Lesson Author Cassandra Rockness

Date November 4th, 2019

Period 2nd Core (9:47-10:46)
Grade Level 6th Grade ELA
Time Allotted 55 Minutes
Context/ In sixth grade ELA classrooms, students develop higher order thinking skills as they engage with multiple texts, practice close reading techniques,
Rationale and cite textual evidence in order to support inferences from readings. As stated in the NCDPI ELA standards, they must read texts carefully and
collaborate with peers, in order to better understand readings and establish context. In this lesson plan, the teacher will support student learning
through presenting them with intriguing informational texts and unique vocabulary words. This lesson plan is interdisciplinary, as students must
establish knowledge of a particular time period, in order to understand the perspectives of various characters from the Middle Ages. The teacher will
use several hands-on activities to help students build knowledge on the Middle Ages, make informed predictions, unpack vocabulary terms,
collaborate with peers, and consider multiple perspectives of Medieval figures.

In this lesson, a hands-on, engaging “4 corners” activity will challenge students to critically think about informational texts and unpack the
meanings of historical words. Students will have the opportunity to engage with peers and exchange information of diverse texts, all relating to the
Middle Ages. Through engaging in collaborative, hands-on activities, students will be able to actively build information about a particular time
period- rather than simply receiving knowledge from the teacher. The “I notice/ I wonder” activity will challenge students to share their ideas, texts,
and inferences with diverse peers. The teacher will serve as a facilitator of instruction, encouraging students to become more comfortable with
reading difficult excerpts and gain confidence in building inferences. Furthermore, the teacher will help guide students’ understanding of specific
people groups mentioned in the informational texts: peasants/ serfs, knights/ lords and ladies, and kings. The teacher will help familiarize students
with these peoples varying positions during the Middle Ages, through a hands-on activity involving the distribution of hard-candies. The unequal
distribution and exchange of hard candies amongst students, will help students to understand the significance of “social class” and the feudal system
in the Middle Ages. The teacher will expose students to the theme of “adversity” or misfortune, as they begin to see how life in the Middle Ages
was difficult and unfair for a large majority of the population- the peasants.

Lastly, this lesson will serve struggling readers and ESL students, as the emphasis on “collaboration” will enable struggling students to ask for help
from their peers and/ or teacher (s). Struggling readers may find the informational strips more manageable to read, as they will only have to unpack
the meaning of 1-2 sentences. Emphasis on truly unpacking the meaning of these words (i,e, looking at vocabulary words, discussing the classes of
people mentioned) should help struggling readers leave the classroom with a better understanding of the sentences they were given.
Central Focus
This lesson is about types of people, themes, vocabulary terms, and topics related to the Middle Ages. Students read informational excerpts about
the Medieval era, make inferences, collaborate with peers, and examine multiple perspectives of historical figures. Students will understand the
significance of the “Feudal System” and contemplate the varying roles of peasants, lords/ ladies, knights and barons, and the king. This lesson will
serve as an introductory lesson to Unit 2: Voices from a Medieval Village.
Goals Objectives
Students will be able to…
● Read informational excerpts about the Medieval era and make inferences.
● Collaborate with their peers to make inferences and build background knowledge on the Medieval Era.
● Summarize and reflect on what they have learned through creating “I notice/ I wonder” statements.
● Discuss the meaning and definitions of specific vocabulary words, related to the Medieval Era and the feudal system.
● Understand the differing roles of figures in the Medieval Ages and consider the diverse perspectives of those in different social
classes (i.e. knights, nobles, peasants, lords and ladies).
Standards
ELA Standards:
● CCR Anchor Standard R.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text.
○ RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

● CCR Anchor Standard R.4 – Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning
or tone.
○ RL.6.4 Determine the meaning of words and phrases as they are used in a text; analyze the impact of a specific word choice
on meaning and tone.

