5E Lesson Plan Template

Name: Damian Liljegren Pima Course: EDC 277 Instructor: Cunningham

Subject: World History Topic: The Renaissance Period Grade Level: 10-11 Duration: 2 class periods
(55 minutes per class)

List of Materials, Handouts, Rubrics, and other Documents: PPT presentation with content of lesson (Renaissance), laptop
computer, mini whiteboards, dry-erase markers, erasures, and students with pencils and paper who are present and
eager to learn 

Purpose/Goal and/or Essential Question(s):

In what specific ways (e.g., philosophies and perspectives of religion, art, exploration, communication, discovery,
science, and human interaction) did the Renaissance impact societies?

Components Description of Plan

Content Standards HS.2SS.C4.PO1 – The highly proficient student can connect ideas of the
Choose no more than TWO standards per Renaissance to Ancient Greek and Roman ideas. 11.W.02 – The highly
lesson. One standard MUST be an ELA
proficient student can write highly effective informative/explanatory texts to
standard.
examine and convey complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, analysis, and
formatting of content. These are from Beyond Textbook (where we get our
standards in the Vail School District). If this is okay, I’d like to use these
standards for my unit lessons. If not, please let me know and I will
change them to AZCCRS.
Learning Objective Using class notes and other references students will write a 3-paragraph essay
 Choose ONE objective that leads defining “humanism” and how it relates to today’s society with at least 2
toward mastery of the focal standard
detailed examples.
 Must be specific, measurable, and
realistic.
 Must have at least two parts: learning
and behavior
Est ENGAGEMENT Teacher will show students a 3.5-minute video
# of  Describe how the teacher will
Mins (https://www.youtube.com/watch?v=CzSMC5rWvos) on Neil deGrasse Tyson
capture students’ interest.
discussing the meaning of agnosticism and how it relates to theism and
 What kind of questions should
10
the students ask themselves atheism. Teacher will ask students to orally define theism, atheism, and
Mins
after the engagement? agnosticism and to think about and write down their answers to this question:
What are 2-3 different reasons that compel individuals to label themselves
theistic, atheistic, or agnostic? Then teacher will ask students to do a “Think-
Pair-Share” with their neighbors to compare responses with other students.
Teacher will call on random students to provide their responses. Teacher will
then fill in any gaps of information and clarify potential misconceptions. After
engagement, students should (hopefully) consider that each individual comes
to their own religious beliefs based on research and thought (critical thinking,
spirituality, etc.), which was highly emphasized during the Renaissance and
has held true through to today’s society.
Est EXPLORATION Students will read notes and handouts by teacher and write down definitions of
# of  Describe the hands-on/minds-
Mins atheism, theism, agnosticism, and humanism. With a random partner
on activities students will be
(determined by desk numbers), students will complete a 4-circle Venn diagram
doing.
15-  List “big idea” conceptual to compare and contrast the concepts of atheism, theism, agnosticism, and
20 questions the teacher will use their relevance to the concept of humanism of the Renaissance. In their
mins

to encourage and/or focus
students’ exploration
Est EXPLANATION
# of  Student explanations should
Mins
precede introduction of terms
or explanations by the
15- teacher.
20  What questions or techniques
mins
will the teacher use to help
students connect their
exploration to the concept
under examination?
 List higher order thinking
questions that teachers will
use to solicit student
explanations and help them to
justify their explanations.
Checks for Understanding
 Various strategies that are ongoing
throughout the entire lesson.
 Enables teacher to determine
whether ALL students have "gotten
it."
Est ELABORATION
# of  Describe how students will
Mins
develop a more sophisticated
understanding of the concept.
20-  What vocabulary will be
25 introduced and how will it
mins
connect to students’
observations?
 How is this knowledge applied
in our daily lives?
Est EVALUATION
# of  How will students
Mins
demonstrate their
understanding throughout and
30- after the lesson?
35  How will the teacher know
mins
that all students have
achieved the lesson
objective?
 How will students assess their
own progress?
Est Closure:
# of  Actions or statements made
Mins by teachers AND students
that summarize lesson
5E Lesson Plan Template
reading, students will answer these questions: What is humanism? “What role
did humanists play in the development of Renaissance ideals?” and “How does
the concept of humanism relate to today’s society?”
Teacher will facilitate a brief student-oriented discussion to present highlights
of findings from the students in their readings. Students will be selected
randomly to orally present findings (significances of concepts from the
Renaissance and their impact then and on today’s society) in their own words.
Teacher will then explain the requirements for the essay assignment. –
Defining humanism (in their own words), how and why it surfaced during the
Renaissance, and how it relates to today’s society, while providing 2 detailed
examples.
Specific higher-order questions and statements students must address in their
essays: “How did humanist ideals reflect those of the Ancient Greeks and
Romans?” “How has humanism had an effect on the evolution of governments
since the Renaissance?” “Man is the measure of all things” OR “There is no
absolute truth, but that which individuals deem to be the truth.”
1. Asking questions to the students (individually and collectively throughout the
lesson) and checking their responses.
2. Verifying to see that all students are properly writing down the essentials of
the Venn diagram and collect them at the end of the lesson.
3. Asking random students to briefly summarize their findings from the Venn
diagram.
4. Circulate the room while students write their essays and ask questions to
ensure they fully understand the expectations/requirements.
Students will get Chrome Books out to use for further research on which to
develop their essays. Students will research meanings and/or examples of
terms and concepts pertaining to the Renaissance to use in creating their
essays. In their further research, students will understand that ideals
developed during the Renaissance are critical in understanding the country we
have created and live in today.
Students will demonstrate their understanding via the notes they take,
questions they ask, how well they summarize key vocabulary and concepts
(Venn diagram and Think-Pair-Share), participation in individual/group
discussions, written/verbal answers to specified questions, and their written
essays. Teacher will know students have achieved the lesson objective by their
ability to demonstrate mastery of the learning objective through the quality of
their written and verbal responses to the questions (discussions and essays).
Students will assess their progress by receiving a copy of their graded rubric
for the essay.
Key vocabulary and content will be included on the summative assessment
(unit test) for students to further demonstrate their understanding.
M.V.P. (Most Valuable Point)
Students will think about and write down one key point or idea (and its
 5E Lesson Plan Template

