Wayne

State University College of Education

Lesson Planning Framework for Effective Instructional Design

Teaching Intern(s): Matt Calleja
School in which the lesson is being taught: Benjamin Carson High School
Grade level of students for whom the lesson was developed: 11th
Subject/content area(s) for the lesson: World History
Title of the lesson: The Crusades
Time needed for lesson: 1 hour 20 minutes

1. LEARNERS & LEARNING ENVIRONMENT
a. Engaging and Supporting Diverse Learners: Applying Principles of Universal Design
for Learning
This class is labeled as a World History Honors course. However, it is not a true
honors course in the sense that they receive the same work that other classes do.
The main difference in this class is the work ethic and student behavior. They are
particularly good at group discussions and engaging in thoughtful dialogue. They are
able to bounce ideas off of each other and hold thoughtful class discussion for an
extended period of time. Every student in this classroom is capable of performing at
an engaging and thoughtful level as they can all think critically.
This lesson should introduce students to a new learning style in which most of
them have never experienced. There will be a few students who, from previous
lessons, will need to be engaged with throughout the activity. This will be to ensure
their active participation in the progress of the group.
b. Materials & Digital Tools Needed

Materials needed for this lesson plan include; Laptop, world history textbook,
projector, smart phones, worksheet (attached), pencils/pens.

2. OUTCOMES & ASSESSMENT

a. State Standards and Student OutcomesLearning Goals

Standards
o

4.3.5.1 Western Europe to 1500: the role and political impact of the Roman
Catholic Church in European medieval society

4.3.5.3 Western Europe to 1500: the role of the Crusades, 100 Years War,
and the Bubonic Plague in the early development of centralized nation-states

Outcomes
1. Students will be able to explain the spiritual revival and Church reforms
that began in the 11th century.
2. Students will list the three main concerns that reformers had with the
Church.
3. Students will describe the Gothic cathedrals of the 12th century.
4. Students will describe the differences between Roman and Gothic
architecture.
5. Students will summarize the causes of the Crusades and analyze the
effects.
6. Students will define terms by matching up the definition to the term in
Activity 1.
7. Students will put in order the events that happened during the Crusades
in Activity 3.
8. Students will be encouraged to express opinions on controversial issues
and discuss how they feel crusades of the modern era are similar to the
crusades of the past.

b. Assessment and EvaluationEvidence of Student Learning

Assessment
o Students will be assessed on their completion of the activity worksheet that
will be given.

A total of 40 points will be earned for completion and participation.

o Students will be assessed on their completion of a Kahoot quiz.

At the end of class, there will be a short Kahoot quiz that serves as an
exit ticket. There will be 5 questions that has to do with Section 1:
Church Reform and the Crusades, which is the section that the
previous activity covers.

They will be assessed on the ability to participate and complete the

quiz.

10 points can be earned for participation.

Evaluation
o Answer key for worksheet. (attached)

3. INSTRUCTIONAL PRACTICE
a. IntroductionEngaging Students, Activating Prior Knowledge, Setting Lesson Goals
Prior to this lesson, students were assigned Section 1: Church Reform and the
Crusades to read as homework, so they should be coming in with a general overview
about the section that they will be working on. Our overall goal for this lesson is for
students to leave the class with a better understanding of the social, economic, and
political reasons for the Crusades. More specifically some of our goals are:
1. To have students work effectively with their group members and work as
a team, each contributing to the assignment.
2. To take a unique approach in hope that the students to enjoy learning
about the Crusades. We want to give them a break from lecture-based
teaching and apply differentiated learning styles which allows them to
work together to achieve a common goal.
3. To connect students with previously learned material so they can better
understand the historical perspective of the Crusades.
b. Instructional ProceduresEngaging Students in Actively Constructing Deep
Understanding

Students will take their seats when the bell rings, we will ask them to all join the
U (table arrangement).

We will divide students into 3 groups of 5-6 (dependent on number of students).

o We will put a different color sticky note on the back of each students chair
before class starts. They will be asked to grab the sticky note and find the
students that have the same color sticky note. This will be their groups.

We will pass out the activity worksheet and all other required materials for todays
lesson.

We will go over each activity and explain to students exactly what they need to be
doing during this class period. This will take about 10 minutes.
o Explain to students that with their groups, they are to complete the three
activities that are set up when advised to do so.
o For each activity, groups will take about 10-15-20 minutes. Once the given
time period is over, groups will move on to the next activity. A timer will be
projected on the board for all the class to see.
o As an incentive to get their work done, within each activity, the group that
finishes first, completely and correctly (all members), will be rewarded with
candy.

After this explanation, students can ask any questions they may have about the
activity.

Once students know what is expected for the lesson they will be directed where
to sit based on their corresponding group color.

Once they start working, we will be walking around, group to group, observing and
helping them when needed.

Following the first three activities, the fourth activity will be completed as a class.
The video reflection will be projected on the board for all students to view after a
brief explanation.

When all groups have finished each activity, students will turn in their activity
worksheets.

Students will go back to their seats.

In the last 5 minutes of class, we will play a quick game of Kahoot that will serve as
an exit ticket.

Every student is required to participate, and the student that scores the highest
will receive 5 extra credit points on their upcoming exam.

Tell students that their activities will be graded and handed back to them the
following time class meets, which is when we will go over the worksheets as a class
and discuss our answers and what they thought of the activity.

c. Technology as a Tool for Effective Teaching & Learning

We will be using two forms of technology

o Laptop

We will be using a laptop for Activity 4: Crusades Reflection. Activity

4 consists of a video related to the Crusades that the students need
to watch in order to answer completely.

o Monitor/Projector

We will be displaying a countdown clock for students to know how

much time they have to complete each activity.

We will be playing a game of Kahoot at the end of class. Students

will be required to use their cell phones to participate in the game.

d. ClosureStudents Summarizing and Synthesizing Their Learning

In order for students to summarize what they have learned from the activity, we
will end with a game of Kahoot. This will allow students to be able to answer a few
questions about the Section that they just worked on. This will allow us to see if the
lesson worked, and they actually are able to apply what they have learned. The
questions that will be in the Kahoot quiz will synthesize the section down to 5 questions,
and in turn they will have the opportunity again to recall information from the whole
section.

We will tell students that is important to understand the Crusades, and what
political, economic, and social factors influenced it because it would become a huge part
of history, and would subsequently affect many parts of Europe and the Middle East.

4. REFERENCES & RESOURCES

Beck, R. (2009). World History: Patterns of Interaction. Evanston, IL: McDougal Littell. (pp. 379385).

5. PROFESSIONAL RESPONSIBILITY: Teacher Reflection

Overall, this lesson was successful in the sense that it accomplished the intended
outcomes given. I think students really took well to having a different way to learn the assigned
material. Moreover, each activity provided students with a different learning style that made
them manage time and to think critically amongst each other. As well, co-teaching this lesson
provided us with the ability to monitor group work and help the students understand the
material in the most effective approach.
As the day went on and we repeated this lesson, it changed in a few different ways.
There was a handful of things that didnt go as expected. For the video, we came across a
technical problem in which there were no working speakers. Adjusting to that on the fly was an
issue but ended up working out for the observation. I believe any time youre using technology
in lessons you have to be ready for errors like that and always have a back up plan. Another
adjustment we made on the fly was having all the groups do the same activity at once, rather
than them rotating activities and them being at different spots in the lesson. This allowed for us
to better gauge time management, as well, without students moving around, it provided an
easier way to manage the classroom.
One thing I would adjust for another time we do this lesson would be to have a
determined time between us, as co teachers, when we would move on from an activity. Often
times I noticed one or two groups may have finished but a third group still needed time to fully
complete an activity. It ended up working out, however, I feel as if one group falls behind it is
our job to determine when and how they catch up. What we could do to fix that is add time at
the end of class to catch up on missed questions, or as a class we can go over some of the
things that may have been missed, or were challenging, as a reflection time.

After looking at the completed assignments that were turned in, it was evident that the
majority of students understood and met outcome requirements. I believe the biggest
measurement for success was the students written response to the reflection video of
president Obama referencing the crusades. It did a good job tying in prior knowledge learned in
the lesson to put together a collective and thoughtful opinion on the presidents remarks.
Without the first three activities, I dont believe the students answers would have been as well
thought out. I think for future lessons it would be important to add a reflection period, like this
one, to tie in the knowledge learned to describe their personal thoughts and opinions.