CEP Lesson Plan Form

Teacher: Ty! Date: 10/5/17

School: Rocky Room #: 350 Content Area: History/humanities

Title: Europes Art of the Middle Ages: Gothic and Renaissance Lesson #: 1 of 2

Lesson Idea/Topic and
Rational/Relevance: What are
you going to teach and why is
this lesson of importance to
your students? How is it
relevant to students of this age
and background? Why are you
teaching this lesson now (what
came before/what will come
after)? What teaching
methods/strategies will you use
and why?
I am going to show the changes in depictions of religion and Jesus by
using four major art movements in Europe between 1100-1500 (Early
Gothic, Late Gothic, Early Renaissance, Late Renaissance). This lesson
will show the correlation between economic and social conditions and
artist renditions. The relevancy comes to us during a time of economic
prosperity mixed with social change and will give some insight as to
how Europeans coped even after the Black Death. My corresponding
teacher has just finished Roman humanities and is starting the middle
ages, so this will serve as a transitional lesson as well as one that
builds background knowledge. In my class, I will use cold calls, group
discussion/team work, headlines, and lesson structure. Aside from
one activity, this will largely be an informative lesson.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

1.1: Use the historical method of inquiry to ask questions, evaluate primary and secondary
sources, critically analyze and interpret data, and develop interpretations defended by
evidence.
1.2: The key concepts of continuity and change, cause and effect, complexity, unity and diversity
over time
Understandings: (Big Ideas)

Students will be able to understand the cause-and-effect of economic and social changes in Europe that changed art
styles.
Students will be able to understand how art is influenced by outside influences.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions
from standard)

How does art capture and reflect social issues?

What were the effects of the Black Death on art and religious views in Europe?

Evidence Outcomes: (Learning Targets) AND (Success Criteria)Using ABCD Objective

I can: Analyze and identify Gothic and Renaissance artists based on characteristics of paintings and sculptures.

This means: evaluating the depictions of Jesus, religion, and artist detail to assume a time of when the
painting/sculpture was developed.

List of Assessments: (Note whether the assessment is formative or summative)

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CEP Lesson Plan Form

Formative: Students will display their background knowledge of the content with an opening activity that asks them to
match paintings/sculptures with six art movements.

Summative: At the end of the lesson structure, students will develop two headlines (for Gothic and Renaissance) in less
than ten words that shows their understandings of the big ideas of both art movements.

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Europes art of the Middle Ages: Gothic and Renaissance
Should be a creative title - Think of the purpose as
the mini-rationale
Approx. Time and Materials
How long do you expect the activity to last and what 45-50 minutes. SMART board, discussion, photo cutouts, and attentive students.
materials will you need?
Anticipatory Set Students will group into pairs (or 3 if needed) and receive six photos and six names of art
The hook to grab students attention. To put movements. In five minutes, they will match which photos they believe correspond with
students into a receptive frame of mind. each art movement. Once everyone has finished, I will select a few groups to tell me
To focus student attention on the lesson. which ones they believe to be true, and we will discuss as a class whether or not we
To create an organizing framework for the agree.
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
How do you intend to engage your students in The strategy I intend to use is teamwork and matching.
thinking during the Anticipatory Set? I am using this strategy here because: this will give pressure off students to come up
Why are you using it at this point in your lesson? with their own opinions and they can start the class by collaborating with their peers.
How will you know they get it?
My CFU: I will CFU by gauging where their background knowledge is. I have a lot of
paintings and background for these art movements, so we can scaffold the rest of the
class based on what they understand the least.

Teacher Actions Student Actions

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CEP Lesson Plan Form

Procedures
(Include a play-by-play account of what students and
teacher will do from the minute they arrive to the
minute they leave your classroom. Indicate the
length of each segment of the lesson in minutes.
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:-whole-class practice, group
practice, individual practice, check for
understanding, other
How do you intend to engage your students in The strategy I intend to use is __________________________________________
thinking during the Anticipatory Set? I am using this strategy here because:
Why are you using it at this point in your lesson?
How will you know they get it? My CFU?_______________________________________________________

Closure
Those actions or statements by a teacher that are
designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring
things together in their own minds, to make sense
out of what has just been taught. Any Questions?
No. OK, lets move on is not closure. Closure is used:
To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.

How do you intend to engage your students in The strategy I intend to use is __________________________________________
thinking during the Anticipatory Set? I am using this strategy here because:
Why are you using it at this point in your lesson?
How will you know they get it? My CFU?_______________________________________________________

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CEP Lesson Plan Form

Differentiation:
Differentiation should be embedded
throughout your whole lesson!!
This is to make sure you have met the
needs of your students on IEPS or 504
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be
successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?

Assessment Reflection: (data analysis)

How will you know if students met the learning
targets? Write a description of what you were
looking for in each assessment.

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to teach again?

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CEP Lesson Plan Form

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

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