5 objectives. significance) they got from this lesson.

mins  Essential for helping students
integrate ideas, make sense
out of what has just been
taught, and to improve their
chances of retention and
transfer.
Assessment Options
 Formative and summative tools that
will be used as pre- and/or post-
assessments.
 Alternative options for diverse
learners should also be provided
Students will write down their M.V.P. and verbally share responses with their
neighbor (student next to them).
Teacher will then randomly call on a few students to orally share their response
with the entire class.
Formative Assessment: The “Humanism Essay” will accurately assess how
well the student has understood the concept of humanism, its evolution
(connecting Ancient Greek and Roman ideas to the Renaissance), and
significance in today’s society.
Summative Assessments: At the end of this unit, Students will complete a
small-group (3 students per group) slideshow presentation (to be presented to
the class) that connects 3 different key individuals and/or concepts from the
Renaissance/Scientific Revolution and their ideals to how we deal with issues
in today’s world (government, social, religious, etc.). Rubric uploaded with unit
plan. Key vocabulary and concepts from this lesson/unit will be on both the test
review and test. Students will have the chance to correct any incorrect
responses they received on the test for 50% of the point value. Many of these
vocabulary words and concepts will show up in future lessons for reiteration.

Alternative Assessment Options: Accommodations for diverse learners

would be more time to complete the essay and/or test, and reduced or
increased guidelines on the “Humanism Essay,” depending on the student.
Differentiation Options Content – Scaffold: I have multiple questions throughout my lesson for a
How you will reach diverse learners by reason. All students may not be able to answer them with master proficiency,
varying the:
but all students will be exposed to them and they will all be able to participate
 Content
 Process at a level that will enable them to properly learn the content standard.
 Product Content – Challenge: Some students will be able to answer the higher-level
learning questions in a manner that will challenge their critical-thinking skills.

Process – Scaffold: Extra time to complete the assignment will be provided

for those students who need it. Students who prefer typing may do so instead
of handwriting their responses and/or essays.
Process – Challenge: Students who finish the assignment early will have their
work checked by teacher and be asked to elaborate further on some details
(verbally to teacher or to help emphasize their points/perspectives to the
class).

Product – Scaffold: Create a discussion with students to have them offer up

their perspectives on the evolution and significance of humanism to modern
society.
Product – Challenge: Ask gifted students to provide some specific examples
or analogies of how humanism and/or other ideals from the Renaissance apply
to our daily lives.
21st Century Learning Technology: Students will use Chrome Books to look up any additional
Includes technology as well as the 4 Cs: information they will need to bolster their essays. Students will have the option
 Critical Thinking
to type their responses to certain questions and/or assignments (essay)
 Creativity
 Collaboration instead of handwriting them.
 Communication
 5E Lesson Plan Template

Critical Thinking: Students will be thinking of questions to ask, answering

questions based on their readings/research and opinions, and evaluating
online sources for developing their essays.

Creativity: Students will be expected to be cognitively creative with their verbal

and written responses, especially with their essays.

Collaboration: Students will be effectively collaborating with other students on

their Venn diagrams.

Communication: Students will communicate with each other and the teacher
often throughout the lesson. They will be asked multiple questions and be
asked to ponder and react (verbally and in writing) to various Renaissance
ideals.

Additional Information: