicate information about life in medieval society
➢ use artistic expression to re-create or respond to imaginative works from medieval times
➢ Min. Ed. Art Doc. -produce two- and three-dimensional works of art that communicate ideas (thoughts, feelings, experiences) for specific purposes and to specific audiences;
4. Assessment and/or Evaluation of Student Achievement:
4.a. Tasks for the Students: Mark with an x:
|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: |
|Journal: |Projects: |Presentation: X |Work Samples: X | |
4.b. Tools for the Teacher: Mark with an x:
|Observation: |Checklist: |Rubric: X |Quiz, Test: |Other: |
|Self-assess.: |Rating Scale: |Notes: |Peer Assess: | |
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
➢ Will assess the students work according to a rubric given to the students
5. Lesson Modifications: (Where applicable, provide student names.)____________________________
5.a. Mark with an x:
|Increase Time: |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |
|Oral Explain: |Repeat: |Re-teach: |Scribe: |E. A. Assistance: |
|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |
5.b. Teacher’s Routine for Lesson Modifications:
6. Materials and Equipment Required:
6.a. For the Students:
➢ Bristol board
➢ Markers, pencil crayons, paints
➢ Resources on different symbols and their meaning
6.b. For the Teacher:
➢ Rubric
➢ Reference material
7. Instructional Strategies:
7.a. Student-Centred: Mark with an x:
|Cooperative: |Centres: |Inquiry; Problem-solving: X |Computer-Assisted: |Other: |
7.b. Teacher-Directed: Mark with an x:
|Drill: |Lecture: |Guided Inquiry: X |Demonstration: |Other: |
8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent
8.a. Introduction: ………………………………………………………………..………………Minutes
Include reviewing, motivating, and providing a context.
➢ In role of magistrate declare “You my people have just completed an epic quest and have sought the answers to a variety of aspects of Medieval Times. As a reward I will now make all of you Ladies and Lord of St. Theresa Elementary School. However the first step to becoming nobility is that each of you will have to create your own coat of arms.”
8.b. A Sequence of Teaching and Learning:……………………………………………………Minutes
Include checking for understanding and reviewing key points.
➢ To assist you in this task I will show you examples of a coat of arms that other nobles have created
➢ Now I will show students an examples of a coats of arms, and explain what each item represents
8.c. Application:……………………………………....…………………………………………….Minutes
Include facilitating guided and/or independent practice.
➢ Students will then begin creating their own coat of arms.
➢ They will be able to use resources to determine what items they would like to place on their own coat of arms to represent themselves.
➢ Students can use any artistic materials they wish to create them
8.d. Closure and Assessment:………………………..………..…...................………………..Minutes
Include sharing, reflecting, and considering next steps.
➢ In role as magistrate again, “Now that you have created your coat of arms you must present them to the king and explain what symbols you have selected and why?” (Teacher being queen or king)
➢ Will work with students to create a rubric that we will use to assess the projects and the oral presentation
9. Post-lesson Reflections and/or Notes:
These should be written by the candidate. Additional comments from teacher associates are appreciated.
