EEI Lesson Plan Template

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

Subject: World History Topic: The Renaissance Period Grade Level: 10-11 Duration: 55 minutes

List of Materials, Handouts, Rubrics, and other Documents: [List everything you will need to teach this lesson here, then insert
actual examples in the Appendices below the plan] PPT presentation with content of lesson (Renaissance - Machiavelli),
laptop computer, Chrome Books, mini whiteboards, dry-erase markers, erasures, Handouts with selected text from
Machiavelli’s “The Prince,” rubric, and students with pencils and paper who are present and eager to learn 

Purpose: This lesson will help students build on prior knowledge from the Renaissance and gain a basic understanding
of Machiavellianism (how to acquire and maintain political power).

Components Description of Plan

Content Standard
Choose ONE standard and type it out
along with the number.
Learning Objective
 Choose ONE level of complexity from
Bloom’s Revised Taxonomy
 Write ONE objective that is ONE
simple sentence with ONE carefully
chosen verb
11.L.03 - The highly proficient student can apply knowledge of language to understand
how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening. From Beyond
Textbook (where we get our standards in the Vail School District).
Bloom’s Level: Understand
Objective: Using texts and other references students will create an outline (from
guided reading procedure) summarizing a selection from Machiavelli’s, “The Prince,”
citing at least 3 key points relevant to today’s society.

5-7 Anticipatory Set Teacher will (TW): Students will (SW):

min  A quick "hook" to grab the
s student's attention
 Activates prior knowledge of
the objective
 Requires active participation
from ALL learners
 Students must literally interact
with the OBJECTIVE
1. Show an image with the
question: “Is it better to be
feared or love?”
2. Ask the students to read, think
about, and discuss with a
neighbor the potential
perspectives.
3. After about a minute of
discussing with their neighbor,
have students write down their
individual responses and
reasons to support why.
4. Randomly call on 3-5 students
to state their answers and why.
5. State the objective of the day.
1. Look at image and read the
question.
2. Think about and discuss with
their neighbor some possible
perspectives to this question.
3. Write down their responses and
reasons supporting why.
4. Be prepared to verbally provide
their responses to the class and
engage in a brief discussion.
5. Listen to and read the daily
objective.

10- Teaching-Input Teacher will: Students will:

15  Using effective and varied
min strategies, the teacher
s provides information and
vocabulary students will need
in order to grasp the concept,
strategy, or skill.
 Check for Understanding.
1. Use a PPT presentation to teach
key points about Niccolo
Machiavelli, his writings and
philosophies, and his relevance
to the Renaissance and modern
society.
2. Review key vocabulary and
concepts of the Renaissance
(humanism, Socratic Method,
1. Write down proper notes guided
by the teacher.
2. Do a think-pair-share and be
selected randomly to verbally
answer questions about key
vocabulary and concepts.
3. With neighbor, think about,
discuss, and collectively write
response to the question, “In

