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Instructional Plan Teacher Candidate: Ty Cronenwett Date: 10/30/08 Cooperating Teacher: Mr. Don VanLierop Grade: 9 School: Ferris High School Unit/Subject: Social Studies/ World History Lesson Title/Focus: World Religion/Crusades Learning Targets: By the end of this lesson, students will be able to demonstrate knowledge and understanding of various cause and effects of the Crusades. They will demonstrate their understanding and comprehension with the completion of a quiz. .   History EALR 4: The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, and individuals, and themes of local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future. Component 4.2: Understands and analyzes the casual factors that have shaped major events in history. GLE 4.2.1: Analyzes how individuals and movements have shaped world history. GLE 4.2.2: Analyze how cultures and cultural groups have shaped world history. Component 4.3: Understands that there are multiple perspectives and interpretations of historical events. GLE 4.3.2: Analyzes the multiple causal factors of conflicts in world history. Assessment Strategies (attached): After reading over the fact finding sheets in class as a group the students will have the last 15 minutes of class to take a vocab quiz. All of the vocab words were defined in their readings and is a matching style quiz. Grouping: Students are to sit at their desks, which are placed in rows facing the board, while a student is reading the other students should be paying attention and underlining any important information while waiting for their turn to read to the class. Learning Experience: Intro- Take roll and pass out Fact Finder sheets on the Crusades and on Muslim and Christianity. When students are seated and the bell has rung, introduce handout and have students take turns reading a paragraph at a time. Guidance/Questions – How did Pope Urban II recruit crusaders? Where is the Holy Land? What were some problems faced while on the crusade? Activity – Turn reading, either through volunteers or by draftees. Draftees can be picked on basis of not paying attention or just randomly. Socratic questioning throughout the reading will help keep the classes attention. Handout/Assessment: After all the reading is done and all questions have been asked and answered the students will have about ten minutes to review their fact finder sheets in preparation for their vocabulary quiz. I will remind them that only key terms will be on the quiz which are usually bolded to help them know what to look at. // Whole Class // – Most of the students will have the opportunity to read, all students will be responsible for their notes. All students are encouraged to contribute to the Socratic questioning throughout the reading period of the class. // Individual – // Students will work on the vocab quiz for the remainder of the period. // Closing // – Time allowing, the students will pass the quizzes to a student sitting next to them to be corrected. If a student has a problem with another student correcting their quiz they can just hand it into me. I will then call on students to give the answers. If they have any questions as to why the answer is the way it is I will gladly explain. Materials, Resources, and Technology: Handout: Crusades Fact Finding sheet, Muslim F.F. sheet, and vocab quiz Pencil or pen