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Lesson Plan Design

Subject: Social Science Grade: 7 Lesson Topic: Renaissance Art
Candidate’s Name: James Lacayo ID #
Site Supervisor: Mrs. Hammond NU Supervisor: Doc C
Date: 5/22/2017
1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner,
create bridges from past learning, behavior expectations)
.
California Content Standard: Rationale:
By stating what the standard is students
7.5 - Detail advances made in literature, the arts, science,
will be able to know what to expect as well
mathematics, cartography, engineering, and the
as why they are learning this specific
understanding of human anatomy and astronomy (e.g., by
content.
Dante Alighieri, Leonardo da Vinci, Michelangelo di
Buonarroti Simoni, Johann Gutenberg, William
Shakespeare).

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you
measure mastery of the outcome?)

Rationale:
After looking at the styles and techniques that were .
developed during the Renaissance, students will be able to These learner outcomes satisfy important
identify Renaissance paintings (from medieval paintings) and points of the California state standards.
be able to illustrate how the idea of Humanism can be seen in
those paintings.

3. Pre-assessment Activity: (Determine students’ abilities to achieve the Learner Outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,
content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development. )

There will be a review of the different styles and techniques
utilized in Renaissance paintings. These styles and
techniques will be compared to that of the Medieval era.
Along with this review there will also be a review of the idea
of the philosophy of Humanism.
Rationale:
Students by this time have learned about
the various styles and techniques utilized
by Renaissance artist. They have also seen
plenty of examples as a class. Since this
knowledge is key to accomplishing this
assignment it will need to be reviewed so
students will have the content knowledge
to go about the lesson.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify
Learning Activities based on learner characteristics to meet the needs of ELL & special needs
students, highly achieving students and low achieving students)
Students will have access to a pre-generated chart which has
questions that will guide the students along as they go from
picture to picture.
The pictures will be located around the room so that students
will be able to get up and see them up close. Each student
(within the group) will have plenty of time to look at the
painting and go over the questions.
The pace of instruction will vary depending on how the
students are doing with the assighnment.
5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)
Computers
Internet
Whiteboard
Renaissance and Medieval Paintings
6. Learning Activities: Explicit Teacher Instruction - (Explain, Model, Demonstrate, Check for
Understanding)
This same idea goes with Humanism.
The review will be in the form of a T-chart
in the front of the class so that all students
can see, and if necessary take notes.
Rationale:
Students will have a chance to see the
questions and table from the beginning.
This will also be gone over as a class so
that it is clear to each student what is
required of them.
Having students go around to each picture
for an allotted time gives each student the
chance to not only see it firsthand but also
get up and move around, this should be
helpful to those students who need to do
this.
If the time seems like it is not enough,
students will be given longer. If it seems
to be going to slow, the students will be
guided onto the next step. What is
important is that each student have the
appropriate time to go about the activity.
Rationale:
Since all class work is done on computers
the internet allows students to all view the
same material as well as fill out essential
information gained from the lesson.
Whiteboard allows for visuals or graphic
organizers to be drawn. These will help
visual learners connect with content.
These paintings are what students will
discuss and answer various questions on.
Rationale:
1st- Students will review the difference between the styles
and techniques of Renaissance and Medieval art . They will
also discuss the philosophy of Humanism. All of this will be
done on the board using a T-chart.
2nd- Students will then look at the assignment and review
the steps and the questions as a class.
3rd- Students will get in groups and go around to the
paintings , located around the room. Each group will have a
certain amount of time to look, discuss, and answer the
questions.
4th- Students will meet up as a group and discuss the various
answers. Then turn in the assignment.
5th- The class will be wrapped up by allowing time for
students to turn in assignments, clean up, and ask any last
minute questions.
7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and
provide feedback and re-teaching)
Students will be actively taking part in the review.
Students will be actively taking part in looking at the
assignment as well as thinking about any issues they may
have.
Students will be in groups in order to look, discuss, and
answer questions.
8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent
activities are assigned assuming that students understand the concept well enough to work on their
own.)
If students do not finish answering their questions they will
Review allows students to bring up the
necessary content knowledge in order to
complete the assignment.
Students will have a chance to look at the
assignment and questions, which gives
them a chance to understand each part of
the assignment. It also gives them the
chance to clarify any issues they may have.
Group work gives students the chance to
be social and learn from their partners.
Having students go around the class allows
them to be active as opposed to just sitting
at their desks as per usual.
Meeting up with the group gives them the
chance to see how their teammates came
up with the answers and fill in any blanks.
The wrap up gives students a chance to tie
up any last minute issues that they might
have and helps them switch gears for the
next class.
Rationale:
Students take an active role in the
discussion so that they are more likely to
engage in the material.
By having students look at the assignment
before actually getting started they have
the chance to gain an understanding of
what they may or may not have issues
with.
Students work together to gain an
understanding of the content material.
Working together allows the students to
not only work in a social situation but also
allows them the opportunity to understand
how their classmates go about
accomplishing a similar task.
Rationale:
have time to do it for homework. Added time allows students the
opportunity to further engage with content.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students’ learning.
Describe differentiating assessment strategies you will use for ELL, special needs students, highly
achieving students and low achieving students.)

Students will be asked various questions throughout the
lesson to check understanding .
Students will have to write a short responses using critical
thinking to illustrate content knowledge gained in the lesson.
Rationale:
Students answer questions throughout the
presentation to check understanding. The
questions are contained at various points in
the presentation to ensure students are
where they should be with content.

The short responses allows students to use

critical thinking skills to go beyond just
learning about content. It allows them to
demonstrate content knowledge as well as
writing skills.

10. Closure: (Describe how students will reflect on what they have learned.)

Rationale:
Discuss what was in the lesson.
A discussion and questions allows the
Allow for any wrap-up questions to be asked.
teacher and students the opportunity to
clarify the information that was presented.

11. Lesson Reflection/Assessment: (Collect student learning data to determine: What went well?
What needs to be changed? Were learning outcomes met? What activities will you add, change,
modify in the future? What can be done to follow up on the learning from this lesson? Who needs
additional help? Who needs enrichment or higher level work?)

This will be gone over in more detail in the review with the SSP.

Revised: 10/23/2008
Note: An electronic copy of the Lesson Plan Design may be found on the Nu-Fast website:
http://www.nu-fast.com . Links: Fileshare - SOE – TED – TED 629 – Student/Faculty