Kent Putnam
EDUC 2520-002
Lesson Plan #1
Grade Level: 11/12
Subject: Modern World History
Lesson # 1
Lesson Title: The Renaissance in Italy
Materials: Textbook World History, Connections to Today. Modern Era. Whiteboard,
Smart Board or overhead projector.
Differentiation of Instruction:
-Content: Chapter one, unit one of the textbook, The Renaissance in Italy
(pages 34-39). This section explains what the renaissance was, it’s major
contributors, and why it was so important in history.
-Process: Using a teacher directed read aloud, have students read the
different paragraphs and parts of the text in section one to the rest of the class.
Encourage students to take notes on the readings as the information covered will
be revisited at the end of the class. Call on different students to read aloud
throughout the section, being sure not to single out any one student. If possible,
try to be aware of any students who may have reading deficiencies. Stop the
students during their read aloud periodically to check understanding and
emphasize important ideas highlighted in the text. After the entire section has
been read, the teacher will have the students answer orally administered
questions on a blank piece of paper.
-Product: After the students have read the section allowed, the teacher will
instruct the class to put their books away, take out a blank piece of paper and
write their name on the top. The teacher will then name different artists and
writers from the section and have students write down an important work that
person created, or the teacher may name a particular work and have the
students write down the name of the person who created it. The students will be
allowed to use any notes they have taken throughout the lesson.Students will
then hand in their answer sheets at the end of the class which will be graded.
Students are expected to answer at least five questions with 80 percent
accuracy, four out of five.
Standards: Nebraska State Standards. 12.2.3 Students will analyze the historical
developments of the Renaissance. Compare the artistic, literary, and intellectual
creativity of the Renaissance, with those of the Medieval period.
Performance Objectives: Upon completion of the teacher lead class read allowed of
chapter one, section one in the textbook over the Renaissance in Italy, students will be
able to identify the works of important artists and writers of the period and explain why
these works were deemed so important. Students should be able to answer five orally
administered questions from the teacher with at least 80 percent accuracy while using
notes they took during the read allowed and discussion portion of the lesson.
Procedure:
Anticipatory Set: After the bell rings make sure that all students are sitting down in
their correct seats. Have them take out their textbooks and turn to page 34. Let the
students know that today they will be reading the section in their textbook on the
Renaissance in Italy and that it would be very helpful for them to take notes on the
section as the read allowed is taking place. Tell the students that the renaissance was
characterized by creativity and interest in the culture of ancient Rome. It began in the
independent and prosperous cities of Italy and that a set of ideas known as humanism
was the at the heart of the renaissance. Inform the class that many important works of
art and literature were created during the Italian Renaissance that are still celebrated
and studied today, many that they will be familiar with.
Vocabulary: Define: Patron, humanism, humanities, perspective. Identify: Leonardo da
Vinci, Michelangelo, and Raphael.
Teaching Strategies: Have everyone take out their textbooks and turn to page 34.
Inform the students that they are encouraged to take notes over the material that is
about to be covered, as they may be helpful to them in the near future. Using teacher
directed instruction, read the first two paragraphs under the heading Setting the Scene
aloud to the class. Be sure to reinforce the notion that renaissance means rebirth.
At this point ask for any volunteers to read the next section about the Italian city
states. This lesson is a take on the I do > we do > you do strategy. You, as the
instructor, do the reading aloud first to demonstrate for the students what you expect of
them. After this have the students take turns reading through section one of the
textbook. Have each student read one to three paragraphs aloud depending on the
length of the paragraphs. Stop the reader frequently to reinforce the crucial ideas or
vocabulary covered in the text.
If no one volunteers to read aloud, then you will have to select the students
yourself. Perhaps for the first student, pick someone who you know is a strong and
capable reader. From that point on try not to single out students and spread the reading
around as fairly as possible. Try to be aware of any students that may have troubles
reading aloud or possible disabilities that may hamper them during the activity.
Keep doing this until you get through the entire unit. Tho total time for this activity
should take around 30 minutes. If the lesson seems to be going too slow or taking to
long the teacher may have to take over the reading duties and reemphasize the
important material that is highlighted in the text book. Try to give subtle hints throughout
the activity as to what may be important for the students to write down in their notes.