Lesson Plan #3
1. Identification:
|Candidate: Lindsay Magder, Cristina Formica, Bill Sorochan |Grade: 4 No. of Students: 20 |
|Associate: Camille Rutherford |Subject/Strand: Heritage and Citizenship/ Medieval Times |
|School: |Lesson Type: |
|Date: Duration: |Students Absent for this Lesson: |
2. Lesson Topic: Students will study the different members of a medieval society and examine their different jobs. They will then represent one person (mason, squire, and jester) in a diorama
3. Specific Expectations: Mark with an x: Concepts: [ ] Skills: [ ] Attitudes: [ ]
At the conclusion of the lesson, students will be able to:
➢ describe the hierarchical structure of medieval society and the types of people in it (e.g., peasants, officials, scholars, clergy, merchants, artisans, royalty, nobles), and explain how and why different groups cooperated or came into conflict at different times (e.g., to promote trade, to wage war, to introduce the Magna Carta);
➢ describe aspects of daily life for men, women, and children in medieval societies
➢ use artistic expression to re-create or respond to imaginative works from medieval times
4. Assessment and/or Evaluation of Student Achievement:
4.a. Tasks for the Students: Mark with an x:
|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: |
|Journal: |Projects: |Presentation: X |Work Samples: X | |
4.b. Tools for the Teacher: Mark with an x:
|Observation: |Checklist: |Rubric: X |Quiz, Test: |Other: |
|Self-assess.: |Rating Scale: |Notes: |Peer Assess: | |
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
➢ Will mark using a rubric given to the students
5. Lesson Modifications: (Where applicable, provide student names.)______________________________
5.a. Mark with an x:
|Increase Time: |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |
|Oral Explain: |Repeat: |Re-teach: |Scribe: |E. A. Assistance: |
|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |
5.b. Teacher’s Routine for Lesson Modifications:
6. Materials and Equipment Required:
6.a. For the Students:
➢ each student needs 17x11 sheet of paper
➢ Occupations hand out
➢ Art supplies, markers, scissors, construction paper, pencil crayons
➢ Students can get figures and other things from home
6.b. For the Teacher:
➢ List of occupations and how they interconnect
➢ Knowledge of topic
➢ Handouts
7. Instructional Strategies:
7.a. Student-Centred: Mark with an x:
|Cooperative: |Centres: |Inquiry; Problem-solving: |Computer-Assisted: |Other: X |
7.b. Teacher-Directed: Mark with an x:
|Drill: |Lecture: |Guided Inquiry: X |Demonstration: |Other: |
8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent
8.a. Introduction: ………………………………………………………………..………………Minutes
Include reviewing, motivating, and providing a context.
➢ In role of magistrate “Now that you have become a lady and lord of the land you must now get acquainted with the other commoners of the land. There are many people who live with in our great Kingdom of St. Theresa’s and you will need to learn the different jobs and hierarchy of the people”
8.b. A Sequence of Teaching and Learning:……………………………………………………Minutes
Include checking for understanding and reviewing key points.
➢ Give students the matching exercise hand out titles Medieval Occupations
➢ Allow student to work in their groups of two or three to determine what each person does in a medieval society.
➢ Explain what a Hierarchy is and how people the common folk fit into it.
8.c. Application:………………………………..........…………………………………………….Minutes
Include facilitating guided and/or independent practice.
➢ After the students have completed the worksheet and we have taken it up and we have discussed it
➢ Each student will complete a Diorama of one of the people that are in the society.
➢ Explain how to create the diorama and what it is that each student needs to put into it
8.d. Closure and Assessment:……………………………….……..…...................………………..Minutes
Include sharing, reflecting, and considering next steps.
➢ Upon completion of the dioramas student will then present their diorama to the class and explain what their diorama entails and which member of society they have selected
9. Post-lesson Reflections and/or Notes:
Lesson Plan 4
1. Identification:
|Candidate: Cristina Formica, Lindsay Magder, Bill Sorochan |Grade: 4 No. of Students: 20 |
|Associate: Camille Rutherford |Subject/Strand: Heritage and Citizenship: Medieval Times |
|School: Brock University |Lesson Type: student centered, teacher directed |
|Date: Thursday, February 15th |Students Absent for this Lesson: |
|Duration: 40 minutes | |
2. Lesson Topic: Designing a menu for healthy Living in the Medieval Times era
3. Specific Expectations: Mark with an x: Concepts: [ ] Skills: [ ] Attitudes: [ ]
At the conclusion of the lesson, students will be able to:
• Describe aspects of daily life for men, women, and children in medieval societies
• Outline the factors that influence body shape and size (e.g., a poor peasant may be smaller in size and less healthy than a wealthy princess).
• Determine whether or not their food selections healthy choices, for this particular time period
4. Assessment and/or Evaluation of Student Achievement:
4.a. Tasks for the Students: Mark with an x:
|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: |
|Journal: |Projects: X |Presentation: X |Work Samples: | |
• Students will be given a rubric of how their final menu will be evaluated
• Students will also be evaluated on their presentation skills when displaying their menu to the class
4.b. Tools for the Teacher: Mark with an x:
|Observation: |Checklist: X |Rubric: X |Quiz, Test: |Other: |
|Self-assess.: |Rating Scale: |Notes: |Peer Assess: | |
• Teacher will give students a checklist that will help them with their final product. It will be the base of which their final product will be evaluated
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
• During class time, teacher will observe and make anecdotal notes of students work habits
• Teacher will also do a progress report with the students to see if they are on task
5. Lesson Modifications: (Where applicable, provide student names.)______________________________
5.a. Mark with an x:
|Increase Time: |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |
|Oral Explan.: |Repeat: |Re-teach: |Scribe: |E. A. Assistance: |
|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |
5.b. Teacher’s Routine for Lesson Modifications:
6. Materials and Equipment Required:
6.a. For the Students:
• Paper, construction paper, crayons, markers, pencil
6.b. For the Teacher:
• Example of a menu from a present day restaurant
• Resources that include the food and resources used during the medieval civilization.
