Social Studies: Medieval Times

Social studies are usually a subject students find boring. The lesson created is meant to get every student excited and wanting to learn more. This lesson plan is about the Middle Ages or the Medieval Times. This was a time where things were different. People dressed and spoke in a different way. There were lords, ladies, and knights; castles, moats, and fighting. What student could be bored learning about this era?
Teaching Strategies
Most educators do not make new lesson plans they change ones by adding instructional strategies. The more ways an educator teaches the better off the students are when it comes to learning. Not all students learn by listening to a lecture. There are visual learners, kinesthetic learners (hand-on), and auditory learners. If an educator can reach out using all of these styles most if not every student will learn what is being taught. Intelligence has been separated into different parts; “linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal behaviors” (Hardman, 2011). Knowing this as an educator a lesson plan should incorporate auditory, visual, and kinesthetic learners, thus covering all areas.
This lesson plan did include differentiated instruction. Differentiated instruction focuses more on the students and how to teach them. The school must make sure “that teachers focus on process and procedures that ensure effective learning” (Tomlinson & McTighe, 2006, p iv) for numerous students in the class. Teaching Middle Ages needs the use of the student’s eyes, ears, and hand. Students learn more and have fun when they can use more senses.
The activities in the lesson plan has an auditory part. This part is when the educator reads the story “The Knight...

... middle of paper ...

... Cited

Discovery Education. (2014). The Middle Ages. Retrieved on 28 January 2014, at http://www.discoveryeducation.com/teachers/free-lesson-plans/the-middle-ages.cfm#top Hardman, M. L., Drew, C. J., & Egan, M. W. (2011). Human exceptionality: school, community, family (10th ed.). Australia: Wadsworth Cengage Learning.
Lonigan, C. J., Allan, N. P., & Lerner, M. D. (2011). Assessment of Preschool Early Literacy
Skills: Linking Children's Educational Needs with Empirically Supported Instructional Activities. Psychology In The Schools, 48(5), 488-501.
Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction and understanding by design. Association for Supervision & Curriculum Development.
Willingham, D. T. (2005). Do visual, auditory, and kinesthetic learners need visual, auditory, and kinesthetic instruction. American Educator, 29(2), 31-35.