CEP Lesson Plan Form

Teacher: Mallory Sullivan Mentor: Kelly Keough Date: December 5 2017

School: Fort Collins High School Room #: M121 Content Area: Social Studies Title: Crusades Document Analysis

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?
In this lesson, students compare Christian and Muslim perspectives of the first crusade by analyzing
different accounts of the siege of Jerusalem. There are two primary and one secondary accounts
students will read and discuss. We have been learning about the Middle Ages and have slowly been
moving forward on the timeline, this includes the Crusades. It is an introduction to the crusades as a
whole as students will watch a movie on King Richard the Lion-Hearted and the routes to Jerusalem.

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

1.Thehistoricalmethodofinquirytoaskquestions,evaluateprimaryandsecondarysources,criticallyanalyzeandinterpretdata,anddevelopinterpretationsdefendedby
evidencefromavarietyofprimaryandsecondarysources

Understandings: (Big Ideas)

PreparedGraduates:Developanunderstandingofhowpeopleview,construct,andinterprethistory

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

3.Whatifthehistoryofawarwastoldbythelosingside?
5.Howdohistoricalthinkersuseprimaryandsecondarysourcestoformulatehistoricalarguments?
Evidence Outcomes: (Learning Targets) AND (Success Criteria)Using ABCD Objective

a.Evaluateahistoricalsourceforpointofviewandhistoricalcontext(DOK23)
b.Gatherandanalyzehistoricalinformation,includingcontradictorydata,fromavarietyofprimaryandsecondarysources,includingsourceslocatedontheInternet,tosupportor
rejecthypotheses
List of Assessments: (Note whether the assessment is formative or summative)

Document questions in the packet passed out, answered in complete sentences and for them to explain why reading the sources is important.

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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?
Procedures
(Include a play-by-play account of what students and
teacher will do from the minute they arrive to the
minute they leave your classroom. Indicate the
length of each segment of the lesson in minutes.
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:-whole-class practice, group
practice, individual practice, check for
understanding, other
Colorado State University College of Health and Human Sciences
Planned Lesson Activities
Crusades Document Analysis
~50 minutes
Document Packets/map worksheet
Powerpoint
Pencil and colors
Textbook warm up page: 406, Questions 1 and 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
Weekly sheet and warmup ~10 minutes
Document analysis
Discuss questions
Map analysis
Map worksheet (if time allows)
Finish weekly sheet Big Idea and Things
theyve learned.
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CEP Lesson Plan Form

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.

Differentiation: Students who need modifications to the lesson work with Mr. Curran in separate groups.
Either an easier word search, poem, map activity but still try and get the information
Differentiation should be embedded from the chapter. These history classes are FC, so the majority of the class has an IEP
throughout your whole lesson!! and/or a 504. Accommodations are usually made before the class, but it is just lecture
This is to make sure you have met the and these notes will be available to them at all times before the final.
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?

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CEP Lesson Plan Form

Assessment Reflection: (data analysis) Completing the worksheet of big idea. They will be handing in the document analysis and
How will you know if students met the learning map worksheet for myself to go through.
targets? Write a description of what you were
looking for in each assessment.

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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