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: 2-3 class periods
(55 minutes per class)

List of Materials, Handouts, Rubrics, and other Documents: PPT presentation with content of lesson (Renaissance), laptop
computer, Chrome Books, 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):

How did the ideals from the Renaissance influence the ways we live today?

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. From Beyond Textbook (where we get our standards
in the Vail School District).
Learning Objective Using class notes and other references, students will create a slideshow
 Choose ONE objective that leads presentation on a key figure from the Renaissance, detailing at least 4 of his
toward mastery of the focal standard
contributions and how they’re significant to modern society.
 Must be specific, measurable, and
realistic.
 Must have at least two parts: learning
and behavior
Est ENGAGEMENT Teacher will show students multiple images of art from the Renaissance (e.g.,
# of  Describe how the teacher will
Mins Statue of David, Painting on the Sistine Chapel, Mona Lisa, the Last Supper,
capture students’ interest.
etc.) Teacher will ask students to view these images, think about them, then
 What kind of questions should
10
the students ask themselves write down on their individual whiteboards the ones they know by name, who
Mins
after the engagement? created them, and where they have seen them before, i.e., pop culture,
textbooks, museums, etc. Then teacher will ask students to do a “Think-Pair-
Share” with their neighbors to compare knowledge/answers 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 have a better
understanding of the names of the iconic pieces of art, the artists who created
them, and places they have seen (or heard about) them before in modern
society.
Est EXPLORATION With a random partner (determined by desk numbers), students will read
# of  Describe the hands-on/minds-
Mins articles and handouts by teacher to complete a 3-circle Venn diagram to
on activities students will be
compare and contrast certain art themes and techniques from the Renaissance
doing.
20  List “big idea” conceptual period and today (perspective, shading and shadows, sfumato, emotion,
mins questions the teacher will use realism, naturalism). In their reading, students will answer these questions:
to encourage and/or focus Who are key figures of this period and what are some of their pieces of work?
students’ exploration What role did humanists play in the development of Renaissance ideals? What
is sfumato? How did art styles change during the Renaissance?

Est EXPLANATION Teacher will facilitate a brief student-oriented discussion to present highlights
# of

Mins  Student explanations should
precede introduction of terms
15- or explanations by the
mins teacher.
 What questions or techniques
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.
30-  What vocabulary will be
45 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?
45  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
5 objectives.
mins
5E Lesson Plan Template
of findings from the students in their readings. Students will be selected
randomly to orally present findings (similarities and differences between
Renaissance techniques and themes and today’s) in their own words. Teacher
will then explain the slideshow presentation and the requirements from each
student. – Choose a key artist from the Renaissance period and create a
slideshow presentation that details and describes at least four of his pieces of
work, citing for each their contribution to the Renaissance and relationship to
modern society.
Specific higher-order questions students must address in their slideshows:
“How did the techniques and themes in Renaissance art differ from previous
art?” “How do those techniques and themes relate to today’s society (art or
other perceptions of our daily lives)?”
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 research and create their slideshows,
observe their work, and ask questions to ensure they understand the
material/content.
Students will get laptops out and conduct research on their Renaissance artists
(and pieces of work) for their slideshow presentations. Students will research
the themes and techniques (perspective, shading and shadows, sfumato,
emotion, realism, naturalism) more closely associated with their particular
artist. In their research, students will understand the connections between
Renaissance art (themes and techniques) and their relationship to the themes
of modern society. These themes and techniques the students research are
relevant in our daily lives because they help shape and define our abilities to
think for ourselves and determine our perspectives and beliefs on everything
(not just art) important to us.
In relevant (according to type of artist, i.e., painter, sculptor, etc.) groups of 2-3
students, they will take the knowledge from their research and create a
slideshow and orally present their research/findings to the entire class to
demonstrate an understanding of the concepts of this lesson. Teacher will
know students have achieved the lesson objective by their ability to
demonstrate mastery of the content through the quality of their written and
verbal responses to the numerous questions in lesson (Venn diagrams,
discussions, slideshow presentations). Students will assess their progress by
receiving a copy of their graded rubric for the slideshow presentation.
Key vocabulary and content will be included on the summative assessment
(unit test) for students to further demonstrate their understanding.
M.V.P.s (Most Valuable Points)
Throughout the slideshow presentations, students will think about and write
down 3 key M.V.P.s, key points or ideas, (and their significances) they got from
this lesson.
 5E Lesson Plan Template

 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 3 M.V.P.s and verbally share responses with
their neighbor (student next to them) once all presentations are finished.
Teacher will then randomly call on a few students to orally share their top
response with the entire class.
Formative Assessment: The slideshow presentations will have a rubric
(attached) to accurately assess how well each student has understood the
concepts in this lesson. Even though the presentations are in groups, each
student will be given an individual grade for their portion of the work and
presentation based on the rubric.

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 slideshow presentation and/or test, and
reduced or increased guidelines on the Renaissance slideshow presentation,
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.
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 of art themes and techniques in relation to
modern society.
Product – Challenge: Ask gifted students to provide some specific examples
or analogies of how these ideals from the Renaissance apply to our daily lives.
21st Century Learning Technology: Students will use Chrome Books to research the necessary
Includes technology as well as the 4 Cs: information they need to effectively complete their slideshow presentation.
 Critical Thinking
 Creativity
 Collaboration Critical Thinking: Students will be thinking of questions to ask, answering
 Communication questions based on their research and opinions, and evaluating online sources
for their slideshow presentations.
 5E Lesson Plan Template

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

and written responses, as well as visually creative with their slideshow
presentations.

Collaboration: Students will be effectively collaborating with other students on

their Venn diagrams and with their slideshow presentations.

Communication: Students will effectively communicate with each other and

the teacher through various discussions, Venn diagrams, and slideshow
presentations (both researching and presenting their findings).

Additional Information: