CEP Lesson Plan Form

Teacher: Mallory Sullivan Mentor: Kelly Keough Date: November 28, 2017

School: Fort Collins High School Room #: M121 Content Area: Social Studies Title: Middle Ages power structure Kings and Clergy

Lesson Idea/Topic and Rational/Relevance: What are
you going to teach and why is this lesson of importance
to your students? How is it relevant to students of this
age and background? Why are you teaching this lesson
now (what came before/what will come after)? What
teaching methods/strategies will you use and why?
Students will learn about the basic power structure of the Middle Ages, important key players in the
formation of a powerful Holy Roman Empire and English Kingdom. Some of the structures created
during this time are still seen today, so over 1000 years these things have lasted. Before break we
had the students watch a movie as an intro to the Dark Ages, and this lecture/mapping activity will
help explain some things more clearly. Yesterday they did a GGREAATT on either Russia or Byzantine.
Tomorrow will be an in-depth look into the structural living situations and economics of the people
in the kingdoms, which I will have gone over today. I will use Cornell Notes, mapping skills, and the
co-teacher will do Plickers.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

1.3Thesignificanceofideasaspowerfulforcesthroughouthistory
2.1UsedifferenttypesofmapsandgeographictoolstoanalyzefeaturesonEarthtoinvestigateandsolvegeographicquestions

Understandings: (Big Ideas)

PreparedGraduates:Analyzekeyhistoricalperiodsandpatternsofchangeovertimewithinandacrossnationsandcultures
PreparedGraduates:Developspatialunderstanding,perspectives,andpersonalconnectionstotheworld

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

2.Whichideasprovidethegreatestinsighttounderstandingacultureornationshistory?
4.Howhavephilosophicalandreligioustraditionsaffectedthedevelopmentofpoliticalinstitutions?
5.Howhavescientificandtechnologicaldevelopmentsaffectedsocieties?

Evidence Outcomes: (Learning Targets) AND (Success Criteria)Using ABCD Objective

Discussthehistoricaldevelopmentandimpactofmajorworldreligionsandphilosophies(DOK13)
Investigatecausesandeffectsofsignificanteventsinworldhistory(DOK12)
List of Assessments: (Note whether the assessment is formative or summative)

Summative: Map Page, Cornell Notes page, weekly sheet these will be graded when turned in at end of week, students will take quiz over information to know
they understand the material.

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CEP Lesson Plan Form
Name and Purpose of Lesson
Should be a creative title - Think of the purpose as
the mini-rationale
Approx. Time and Materials
How long do you expect the activity to last and what
materials will you need?
Anticipatory Set
The hook to grab students attention. To put
students into a receptive frame of mind.
To focus student attention on the lesson.
To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
How do you intend to engage your students in
thinking during the Anticipatory Set?
Why are you using it at this point in your lesson?
How will you know they get it?
Colorado State University College of Health and Human Sciences
Planned Lesson Activities
Middle Ages power structure Kings and Clergy
The purpose is to teach them chapter 13 in the unit so they understand why cultures mix
or stay separate in some areas
50 minutes
Power Point, Unit 4 Packet, textbook
Pencil, colored pencils or highlighters
Warm up: pg 372 map Qs 1-2
This is the co-op teacher Mr. Currans activity where he goes over the questions on an
app called plickers, and allows the kids to write down the correct answer afterwards
because these questions will be on the quizzes and final exam.
The strategy I intend to use is technology based answer app called PLICKERS
I am using this strategy here because: each student has their own multiple choice answer
sheet and it scans the answers, by showing what is the right answer it gets the students
engaged, competitive, but they also learn the content.
Teacher Actions Student Actions
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CEP Lesson Plan Form

Procedures ~10 minutes warm up ~10 minutes fill out weekly sheet: learning
(Include a play-by-play account of what students and ~15 minutes Map Activity target and success criteria and answer
teacher will do from the minute they arrive to the ~25 minutes Lecture notes warm up questions
minute they leave your classroom. Indicate the ~15 minutes follow along and complete the
length of each segment of the lesson in minutes. map activity
Indicate whether each is: ~25 minutes follow along and write Cornell
-teacher input notes
-modeling
-questioning strategies
-guided/unguided:-whole-class practice, group
practice, individual practice, check for
understanding, other
How do you intend to engage your students in Scaffolding and answer questions during the lecture involve them and relate it to the
thinking during the Anticipatory Set? united states (Magna Carta) and parliament. Get them to reflect.
Why are you using it at this point in your lesson?
How will you know they get it?
Closure Students finish weekly sheet, two things they learned during the lesson and then
Those actions or statements by a teacher that are complete a 3-sentence summary on the lecture notes. If you were having dinner with
designed to bring a lesson presentation to an your mom or dad and they asked you what you learned in history what would you say?
appropriate conclusion. Used to help students bring
things together in their own minds, to make sense
out of what has just been taught. Any Questions?
No. OK, lets move on is not closure. Closure is used:
To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.

How do you intend to engage your students in
thinking during the Anticipatory Set?
Why are you using it at this point in your lesson?
How will you know they get it?
Differentiation:
This is something we do every single day so students should be practiced and well used to
the requirements for the class.
Students who need modifications to the lesson work with Mr. Curran in separate groups.

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CEP Lesson Plan Form

Differentiation should be embedded
throughout your whole lesson!!
This is to make sure you have met the
needs of your students on IEPS or 504
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be
successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Assessment Reflection: (data analysis)
How will you know if students met the learning
targets? Write a description of what you were
looking for in each assessment.
Either an easier word search, poem, map activity but still try and get the information
from the chapter. These history classes are FC, so the majority of the class has an IEP
and/or a 504. Accommodations are usually made before the class, but it is just lecture
and these notes will be available to them at all times before the final.
Students will be answering the questions correctly and will be quizzed on them tomorrow
during the warm up. Students write the summaries of what they completed. The map
activity will be done together so hopefully they will all have that page done and can ask
questions if they are still confused.
Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

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