7. Instructional Strategies:
7.a. Student-Centred: Mark with an x:
|Cooperative: X |Centres: |Inquiry; Problem-solving: |Computer-Assisted: |Other: |
• Students will be performing this task collaboratively in groups of 2 or 3
7.b. Teacher-Directed: Mark with an x:
|Drill: |Lecture: |Guided Inquiry: |Demonstration: X |Other: |
• Teacher will give an example of what a menu looks like
• Teacher will provide information of the food and resources used during Medieval Times
8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent
8.a. Introduction: ………………………………………………………………..………………Minutes
Include reviewing, motivating, and providing a context.
• As a class, students will brainstorm the type of foods that were available and used in the medieval times era. In doing this, students will also be made aware of the differences among the hierarchal structure of society.
• Students will also brainstorm the tools used for cooking among the hierarchal structure of society.
• The class will also brainstorm and discuss the factors of disease and death, and how they are associated with food and germs during this particular time period.
• Students will then be assigned the task of designing a healthy menu for the medieval times era. Different groups will be designing menus within the hierarchal structure of society. Ex: One group will design a healthy menu for the King and Queen, another for the peasants.
• This will all be done in one social studies period
8.b. A Sequence of Teaching and Learning:……………………………………………………Minutes
Include checking for understanding and reviewing key points.
• Students will be shown a menu from a present day restaurant to get an idea of how the layout and organization of their menu should be.
• On chart paper, teacher will have written down all the brainstorming from the above introduction.
• This will be used as a base for the students
• Teacher will review how the students will be assessed and evaluated, and show them the rubric and progress checklist
8.c. Application:………………………………..........…………………………………………….Minutes
Include facilitating guided and/or independent practice.
• This is where the bulk of the work will be done.
• Students will start with a rough copy of their work, and then they must check with their teacher before they can proceed with the good copy.
• This process will take time, so the first period will be used for review of the food and resources, assessment and evaluation, and working on the rough copy.
• During an art period, students will then be given the full period to finish their product.
8.d. Closure and Assessment:………………………..………..…...................………………..Minutes
Include sharing, reflecting, and considering next steps.
• During the next Social Studies period, students will display their menus to the class and discuss why they chose their particular foods.
9. Post-lesson Reflections and/or Notes:
These should be written by the candidate. Additional comments from teacher associates are appreciated.
Rubric For Designed Menu
| | | | | |
|Categories/ |Level 1 |Level 2 |Level 3 |Level 4 |
|Criteria | | | | |
| | | | | |
|Group cooperation |I do not work well with |I sometimes work well with |I consistently work well |I work very well with |
| |others, and I am not |others, and I am |with others, and I am |others and I am sensitive |
| |sensitive to the feelings |occasionally sensitive to |usually sensitive to the |to the feelings of others. |
| |of others. |the feelings of others. |feelings of others. | |
| | | | | |
|Following instructions |I did not follow |I follow instructions with |I follow instructions with |I follow instructions with |
| |instructions. |the support of the teacher.|little support of the |no support of the teacher. |
| | | |teacher. | |
| | | | | |
|Use of materials |I used materials |I needed some reminding of |I use materials |I used materials |
| |inappropriately and |proper material use. |appropriately with little |appropriately with no |
| |foolishly. | |reminding. |reminders. |
| | | | | |
|Developing skills at grade |I produce work of |I produce work of |I produce quality work. |I produce high quality, |
|level |inconsistent quality. |acceptable quality. | |creative work. |
Lesson Plan #5
1. Identification:
|Candidate: Bill Sorochan, Cristina Formica, Lindsay |Grade: 4 No. of Students: ______ |
|Madgar | |
|Associate: Camille Rutherford |Subject/Strand: Social Studies Heritage |
|School: Brock University |Lesson Type: Cooperative Games |
|Date:Thurs.,February15th,2007 Duration: 70 min. |Students Absent for this Lesson: |
2. Lesson Topic:
• Medieval Times - A theme-based physical education class that integrates with the academic study of medieval times.
