CALLA Lesson Plan

Instructional plan Subject: Social Studies, World History	Topic: Catholic Kings: Spanish Inquisition & Golden Age of New World Discovery  Grade:11 Lesson length: 50 minutes
	Objective	How will it be assessed?
Content objectives:	1. Students name major influence of Catholic Kings and how they affected future of Spain. 2.Students identify vocabulary terms: Inquisition, Inquisitor, Convert (noun & verb), New World, Conquest (n & v), Conqueror, Exile, Vessel, Trade Route, Oriental, Admonish, Colonize	Students write a paper defending their view of whether or not the Catholic Kings were mostly positive or mostly negative for Spain.  Paper will include at least 6 vocabulary words.
Language objectives:	1.Students will identify and use terms associated with cause and effect.  2.Students will use conditional with past subjunctive to form “if-then” statements.	Students will illustrate, with drawings or computer images, cause and effect situations in the past, and share verbally with class (using conditional with past subjunctive tenses).
vocabulary	Students identify vocabulary terms: Inquisition, Inquisitor, Convert (noun & verb), New World, Conquest (n & v), Conqueror, Exile (n & v), Vessel, Trade Route, Oriental, Admonish, Colonize	Use five of the new terms in the homework lesson listed below.
learning strategies objectives:	Students will be able to create their own “if -then” sentences to describe past familiar family stories.	Students will write a brief story about trip their family took in the past. They will invent five past “if-then” scenarios to tell what may have happened if a family member did a certain thing.
Accomodations for bilinguals	1.       Give list of vocabulary in heritage and target language. 2.       Give handout with “if-then” statements so they just need to fill in the blanks. 3.       Provide transcript of video clip. 4.       Allow partner work.
materials:	1.Textbook excerpt. 2. Cartoon fill-in sheet to go with reading selection. 3. Video, Monty Python’s “Nobody Expects the Spanish Inquisition!”, and projector to show it. 3. PowerPoint on Catholic Kings 4. Whiteboard for review of conditional & past subjunctive w/worksheet.
1. Preparation: 10 minutes	1.Teacher reads several “if-then” statements about familiar topics [LF1] (using conditional and past-perfect tenses) and students mark down if they think they are likely or unlikely. 2. Watch comedy troupe, Monty Python, and their silly skit on the Spanish Revolution (YouTube). 3. Based only on this humorous video, what do the students think may be true about the Inquisition? 4. Review what students know about Christopher Columbus & his ties to Spain.[LF2]
2. presentation: 15 minutes	1. Students read textbook aloud. 2. Teacher explains what Ferdinand & Isabella may have been thinking when they made their decisions, using “if-then” statements[LF3] .
3. practice: 25 min.	1.Students fill out graphic organizer while reading text. 2. Students add new vocabulary words & definitions to their notebook dictionaries.[LF4]  3. Students work in small groups to look over their predictions based on the humorous video and either removes or adds items according to what they have learned.[LF5]  4.  Come up with one list to represent all the groups and share with class.  (can be shared the following day, which will help w/prior knowledge.
4. self-evaluation:	Students complete a questionnaire.  It contains facts about the influence of the Catholic Kings.  Students mark down if they knew this prior to the lesson and whether or not they believe it was mostly positive or mostly negative for Spain.[LF6]   Then they predict answers for the proceeding topic.
5. expansion:	Students have a debate about whether or not the decisions and actions of Spain were mostly for the good of Spain, or the opposite.

 [LF1] prior knowledge, and relating this knowledge to academic learning in a new language and culture

 [LF2]prior knowledge, and relating this knowledge to academic learning in a new language and culture

 [LF3]content knowledge together with language skills that are most important for future academic success

 [LF4]Develop language awareness and critical literacy

 [LF5] work s with others in a social context and  

Learning through inquiry-based and cooperative learning tasks

 [LF6]Students evaluate their own learning and plan how to become more effective and independent learners


References

Ferdinand & Isabella painting. (n.d.). Retrieved from http://www.thegreatcourses.com/media/catalog/product/cache/1/image/800x600/0f396e8a55728e79b48334e699243c07/8/9/899---base_image_4.1424284781.jpg