About the unit/ Where this unit fits
This unit takes place in the first term of 2nd ESO in the subject Social Sciences and the students are learning the Medieval Age in Spain and Europe and the changes which have happened in the society in those centuries. Working together with the English department, the unit will reinforce the past tense which students are learning at the moment and with the reading books they are working at that moment about medieval England.
Prior Learning
Language used in the unit
Important Resources
In this Social Science subject, students learnt last year History since the Prehistoric period and after dealing with the themes of Greece and Rome, we start the new academic course studying the Middle Ages.
In this unit, we are going to learn historical facts, habits and vocabulary related to the Middle Ages period in Spain. Literacy speaking, we are going to focus in the different English past tenses.
Most of the resources that we are going to use are taken from the Internet, from different textbooks or made by the teacher.
Expectations
At the end of this unit all the children must
be able to learn the most important characteristics of the Middle Ages in Spain, key facts, dates and arts and they must be able to write a diary telling the daily routine in that historic period.
At the end of this unit most of the children should
be able to learn different characteristics of the Middle Ages in Spain, key facts, dates and arts, the social division of the people in that period and they should be able to write a diary telling the daily routine and the everyday life of that historic period.
At the end of this unit some of the children could
be able to learn different characteristics of the Middle Ages in Spain, key facts, dates and arts, the social division of the people in that period, explaining con detail their roles and some of our students could be able to create and update a blog, telling their daily routine and the everyday life of that historic period, including social, political, economic and artistic details.

Lessons Overview
Lesson
Learning goals
Learning outcomes
Main activity
Assessment criteria
1
Students will be able to learn what feudalism was and how medieval society was organised and divided in three groups.
Students will be able to explain the origins of feudalism and enumerate the three estates of medieval society and their more important characteristics.
Students will give an oral presentation of what feudalism was and design a medieval fief.
Peer assessment of the oral presentation of feudalism and teacher assessment of the writing about feudalism and the design of the medieval fief.
2
Students will be able to learn the key factors of the nobles, the clergy and the peasants’ lives.
Students will be able to express the lives and characteristics of the three medieval estates, nobles, clergy and peasants.
Students will be divided in groups and its group will have to represent their lives in the medieval age as if they were from one of the three medieval estates.
Teacher assessment of their oral and written productions of the students’ lives as members of the estates.
Listening assessment when asking other members of the class about their classmates descriptions.
3
Students will be able to learn how and why medieval cities grew.
Students will be able to explain the causes of urban growth
Students will design a map of a medieval city with its structure, its quarters and its inhabitants.
Peer assessment of the maps produced by the students.
4
Students will be able to learn the role of traders and craftsmen in medieval Europe and their role in the society.
Students will be able to express how trades and craftsmen lived in medieval Europe and explain its different types.
Students will be assigned different examples of craftsmen and they will have to describe their daily routine.
Teacher assessment of their oral and written productions of the students’ lives as different craftsmen.
Listening assessment when asking other members of the class about their classmates descriptions.
5
Students will be able to learn what the Romanesque art was like.
Students will be able to identify Romanesque pieces of art from the Medieval Age. .
Students will describe different pictures of different examples of Romanesque architecture, sculpture and paintings.
Teacher written assessment based on the description of a piece of Romanesque art.
6
Students will be able to learn what the Gothic art was like
Students will be able to identify Gothic pieces of art from the Medieval Age.
Students will describe different pictures of different examples of Gothic architecture, sculpture and paintings.
Teacher written assessment based on the description of a piece of Romanesque art.

Lesson 1

Learning objectives
Learning outcomes
Evidence for Assessment
Students will be able to learn what feudalism was and how medieval society was organised and divided in three groups.
Students will be able to explain the origins of feudalism and enumerate the three estates of medieval society and their more important characteristics.
Class work done by the students during the lesson.
Discourse/Text targeted
Language targeted- Non-verbal L Targeted
Historical explanations, referring to the distant past and locating events in the past.
Historical argumentations.
Reporting and ordering past events.
Express cause and effect and purpose.
Giving additional information.
Visual resources.
Body gestures to make explanations easier and make understand the vocabulary and the activities.
Explanatory and instructive language.
Outline of leading activities
The teacher will introduce the lesson with the help of the interactive whiteboard. Then, the teacher explains the concepts of feudalism and the students will design a fief. Teacher explains the three medieval estates and students will to activities in order to assimilate the concepts.
Classroom Management
Timing
Grouping
Pupils
Teacher
Resources
5’
Class
Brain storming of key ideas of what the concept of Middle Ages is.
Teacher leads the game.
Class whiteboard, notebooks.
10’
Class
Listening and understanding.
Teacher explanation of what feudalism was, key concepts and dates.
Class whiteboard, teacher resources and notebooks.
10’
Individual
Activities designed by the teacher in order to understand the concepts of feudalism.
Teacher checks and corrects the activities planned.
Class whiteboard, teacher resources and notebooks.
5’
Pairs
Based on the teacher explanations and the activities done, students will design a fief.
Teacher supervises the activity.
Class whiteboard, notebooks.

