Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
Didactic Unit: Middle Ages
Transcript of Didactic Unit: Middle Ages
Discovery of America
Evaluation Annexe Medieval
days! Related subjects Spanish language and literature
Physical education INTRODUCTION 476 Conquer of Granada 1492 Covandonga's Battle Brainstorming Chronological axis Events in the Middle Ages Discovery of America Conquer of Granada Covandonga's Battle End of the Byzantine Empire SOCIAL STATES To find out the concepts the students already have and to introduce the most important concepts they need to know. Specific
Objective DISCOVERY OF AMERICA Observation! Assessment Before the trip After the trip Know and distinguish the characteristics of the different social states and know the relationships established between them. Specific Objective STATEMENT In small groups assigned by the professor, they will have to take one paper and to dramatize the character assigned to the rest of the group to guess which estate he belongs to. To have a general idea of what was the situation before, during and after the discovery of America. Specific Objective Assessment Homework:
Search for information about a character, real or fictitious
Bring the information written to share with their classmates the next day ANNEXE Whenever a student shares a concept, the teacher will show the exact year or century in which it took place. Students must read either voluntarily or by draw the writings who were asked to do at home. All of them will be collected to be evaluated Final Quiz
about Rodrigo Diaz de Vivar: El Cid Students will be divided into 4 main groups, and we will assign a captain to each one, he or she will name knight symbolically to all the members. COEXISTENCES During the trip Explanation of the trip with the help of a puzzle-map with labels Consequences of the discovery,things we gave each other After the theory about relations between states, the students will be divided into small groups with a situation for each one. Together they should do a writing in which to determine what function has each estate in the given situation. We will show our students different pictures, and they will have to determine to which state belong who are in them. Assessment First session: Observation.
Second session: Treatment of information and the success or failure of the search.
General: Level of involvement and group participation To know the most important cultures during the middle ages.
To realize that a coexistence among them was possible.
To read and manage Historical text and to know how to answer them. Specific Objective For each culture:
How, why and when they came to the Iberian Peninsula.
Cultural influences they left.
Examples(photos, maps, other resources). Theory The assessment will be done thanks to the activities done by the students. Teachers will correct them and this mark will show them how much their students have learnt during the session. Assessment ENTERTAINMENT To learn the different activities and games that people from the Medieval Ages used to play and carry out. Specific Objective Tournaments
Jousting Theory Each team will choose a game and will bring the necessary information to this session. In groups, they will elaborate a card of the game they dedicated their research to with everything they found about it.
During the Medieval days each team will prepare their games so that the kids from other cycles can participate and learn about them. The way in which our students find the information
Their collaboration skills
The ability to separate the important ideas from the superfluous ones
Their sense of responsibility Assessment CULTURE To know how the culture was transmitted, how was preserved the education and culture, and the cultural differences between social states. Specific Objective Rocío González
María Ruiz de Molina
Alba Sánchez THANKS FOR YOUR ATTENTION! MEDIEVAL DAYS! Social Sciences Primary Education
Third cycle Specific Objective To assess the students' integration of the essential concepts studied in the entire didactic unit. Clergy and culture
Legends, common people's knowledge
Other important characters Theory
In Teams: choose a Speaker.
The Teacher: will ask oral questions.
Each group will discuss together the possible right answer.
The speaker will announce the team's final answer. Last Announcement EVALUATION Each team will earn points.
After the final game: Points will be counted.
Winner: Special recognition and Medieval diploma. Assessment Final Evaluation Activity: Oral Questions
Observation of learned concepts
Interactive and attractive to end the didactic unit
Evaluate one last time how our students cooperate within their respective groups. Objectives Review concepts.
Know the most important events and be able to locate them chronologically.
Know the characteristics of the society during the Medieval Ages and understand the differences between the different social estates.
Understand the importance of the discovery of America.
Discover how the nobility used their free time to entertain themselves.
Know the cultural traits of the historical period and how the clergy was in charge of education.
Develop information-searching skills.
Strengthen their sense of collaboration and respect.
Learn how to work in teams properly in order to reach their respective goals. We will teach forms of pictorial communication aimed to instruct those who could not read or write. We will also show the connection with the current comics and cartoons. H A N G M A N Students will identify the different elements that took part in the process of convey knowledge. They work will with the vocabulary involved in all this process. All of them will be handed, but those students who want to act as minstrels in the medieval days, will prepare the legend in a dramatic way in order to be shown. Homework:
Students will have to seek information about a legend that inspire them and bring it to class written. Assessment Class’ activities
The creativity and originality of the stories submitted in writing
It will be value positively the volunteers to play the
role of minstrel THE FINAL QUEST Steps Participation will be take into account! Division in noble houses Who is who? What does each one? Arthur Pendragon
Beowulf The king, queen and court will be chosen randomly among all the sixth graders.
Of the members of each house we will ask for volunteers to be noble warriors, each captain will be assigned by the teacher.
The rest, some will be the common people, some clergy, and the remaining will be those who chose to be the royal minstrel. The space available will be divided into two parts, the area where it will be the fair and stalls, and another, higher, where the jousts and dances will be hosted.
Village people Activities Common people
They choose between some activities
Small group of nobles Maypole, folk dances
Role play Kingdom under attack
Protection of the court, fight and run