Morgan Faulk
6th Grade SS/ELA
Lesson Title: Truth or Myth: Russian Vikings Slay Dragons! Love the Title! Very engaging title...it would def. capture my interest.
Context: Students researched on Day 2 and have just finished presenting their information on the basic elements of Russia. Today, they will take a short formative quiz on what they learned from their own research and presentations. To reiterate the theme, people in crisis, I will ask for a brief discussion of the definition of crisis. Then, we will segue into an interesting aspect of Russian history: the Vikings. The class, in groups, will summarize the Vikings and their impact, via a handout, and then we will watch a clip of How to Train Your Dragon to see if their interpretation of Vikings is accurate. Cool!!
Plan Number: 4 of 18
Specific Learning Objectives:
Materials:
- Gist of Russia Quiz
- Viking Summary handout
- Movie: How to Train Your Dragon
- Laptop with projector
Time: 60 minutes
Procedures:
1. Bell Ringer (2 minutes) as students are settled in their seats, they should take out a sheet of paper and put the proper school-wide heading at the top.What is the proper school wide heading? A sub may not know what that is.
2. Quiz(10-15 minutes): Project the Gist quiz on the board either via laptop projector or document camera.
3. Discussion (3 minutes).: Ask the class what they think the definition of “crisis” is. What does it mean to be in crisis? I like how you are letting students define it first instead of just telling them the definition yourself .
o “We will be looking at the Russia under the theme of people in crisis. We will look at how the Russian people have been in crisis and how they have caused other people to be in crisis.”
4. Activity 1 (15- 20 minutes) : Divide the class into different groups. Try to keep group numbers under six members. Pass out summative handout on the Vikings in Russia. Assign each group a paragraph to summarize (they can use highlighters or pens to determine the main points). Then, as a class, we will make a master list of bullet points from the handout that they can use to record in their notes. They can record the bullet points on the back of the handout. http://viking.no.master.com/texis/master/search/
5. Activity 2 (10-13 minutes): Show brief clips from How to Train Your Dragon on Vikings (Novgorod) and their ships.
o Question students- did the movie do a good job depicting Vikings? What areas do they need to work on? Evaluate the movie with the notes we compiled earlier in class. I really like this activity!
6. Exit slip (5 minutes): Tell me two things you learned about Vikings AND one notable piece of information you learned today.
7. Homework: read over assigned chapter in textbook on the Mongol Invasion- this is crucial for the activity on the following day. Research Character for character profiles.
Evaluation:
Students will be taking a quiz to assess their knowledge from the two previous days. Students will be working in groups to summarize their handout so I will be looking for engagement and participation in their groups. During the movie clips, they will need to be seated and engaged. Also, during the discussion of the movie, I will be assessing how much they comprehended from the group summary activity. I will encourage everyone to answer. The exit slip will be a more formal assessment that will assess anything they remember learning in class.
Appendix of Materials Needed:
1. Gist of Russia Quiz
2. Gist of Russia Answer Key
3. Viking Summary Handout
Morgan Faulk
6th Grade SS/ELA
Lesson Title: Mongol Invasion
Context: Students have just studied Vikings and were assigned a reading from their textbook on the Mongol Invasion. To expand on their reading, they will be performing different skits that detail different parts of the Invasion and time period. The Mongol invasion is important because it was a major event in Russian history.
Plan Number: 5 of 18
Specific Learning Objectives:
Questions to guide lesson:
1. What is a Mongol? Where are they from?
2. Why did they invade Russia?
3. What was the Renaissance that the Russians were being prevented from?
4. What all occurred in the invasion?
5. What was the outcome of the invasion?

Materials:
- Note cards with group members names
- Group handouts on the Mongol Invasion
o One will detail what the European Renaissance was.
o Two will briefly discuss who the Mongols were, how they acted, and their purpose for invading.
o Three will show what all happened (the events) in the Mongol invasion.
o Four will reveal the outcome of the Mongol invasion.
- Craft Supplies
Time: 60 minutes
Procedure:
1. Bell Ringer (3 minutes): Students will find their groups by looking at a note card on each grouping of tables.
2. Hand out the sheets that focus on one particular theme ( one per person)
3. Explain the plan for the day (2 minutes)- “Each group has been assigned a role for today. After reading over your handout, your group will come up with a way to act out your information so that the rest of the class can understand what is going on. You will have 20 minutes to read, plan, and create any props that you are going to use, and then each group will have 4 minutes (at the max) to present your skit/information. After each skit we will debrief. We are talking about the Mongols who invaded Russia so each group will help to piece the entire event together. This is great. I like how you are giving each student a role.
4. Workshop (20 minutes): Groups will read their sheet, plan their skit, create props, and practice.
5. Group skits (4 minutes per group, plus one minute debrief for each = 20 minutes) Students who are not performing should take notes on the group skits. These notes should highlight the main points that the groups acted out. Turn in notes after class for a check on completion.
