CONTENT BASED INSTRUCTION

Instructional plan Subject: World History Grade 11	Topic:   Cultural Influences of the different peoples in history of Spain (Romans, Visigoths, Jews, Moors, Catholics) Length of Lesson:  50 minutes
	Objective	How will it be assessed?
Lesson Outcomes	Students will identify art, food, architecture, music and clothing of Spain that is directly from or influenced by past ethnic groups on Iberian Peninsula.	Students will present[LF1]  a photo or drawing of an item they find on the internet, describe it and tell how you can discern which ethnic group is responsible.
Language Ojectives	Students will change nouns into adjectives, such as Jew to Jewish, or architecture to architectural.	Students will turn in original definition and revised definitions and explain changes.[LF2]
Vocabulary	Arabic, Arches, Architectural, basilica, cathedral, crude, devotional, dwelling, Germanic, Hebrew, intricate, Latin, mosaic, mosque, scripture, mosques, mosaic, scripture	Students will use at least seven[LF3]  of the lesson vocabulary terms in their written evaluation of the lesson.
materials & technology:	1.       Whiteboard 2.       Teacher computer and projector 3.       Computers or laptops for students 4.       Previously established Edmodo Group and Kahoots 5.       PowerPoint of examples 6.       Some artifacts
Adaptations for Bilingual Learners	1.       Handout of vocabulary words with small pictures 2.       Handout of notes from teacher slideshow (give after slideshow so they can try taking their own notes and then use the teacher’s notes to compare and correct. 3.       Allow them to either work with another English speaker for research, or allow them to find only one picture.   4.       When students present, for low level speakers, teacher can provide a script with blanks (of the items he found) that the student will fill in when talking.
1. Preparation:            (5-10 MINUTES)	1. Quickly review the different groups of people on Iberian Peninsula that we have learned previously. 2.  Review what students already know about cultural-related artifacts in our own lives, towns.[LF4] [LF5]  3. Write on board the students’ contributions to the question, “What are some foods, crafts, architectural styles etc. you associate with the country of Spain.  If they have few ideas, have them thumb through a Spanish textbook and find some from pictures. Remind them we are only talking about Spain, however, so not all photos will apply.
2. Model: (8-10 minutes)	1.Present a power point displaying handcrafts, foods, clothing, architecture, jewelry, etc  and describes what group of people from Spain’s history originally brought that contribution. Students take notes to use for their reference for their activity. 2.  If the teacher has any, show physical items.
3. practice: (approx. 30 minutes)	1.Students research via web [LF6] examples of 1 items found in Spain today and identify influence (architecture, jewelry, clothing, art, food). Students will be randomly (draw from a hat) be given the ethnic group they will look for. 2. Students copy a photo or drawing of their example onto a Word document.  There should be no words. Send to teacher to open from her computer. The following day: 3.  Students share their picture with the class.  Verbally describe what it is, what it used for and what features are important. Next, conduct a class poll (using online tool such as Kahoot or can be show of hands) on what they believe the item’s origins are.  Then reveal answer.
4. evaluation: (HOMEWORK)	Students fill out a self-evaluation sheet for which they explain the items and origins of what they found, how they were found the items they needed, what they learned from other’s examples, and assign themselves a grade[LF7] [LF8] .
5.Conclusion (1 MINUTE)	Today we looked at some common object of art, food, architecture, music and clothing of Spain that is influenced by past ethnic groups and learned some typical features of each. Have you noticed any of these same influences in our community?  Keep an eye out for them!

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 [LF1]Opportunity to practice speaking skills.  Can be modified for ELs

 [LF2]This can be done in the students’ ESL class.  It corresponds directly with vocabulary we are using in the lesson.

 [LF3]Amount can be modified for ELs

 [LF4]Building on prior knowledge and helps review vocabulary that will be used today.

 [LF5]Students from other countries can give examples from their country.

 [LF6]This allows students to choose the type of item that interests them most, and use technology and research techniques to find their example.

 [LF7]

 [LF8]Students who finish finding their item early can begin working on their written lesson evaluation.  Students who finish early can also find extra items or help others who are struggling.

References:

Islamic Architecture in Andalucia. (n.d.). Retrieved from http://islamic-arts.org/wp-content/uploads/2012/09/MEDINA_AZAHARA_SALON_RICO_09.jpg