Assessment: After the class has read through the entire section in the textbook, ask
them if they have any questions over the material that was just covered. If anyone asks
any questions try to answer them to the best of your ability. When the question and
answer period has finished up have the students close their books and put them away.
Tell the class that they will now be given an oral pop quiz over the reading they just did
and that those who took notes will be able to use them during the quiz. Ask the students
five questions over important ideas from the section. For instance have them write down
the beliefs of humanists, ask them to name who painted the ceiling of the Sistine
Chapel, or tell them to write down at least two paintings created by Leonardo Da Vinci.
Be sure to write down the questions as you ask them so that you will have a copy to
follow along with when you do grade the students quizzes that they hand in to you at the
end of the activity. You may want to put them up on the overhead projector so that you
have a copy and so that the students can physically see the questions being answered
to them.
Closure: To close the lesson, remind the students that for the unit exam they should
be able to explain why the renaissance began in Italy and what roles the city states
played. They should also be able to define renaissance, explain humanists beliefs and
explain how art and architecture were influenced and why they flourished during this
period
Extension Activities: I don’t assume you will need any extension activities for this
lesson. It should take some time to go through the entire unit in one class period and
you may have to shorten the lesson some to accommodate for time. If you do seem to
be going through the lesson too quickly you could shorten the amount each student is to
read to one paragraph and just have more students read. You could also use other
sources to show examples of the art and architecture of the Renaissance in Italy by
using google images and and overhead projector to display more examples for the
students.
Lesson Sketch
Content Area: Modern World History
Grade Level: 11/12
Curriculum Guide: World History: Connections to Today, Teachers Edition.
Page Numbers: 34-39
District Standards: Nebraska State Standards. 12.2.3 Students will analyze the
historical developments of the Renaissance. Compare the artistic, literary, and
intellectual creativity of the Renaissance, with those of the Medieval period.
Anticipatory Set:
1.As the students enter the room, have a picture of the “Mona Lisa” or “The Last
Supper” up on the overhead projector. Both of these images can be easily found using
Google images. As the students get settled have them be quiet and ask if anyone
knows the name of the particular painting and who may have painted it.
2. Questions related to the hook.
a. Does anyone know who painted this?
b. Has he painted any other important works that anyone knows of?
Formative Assessment: Yes, this will give you some idea as to the classes prior
knowledge of the subject.
Vocabulary: Define: Patron, humanism, humanities, perspective. Identify: Leonardo da
Vinci, Michelangelo, and Raphael.
Formative Assessment: Yes, students should be able to define or identify each term at
the end of the lesson.
Developing Questions: Split the reading and or skill into three parts. (Beginning,
Middle, End)
Beginning of Lesson: (Pages 34-35)
Page 34, Ask: Explain the meaning of the term Renaissance using word structure
analysis.
Page 34, Ask: Can anyone point out where exactly Italy is in Europe?
Page 34, Ask: Why was the city of Rome so important to both Italy and the rest of
Europe as well?
Page 35, Ask: Did the city states of Italy have democratic elections to decide who their
leaders would be?
Page 35, Ask: What did scholars of the Medieval ages focus on?
Page 35, Ask: What did scholars of the Renaissance focus on?
Formative Assessment: Yes, participation in an event.
Middle of Lesson: (Pages 35-37)
Page 35, Ask: Humanism was a new study in what ways?
Page 35, Ask: Were humanist scholars/thinkers Christians as well?
Page 36, Ask: Do you think that this particular class would be included in a humanities
school? Why or why not?
Page 37, Ask: What does the book mean when it says renaissance artists started to use
perspective? Is that anything like how new movies use 3-D technology?
Formative Assessment: No
End of Lesson: (Pages 37-39)
Page 37, Ask: Can you name some of the paintings that Leonardo DaVinci painted?
Page 37/38, Ask: Which renaissance artist painted the ceiling of the Sistine Chapel?
Can you name any other works he created?
Page 38/39, Ask: According to Castigliones’s book, what do you think of his ideal man
and woman? Are those ideals still around today?
Page 39, Ask: Do you think that Machiavelli’s The Prince is required reading for anyone
who wants to get into politics today?
Summative Assessment: Yes. Assign the seven questions on the bottom of page 39
as homework. The answers must be turned in by the next time the class meets.
Students may use their notes and books to answer the questions so 100 percent
accuracy is expected.