6. Debrief (15 minutes): Go over entire skit production and make sure everyone has the right information in their minds. Every student will complete a bubble map of the event on their own papers.
7. Homework- Continue to research Character Profiles and finish bubble maps of Mongol Invasion
Evaluation:
I will monitor student engagement and quality of participation by observing them interact in their groups during workshop time. Through their skits, I will be able to assess how well they understood the information on the handouts. Their skits should accurately depict what happened in the invasion, though there is no formal grade for the skits. Also, the bubble map is a tool for both organization and assessment. I can deduce the information they know from what they write in their bubbles. Very engaging lesson!
Appendix of Materials Needed:
1. Mongol Invasion Group Handouts (4 different handouts)
Morgan Faulk
6th Grade SS/ELA
Lesson Title: “Death, Be not proud… For those whom thou think'st thou dost overthrow, Die not, poor Death, nor yet canst thou kill me.”- The Romanov Family Tragedy
Context: Students did reenactments of rebellions on day 8 and have been continuously looking at things through the scope of “people in crisis”. To further the theme, we will look at a fairly popular area of study in Russia’s history: the Romanov family murder. The tragedy of the murders shows both a nation in crisis (February Revolution) and a family in crisis. Students will use learning centers to research what happened and compile a document that answers Who, What, When, Where, Why, and How.
Plan Number: 9 of 18
Specific Learning Objectives:
Materials:
1. 1:1 laptops with internet access Nice technology use! 1:1!! :)
2. Resources:
o February Revolution video (http://www.youtube.com/watch?v=mMGrIwLj7gU)
o Romanov Wiki- http://msl2010februaryrevolution.wikispaces.com/
o Rasputin source: http://www.scss.tcd.ie/~peircen/xhtml/history.htm
3. Romanov Group Research Handouts (one per group) that detail what websites students will use and what type of notes they will take
Time: 60 minutes
Procedure:
1. Hook (5 minutes): Have Lesson Title (“Death, Be not proud… For those whom thou think'st thou dost overthrow, Die not, poor Death, nor yet canst thou kill me.”) written on the board. Have students read over the sentence and discuss what they think the meaning is. After a few ideas, clarify the meaning and tell the students that “though people die, death may not always win. Their memory lives on or their impact is still evident. Today, we will be investigating figures not forgotten in death and a figure who death couldn’t kill, at least not on the first or second try.”
2. Class will be grouped into groups of 5. There will be computers at each station. Students will come in and sit at any seat available. So, are students forming their own groups by where they sit? If so, will this be a potential talking problem?
3. Character Profile (5 minutes): Nicholas II. Group in charge of Nicholas II will present their character to the class. Character of Nicholas II will be posted on the wall.
4. Background (8 minutes): Go over the February Revolution via Youtube video (1:20 to end)
o **http://www.youtube.com/watch?v=mMGrIwLj7gU**
5. Group Research (25 to 30 minutes): In their groups, students will research three main items and take notes on each. Notes will be collected at the end of the period to assess engagement.
o One- who were the Romanovs? Look at pictures of the family, and short bios on each of the children. Recall what the February Revolution said about the Romanovs and Nicholas II’s Character profile
§ Use the wiki: http://msl2010februaryrevolution.wikispaces.com/ (created by Caroline Tucker and Lauren Avery)
o Two: Who is Rasputin and what role did he play in Russia and with the Romanovs? What is interesting about his death?
§ http://www.scss.tcd.ie/~peircen/xhtml/history.htm
o Three: What all happened with the murder? Who was involved? Why were they murdered?
§ http://msl2010februaryrevolution.wikispaces.com/
6. Compilation (10 to 15) : At their tables, students will compile a document that answers the Who, What, When, Where, Why, and How of the Romanov’s and their murder. Groups can divide the work so that each student has one task or they can collaborate on the answers. Pictures will be fine to include on the document. Have students cite the source of the information (there should be two unless students use outside sources). This will be typed on the computer and emailed to the teacher. All students’ names should be typed with the document. The notes that individual students took will be collected at the end of class and redistributed the following day.
7. Homework: Choose A or B to complete for homework.
o A. You are a member of the Romanov family and you have just seen men come in carrying guns. They seem very angry. After all, you are royalty and no one should be aiming guns at you! In a diary entry (to turn in), write any feelings you have over the men with guns. Speculate why they are so angry.
o In a journal entry (to be turned in), discuss your reaction to what happened to the Romanov family tragedy. I really like how you give students a choice here...I am sure they will appreciate that!
Evaluation: As students interact in their group setting, I will monitor their contributions as well as the quality of their input. When the group compiles their summative document, I will evaluate their synthesizing skills. I can check student engagement through the notes that are turned in. Also, I will watch students during the video clip to see that they are engaged in the video.
Appendix of Materials Needed:
- Romanov Group Research Handouts (one per group)