RST 5E Lesson Plan #1

Intern: Jade Warren Lesson Plan #: 1

Subject: Renaissance Painters Grade Level: 06 Date: 11/29/2017

Title of Lesson: New Museum Curators

STANDARDS

TEK # Knowledge: Skill:

18 (A) Culture. The student understands the Explain the relationship that exists between societies
relationship that exists between the arts and their architecture, art, music, and literature
and the societies in which they are
produced.

18 (D) Identify examples of art, music, and literature that

have transcended the boundaries of societies and
convey universal themes such as religion, justice,
and the passage of time.

MATERIALS

Teacher: Student:

Emaze presentation Pencil

https://www.emaze.com/@AOOOLITFI/gallery

Graphic organizer
Leonardo Da Vinci article
Claude Monet article
Raphael article
Vincent Van Gogh article
Pablo Picasso article
Gallery owner inventory worksheet

LESSON FRAME

We Will: We will examine the lives of Renaissance painters and their significant works.

I Will: I will be able to distinguish between renaissance painters, and determine their significance.
 ENGAGE

Play the video about the theories surrounding the Mona Lisa. Time:
The video is on the second slide of the presentation, or follow this link
https://www.youtube.com/watch?v=6YCxJvpBOow 1:41

FSGPT Ask what theories the students liked or thought was interesting 1 min
(if applicable):

Further I will tell the students that they are curators (person who takes care of, and 1 min
engagement runs a museum) of new museums and they are looking for artists to feature.
Right now they are focusing on the Renaissance exhibit, so they must learn
about the major artists of the time in order to decide who to feature.

EXPLORE

Students will get a passage about one of the five painters. Each table will get a different painter Time:
based on the difficulty of the article. They will read these articles as a group to learn about
when the painter was born, when they died, where they lived, and one or two of the painter’s 10 min
major pieces.

FSGPT The groups will read the articles together. They will then discuss certain facts about these
(if applicable): artists.
● Birthday
● Year they died
● Where they lived
● One or two major paintings
● Any other interesting facts they found out

EXPLAIN

When the groups are finished reading I will bring them back in, and begin the class discussion. Time:
I will ask each group to tell me at least three facts they learned from the article they read.
These facts should be ones from the list in explore. Maybe for times sake ask lifespan, one or 5 min
two paintings, and an interesting fact.

FSGPT
(if applicable):

ELABORATE

For this portion I will go through my emaze presentation (except for the video, because they Time:
already watched it in the engage step). Throughout this presentation students will fill out the 10 mins
graphic organizer.

FSGPT
(if applicable):

EVALUATE

For this step I will explain to students that they must now decide what painters they will feature. Time:
I will hand out the Curator inventory worksheet for the students to fill out. This worksheet will
have them write down the three painters they chose and a short explanation of why (one to two 3 min
sentences at least)

FSGPT
(if applicable):

DIFFERENTIATION STRATEGIES TO MEET DIVERSE LEARNER NEEDS

1 The students will receive different articles based on reading and comprehension levels.

2 During the closure students can write different amounts for their explanation.

DESCRIPTION OF FORMATIVE ASSESSMENT USED IN LESSON

The curator inventory worksheet will be a form of assessment, so that I can see that they understood that
these were all painters of equal skill. I will also look at the graphic organizers to make sure they got the facts
they need.

TIME AND MATERIALS MANAGEMENT

*Use “Not Applicable”, if this does not apply to your lesson*

How will you… I plan to…

Pre-group, pre-sort, and/or pre-cut I will have the articles printed out and copied beforehand.
materials needed in your lesson?

Cut down on the time it takes to I will have the articles already on the tables before the students walk in.
“pass out materials”?

Have students turn in work or The students will turn their assignments in in their class basket when they
have work checked by teacher? are completed.

Put students in groups/partners? I have put the students into groups already, and they will sit at the
corresponding tables.

Have students move to stations, N/A

or other parts of the room?
(Moving to and from the carpet
counts!)

Call on students to answer I will call on one person from each group at the end of the group reading
questions? assignment.