–        They will create a lab report/write up of the strategy that they will use for the game

–        And then at the end they will have to reflect and self-assess if their strategy worked, and if they could improve it moving forward

-I will watch for understanding

-I will provide students with a rubric for self-assessment; as well as fill out my own rubric to show them how I thought they could improve, and what they did well

-as a group we will discuss how the class thought the activity went; what went well/what didn’t, and what we could do better for next time

What do I need to do prior to beginning my lesson?

-set up projector with the video loaded (start at 1:53 and stop at 4:37)

– https://www.youtube.com/watch?v=nPcfZLaMoAo

-print off lab reports and rubrics for assessment

– type out two short passages

How will I attract the attention of the students and make this learning worthwhile?

-Students will also be asked if they have any previous knowledge about medieval Spain and what war was like during that time-period?

 ­-Next students will be shown the YouTube video that begins around the 5^th century and ends at roughly the 15^th century

–        https://www.youtube.com/watch?v=nPcfZLaMoAo

How will I present the information they need to learn?

-read the passage on the Conquest of Majorca (1228-1231) and on Battle of the Col de Panissars (sept 1285)

·       A limited and a relatively poor monarch, Pere found his military and naval strength often barely adequate to face the challenges with which he was confronted. It was hard to raise city militias for war. Nobles would fight only if they were regularly paid. In the war with Castile Pere was fighting a country with a population probably five or six times as large as that of the whole Crown of Aragon (perhaps 1,000,000, as compared to some 5,000,000 for Castile and some 15,000,000 for France). Pere could not raise enough troops of his own to contend with Castile. He relied heavily on Castilian emigres. It is significant that he was never willing to challenge France. In the past the crown had won and kept Sicily and defeated a French invading army through its command of the sea. In 1343 and 1353 it was still possible to raise large fleets. But in the 1350s these fleets were largely financed by Venice and the galleys Pere needed had partly to be bought abroad. The war with Castile revealed the hollowness of Catalan naval as well as military strength.

·      At the same time, the French fleet appeared off the Catalan coast to provision the army and take possession of the harbours. The Catalan fleet was still in Sicilian waters, but Barcelona was able to man eleven ships with which the Admiral Ramon Marquet defeated a squadron of twenty-four French vessels. The garrison of Gerona offered a desperate resistance; the besiegers were constantly harassed by guerilla bands which cut their communications, and the numbers of men and horses crowded round the town engendered an epidemic which inflicted severe losses. The garrison suffered from the same cause, and when their walls had been battered down by the engines of the besiegers, agreed to surrender with the honours of war at the end of August. They had, however, gained the necessary respite for the country. In September the invincible Roger de Launa suddenly appeared off the Bay of Rosas, where the French fleet was concentrated; he had called at Barcelona, picked up such reinforcements as were there and attacked the French without delay. By the end of the day the French fleet was destroyed, and the supply and treasure ships were in Lauria’s possession. This disaster ended the invasion; the King of France had himself been attacked by the prevailing epidemic and at once ordered a general retreat. Pedro had now persuaded the Aragonese to support him effectively, proposed to hamper the retreat of the French as much as possible, and reoccupied the Col des Panissars

-when finished reading discuss what they think was the most important thing in each passage read

-questions could include:

-why was this important

-how do you think Pere won against the Catalans if he was so outnumbered?

– do you think Pere was better at war on land or sea? Why or why not?

-why do you think the first battle was thought to be the one that brought Pere into his own ruling?

-go over the activity with the students making sure to explain the rules of the game

How will the students demonstrate their learning?

-Students will demonstrate their learning by creating their own strategy and testing whether it works; by playing a modified version of battleship

 -Students will set up their battleship boards however fits their strategy

-students will roll the dice after every turn, if they roll even students get to move a ship if they wish; if they roll odd students will miss a turn

-if students sink their partners ship, they get to add that ship to their own side

-the game is over when one student is down to one ship or when the time is up.

How will I end the activity?

-Students will be called together as a class and will be asked to share their strategy and whether it worked or if it had to be modified.

How will I summarize the learning and affirm that the students understood?

-students will be asked to share one thing they learned during the lesson with a partner who is different than the one they did the activity with

– students will then fill out and hand in a self-assessment, to reflect upon the activity and if they thought they met the learning objectives

-during this time students will also be asked to write on their sheet one thing they wished they knew prior to the lesson

After the lesson

Teacher will fill out the same rubric as the class and return it to them; this will allow students to compare how they thought they did versus the teacher’s perspective of how well students demonstrated their learning