10’
Class
Listening and understanding
Teacher explanation of the three medieval groups, called estates and its characteristics.
Class whiteboard, teacher resources, and notebooks.

5’
Pairs
Activities designed by the teacher in order to understand the medieval estates.
Teacher checks and corrects the activities planned.
Class whiteboard, worksheets, and notebooks.

5’
Individual
Students answer the questions in their whiteboards.
Plenary: Questions to assess the concepts learned in the lesson.
Students’ whiteboards.
Assessment Criteria
All children must be able to understand the meaning of feudalism.
Most of the children will be able to understand the meaning of feudalism and design a medieval fief.
Some of the children could understand the meaning of feudalism and make a writing explaining it and they will also design a medieval fief.


Lesson 2

Learning objectives
Learning outcomes
Evidence for Assessment
Students will be able to learn the key factors of the nobles, the clergy and the peasants’ lives.
Students will be able to express the lives and characteristics of the three medieval estates, nobles, clergy and peasants.
Class work done by the students during the lesson and oral presentations that the students will have to peer assessed.
Discourse/Text targeted
Language targeted- Non-verbal L Targeted
Historical explanations, referring to the distant past and locating events in the past.
Express cause and effect and purpose.
Giving examples and additional information.
Visual resources.
Body gestures to make explanations easier and make understand the vocabulary and the activities.
Explanatory and instructive language.
Outline of leading activities
The teacher will introduce the lesson with the help of the interactive whiteboard. Then, students continue working with exercises about the medieval estates and they will do a presentation about them with questions from their peers.
Classroom Management
Timing
Grouping
Pupils
Teacher
Resources
5’
Class
Play vocabulary game with the concepts learnt during the previous lesson.
Teacher leads the game.
Class whiteboard, teacher resources and notebooks.
10’
4 students grouping
From all the notes provided by the teacher, students do a quest in order to learn everything they could about the medieval estates.
Teacher supervises the activity.
Class whiteboard, teacher resources and notebooks.
5’
4 students grouping
Prepare the oral presentation of their medieval estate.
Teacher supervises the activity.
Class whiteboard, teacher resources and notebooks.
25’
4 students grouping
Each group will present their estates. There are five groups in the class; each group will have 5’ for their presentation. The students while listening are assessing their class mates.
Teacher supervises the activity and assesses the students in their presentations.
Class whiteboard, teacher resources and notebooks.
5’
Class
Students answer the questions in their whiteboards.
Plenary: Questions to assess the concepts learned in the lesson.
Students’ whiteboards.
Assessment Criteria
All children must be able to make a presentation of their lives as members of the estates.
Most of the children will be able to make a presentation of their lives as members of the estates and assess their classmates’ descriptions.
Some of the children could make a correct presentation of their lives as members of the estates and assess accurately their classmates’ descriptions.

Lesson 3

Learning objectives
Learning outcomes
Evidence for Assessment
Students will be able to learn how and why medieval cities grew.
Students will be able to explain the causes of urban growth
Class work done by the students during the lesson.
Discourse/Text targeted
Language targeted- Non-verbal L Targeted
Historical explanations, referring to the distant past and locating events in the past.
Express cause and effect and purpose.
Making comparisons and generalisations.
Visual resources.
Body gestures to make explanations easier and make understand the vocabulary and the activities.
Explanatory and instructive language.
Outline of leading activities
The teacher will introduce the lesson with the help of the interactive whiteboard. Then, the teacher prepares a text with activities about cities in the medieval ages. Next, students will have to design a map about medieval cities.
Classroom Management
Timing
Grouping
Pupils
Teacher
Resources
5’
Class
Play vocabulary game with the concepts learnt during the previous lesson.
Teacher leads the game.
Class whiteboard, teacher resources and notebooks.
10’
Class
Listening and understanding.
Teacher explanation of the importance of the creation of cities and why they grew in the middle ages.
Class whiteboard, teacher resources and notebooks.
15’
Individual
Reading and understanding a text explaining why cities grew in the medieval ages; afterwards, answering to some questions.
Teacher provides the text and helps students to understanding it.
Class whiteboard, teacher resources and notebooks.
15’
Individual
Students design a map of a medieval city.
Teacher supervises the activity.
Class whiteboard, teacher resources and notebooks.
5’
Pairs
Students assess their partner’s map of the city.
Teacher assesses the maps produced by students.
Notebooks.
Assessment Criteria
All children must be able to produce a map of a city.
Most of the children will be able to produce a map of a medieval city, including the most characteristic parts of those cities.
Some of the children could produce a map of a medieval city, including the most characteristic parts of those cities and explaining them in detail.

