Lesson Plan

School: Catherine McAuley Day: Friday Date: 09.11.2018 Period: 2 Class: 9 Elective

Unit: Medieval Studies:

Topic: Witchcraft

Aim: To revise content learned over the topic in a creative and engaging manner

The Big Picture of the lesson: What question communicates the purpose of the lesson?

Students are able build the skill-set to assess sources, drawing out meaning of what the illustrations/texts are providing regarding the perspective the people from
Medieval England had on witches and be able to present in various formats i.e. written script and performance based activity: role play. Students are then able to
demonstrate their understanding and knowledge of how content and the particular meaning, different/changing perspectives of people from a certain time period.
Students demonstrate the information gathered in differing formats and coherently presenting it.
Syllabus Outcomes:
E5.2 examines the ways in which historical meanings can be constructed through a range of media
E5.4 explains the importance of key features of past societies or periods, including groups and personalities
E5.6 identifies, comprehends and evaluates the usefulness of historical sources in an historical inquiry process
E5.7 explains different contexts, perspectives and interpretations about the past
E5.8 selects and analyses a range of historical sources to locate information relevant to an historical inquiry
E5.9 applies a range of relevant historical terms and concepts when communicating an understanding of the past

General capabilities: Literacy, Intercultural Understanding, Personal and Social Capabilities, Ethical Understanding, ICT
Students learn to: Students learn about:

- analyse a range of historical sources - different historical meanings and how they’re portrayed

- applying the relevant information in varying formats - different perspectives

- understanding the different historical meanings and how they’re portrayed - how different perspectives are illustrated and why

- explaining the different perspectives; why and how they’re portrayed that way - the different contexts and interpretations of the past

- demonstrating how they drew out the different contexts and interpretations of the past - the importance of understanding the message a text/image
is depicting
- use their background knowledge
- the way to format a letter
- apply their knowledge into a specific format with historical reference
- the importance of historical referencing: events and
- the skills to write from a perspective of a person from a different time terminology