● SL.6.1 Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher-led) with diverse partners on grade
6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Social Studies Standards:

● 6.H.1.2 Summarize the literal meaning of historical documents in order to establish context.
● 6.C.1.3 Summarize systems of social structure within various civilizations and societies over time (e.g., Roman class structure, Indian
caste system and feudal, matrilineal and patrilineal societies).
Assessments Informal Formative
4 Corners Activity: The teacher will gauge students’ comprehension of Informational Texts/ Slips of Paper: The teacher will collect the
informational texts (i.e. sentences on slips of paper) by listening to theirstudents’ informational texts at the end of the class. These slips of paper
conversations and watching their responses to the questions posed about will contain any annotations students made and the questions they
“Time, People, Topic, and Connotations.” recorded in the beginning of class. The teacher will assess how well
students were able to make inferences on the Middle Ages, based off of
Guiding Questions: The teacher will check for student understanding of any notes that they recorded. The teacher will follow-up with students
lesson content and background knowledge, through frequently asking if who did not record notes or write questions on their paper slips.
they have any questions and posing questions related to material. The
teacher will ask specific questions, such as “What is an inference?” and Exit Ticket: Students will jot down at least one thing they have learned
conclude with posing the following questions: “How do you think that the from class or post a response to a question on the “Exit Ticket” slide
peasants felt about having their best crops taken from them? Do you think (Slide 19). Responses will indicate students’ understanding of class
the Feudal system was fair? Why or why not? What do you think it would material and their readiness to proceed with more lessons in Unit 2 (on
be like to live during the Middle Ages?” the Middle Ages). If responses are poorly written or do not contain at
least one piece of new information, the teacher will plan to provide
“I notice/ I wonder” Statements: The teacher will informally assess remediation to students.
what students already know and want to know about the Middle Ages
through this activity. The teacher will use this to see how much students
learned from the 4 corners activity, informational texts, and collaborative
activities with peers. The “I notice” statements should reveal what
students already know and have inferred about the Middle Ages from
reading informational texts. The “I wonder” statements should reflect
what students want to learn and better understand.

Language Language Function Vocabulary Syntax/Discourse

Supports ELA specific vocabulary:
In this lesson, the teacher will use subject ● Inferences Discourse: Students will engage in academic
specific active verbs, such as “infer,” ● Connotations and stimulating conversations, during each of
‘collaborate”, “notice”, and “wonder.” ● “I notice/ I wonder” charts the engaging activities. During the 4 Corners
Students will actively make inferences on the ● Feudal System Pyramid/ Chart activity, students will discuss what they think
Middle Ages, based off of information provided their informational text means with people at
texts. Students will collaborate with one another Middle Ages Vocabulary their respective corners.. During the “I notice”/
in order to build logical inferences and activate ● Peasants “I wonder” activity, students will collaborate to
background knowledge. Students will also ● Knights discuss the Middle Ages and pose questions for
demonstrate what they have learned, through ● Lords and Ladies the class. One student from each table group
constructing “I notice” and “I wonder” ● Fiefs and manors will verbally share with the class what their
statements. ● Barons group noticed/ wondered. Lastly, the Feudal
● Kings system activity will lead to discussion on the
● The Feudal System roles of people during the Middle Ages.
● Falconry
● Adversity
The teacher will review the meanings of ELA Syntax: The ‘I notice/ I wonder” chart serves as
specific vocabulary and display charts to students. a visual presentation of the facts, questions, and
The teacher will remind students of ELA skill- observations students have gathered pertaining
related words, such as inferences and to Middle Ages. Furthermore, it displays the
connotations. The teacher will also help students inferences they made, based off of their
unpack the meanings of the Middle Ages readings. The bolded words on the
Vocabulary words, through building inferences informational texts, also serve students, as they
and reviewing information on the Google Slides direct readers’ attention to vocabulary words
presentation. Students will practice working with pertaining to the Middle Ages. Lastly, the
the Middle Ages Vocab, through reading their Google Slides presentation contains a
informational texts and engaging in an activity “glossary” with essential vocabulary words and
related to the roles of peasants/ knights/ lords and contains slides with highlighted/ bolded
ladies, etc. information (indicating key terms and words).

