Source of Evidence: Lesson Plan

Name: Haley Pettit Date of Observation : 10/6/2015 Cycle: 1

Ages/Grades Number of Number of Number of Number of
of Students in Students Gifted Students
Students: 15-16 Class: 19 having IEP: 2 Students: 0 having ELL: 0

Lesson Title: Exploring Christianity during the Reformation

1. Learning Target(s)/Objectives (1C)

List the lesson learning target(s)/objective(s) [connect each target/objective to the appropriate state curriculum/content area
standards.
Students will identify and interpret the four major Protestant religions and the Catholic Reformation of the 16 th century.
This relates to KCAS academic expectations 2.16 and 2.20, which are as follows:
2.16: Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better
understand people and the relationships among individuals and among groups
2.20: Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical
perspective.

2. Pre-assessment (1F)
Describe the pre-assessment(s) used to establish students baseline knowledge and skills for this lesson.

Prior to this lesson, the teacher used a charting activity to assess their ability to read paragraphs and organize it into separate
ideas. The teacher found that most students did have this skill, so they can complete the assignment. In ways of content
knowledge, the teacher asked questions at the beginning of the unit to assess how much they knew of the Protestant and
Catholic Reformations. She assessed they knew very little, so the teacher gave a 30 minute lecture about the four Protestant
religions and the Catholic Reformation prior to this lesson, so this will be the second time they will learn about this content.

3. Formative Assessment (1F)

Describe and include the formative assessment(s) to be used to measure student progress during this lesson.

Both the spoke diagrams and their chart will measure their progress during this lesson. At the end of the unit, there will be a
summative unit test.

4. Resources (1D)
Identify the resources including appropriate technology needed for the lesson.

The teacher will need a copier, paper, and original copies of all documents used for this assignment.

5. Lesson Procedures (1E)

Describe the sequence in which the differentiated strategies/activities and/or assessments will be used to engage your
students and facilitate attainment of the lesson objective(s) and promote higher order thinking.

1. Welcome students to class; remind them to put all technology away.

2. Ask students if they remember learning about the four Protestant Religions (Anglican, Lutheran, Anabaptism,
and Calvinism) and the Catholic Reformation before the break. They may not because of the Fall Break. Do a
very basic review in order to remind them of what well be discussing today.
3. Ask the students to each get out a sheet of paper and a pencil.
4. Show the spoke diagram on the white board. Explain to them that they will each be given one Religions content
sheet and are instructed to complete a spoke diagram like the one on the white board.
5. Tell them that each individual needs to have a spoke diagram, but that they can work with the person next to
them if they choose. This allows differentiation because students can choose to work alone or collaborate with a
 partner.
6. Tell the students they must do a great job on the spoke diagram because other students will use their diagrams to
complete the next part of the assignment.
7. Tell them they have about 20 minutes to finish the spoke diagram. Ask if there are any questions.
8. Hand out each group or individual their religion sheet. For students that are working with a partner, tell them
that when they are done with the first diagram to raise their hand so they can get the next religion for their
second spoke diagram.
9. Be prepared for students to need more time. There is enough time in this class period to give them up to 30
minutes on this assignment.
10. Collect the spoke diagrams and religion sheets.
11. Pass out the Religions Chart.
12. Tell the students they will be completing the chart using the spoke diagrams of other students. Go into detail for
this instruction; use examples to help them understand the task.
13. Give each individual or group one spoke diagram and instruct them to raise their hand when they need another
one. In order to allow differentiation, allow students that are better at retrieving information through reading
paragraphs the religion sheets as opposed to the spoke diagrams. Only do this if they ask (about 5-7 of them
may ask).
14. Give students about 20-30 minutes on this activity.
15. After every student is finished, tell the students these two assignments are binder grades.
16. Remind them that they have a test on Friday.