Lesson Plan - Knighthood
<by Sandra Tang>
Lesson Title: Knighthood
Number of Lessons: 1
Lesson Length: 45 minutes
Grade: 8
Subject: Social Studies
Rationale:
- To bring fundamental knowledge of knighthood to the students of different cultural backgrounds.
- To practice the students' abilities of analyzing, comprehension, and application through the process of transferring their comprehension from spoken lecture, to the analyzing of note-taking during lecture, and to the written answers application.
Prescribed Learning Outcome(s):
A1 - Interact and collaborate as a whole class through comprehension of knowledge during lecture.
A2 - Express individual ideas through class discussions.
B1 - Comprehend the contents taught through the lecture.
B10 - Synthesize and think about the PPT contents being shown in producing further thoughts in the discussion.
C1 - Express individual creativity by writing out personal text in the final written task.
C4 - Create thoughtful and meaningful presentations that communicate ideas through the individual creative drawing task at the end of the lesson.
Materials and Resources:
Lesson Activities:
Hook - 5 min.
Ask the Students:
"What do they know about knights?" - do this to get an initial understanding of students' knowledge towards knighthood.
Show:
Knighthood Video Clip - Medieval Europe: Knights
Number of Lessons: 1
Lesson Length: 45 minutes
Grade: 8
Subject: Social Studies
Rationale:
- To bring fundamental knowledge of knighthood to the students of different cultural backgrounds.
- To practice the students' abilities of analyzing, comprehension, and application through the process of transferring their comprehension from spoken lecture, to the analyzing of note-taking during lecture, and to the written answers application.
Prescribed Learning Outcome(s):
A1 - Interact and collaborate as a whole class through comprehension of knowledge during lecture.
A2 - Express individual ideas through class discussions.
B1 - Comprehend the contents taught through the lecture.
B10 - Synthesize and think about the PPT contents being shown in producing further thoughts in the discussion.
C1 - Express individual creativity by writing out personal text in the final written task.
C4 - Create thoughtful and meaningful presentations that communicate ideas through the individual creative drawing task at the end of the lesson.
Materials and Resources:
- YouTube video clip displayed through computer with speakers
- Handouts/Comprehension Quiz
- PowerPoint displayed through computer
- Papers and pencil crayons
Lesson Activities:
Hook - 5 min.
Ask the Students:
"What do they know about knights?" - do this to get an initial understanding of students' knowledge towards knighthood.
Show:
Knighthood Video Clip - Medieval Europe: Knights
After the video has been shown,
- Group the students into groups of 4, have them discuss and share with each other their initial knowledge about knighthood, the history, the qualifications, and the implications. And each group will prepare three key ideas to share with the class.
<Focus on meaning - examine students' initial comprehension form the video about knighthood>
Body - 30 min.
Show:
PPT 1 - The History of Knighthood (10 min.)
Instruction: Explain to the students that a comprehensive quiz handout will be given to them at the end the PPT lesson section, and that they are to take effective and meaningful notes to their own understanding during the lecture. The quiz given out at the end of the PPT will be open notes, meaning the students are to answer the questions relying on the notes they take during the lecture.
< Focus on meaning, language, and use - The students are able to practice their skills and abilities toward analyzing, comprehension, and application throughout the process of taking notes during lecture to transferring the comprehension and note-taking onto the written answers for the quiz. >
Distribute:
Lecture Comprehension Quiz Handout to each of the students. (5 min.)
handout_lecture_comprehension.docx | |
File Size: | 14 kb |
File Type: | docx |
* After the class has learned about and finished the quiz on "The History of Knights", the lesson will transition into the inclusive factors where we think of the equivalent roles of "knights" that different cultures have.
Show:
PPT - Knighthood (15 min.)
<Slide 1>
(First, start off with introducing the virtues that qualifies a "knight".)
Knighthood
Knight – a person who demonstrates the ideal virtues of Honour, Chivalry, Justice, and Compassion.
(First, start off with introducing the virtues that qualifies a "knight".)
Knighthood
Knight – a person who demonstrates the ideal virtues of Honour, Chivalry, Justice, and Compassion.
<Slide 2>
(Moving onward to the inclusive notion, leading the students to think of equivalent roles in other cultures as "knights".)
*Thinking of other Cultures*
Discussion:
Something to think about…
Medieval European Knights are well know all over the world, do other cultures have equivalent roles as “knights”?
<Slide 3>
(Introducing the Japanese Samurai to the students)
Japan - Samurai
Samurai – originally meant “one who serves”, and referred to men of noble birth assigned to guard members of the Imperial Court.
<Slide 4>
(Continue on the Japanese Samurai notion with the Bushido Code, which are the Eight Virtues of the Samurai.)
The Bushido Code: The Eight Virtues of the Samurai
1.Rectitude/Justice
2.Courage
3.Benevolence/Mercy
4.Politeness
5.Honesty and Sincerity
6.Honour
7.Loyalty
8.Character and Self-Control
<Slide 5>
(Introduce the great historical landmark of China to the students, the Terracotta Warriors.)
China - Terracotta Warriors
Mausoleum of the First Qin Emperor
-Symbolizing the main defending force that guarded the capital before Emperor Qin died.
<Slide 6>
(Lead and promote students to think of any more roles equivalent to "knights" in more different cultures.)
Any More?
Discussion:
Can you think of anymore equivalent roles as knights in other cultures?
Closure - 10 min.
Activity: Draw and Tell
- Distribute blank papers and pencil crayons to the students.
- Ask the students to draw a person that know or know of in real life in which they would qualify them as a "knight" given all the virtues and historical background talked about in class. Then write down the reasons why they think this person is qualified as a "knight". In addition, ask the students to write down an adjective in their first language, or any languages they know other than English, to describe the person they think is qualified to be a "knight".
- Have all the students hand in their drawings for the teacher to mark and give back to share with the whole class in the next class.
Organizational and management strategies: (in relation to the particular activities and outline of this lesson).
- Explicit instructions given at the beginning of lecture for students to understand their need to pay good attention and take effective notes in order to tranfer their comprehension of the lecture onto the open-note quiz given to them after the lectures has been given.
- Build on ideas while teaching the contents in promoting creative and thoughtful responses in the discussions following.
- Instruct clearly on the final task in preparing student to share their personal works during the next class time.
Assessment and Evaluation: (In relation to the PLO's outline earlier for this particular lesson)
- Examine and evaluate students' analyzing skills, comprehensive abilities, and application competence during the lecture-quiz session.
- Examine and evaluate the thoughtfulness of students answers after shown to the contents during the PPT discussion.
- Assess the students' individual works in terms of meaning and individuality after the final drawing and written tasks are handed in.
Universal Design for Learning: (How can the lesson be inclusive for all student abilities and cultural backgrounds?)
This lesson is constructed to be inclusive by leading the students to not only look at the Medieval European Knights, but also think of the equivalent roles of "knight" present in other cultures. Students of Eastern cultures might not be familiar with the Medieval European Knights, accordingly, they can bring in the eastern perspectives and elements into the class by giving them opportunities to share their individual cultures with the whole class.