Materials & Teacher Supplies/ Materials:

Technology ● Wake County ELA 6th Grade Curriculum, Module 2 workbook
● Whiteboard, Dry Erase Markers, Whiteboard Eraser
● Laptop & Overhead Projector
● Access to Google Slides Presentation
● 2 copies of “In this Time” Quote Strips (there should be 17 statements, supply 2 X 17 statements for 34 students), cut each bullet point
into individual strips
● Basket/ bucket for the strips of paper
 ● Directions & Materials for 4 Corners Activity: Print out Pages 3-8 on this document for the 4 Corners activity.
● Poster board material & markers, “I notice/ I wonder Anchor Chart”
● Paper for the exit ticket
● Extra Dictionaries for vocabulary activity
● Stack of Sticky Notes
● Feudal System Chart
● Hard candies (i.e. jolly ranchers, spear mints), 10 plastic baggies, 10 post-it notes & staples for the Feudal System activity
○ Peasants/ Lords Activity: 8 pre-organized bags with 5 pieces of candy (preferably 2 jolly ranchers, 3 lifesavers) and 6 corn
kernels, label plastic baggies with post-it notes
○ Barons: Single plastic back with 6 candies, instructions on bag to collect 2 hard candies and 1 jolly rancher from each table
group.
○ King: 1 chocolate bar with various candies in a labeled bag

Student Supplies:
● Notebooks, pencils & erasers, notebook paper, homework chart, ELA 6th Grade Curriculum Module 2 Workbook

INSTRUCTIONAL PLAN
How are you inviting students to learn? How are you moving them through the lesson and engage them in the activities? How are you bringing the lesson to a close?
Provide basic “step-by-step” directions and prompts for implementing these areas of the lesson. A substitute teacher should be able to pick up your lesson plan and
say and do everything you would have if you were there. Please be explicit and specific. Remember – YOU CAN (and likely SHOULD) ADD ROWS.
Roles & Procedures (list in numbered form)
Time Lesson Component Teacher Learner
7 minutes Introduction and Bell Ringer 1. The teacher will set up the Google 1. Students will select slips of paper
Slides presentation & page #2 on the from the teacher as they walk into
(9:47-9:55) screen. The teacher will also make the classroom.
sure that each of the “Corner” sheets
is taped in a corner of the room.
2. Students will quietly take a seat and
2. The teacher will welcome students as read the instructions on the screen.
they enter the classroom and instruct
students to select a single slip of 3. Students will take out a pencil and a
paper from the basket/ bucket. sheet of notebook paper (Extra paper
and pencils will be available on the
3. The teacher will instruct students to
teacher’s desk if students did not
quietly take their seats and read the
instructions on the screen. The come prepared). Students will
teacher will tell students to become quietly read the information on their
familiar with the information on their slips of paper.They will then write
slips of paper. down any questions they have about
the content on their slips of paper.
4. The teacher will quietly take
attendance once the students have all
taken their seats. The teacher will 4. Students will raise their hands if they
ask the class if anyone is missing a have not received a slip of paper.
slip of paper. The teacher will pass Students will receive a slip from the
out extra slips of paper if there are teacher and quietly read it, if they
students who are missing theirs. have not received one already.

5. The teacher will officially begin the

class once all students have received
their slips of paper:
Prompt: “Welcome! Today, you each received
a slip of paper and were instructed to read the
directions on the Google Slides Presentation. I
hope that each of you had time to read your
words and jot down any questions you had. We
are going to now begin an activity to help you
think about your slip of paper...Can anyone
remind me what an inference is?
5. Students will raise their hands and
share what they think an inference is
(answers: a conclusion that can be
reached based on evidence
provided).
6. Students will listen to the teacher’s
response. Students will see the
connections between Unit 1 (Percy
Jackson & The Lightning Thief) and
Unit 2 (on the Middle Ages).
 6. The teacher will call on students to
share what they think an inference is. 7. Students will raise their hands and
ask any questions they might have.
7. The teacher will respond to students'
They also will jot down any
answers and introduce them to the
unit/ class activity: additional questions that they have,
Prompt #2: “An inference is a conclusion or an based on their slip of paper.
idea that you have based off of evidence in a
text. For instance, when you all read Percy
Jackson and the Lightning Thief, you formed
ideas or opinions based off of what you read!
Today, we are going to be learning about the
“Middle Ages” and using the information on
these sheets to help us understand characters,
words, and concepts from this time period.”

8. The teacher will ask students if they

have any questions and give them an
extra minute to read or jot down
questions on paper.
Activity #1: 4 Corners Activity 1. The teacher will introduce students
15 Minutes to the 4 Corners Activity & turn to
(9:55-10:10) slide #3 on the Google Slides
Presentation.
Prompt: “Now that you have all read your slips
of paper, we are going to play a fun and
engaging game. In this next activity, I am going
to need you all to listen very carefully to my
instructions and to be quiet as you walk around
the room! There is going to be a lot of
movement, so Mrs. Petersen is going to help! If
you cannot handle the movement, then we will
have to sit down and simply talk about our
quotes- but that won’t happen right?! Alright,
now raise your hand if you have ever played
four corners!”
2. The teacher will explain the rules of
the Four Corners game. The teacher
will point to each corner in the room
and direct students’ attention to the
posters with the corner numbers.
Prompt #2: “Great, I am so glad that there are
people here who have played 4 Corners before-
you can help your classmates! For this game,
you won’t randomly go to corners. Instead, you
will listen to my instructions and go to the
corner that BEST matches the information on
your paper. If you are not sure, ask a teacher or
a friend- but I want you to do your best!
The corners are all marked [teacher will point to
Corners 1, 2, 3, 4] and each of the questions are
written down on the posters. Please pay
attention and listen as I read the options for each
corner. During the game, once everyone has
picked a corner, you will have a bit of time to
talk with the people at your corner, share your
text and explain why you went to the corner.
After talking with people, you may better
1. Students will listen to the teacher’s
introduction to the activity and raise
their hands if they have played 4
corners before.
2. Students will listen to the teacher’s
instructions and raise their hands to
ask questions.
3. Students will quietly stand up with
their slips of paper and prepare to
listen to the teacher’s instructions.
4. Students will quietly and intently
listen to the teacher’s instructions.
Once the teacher has finished
reading the categories for each
corner, they will quickly go to the
corner that best represents the
information on their slip of paper.
Once students have reached the
correct corners, they will discuss and
share their slips of paper with the
people at their corners.
5. Students will listen carefully to the
teacher’s instructions for the options
related to “People.” Once the teacher
has finished speaking, students will
move to the corner that best
represents their sentences and
discuss their quotes with peers.
6. Students will listen carefully to the
teacher’s instructions for the options
related to “Topic.” Once the teacher
has finished speaking, students will
understand your slip! → Are there any move to the corner that best
questions?” represents their sentences and
discuss their quotes with peers. They
3. The teacher will briefly answer
will do their best to speak with peers
students’ questions, but gently
remind them that they will learn as they haven’t talked to yet.
they go.
7. Students will listen intently to the
Prompt #3: “Alright, if you’re all ready, we teacher’s instructions for the options
will begin- it’s ok if you’re still learning the related to “Connotations.” They will
first round, there is no right or wrong move to their respective corners and
answer- this is just getting you to think and
collaborate with peers, once the
make inferences about a time in history.
Now, everyone stand up and quietly listen as I teacher has finished speaking.
read questions about ‘Time.” Once I have
finished reading, you may go to the correct
corner and I will remind you which corners are
which! ALSO- remember to take your slip of
paper with you as you walk to the corners!”

