Professional Documents
Culture Documents
Day 2 of Unit
Identify and describe major features of daily life and social organization in medieval societies. Describe the types of people in medieval societies.
Use appropriate vocabulary (e.g. peasant, page, clergy, squire, caliph, imam,
merchant, trade guild, chivalry, manor, monastery, mosque, pilgrimage, Islam, Christianity, Judaism, Magna Carta, Crusades) to describe their inquiries and observations.
Learning Goal:
Assessment/Evaluation:
(Tools/strategies)
Discussion of the format for the lesson. Students will each work on their own worksheet. They may team up or work alone. (Remind students that this activity will be hard to complete with a large group 1-2 people is probably best) Definitions are listed on their worksheet. Display the worksheet using the ELMO and read through the definitions as a class.
Students will have 10 minutes to try to find the picture that matches the definition. Under the picture is the term. Write the term on appropriate spot of the worksheet. Distribution of handouts and commencement of activity. (10 min) Students return to their desks. We will take the worksheet up as a class using the SMARTboard/ELMO. Students use a coloured pencil to make changes and corrections to their work. Worksheets are collected.
Closure: Distribution of index cards (one with definition and one with term) Students must find their match and both with stand beside the matching picture in the class. Once everyone has a pair we will review the matches. Students will assess with a thumbs up or thumbs down. When a correct match is made that pair can tape their cards to the picture to display in the class. Discussion of next days lesson hierarchy and structures.
Assessment:
Assessment of worksheets for completeness and accuracy. Observations and participation. Anecdotal notes.
Personal Reflection: (What went well? What will/could I do differently? How did I
address OCGEs?)
Having the pictures spread around the room kept the students busy and moving. Presenting the activity as a treasure hunt kept the noise level down and the students focused. Consolidation ensured that students understood meanings time taken to complete and ability to self-correct demonstrated understanding. Using pictures and words helped reach more students everyone was able to participate and take something away from the lesson. Should have completed one full example prior to starting the worksheet to clarify the procedure. It would have saved giving additional instructions to some students. Could have had students bring up the picture with their index cards once completed to create a word display. (Would have saved time afterwards.)