Name: Mr.

Jesus Basulto
Grade/Class/Subject: 8th Grade World History/Geography Date: October 17, 2019
Lesson Topic: Black Plague (Movement Unit) Estimated Time: 50 Minutes

1. Standards: Based on 2018 Nevada Academic Content Standards for Social Studies

 SS.6-8.EWC.29: Explain how global changes in population distribution patterns affect

changes in land use in early civilizations, including but not limited to: rural vs. urban,
major waterways, pandemics, and slavery.
 SS.6-8.WGGS.29: Explain how changes in transportation, communication, and
technology influence the movement of people, goods, and ideas.

2. Teaching Model:

 The lesson will consist of a blended learning (Pear Deck) presentation and a game-based
learning activity.
3. Objective(s):

 Students will be able to analyze how the Black Death (also known as the Bubonic
Plague) caused movement and affected multiple places in Asia and Europe.

4. Materials/Resources:

1. Projector 5. Popsicle Sticks

2. Laptop, Chromebooks 6. Introductory Activity Questions
3. Pear Deck (Presentation) 7. Kahoot It!
4. List of Student Names 8. Presentation Clicker

5. Instructional Procedures:

a. Introduction: 10 Minutes

o Students are to enter silently and grab their notebooks. After taking attendance,
the teacher will tell the students to stand up and walk towards the back of the
classroom.
o The teacher will ask a series of questions with two options and students will move
to a side of the classroom, depending on their answer. Students will then discuss
with the people around them why they chose that answer and a student leader will
report to the teacher. A total of five would you rather questions will be asked:
  Would you rather go to the doctor when sick or stay at home until you feel
better?
 Would you rather live on an island and never get sick or continue to live in
the city and risk getting sick?
 Would you rather get the Black Plague or the Bubonic Plague?
 You are on the beach and you see an empty and mysterious ship, would
you rather leave it alone or get on board and investigate it?
 If you are president of a country and you discover that a different country,
which visits your country frequently, is facing a harsh epidemic, would
you let continue to visit or cut them off completely?
o This activity will help spark interest in the Bubonic Plague and students will use
their prior knowledge on movement to conduct some of their decisions.
o A student will report to me why their group chose their side in order to explain
their thought-process (Lemov, Technique 43: Turn and Talk).
o After the opener, students will write the objective down and the teacher will go
over the daily schedule, directions, and expectations in taking notes.

b. Activities or Learning Experiences: 35 Minutes

o Lecture Component (20 Minutes):

 The presentation and guided practice will be a Pear Dock presentation,
where students can see the presentation on their computer and will take
notes on the material.
 The presentation will contain important information on the Black Plague
such as historical and geographical components and it will be tied to
movement. The teacher will walk around the presentation and use verbal
and nonverbal cues (Lemov, Technique 56: Strong Voice).
 The teacher will conduct many checks for comprehension checks in the
form of multiple-choice, true or false, and discussion questions.
 The presentation will have many images in order to provide a visual to
students and I will read the information aloud to help students in an
auditory manner.

o Activity Component (15 Minutes):

 Students will participate in a Kahoot It! game.
 This will be an independent and competitive activity
 The game will contain questions on the Black Death and some of the
questions will be framed in the movement of people.
 After each question, I will explain the right answers and also explain why
some of the answers are wrong. The whole point is to make sure students
 pay attention and gam-based learning will help in their memorization of
the details.
 While students are answering the questions, I will go around and clarify
questions, point students in the right direction if they are stuck, and make
recommendations on their work.

c. Closure: 5 Minutes

o After the independent practice activity, students will receive an exit ticket.
o Students will write, in five complete sentences, why the Bubonic Plague move
from Asia to Europe.

d. Extension/Contingency Plan:

o If the lesson takes longer than anticipated, students will write three sentences
rather than five.
o If the lesson finishes faster, students will write an additional paragraph on what
they think would happen if the United States got a mass epidemic.

6. Accommodations/Modifications:

 The activity will be translated for students who are learning English. They will also be
sitting next to a bilingual student to translate.
 Students will reading difficulty will be able to see the see the presentation on their
computer.
 The lesson will contain auditory, visual and kinesthetic elements to supplement learning.

7. Assessment/Evaluation:

 The assessment for this lesson will be formative and summative.

 The formative assessment will be through constant checking for student understanding in
the form of true or false, multiple choice, and discussion questions.
 Additionally, student participation during the introductory activity will provide me with
some authentic assessment on their ability to remember prior facts on movement and the
Black Plague.
 The summative assessment will be in the form of answering the Kahoot It! questions and
an exit ticket. Both of these activities tell me if students understand the concept of
movement during the Bubonic Plague.
 The formative and summative assessment will help me know if students passed the
objective.

8. Homework Assignment:
  No homework will be assigned. Students should finish their paragraph in class.

9. Post-Lesson Reflection

My third lesson was one of the best lessons I have done in my practicum experiences. I
challenged myself to create a lesson using different forms of learning and decided to make a
lesson with Pear Deck and competitive activities to engage students. In the introductory activity,
students got excited to play a little activity where they walked around the classroom, had some
student discourse to why they chose their answer, and even some debates afterwards. I noticed
that the activity increased their interest and were awake when going over the content. For future
activities, I will be trying different activities where students get on their feet so they have more
interaction with the content and more interest in the lessons. While difficult to manage, student
discourse helped in getting different points of view and ideas on disease.

During the Pear Deck presentation, I provided students with the important content on
movement and the Black Plague while using many comprehension checks. I framed the lesson
into ghost type stories, which students found interesting. The students kept looking up pictures
and other materials on the Black Plague due to their growing interest. In future lessons, I will
frame my lessons into stories to spark interest and I will also continue to use comprehension
checks to help students learn the fundamentals of different social studies periods of time. The
activity worked very well and students were excited to be part of it. I made a Kahoot on the
Black Plague and students were thrilled to participate. I am noticing that the students like
competitive activities and do well, despite me using challenging questions. For future lessons, I
will use competitive activities to help students in comprehending the content, which will be
important in their future social studies classes.

As I was grading the exit tickets and looking at the Kahoot score reports, I found that the
students understood the Black Plague and its significance to movement. The students gave some
insightful answers as to how disease can spread around the world today and how disease is part
of the movement unit in general. I found that competition, stories, and a little movement helps
my students in doing great. The lesson was awesome to teach and the students responded very
well to my lesson. Very rarely does a lesson plan go to plan.