4. The teacher will flip to slide #4 on

the Google Slides presentation &
read aloud the options for the “Time”
category.
Prompt #4: “If you think your quote is about the
present time- you believe that your quote
describes something in the world right now- go
to corner #1. If you think that your quote is
about the recent past- a time that’s happened at
least 100 years ago- go to corner #2. If you
think that your quote is from a time in the
distant past- 200+ years ago, before the United
States was an independent nation- move to
corner #3. Lastly, if you think your quote is
fictional and/ or made up, go to corner #4. So,
corner 1- present time, corner 2- recent past,
corner 3- distant past, corner 4- made up story!
Now go! Once you get there, chat with other
people about their quotes and why they chose
that corner!”

5. The teacher will watch students’

progress and assist any struggling
students. Once students have all
chosen their corners and spent time
(at least 1 minute) sharing their
quotes with peers, the teacher will
switch to Slide #5 and read aloud the
options related to “People.”

Prompt #5: “Alright, now listen carefully as I

read aloud the next corner number options.
Please wait to move after I have read the
options. → If your quote is about women, then
move to Corner 1. If your quote is about men of
a particular time, move to Corner #2. If your
quote is about children of the time, move to
Corner #3. If you are not sure or your quote is
not clear, please move to Corner #4. If you
choose Corner #4, you MUST discuss with the
people there or with one of the teachers as to
why you think your slip is unclear!”
→ The teacher will repeat the categories briefly
and instruct students to go to the correct corner
and discuss their quotes with new people there.
The teacher will advise students to share
their slips of paper with new people at their
corner! Once students start moving, the
teacher will walk around and answer any
questions and listen to discussions.

6. The teacher will then transition into

the next category: “Topic.’ The
teacher will click on Slide #6 on the
Google Slides Presentation and read
aloud the options to students:
Prompt #6: “Alright listen for our next
categories, related to the topic of your
sentences. If your quote is about family life, you
will move to Corner #1. If your quote is about
warfare or power struggles, move to Corner #2.
If your quote is about work or the daily life of
people move to Corner #3. If your quote is
about culture or religion, move to Corner #4.
Remember to discuss with the people at your
corner what your quote says and why you chose
that corner! Try to talk with people you haven’t
spoken to yet!” → The teacher will repeat
each corner number category and cue
students to move to their respective corners.
The teacher will move with students and
listen to discussion.

7. After students have reached their

respective corners and discussed the
quotes with peers, the teacher will
introduce students to the final
category: “Connotations.” The
teacher will switch to Slide #7 and
read aloud the instructions:

Prompt #7: “Ok, now we will be moving on to

“Connotations.” Mrs. Peterson has informed me
that you all have learned about Connotations
before, right? A connotation is something that is
implied, something you conclude based off of a
reading. So, if you think that your quote is
positive about a time or place, move to Corner
#1. If you think that your quote is negative
about a time or place, move to Corner #2. If you
think that your quote is neutral- you don’t think
there is anything positive or negative about a
time or place, move to Corner #3. If there are
both positive and negative things addressed in
your quote, move to Corner #4. This one is a
little bit tricky, so help one another! And as
usual. share and discuss your quotes with peers.’
→ The teacher will repeat the corner numbers
and cue students to move to their respective
corners. The teacher will then walk around the
classroom and assist any struggling students.
 1. Students will exit their corners and
1 minute Transition 1. The teacher will thank students for go to their seats. They will take out
participating in the 4 Corners their pencils.
(10:10-10:11) Activity and ask them to take a seat.
Prompt: “Alright, thank you all for
participating. I hope you were able to begin
making inferences about what your quote is
about. Take a seat and take out a pencil!”