15- Teaching-Modeling
20  Teacher demonstrates and
min shows examples of what
s students are expected to do
(how to solve the problem,
answer the question, do the
activity etc.).
 Check for Understanding.
15 Guided Practice
min  An opportunity for each
s student to demonstrate new
learning by working through
an activity or exercise with the
teacher’s guidance.
 This is the heart of the lesson
and should have the most
minutes assigned to it.
5 Closure
min  ALL students must engage in
s brief closure activity to cement
learning and optimize transfer.
 Do not introduce anything
new during Closure.
 Check for Understanding.
 Students must re-engage with
the OBJECTIVE
N/A Independent Practice
 AFTER proper closure, it is
important to provide time for
additional practice. It may be
group or individual work in
class or it might be
homework.
 Do not introduce anything
EEI Lesson Plan Template
etc.) and have students write government/politics, why is it
down essential notes. safer to be feared than loved?”
3. Ensure students understand key
content by asking relevant
questions (individually and
collectively) and making sure
they’re writing down the proper
notes.
Teacher will: Students will:
1. Thoroughly go over Guided 1. Follow along and get prepared
Reading Procedure (GRP) – for the GRP and ask any
Prepare students for what they questions for clarification.
will read. 2. Appropriate time will be given for
2. Assign reading selection students to read text selection
(handout packet) from (turn over paper packet when
Machiavelli’s, “The Prince” and finished reading).
model the exact process and 3. Students will orally provide
expectation for students to read specific information from the text
and recall what they read (for (facilitated by teacher) while
teacher to record on the board). teacher records it in order on the
3. Thoroughly go over the process board.
of creating their outline to 4. Get into their appropriate groups
effectively summarize the text and get ready to create their
and relate it to modern society. group outline.
4. Break students up into 4
different groups based on
randomly calling off 1-4 (1s, 2s,
3s, and 4s get into groups)
Teacher will: Students will:
1. Walk around the room to offer 1. Complete their group outline of
guidance on certain portions of the selected text.
assignment and ensure 2. Ask teacher any questions
understanding. needed to clarify anything
2. Answer any questions and offer pertaining to the assignment.
up any suggestions on potential
options how students can
address this assignment.
1. SW think about and choose one key point or idea (and its significance) they
got from today’s lesson.
2. SW write down and verbally share their responses with the class and/or
neighbor.
3. TW call on a couple students to share their responses with the class.
Students will:
We generally don’t assign homework at PHS. The outlines on “The Prince” will be
thoroughly discussed and allowed enough time for completion by the students either in
class today or finished at the beginning of class tomorrow.
However, if I were at a traditional school, I would assign individual questions based on

new during Independent
Practice.
Checks for Understanding
 List at least THREE quick, informal
strategies that you used to check
understanding throughout the lesson.
 Checks should be varied (i.e., self-
check, verbal check, written check).
Assessment Options
 Describe how you will pre- and post-
test students’ understanding of the
objective. These do not need to
happen on the same day as the
lesson.
 Alternative options for diverse
learners should also be provided
Differentiation Options
Describe how you will reach diverse
learners by varying the:
 Content
 Process
 Product
21st Century Learning
EEI Lesson Plan Template
the text they read for students to think about and write their answers to as homework
for “Independent Practice.”
1. Think-pair-shares
2. Select random students to verbally answer questions about key vocabulary and
content.
3. Circulate the room to ensure students are writing the proper notes down.
4. Asking random students to briefly summarize their key points and their significances
from today’s lesson.
Pre- and Post-Assessment of Objective:
Formal assessment will be the students’ group outline created during the GRP. Points
will be assessed via rubric (attached at end). They will also take a short quiz at the
beginning of class tomorrow based on the GRP.
Key vocabulary and concepts from this lesson will be on both the test review and
midterm test (how we do testing at PHS). Students will have the chance to correct any
incorrect responses they received on the test for 50% of the point value. Many of the
key vocabulary and concepts will show up in future lessons for reiteration.
Summative Assessment: 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.
Alternative Assessment Options: Accommodations for diverse learners would be more
time to complete the readings/outlines and/or tests, reduced or increased guidelines
on “The Prince” GRP, depending on the student.
Content – Scaffold: I ask numerous questions throughout my lesson for a reason. All
students may not be able to answer them with master proficiency, but all students will
be exposed to them and they will all be able to participate at a level that will enable
them to properly learn the content standard.
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: Instructions and step-by-step process with sufficient time during
Teaching-Modeling. 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 themes of the text (how to acquire and maintain political power)
and how they relate to modern society.
Product – Challenge: Ask gifted students to provide some specific examples or
analogies of how these themes compare/contrast with today’s governments.
Technology: Students will create their GRP outlines on Chrome Books and share
 EEI Lesson Plan Template

Describe how you will incorporate them with teacher.

technology and/or the 4 Cs:
 Critical Thinking Critical Thinking: Students will be thinking about and formulating their thoughts
 Creativity
(think-pair-share), answering various questions throughout the lesson, and evaluating
 Collaboration
 Communication the text they read for their outlines.

Creativity: Students will be expected to be cognitively creative with their verbal and
written responses throughout the lesson and in their GRP outlines.

Collaboration: Students will be effectively collaborating with other students for their
think-pair-shares and the outlines they create for the GRP.

Communication: Students will effectively communicate with each other and the
teacher through various discussions throughout the lesson and GRP.

Appendices/Additional Information: [insert materials/links/screenshots below]