Resources: Assessment:
Worksheets
Kahoot Link: https://play.kahoot.it/#/k/985fb02a-9b1f-4bb9-9a12-d16a0aef6120  Informal - role play
Letter Template:
https://docs.google.com/document/d/1uO8FyZCoGNG192rwjbMLoPBVMbLtJtwm-
Mu20OlTik8/edit?usp=sharing
 TEACHER ACTIVITIES:
Mark the Roll
10mins: Teacher gives students time to complete their Letter task from the previous lesson. Teacher
ask one or two students to read to the class their letter out to the class
5mins: Teacher facilitates a quick recap, student driven on what we’ve been learning over the last few
weeks on witches. Teacher awards the students from the previous lesson who won the kahoot quiz
with their merits.
20-25mins: Teacher explicitly instructs students to divide themselves into 4 groups complete a script
on a witch related event of their choosing. They will perform this script to their classmates. They’re
expected to complete a script for this role play that will run for the duration of 5minutes. Teacher
explains to students that are to collaboratively work to apply their acquired knowledge on the topic
into a the script as they will hand in an electronic version to the teacher prior to their performance.
Teacher advises students to refer back to notes/activities they have completed to aid them. Eg. their
glossary terms
Students work in groups to foster peer learning
Projected on the screen to students, in their scripts they are to consider the following:
- Setting/Origin: When and where was this event conducted?
- Content: whats it about? Confession, a trial, an accusation
- Purpose: Why was it made? To inform people, to convince or entertain
- Perspective: Whose perspective is this written from? Is it a modern or medieval perspective of the past?
Is it a woman or man’s perspective? The social class - someone of power or not?
- Reliability: Accuracy, and is it from a trustworthy person/organisation?
- Evidence: make links to sources and events, how does the source/event provide information regarding
witch-hunts, the methods, and perspectives on witches
- Terminology: Historical terminology, empathetic and descriptive language
STUDENT ACTIVITIES
10mins: Students time to complete their Letter task from the
previous lesson. One or two students to read to the class
their letter out to the class
5mins: Student driven recap facilitated by the teacher on
what we’ve been learning over the last few weeks on
witches. Students are who won the kahoot quiz from the
previous lesson recieve their merits.
20-25mins: Students are explicitly instructed to divide
themselves into 4 groups complete a script on a witch
related event of their choosing. They will perform this script
to their classmates. They’re expected to complete a script
for this role play that will run for the duration of 5minutes.
Teacher explains to students that are to collaboratively
work to apply their acquired knowledge on the topic into a
the script as they will hand in an electronic version to the
teacher prior to their performance.
Students are advised to refer back to notes/activities they
have completed to aid them. Eg. their glossary terms
Students work in groups to foster peer learning
Projected on the screen to students, in their scripts they are
to consider the following:
- Setting/Origin: When and where was this event
conducted?
- Content: whats it about? Confession, a trial, an accusation
- Purpose: Why was it made? To inform people, to convince or
entertain
  Empathetic words - i feel, i wish, the pain, - Perspective: Whose perspective is this written from? Is it a
 Events - confessions, accusations or trials modern or medieval perspective of the past? Is it a woman or
 The punishments that they have/will face - burning at the stake, drowning, pressing man’s perspective? The social class - someone of power or
 The perception people around them have on them - devil worshippers, evil, crazy not?
 Who is in charge/involved in pushing forward this trial - the government/authority of the - Reliability: Accuracy, and is it from a trustworthy
church, Matthew Hopkins person/organisation?
 Historical terminology - Familiar, rituals etc - Evidence: make links to sources and events, how does the
source/event provide information regarding witch-hunts, the
Teacher reminds students of the expectations that the script is required to reveal: methods, and perspectives on witches
- Terminology: Historical terminology, empathetic and descriptive
 Gender - which gender is targeted, which gender’s point of view is from language
 Characteristics/stereotypes - are there biased depictions
 Punishments - what methods were used  Empathetic words - i feel, i wish, the pain,
 Confession extractions - what actions were taken  Events - confessions, accusations or trials
 Authority of the church/government - how can we see that this had an influence or  The punishments that they have/will face - burning at
involvement the stake, drowning, pressing
 Familiars/Imps - what were they depicted as  The perception people around them have on them -
 Change in views/perceptions - was there a certain point of view due to the time period, has it devil worshippers, evil, crazy
changed  Who is in charge/involved in pushing forward this
trial - the government/authority of the church,
Teacher clarifies the teaching objective of this activity - a revision of their acquired knowledge Matthew Hopkins
 Historical terminology - Familiar, rituals etc
20mins: Teacher instructs students to prepare for their performances. Students are to perform their
role plays after handing in (electronically) their scripts. Students are reminded of the expectations that the script is
required to reveal:
5mins: Wrap up of the lesson.
 Teacher asks students to evaluate each other’s group:  Gender - which gender is targeted, which gender’s
- what did you like from that performance? point of view is from
- what would you like to see them improve on?  Characteristics/stereotypes - are there biased
- what did you learn? depictions
 Punishments - what methods were used
 Confession extractions - what actions were taken
Feedback: Using student voice to enable student feedback about teaching  Authority of the church/government - how can we
Peers provide informal oral feedback - summative. Comprises of specific advice to students that they see that this had an influence or involvement
can use to improve performance.  Familiars/Imps - what were they depicted as
 Change in views/perceptions - was there a certain
point of view due to the time period, has it changed

Teacher clarifies the teaching objective of this activity - a

revision of their acquired knowledge

20mins: Students are to prepare for their performances.

Students are to perform their role plays after handing in
(electronically) their scripts.

5mins: Wrap up of the lesson.

 Students are to evaluate each other’s group:
- what did you like from that performance?
- what would you like to see them improve on?
- what did you learn?

Feedback: Using student voice to enable student feedback

about teaching
Peers provide informal oral feedback - summative. Comprises
of specific advice to students that they can use to improve
performance.