2. While the students are taking their

seats, the teacher will go around and
place 2 sticky notes on each group’s
table. The teacher will also switch to
slide 8 on the Presentation.
Activity #2: “I notice/ I wonder” 1. The teacher will introduce students 1. Students will work in table groups to
10 Minutes to the “Middle Ages” unit and dissect the meanings of their slips
Charts provide students with instructions for and discuss what they already know
10:12-10:22 the “I notice/ I wonder chart.” This
or infer about the time period
activity will be used to help students
establish context, dissect vocabulary discussed. They will have the
words, and understand the Middle opportunity to ask the teacher any
Ages. questions they might have.
Prompt #1:
“You may be wondering- what were all these 2. Once the 5 minutes are up, the
quotes and pieces of paper about anyways? students will send a group
Some of you may have even read words you
mate(appointed by the teacher) to put
did not understand-like ‘falconry!’ Hopefully,
several of you have an idea of what all of these their post-it note on the chart and
quotes are about! You may have already share what they notice/ wonder.
guessed, but all of these sentences are related to
the Middle Ages- a time when knights, kings, 3. Students will share any bolded words
lords, and ladies existed! People you may have or concepts they had difficulty with
heard about in fairy tales, books, or movies! understanding.
These people were real and actually existed- but
probably not in the way you or I would have
imagined them!

Now, I would like you to begin thinking about

what you already KNOW about the Middle
Ages! It may be helpful to re-read your
sentences, if you get stuck. On one of your
sticky notes, as a group, jot down things you
already “know” about the Middle Ages. On this
same sticky note, write down what you notice
or “infer” about the Middle Ages based off of
the sentences you read. Jot down what you think
important “bolded” vocabulary words mean.

On the other sticky note, write down what you

want to know or what you wonder about the
Middle Ages. You can ask any questions that
you have related to your groups’ sentences.
Write down any vocabulary terms that you were
confused about as well on this sticky note, as
well.

You will have about 5 minutes to work as a

group and create answers for the sticky notes.
Then one person from your group will come up
and post your stickies on the “I notice”/ “I
wonder” chart and share with the class!”
 2. The teacher will switch to slide #9,
with written instructions, set the five
minute timer, and walk around the
classroom to monitor and assist
students.

3. Once the five minutes are up, the

teacher will ask representatives from
each table group to stick their note
on the “I notice/ I wonder” chart &
share what they came up with (Note:
for the sake of time, the teacher will
appoint representatives).

4. The teacher will have each

representative share what they
noticed/ wondered. The teacher will
also ask students which words they
had difficulty understanding and
what they want to learn. The teacher
will jot down any unfamiliar words
on the whiteboard.
1 Minute 1. Students will take out their seats and
Transition 1. The teacher will ask students to sit quietly wait for the teacher’s next
(10:22-10:23) down and will pull out the “Feudal instructions. The students will
System” chart. The teacher will
quietly read the bullet points on Slide
scroll to slide 12 “Peasants and
Serfs” and prepare to connect #12 about Peasants/ Serfs.
students' sentences/ vocabulary to
the Middle Ages.
15 Minutes 1. The teacher will explain what 1. Students will listen and look at the
Activity #3: Feudal System Activity “peasants” are to students and review images on the feudal system chart/
(10:23-10:38) the bullet points on Slide #12. The presentation. They will ask any
teacher will point to the bottom of
questions or make comments that
the Feudal System Pyramid and
show students that the “peasants” they have.
were considered the “lowliest” of all
classes. 2. Students will refrain from eating the
Prompt #1: “A couple of you had information candy and playing with the items on
about “peasants!” In the Middle Ages, most of their desks.
the people were peasants or serfs. They were
servants and farmers who worked on land
3. The “peasants” will give their
owned by farmers. They often went hungry and
had limited freedom. They did not know a lot candies/ corn kernels to the lord at
about the world, as they lived on “manors” most their table group.
of their lives. They couldn’t go search for better
jobs- they were stuck unless their lord gave 4. The “lords” will receive the candies
them permission to move! and all the kernels from the peasants
So in this class, most of us would be peasants if at their table. The lords will also
we lived back then! We would not have the
select the 2 remaining candies from
privileges we have today! Any questions?”
the plastic baggies.
2. The teacher will swiftly walk around
and pass out a “Peasant/ Lord” bag 5. The three barons will walk around
to 7-8 tables. The teacher will the classroom and collect 2 hard
appoint a “King” and 3 nobles at one candies and 1 jolly rancher from
table, and hand them their respective
each table group. They will
candy bags (King receives a large
candy bar and various candies, randomly assign two lords to serve in
nobles receive 2 candies each). In the military.
each “Peasant/ Lord” table group, 3
out of 4 students will be told to take 6. The student who is the appointed
2 corn kernels and 1 lifesaver candy
 from the bag- these students are the king will stand up, show the class
“peasants.” his/her candy bag, and shake hands
Prompt #2: “Please do not eat or play with the with the barons at his/her table.
items I am passing out. We are going to pretend
that 3 out of 4 of you are peasants [The teacher
will point to 3 students in each table group].
Each of you, please take 2 kernels and 1
lifesaver from the bag- DO NOT eat. The 4th
person at your table is your lord or your lord’s
wife. They are wealthy- we are about to learn
about lords in a minute.