Lesson 4

Learning objectives
Learning outcomes
Evidence for Assessment
Students will be able to learn the role of traders and craftsmen in medieval Europe and their role in the society.
Students will be able to express how trades and craftsmen lived in medieval Europe and explain its different types.
Class work done by the students during the lesson.
Discourse/Text targeted
Language targeted- Non-verbal L Targeted
Historical explanations, referring to the distant past and locating events in the past.
Express cause and effect and purpose.
Express ability and degree.
Visual resources.
Body gestures to make explanations easier and make understand the vocabulary and the activities.
Explanatory and instructive language.
Outline of leading activities
The teacher will introduce the lesson with the help of the interactive whiteboard. Then, students watch a video about trade in Europe and they have to prepare a presentation about craftsmen and their daily routine with questions from their peers.
Classroom Management
Timing
Grouping
Pupils
Teacher
Resources
5’
Class
Countries quest.
Teacher asks students questions so they can recognise countries in a map.
Class whiteboard, teacher resources and notebooks.
10’
Class
Watch a video about how trade grew in medieval Europe.
Teacher helps students to understand the video.
Class whiteboard.
10’
Class
Listening and understanding.
Teacher explanation of the roles of craftsmen and traders in medieval Europe.
Class whiteboard, teacher resources and notebooks.
5’
5 students grouping
Prepare the oral presentation of their craftsmen group assigned or trader.
Teacher supervises the activity.
Class whiteboard, teacher resources and notebooks.
20’
5 students grouping
Each group will present themselves as if they were craftsmen or trades. There are four groups in the class; each group will have 5’ for their presentation. The students while listening are assessing their class mates.
Teacher supervises the activity and assesses the students in their presentations.
Class whiteboard, teacher resources and notebooks.
Assessment Criteria
All children must be able to produce a description of their lives as different craftsmen.
Most of the children will be able to make a description of their daily routine as craftsmen and assess their classmates’ descriptions.
Some of the children could make a correct presentation of their lives as craftsmen and assess accurately their classmates’ descriptions.

Lesson 5

Learning objectives
Learning outcomes
Evidence for Assessment
Students will be able to learn what the Romanesque art was like.
Students will be able to identify Romanesque pieces of art from the Medieval Age. .
Class work done by the students during the lesson and final assessment.
Discourse/Text targeted
Language targeted- Non-verbal L Targeted
Historical explanations, referring to the distant past and locating events in the past.
Express cause and effect and purpose.
Make impersonal statements.
Express obligation.
Describe artwork.
Visual resources.
Body gestures to make explanations easier and make understand the vocabulary and the activities.
Explanatory and instructive language.
Outline of leading activities
The teacher will introduce the lesson with the help of the interactive whiteboard. Then, the teacher explains the characteristics of Romanesque art and students watch a video about it. Then students will answer questions about what it has been learnt in the lesson.
Classroom Management
Timing
Grouping
Pupils
Teacher
Resources
5’
Class
Play vocabulary game with the concepts learnt during the previous lesson.
Teacher leads the game.
Class whiteboard, teacher resources and notebooks.
15’
Class
Listening and understanding.
Teacher explanation of the characteristics of Romanesque art.
Class whiteboard, teacher resources and notebooks.
10’
Class
Watch a video about how a Romanesque church was built.
Teacher helps students to understand the video.
Class whiteboard and notebooks.
10’
Individual
Students do some activities related with Romanesque pieces of art.
Teacher supervises the activities.
Class whiteboard, teacher resources and notebooks.
10’
Individual
Students do a written assessment of different pieces of Romanesque art.
Teacher assesses the activity.
Worksheets.
Assessment Criteria
All children must be able to recognise key concepts of Romanesque art.
Most of the children will be able to recognise most concepts of Romanesque art while describing some examples.
Some of the children could describe different pieces of Romanesque art, including all its characteristics.

Lesson 6

Learning objectives
Learning outcomes
Evidence for Assessment
Students will be able to learn what the Gothic art was like
Students will be able to identify Gothic pieces of art from the Medieval Age.
Class work done by the students during the lesson and final assessment.
Discourse/Text targeted
Language targeted- Non-verbal L Targeted
Historical explanations, referring to the distant past and locating events in the past.
Express cause and effect and purpose.
Make impersonal statements.
Express obligation.
Describe artwork.
Visual resources.
Body gestures to make explanations easier and make understand the vocabulary and the activities.
Explanatory and instructive language.
Outline of leading activities
The teacher will introduce the lesson with the help of the interactive whiteboard. Then, students watch a video about Gothic art and afterwards, the teacher explains its characteristics. Then students will answer questions in a written test about Gothic art.
Classroom Management
Timing
Grouping
Pupils
Teacher
Resources
5’
Class
Play vocabulary game with the concepts learnt during the previous lesson.
Teacher leads the game.
Class whiteboard, teacher resources and notebooks.
10’
Class
Watch a video about how a Gothic cathedral was built.
Teacher helps students to understand the video.
Class whiteboard.
15’
Class
Listening and understanding.
Teacher explanation of the characteristics of Gothic art.
Class whiteboard, teacher resources and notebooks.
10’
Individual
Students do some activities related with Gothic pieces of art.
Teacher supervises the activities.
Class whiteboard, teacher resources and notebooks.
10’
Individual
Students do a written assessment of different pieces of Gothic art.
Teacher assesses the activity.
Worksheets.
Assessment Criteria
All children must be able to recognise key concepts of Gothic art.
Most of the children will be able to recognise most concepts of Gothic art while describing some examples.
Some of the children could describe different pieces of Gothic art, including all its characteristics.