3. Specific Expectations: Mark with an x: Concepts: [X] Skills: [X] Attitudes: [X]
At the conclusion of the lesson, students will be able to:
• Describe characteristics of castles and aspects of castle life (e.g. sports and entertainment)
• Describe the types of people in medieval society (e.g. peasants, officials, scholars, clergy, merchants, royalty, nobles, etc.)
• Follow the rules of fair play and sports etiquette in games and activities
4. Assessment and/or Evaluation of Student Achievement:
4.a. Tasks for the Students: Mark with an x:
|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: X |
|Journal: |Projects: |Presentation: |Work Samples: | |
• Skill demonstration and skill manipulation
4.b. Tools for the Teacher: Mark with an x:
|Observation: |Checklist: |Rubric: |Quiz, Test: |Other: X |
|Self-assess.: |Rating Scale: |Notes: |Peer Assess: | |
| |X | | | |
• **OTHER** Active Participation Recording Sheet
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
• The teacher will assess participation of the students by using the Active Participation Recording Chart.
• The teacher will keep anecdotal notes on the behaviors of each student during the lesson.
5. Lesson Modifications: (Where applicable, provide student names.)_____________________________
5.a. Mark with an x:
|Increase Time: |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |
|Oral Explain. |Repeat: |Re-teach: |Scribe: |E. A. Assistance: |
|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |
5.b. Teacher’s Routine for Lesson Modifications: N/A
6. Materials and Equipment Required:
6.a. For the Students:
- Gym clothes, indoor shoes
- Piece of paper, writing utensil
6.b. For the Teacher:
- Boccee balls (tennis balls, other small ball or bean bags can be used)
- Scooter boards
- Cones, pylons, styrofoam cups, bucket of water
- Materials for an obstacle course
- Yellow bean bags, hula hoops, pool noodles
- Volleyball nets, benches
- Rubber chickens
- Foam balls, skipping ropes
- Medieval times CD, CD player
- Queen/King clothing
- Bell
7. Instructional Strategies:
7.a. Student-Centred: Mark with an x:
|Cooperative: X |Centres: |Inquiry; Problem-solving: |Computer-Assisted: |Other: X |
• Participation and exploration of different medieval times activities
7.b. Teacher-Directed: Mark with an x:
|Drill: |Lecture: |Guided Inquiry: |Demonstration: |Other: X |
• Teacher allows students to explore and participate in the different activities at his/her own leisure
8. Presentation Steps (Teacher Actions): Whole Class
8.a. Introduction: ……………………………………………………………..……………... 10 Minutes
Include reviewing, motivating, and providing a context.
• Each student selects a type of person in medieval society (e.g. royalty, peasants, officials, scholars, clergy, merchants, etc.) that they wish to act in role. Each type of person in medieval society must have an equal amount of students designated to that role. When each student has a role, he/she then forms a group with all other students who are in the same role. That group of students becomes a team.
• Each group spends 5 minutes discussing their specific role in medieval society, who they are in relation to other groups, and what is unique and/or special about them. Students will be expected to share this information with the teacher and the rest of the class upon entering the gymnasium.
• After the 5 minute discussion, students line up and proceed to the gymnasium.
8.b. A Sequence of Teaching and Learning:…………………………………………………. 10 Minutes
Include checking for understanding and reviewing key points. Whole Class
• Students enter the gymnasium according to their hierarchical status, representing their class to music typical of medieval times acquired from the music department.
• The King/Queen (teacher) sits at one end of the gymnasium and waits for each group to approach him/her and give a brief introduction of who they are as a group, and what their role in medieval society is.
• Once each group of students has approached the King/Queen, he/she then declares the games are open and administers the "Oath of the Games" or rules.
• After the "Oath", the King/Queen rings a bell and students are released one group at a time to travel to the games in which they would like to participate first.
8.c. Application:………………………………………........…………………………………… 30 Minutes
Include facilitating guided and/or independent practice. Whole Class
• Game # 1: Crossing the moat- students walk across different objects (benches, flipped over benches, and skipping ropes) to get to a designated area in the gym. If a student falls, he/she must return to the beginning and start again. Each team has 5 minutes to collect as many golden coins (yellow beanbags) as they can in the designated time.
• Game # 2: Fetch the water from the well--students try to carry water in a cup with holes in the bottom and fill a container at the other end of the zone.
• Game # 3: Flying Foul-students toss rubber chickens over a net of the appropriate height (usually slanted)to team members on the other side. Students try to see how many throws and catches they can complete without a miss.
• Game # 4: Juggling Jesters-students toss/catch (juggle) beanbags or different sized balls to one another. After every 10 tosses have been made, students take a step back from one another to increase the distance. The objective of this game is to see how many times students can toss and catch a beanbag or ball successfully without dropping it on the ground.
• Game # 5: Jousting knights-students will sit on a scooter board carrying a pool noodle (1/2 length). They will scoot to the opposite end of the area and try to knock a ball off of a cone with the pool noodle and then travel back to the starting line. Each team has 5 minutes to knock over as many balls as possible.
• Game # 6: Robin Hood Run-students travel through an obstacle course to capture the gold/bean bag and return to the starting line. Only one student from each team is allowed in the obstacle course at a time. Each team has 5 minutes to collect as many bean bags as they can.
8.d. Closure and Assessment:………………………………..………..…..................……….. 20 Minutes
Include sharing, reflecting, and considering next steps. Whole Class
• After each group of students has participated in each game, the King/Queen rings the bell and summons all students to the center of the gymnasium.
• As a class, students discuss how each game played during this lesson reflects the medieval times society.
• The King/Queen then assigns each group of students to a specific game to clean up and put away all equipment found at that station.
• Once all the equipment is put away, students are to line up and head back to class.
9. Post-lesson Reflections and/or Notes:
These should be written by the candidate. Additional comments from teacher associates are appreciated.
Lesson Plan #6
1. Identification:
|Candidate: Bill Sorochan, Cristina Formica, Lindsay |Grade: 4 No. of Students: |
|Madgar | |
|Associate: Camille Rutherford |Subject/Strand: Social Studies Heritage |
|School: Brock University |Lesson Type: ______________ |
|Date: Thurs. Feb. 15th, 2007 Duration: Full Day |Students Absent for this Lesson: |
|Field Trip | |
2. Lesson Topic: Medieval Times- Trip to Castle Loma
3. Specific Expectations: Mark with an x: Concepts: [X] Skills: [ ] Attitudes: [X]
At the conclusion of the lesson, students will be able to:
• Describe the characteristics of a castle and aspects of castle life (e.g. design and building methods, community structure-lord, knights, squires, men-at-arms, workers, sports and entertainment, heraldry, justices, conflicts and defense).
• Use primary and secondary sources to locate information about medieval civilization (e.g. tests).
• Draw and label maps to illustrate features of medieval landscapes (e.g. a castle).
4. Assessment and/or Evaluation of Student Achievement:
4.a. Tasks for the Students: Mark with an x:
|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: X |
|Journal: |Projects: |Presentation: |Work Samples: | |
• Questions and definitions from Castle Loma trip
4.b. Tools for the Teacher: Mark with an x:
|Observation: X |Checklist: |Rubric: |Quiz, Test: |Other: |
|Self-assess.: |Rating Scale: |Notes: X |Peer Assess: | |
| |X | | | |
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
• The teacher will observe the students and take anecdotal notes on the behavior, participation, and attitudes of each student during the trip.
• The teacher will make note of any outstanding questions asked by the students and/or their participation both answering and asking questions.
• The teacher will mark the questions and definitions in each student’s social studies folder based on accuracy and completion, each student will receive a grade out of /35.
5. Lesson Modifications: (Where applicable, provide student names.)______________________________
5.a. Mark with an x:
|Increase Time: |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |
|Oral Explain. |Repeat: |Re-teach: |Scribe: |E. A. Assistance: |
|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |
5.b. Teacher’s Routine for Lesson Modifications: N/A
6. Materials and Equipment Required:
6.a. For the Students:
• Social studies folder, castle handout sheet, list of questions and definitions sheet, writing utensil
6.b. For the Teacher:
• Class list
• Extra copies of castle handout sheet, list of question, and definition sheet.
7. Instructional Strategies:
7.a. Student-Centred: Mark with an x:
|Cooperative: |Centres: |Inquiry; Problem-solving: |Computer-Assisted: |Other: X |
| | |X | | |
• Field Trip to Castle Loma in Toronto-students are to answer questions and define terms during the trip.