3. The teacher will switch to Slide #13

and explain the roles of “Lords/
Ladies.” The teacher will also direct
students’ attention to where lords/
ladies are located on the Feudal
System chart.

Prompt #2: “So Lords owned the manors or the

land that the peasants worked on. The lords
owned EVERYTHING in their manor: peasants,
crops, and villages. They lived on a big estate
and protected the peasants from harm. In turn,
the peasants had to supply them with their best
crops and labor. Ladies, the Lord’s wives, also
assisted in the manors. They would help make
sure that the peasants and workers did their
jobs!”
4. The teacher will then instruct the
“peasants” to give their lords/ ladies
their hard candies and 1 corn
kernel.The “peasants” will only have
1 corn kernel left. The teacher will
then instruct the lords/ ladies/
knights to select the 2 remaining
hard candies from the bag.
Prompt #3: “Now, peasants- each one of you
must give the best of your crops- your single
candy and at least 1 corn kernel to your lord. If
you resist, you could get in trouble and you
certainly will not receive protection, so please
follow my directions. No eating candies- lords
you can’t eat the candy yet either! Then→
Lords, you may also select the remaining 2 hard
candies from the bag! Since you are wealthy,
you get your own candies and the best from the
peasants!”

5. The teacher will then turn to slide

#14, “Knights and Barons,” explain
the roles of these people. The teacher
will show students their place on the
Feudal System Chart.

Prompt #4: “ The barons were in charge of the

lords of the manors. The barons ruled large
areas of land and were very rich and powerful.
They actually helped lead armies for the kings.
They were the closest in power to the kings. The
barons had the right to tell lords that they
needed to fight in a battle. They also profited
 from the work of the peasants and collection of
the lords.”

6. The teacher will instruct the 3 barons

to walk around the classroom
together, and collect 1 jolly rancher
and 2 lifesavers from each table. The
teacher will have the barons
randomly tell 2 different lords that
they have been chosen to fight in an
upcoming war.

7. Finally, the teacher will introduce the

last slide to the students: the king.
The teacher will flip to Slide #15 and
explain to students that the King was
at the top of the Feudal System
pyramid. The appointed “king” in the
classroom will have the most candy,
as he is wealthy: several hard
candies, jolly ranchers, and a larger
chocolate bar. The teacher will
review the bulleted notes on the slide
and explain how everything
belonged to the king→ most
importantly, he had the authority to
raise and army, receive taxes, and
tell the barons to select people to
fight! He also was like a judge as he
handled serious conflicts amongst
people of upper classes.

8. The teacher will tell the king to

stand up, show his “wealth” or his
candy bag to the class, and shake
hands with the barons at his/her
table (signifying the king’s power
and authority).

9. The teacher will ask the “king” to

take a seat, and time permitting, the
teacher will review the “Upper Class
Girls/ Women” and vocabulary
slides. If not enough time, the
teacher will make a note to review
these slides in the following class
period.

6 Minutes Closing Class Discussion/ Exit Ticket 1. The teacher will ask the students to
place candies back into the bags on
(10:40-10:46) their tables. The teacher will ask
students if they have any questions
or comments.
2. The teacher will turn to Slide #19
and ask students questions to engage
discussion/ assess their learning:
Prompt: “As we close, I want us to be
thinking about the following questions. Do
you think that the Feudal System was fair? Why
or why not? And what do you think that it
would look like to live in the Middle Ages?”
1. Students will place their candies
back in the bags on the table and
raise their hands if they have any
questions.
2. Students will raise their hands and
share what they have learned. They
may also ask any questions that they
might have. They will reflect on the
questions on the board.
3. Students will write down an answer
to one of the questions on the board
 3. The teacher will then ask students to
write down at least one response to
one of the questions on the board or
jot down something they learned.
They will also turn in the slip of
paper they received in the beginning
of class. The teacher will remind
students to write their names on
the backs of each of these papers.
The teacher will give students a
piece of candy once they have turned
in their “exit ticket” and slip of
paper.
4. The teacher will dismiss the students
and collect the candy bags once they
have left (the teacher will make sure
to organize the candies for the
following class period).
Accommodation
After you review various data (collected through your own observations, discussions with your cooperating teacher, student conferences, etc.), how will you adjust
instructional materials, activities, and sequencing given what you have learned about students’ academic skills, attitudes, and needs?
Remediation Extension
If a student has difficulty grasping material during
class, such as understanding the Feudal System There are several gifted ELA students in 6th grade who scored
activity, the student will need additional support and very well on their EOGs. Challenge these students by providing differentiate instruction for struggling readers
guidance. A variety of reasons could have inhibited them with more complex informational texts to unpack.
student learning: the student may have had difficulty Encourage these students to serve as leaders during the “I notice/I with simpler informational texts (there are texts
keeping up with the pace of the class or struggled to wonder” statements, and challenge them to facilitate discussion
understand the complex vocabulary words. amongst their peers. At the end of class, challenge students who texts as they walk into the door, so they are not
Provide the student with access to the Google Slides finished the “exit ticket” early to respond to all three questions.
Presentation (*note: print a copy for student if they Incentives to do this could be to earn an extra candy. Offer this
do not have online access at home) and review the opportunity to all students as a homework assignment, to
content one-on-one with the student during encourage all students to respond to complex, higher order
“STING” time (Holly Ridge’s flex/ extra help thinking questions.
period). Sketch a feudal system chart for the student
and walk through the different social classes.
Review the vocabulary terms with students and go
over the meaning of their informational text.
*The following Khan Academy Video may also be a helpful resource
to enhance students’ understanding of the feudal system during the
Middle Ages: https://www.khanacademy.org/humanities/world-
history/medieval-times/european-middle-ages-and-serfdom/v/feudal-
system-during-the-middle-ages.
or write at least 1 thing they learned
from class on a piece of paper/ sticky
note.
4. Students will turn in their exit ticket/
slip of paper to the teacher, receive a
candy, and pack up their belongings.
5. Students will quietly exit the
classroom.
Differentiation
In Core 2, there are several struggling readers
and 1 student with autism. The teacher will
and ESL students, by providing these students
that are less complex). Hand these students the
singled out.
The student with autism may have difficulty
with collaborative activities, especially the
feudal system activity. Be sure to give this
student special roles and immediately clarify
any misconceptions he might have, so that he
will not become confused or frustrated. Allow
this student to pick his role during the “Feudal
system” activity- perhaps even assigning him
the position as king.
*Note, if there are any behavioral issues during
an engaging activity, instruct students to take a
seat and review material with them while they
are sitting down. Activity can create
unnecessary chaos if students are not listening.