Mike's+Lesson+Plan

Type in the content of your page here. Subject: WH>1500; The Crusades Date:  Block:    1    2    3    4 Semester:   S1    S2  |||||| Students will engage in: XX independent activities    pairing     centers XX cooperative learning    hands-on  XX lecture peer tutoring XX whole group instruction XX visuals     technology integration simulations   a project Other:    || || || ** Text References ** || || || ** Journal ** || ** 7-10 minutes ** |||||| ** Lecture: What’s going on with the students here? Are they taking notes? How are they taking notes? –on a handout? Origins of the Crusades, Pope Urban II speech. Have students read aloud portions of Pope Urban speech. Discuss with students using question and answer lecture to go through material. Start with fall of Nicea to the fall of Jerusalem. Put your questions on your lesson plan ** || ** Handout ** ** Text Book ** ||  ** 5 minutes ** || |||||| ** Question and answer I: Ask students questions about events leading up to Crusades, and how they feel, what they interpret them as. This needs to be modeles? What kinds of answers to you expect? How do they feel? Ask Students if they would go on the Crusade. Avoid closed question. **  || ** N/A ** ||  ** 10-15 minutes ** || |||||| ** Class Discussion: Discuss with class how the Islamic occupants of the region reacted to the Crusade. How did this affect effect them? Have class break into small groups, assign an identity to each group, one group Western Christians (Crusaders), one group Eastern Christians (Byzantine Empire), and one group is Muslim Sarecens. Have them discuss in groups their reaction to the news of the Crusades, and what they will do about it. Do they have enough background on each group to make a statement here. Are you providing them with informational text and a work sheet that they will later present. Will there be leader, scribe, etc? Will something be handed in> Will the rest of the class be responsible for what one group reports to the other? ** || ** Scrap Paper ** ** Handout ** ** Textbook ** || ** 10 minutes ** |||||| ==Large group discussion: Get back in large group and have each group answer the question. Have each group ask questions of the other groups. Oversee class discussion HOW? == || ** N/A ** || ** 5 minutes ** |||||| ** Question and Answer II: Let students question each other, one at a time, or teacher. Ask questions of students without hands up. This is NOT a closure. Go back to your Anticipatory SET? Tie in with the same question or something like “now that you’ve heard several points of view on the Crusades, let’s revisit the original question and answer with what we’ve learned. You could even have them write the answer to the AS answer, put it away and then go back to it at the end of class and revise with reason as an exit ticket. ** || ** N/A ** || || ** Note: ** All lessons should consider the [|components of effective teaching]. Please label all parts of your lesson according to the Hunter format that was given to you. Also trim the lesson objective to one—not five or six. **Students will be asked to judge the merit of the arguments for and against the Crusade from several points of view.**
 * = Block Template  = |||| ** Teacher: Mr. Willis ** ||
 * ^  ||^   ||^   |||| ** School: Somewhere Hampton Schools ** ||
 * ^  ||^   |||||||||| [|Standards/Obj][|e] [|ctive/GLE’s Met:] WHL12b
 * Class Objective: Students will be able to explain the events surrounding the First Crusade. Students will describe in their own words why the Crusade was successful. Students will be able to explain to the teacher why the events of the First Crusade were important to the region. Students will be able to compare and contrast the intent of those involved in the First Crusade, i.e. the major leaders. Students will explain to the teacher why they feel the Crusade was called, what the motivations would be to go on Crusade. Students will explain how they would feel as both a Crusader and a Muslim Saracen. Students will be asked to judge the merit of the arguments for and against the Crusade.
 * ===Time=== |||||| ** Procedures Followed: ** || ** Materials/ **
 * ^  || ** 5 ** || |||||| ** Class Starter: Journal Entry. Ask students what they think when they hear the word “Crusader.” What does the word “Crusade” mean to them. What do you expect for answers? How will you move into the instructional part of the lesson?  **
 * ** Homework Given: Quiz. NOplease do not give a quiz on new material that the students have just been given. A worksheet to help them use their notes from class maybe would be helpful but NOT a quiz. pStudents must take home and complete a quiz on the First Crusade, Papal power, Byzantine Christianity, Sunni and Shi’ite Islam, and conquest of the Holy Land by the Crusaders. Quiz is due following class lecture period. **