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Emma Sincerbox 10103796 PROF310 March 10, 2016 Lesson Plan #1 SUBJECT/Grade: Grade 4 COURSE/Type/Code: Social Studies LESSON TITLE : Medieval Times – Feudal System: Peasants and Serfs LESSON Description: Students will be int
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  Emma Sincerbox 10103796PROF310March 10, 2016 Lesson Plan #1 SUBJECT/Grade: Grade 4 COURSE/Type/Code: Social Studies   LESSON TITLE : Medieal Ti!es #eudal Syste!: $easa%ts a%d Ser&s LESSON 'escriptio%: Students will be introduced to the feudal system, and the ways in which dierent people interacted with each other within society. This day of the three part lesson plan will explore the ways in which the Serfs and peasants lied, and conducted themseles in society. $la%%i%( I%&or!atio%: Curriculu! Co%%ectio%sOerall E)pectatio%*s+:    !pplication   compare ey aspects of life in a few early societies $%&&& '(E)1*&& (E+, each from a dierent reion and era and representin a dierent culture, and describe some ey similarities and dierences between these early societies and present-day (anadian society $ FOCUS ON: Continuity and Change; Perspective + Speci,c E)pectatio%*s+:  (ompare social oraniation (e.g., social classes, general political structure, inherited privilege, the status of women) in two or more early societies (e.g., a slave-owning and a feudal society; a matriarchal First Nation and a society in medieval sia) Lear%i%( Goal*s+ or E%duri%( U%dersta%di%(s:  Students will be able to hihliht ey elements of lie as a serf or peasant durin this /edieal times  Students will wor collaboratiely to solidify understandin of what life was lie for people who were serfs, and what main dierences exist within life today   Students will apply understandin to the creation of a diary which allows them to demonstrate and personify their understandin as someone liin as a serf or peasant. Esse%tial -uestio%s:  0hat were the biest strules serfs and peasants had to face within /edieal Times  0hat was bene2cial about holdin status as a serf or peasant  0hat are the main dierences between life as a serf and the present day  $rior .%oled(e Re0uired (the !nowledge concepts and s!ills students must possess to #e successful in this lesson) Students will need to be able to recall on their prior nowlede of the /edieal Times that were discussed durin the preious social studies class ) they will hae an opportunity to re-read the wor sheet that was ien to them durin the beinnin of the lesson, while they are worin with their partners. Resources   (for items in appendi$, indicate with asteris!) - $ro1ector - 2ouTu3e ideo - Note3oos - 5i(6li(6ters - 7or s6eet 8(e%da   (to #e listed on #lac!#oard, in student language)%.&ideo '.iscussion .*e+ect Mi%ds O% *5oo+   Establishin a positie learnin enironment   (onnectin to prior learnin and3or experiences   Se4in the context for learnin   Co%%ectio%s   76ole Class 2ouTu3e 9ideo a%d 'iscussio% *; !i%utes+ 5escription1.6ae a roup discussion about what we thin life in the /iddle !es would loo lie ) hae student discuss with their elbow partners 7.6ae students iew the interactie 8ouTube ideo. 9:L h4ps 33www.youtube.com3watch;<=>(anyh?@list;PLy&'AncmBtCcLD:m/!%e7cDF57*?oF7 8ctio%   Gntroducin new learnin or extendin3reinforcin prior learnin   Proidin opportunities for practice and application of learnin $uided H independent+ Groups o& To .ey Co%cept Mappi%( 5escription 1.1 Proide students with information about life as serfs and peasants on theworsheet. 9:L h4p 33westernreserepublicmedia.or3middleaes3imaes3middleaes.pdf7.6ae them read the wor sheet with their elbow partner %.6ae the pair hihliht what they thin are important facts about life as serfs. .6ae the pair share what they thin is important about Serfdom with a neihborin pair ) mae sure that both sides hae an understandin of the material !ssessment for learnin ) they students are assessin what they thin is important for the purposes of their own education $inaddition to allowin them thechance to Iustify their choices to a partner+  Co%solidatio% a%d Co%%ectio%   6elpin students demonstrate what they hae learned   Proidin opportunities for consolidation and reJection I%diidual 'iary e%try 5escription1.6ae the students pull out their social studies noteboos 7.Gndiidually, hae the students reread the sheet, and what they thouht was most important %.Pullin out information from the text hae the students create a diary entry as thouh they were a serf durin /edieal times ) they should be usin at least 2e ey pieces .They should be handed in at the end of class for teacher to ensure comprehension of material!ssessment of learnin ) !llowin student to submit wor where they hae compiled and produced important nowlede in the form of a diary entry ) also connects to lessons learned in Lanuae !rts $(K:E+ E)te%sio%/$RE$/5 : Thin about what maes that student uniCue ) what do they lie to do, what is important to them or their family etc. (an tal to parents about it, but this is more so for their personal rowth to be put towards tomorrows actiity. !llowin student to thin about what is really important to Lesson Plan #7 SUBJECT/Grade: Grade 4 COURSE/Type/Code: Social Studies LESSON TITLE : Started from the bo4om now were nihtsM LESSON 'escriptio%: Students will be explorin the dierences in social statuses within the /ediealtimes ) durin this section of the unit we will be explorin the duties of Nnihthood within society and how they dier from the roles that we hae looed at within the unit already.  $la%%i%( I%&or!atio%: Curriculu! Co%%ectio%sOerall E)pectatio%*s+:    U se the social studies inCuiry process to inestiate ways of life and relationships with the enironment in two of more early societies $%&&& '(E)1*&& (E+, with an emphasis on aspects ofthe interrelationship between the enironment and life in those societies Speci,c E)pectatio%*s+:  (ompare aspects of the daily lies of dierent roups in an early society  Bather and oranie information on ways of life and relationships with the enironment in earlysocieties, usin a ariety of primary and secondary sources in both print and electronic formats Lear%i%( Goal*s+ or E%duri%( U%dersta%di%(s:  Students will be able to acnowlede a ariety of responsibilities held by the members of the niht hierarchy  Students can describe the ways in which Nnihts interacted with other members of the community durin the middle aes.   Students will be able to apply their own personal connection with the duties of nihthood Esse%tial -uestio%s:  6ow did someone become a niht3 part of the nihthood  0hat were the larest responsibilities that faced nihts once they were part of that social standin  0hat were the bene2ts of bein a niht 0hat were the strules $rior .%oled(e Re0uired (the !nowledge concepts and s!ills students must possess to #e successful in this lesson) Students will hae learned about what life was lie in the middle aes as part of the Feudal system in the ideo iewedthe lesson last day. Students will only now that there are nihts, and if they hae any sort of bacround nowlede on what it means to be a niht. They were also ased to o away for the niht and thin about what alues they hae within their household or personal thins that they treasure. Resources   (for items in appendi$, indicate with asteris!) - Co%structio% papers - $e%cils - Glue - Blac Board - $ro1ector - I%ter%et - Co!puter 8(e%da   (to #e listed on #lac!#oard, in student language) :eiew0orsheet5iscussionShow meM Mi%ds O% *5oo+   Establishin a positie learnin enironment   (onnectin to prior learnin and3or experiences   Se4in the context for learnin   Co%%ectio%s L Literacy!fL, !oL !ssessment &or 3 o&  Learnin
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