7.b. Teacher-Directed: Mark with an x:
|Drill: |Lecture: |Guided Inquiry: X |Demonstration: |Other: X |
• Field Trip to Castle Loma- a tour guide will take the teacher and students on a full tour of Castle Loma.
8. Presentation Steps (Teacher Actions): Whole Class
8.a. Introduction: …………………………………………………………………………..…… 30 Minutes
Include reviewing, motivating, and providing a context.
• Place a large picture of a castle (mounted on Bristol board) on the chalkboard. Have a list of all the different parts of a castle listed on the board beside the picture.
• Have students name the different part of the castle by coming up to the blackboard and placing the different parts of the castle on the correct image. When each part of castle has been correctly identified, give a brief description of what that specific part of the castle is used for and who uses it.
• Once the image of the castle has been properly labeled and discussed, hand out a sheet of paper to each student that has the same picture of a castle on it. Have each student label his/her own castle sheet.
8.b. A Sequence of Teaching and Learning:……………………………………………………. 5 Minutes
Include checking for understanding and reviewing key points. Whole Class
• Remind students that they will be going on a field trip to Castle Loma in Toronto and that they need to be on their best behavior while on the trip.
• Remind students to bring along with them their social studies folder which must include the castle sheet they had just received.
• Inform students that they will be answering questions while on their trip and that the questions will be collected upon returning to class.
8.c. Application:………………………………………..........…………………………………..… 3 Hours
Include facilitating guided and/or independent practice. Whole Class
• Upon arriving in Toronto, students will be provided with a full tour of Castle Loma.
• During the tour, the students will be asked to answer the following questions in their social studies folder:
• Q: What is the importance of a "Great Hall" in a castle?
• Q: What did a typical hall look like? Flooring? Lighting?
• Q: Describe how heating was accomplished in the medieval halls.
• Q: Describe the kitchens usually found in medieval castles.
• Q: Explain how the main bedrooms and guest rooms were laid out in the castle.
• Q: What were squints used for?
• Q: Did castles have water accessible on all floors? Explain.
• Q: Where was the chapel located in early castles?
• Q: How are guests seated when they come for dinner?
• Q: List four things you learned about knights.
• During the tour, students will also be asked to define the following terms in their social studies folder:
• Wicket, allure, turret, arch, rampart, aumbry, postern, gate, bailey, paraphet, barbican, parados, battlement, outer ward, buttery, outer curtain, buttress, murder holes, cross wall, moat, donjon or keep, Hall, dormer, great chamber, drawbridge, gatehouse, dungeon, garderobe, gallery.
8.d. Closure and Assessment:………………………………..………..…...................………….. 2 Hours
Include sharing, reflecting, and considering next steps. Whole Class
• At the end of the day, students are to board the bus and head back to the school.
• Upon entering back into the classroom, students are to hand in their social studies folder to the teacher. All questions and definitions will be marked on accuracy and completion.
• Inform students that next class they will be expected to take all the information and knowledge they have learned thus far in the unit as well as during the trip to Castle Loma and construct their own 2-D medieval castle. Instructions and expectations for the castle will be provided to the students during the next class.
• For homework, students are to design a blue print sketch of what his/her castle will look like.
9. Post-lesson Reflections and/or Notes:
These should be written by the candidate. Additional comments from teacher associates are appreciated.
Strategies for Assessment and Evaluation
• Lesson 1: Group process checklist
• Lesson 2: Art/ Presentation Rubric
• Lesson 3: Art/ Presentation Rubric
• Lesson 4: Rubric and checklist
• Lesson 5: Active Participation Recording Chart
• Lesson 6: Rating Scale and anecdotal notes
Resources
• Ministry of Education and Training. (1998). Social Studies Curriculum Document: Grades 1-8, 27-28.
• Ministry of Education and Training. (1998). Language Arts Curriculum Document: Grades 1-8, 82-83, 86.
• Ministry of Education and Training. (1998). Health and Physical Education Curriculum Document: Grades 1-8, 15.
• Ministry of Education and Training. (1998). The Arts Curriculum Document: Grades 1-8, 36.
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• 8. hc-sc.gc.ca/fn-an/food-guide-aliment/index_e.html
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