October 26, 2010 Grade: 9th Grade
Dorina Barretta Subject: Global History
The Crusades
Cause and Effects of the Crusades
Richard the Lion Hearted
Urban II

Expected Outcome Of This Lesson Plan-
1.SWBA to understand the causes of the Crusades
2. SWBA to understand the causes of the Crusades
3. SWBA to draw conclusions as to how the Crusades were a major turning point in Global History
Teacher Objectives-
1. Students will use persuasive writing to create a recruitment poster
2. Students will use various primary source doucments to uncover the effects of the Crusades
3. Students will incorporate their new vocabulary words and content knowledge to write a Regents type essay on turning points.
Poster Paper, markers, documents, rubrics,
Teaching Methods-

1. Lesson Introduction-

1.Students will have a short reading on the casuses of the Crusades. This is an on level reading that they will have to analyze for the social, political and economic causes of the Crusades.
2. Students will be asked if there is a cause which they would crusade for.
3. Students will be familar with the term "turning point"

2. Lesson Progression-

1. Various types of modern day recruitment posters will be shown
2. Discussion of certain words that help people become motiviated.
3. Discussion of how the effects of the Crusade created a major turning point in history. Explaination of how things are different.

3. Guided Practice-

1. Students to Create a recurtment poster
2. Students to analyze primary source documents
3. Students will practice writing skills by writing a Regent essay. Student will be grouped in four based their reading level determined by the Gates McGinty test administered by my English countpart, Mr. Doty. Higher function students will act as the editor of the essay. While lower function students will be given index cards with sentance starters.

4. Student Practice-

1.Students will work independently on their assigned tasks.

5. Learner Accommodations-

1. Data indicates that there are no students in the lower 1/3 of the school population. All students have the ability to read the handout and draw conclusions about the causes and effects of the Crusades. Higher functioning students will be given the task of writing questions using Bloom's taxonomy.
They will be paired with lower functioning students who will then be reqired to answer the questions. According the ARIS, there is about a 2:1 ratio for higher to lower functioning students. Students be grouped in pairs or trios
2. The following students, Kimberly Martinez, Rania Khan, Angel Coba, Jose Diaz, Vladymir Mendez are all formerf ELL's. They will be participate in creating the recruitment poster. They will also be paired with a hiher functioning student.
Angelo Lazo is a current ELL's who currently gets extra help from the ISS push-in teacher

6. Assessment-

1. See attached rubrics
2. Feedback will come in the form of their group efforts and the product of their work.

7. Lesson Closure-

1. Students will answer the aim in one or two spoken sentances.
Measuring Student Progress-
Final projects will be evaluated according to rubric.

This Lesson Plan is available at (www.teacherjet.com)