Indiana Wesleyan University

Elementary Education Lesson Plan Template

Social Studies--2019

Student: Delaney Nuckols School: Park Elementary School

IWU Supervisor: Dr. Gloria Earl Co-op Teacher: Ms. Christine Roth
Teaching Date: March 13th, 2019 Grade Level: 6th grade
Audit Trail: (Talked with Mrs. Roth and Ms. Gabel about appropriate standards and date on 2.20.19) (Scheduled
second lesson observation with Dr. Earl for 3.13.19 at 9:45am on 2.20.19) (Submitted Lesson Plan on 3.1.19)

LESSON RATIONALE
The importance of teaching students about the Renaissance and the contribution people made is to demonstrate how they still affect us today. Also, it
is to emphasize the power their own ideas and dreams they hold. Students will also learn how to think critically and connect the past to the present.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal: Students will learn to compare the diverse people and their contributions to the Renaissance.
B. Objective: Students will identify a key contributor during the Renaissance in Europe and analyze their impact on today’s society.
C. Standards: IAS: (6.1.8) Compare the diverse perspectives, ideas, interests and people that brought about the Renaissance in Europe. NCSS:
(2.b) Compare and contrast different stories or accounts about past events, people, places, or situations, identify how they contribute to our
understanding of the past.
II. Management Plan
a. Materials:
i. PowerPoint (Link: https://bit.ly/2XuQTdG )

ii. Mystery bag (helicopter, paintbrush, foam sun, poem, apple, pendulum)

iii. Investigation sheets

1. Michelangelo (60 copies)

2. Leonardo Da Vinci, Nicolaus Copernicus, William Shakespeare, Johannes Gutenberg, and Galileo Galilei (20
of each)

iv. “The Renaissance Man” worksheets (75 copies)

v. Red, blue, and yellow circle stickers

vi. Electronic timer

vii. “Respectful Thinker” bucks

viii.Index cards

b. Time: 45 Minutes

c. Space:

i. During instruction and guided practice, students will remain in their desks.

ii. Students will be able to spread out across the room with a partner (no more than a group of three) assigned with the
same key figure while they work on their “The Renaissance Man.”

d. Behavior:

i. I will be using Park Elementary’s Behavior Matrix System. Students will be expected to raise their hand to answer or
ask a question. If a student fails to do so, I will ask the student to take five points off their citizenship grade.

ii. Also, I will be using my own “Respectful Thinker” bucks. These bucks will be rewarded to students who think and
respond critically to my questions and remain on task.

iii. Colored dots will be placed on the students’ desks prior to the lesson that will be used to divide the students up equally
and assign them a second key figure to investigate.

iv. An electronic timer will be used as a means to transition students from the independent study back to their seats.

III. Adaptation to Individual Differences and Diverse Learners—Students will be given the choice to use a hard copy of the investigation sheets
to complete the “The Renaissance Man” worksheet. This will allow students who struggle following an electronic handout to write on and
manipulate a tangible handout.
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2019

PLAN FOR INSTRUCTION

IV. Anticipatory Set
• I will use a mystery bag to introduce common or familiar objects such as a helicopter, paintbrush, sun, poem, apple, and pendulum to the
class. Although I will not directly state how these objects pertain to the Renaissance, each object will connect to one of the key people
investigated throughout the lesson. (5 Minutes)
• “Here with me today is a mystery bag full of different objects. As I pull out each object we are going to think critically and determine its
value in our lives today.” Pulls out objects and asks repeating questions. “Is this object used today (CFU)? If so, what is this object used
for (CFU)?” After all objects are removed from the bag and placed on the table, I will share the purpose statement with the class.

V. Purpose: “Every object I pulled from the bag is connected to a contribution an individual made during the Renaissance. Today we are
going to investigate key people during the Renaissance that have influenced their society, and have changed how we live today.”

VI. Lesson Presentation (Input/Output)

• I will start off instruction by giving a brief presentation on the Renaissance and Michelangelo. Also, students will be given a brief article on
Michelangelo to help direct conversation. This PowerPoint will model the main questions I want the students to ask themselves throughout
the rest of the lesson, such as: “Who was the contributor? What did he/she contribute to the Renaissance? Does this contribution impact
our society today?” (10 minutes)
o “We are going to talk about the Renaissance today. Can anyone tell me what they already know about the Renaissance?... The
Renaissance first took place in Florence, Italy and worked its way to other city-states in Italy. Now does anyone have an idea of
what the word Renaissance actually means?... Renaissance stands for “rebirth.” During this time period, there was a rebirth of
ideas that shaped the culture and way of life in Italy. Those that took the lead in changing the current culture were individuals
who contributed new ideas, art, and/or inventions to society. Some of these individuals are even called ‘The Renaissance Man.’
Does anyone have an educated guess on what ‘The Renaissance Man’ actually means?... The Renaissance man refers to a person
that is talented and an expert in multiple areas. But before we dig any deeper into the Renaissance, I am going to share with you
our standard and objective for this lesson. Today’s standard is ‘Compare the diverse perspectives, ideas, interests, and people
that brought about the Renaissance in Europe.’ Our objective for today is, ‘Students will identify a key contributor during the
Renaissance in Europe and analyze their impact on today’s society.’ Does anyone know of key individuals that are talked about
during the Renaissance?... We are going to investigate major people who contributed something to the Renaissance. The first
individual we are going to talk about is Michelangelo. Michelangelo was born March 6th, 1475 in Caprese, Italy. Michelangelo
was known as a Renaissance man because he was an expert in sculptures, paintings, architecture, and poetry. On your desks is a
brief article that digs deeper into Michelangelo’s life. You may now flip it over. We are going to read this article together. As you
can see there are paragraphs indicated by brackets. Those will be the excerpts we will read. I will read the first section and will
then call on individuals to read the rest…. Now that we have read more about Michelangelo you all are going to help me fill out
this worksheet.” I will move onto the guided practice and use the scripted questions below.
• After we finish discussing Michelangelo’s contributions I will have students help me fill out the “The Renaissance Man” worksheet as
guided practice. (CFU) (10 minutes)
o “Who is the key contributor?”
o “What was it that the individual contributed? What was their contribution?”
o “How has this contribution shaped how we live today?”
o “Would our lives look differently if we did not have this?”
o “What contributions have we talked about so far connect with the objects sitting on the table?” Refer back to anticipatory set.
• For Students’ independent practice I will hand out “The Renaissance Man” worksheet to each student. I will then give directions on what is
expected as well as what individual they will be analyzing. The colored dots on the students’ desks represent what key person they were
given to investigate (Red: da Vinci, Blue: Copernicus, Yellow: Galilei). I will also have extra resources for students to grab and read if they
finish before time is up. (10 minutes)
o “Now that we have walked through investigating and analyzing Michelangelo and his contribution to the Renaissance, you guys
are going to do the same thing for another key individual on your own or with another partner who has the same contributor as
you. For example, say I am going to fill out this worksheet for William Shakespeare and Ms. Gable was assigned Shakespeare as
well. Ms. Gable and I may work together. You are more than able to spread out across the room as long as you keep your voices
at a level one or two, and you will have ten minutes to complete this handout and return back to your seats. Once we have all
finished we will share our findings with the class, so be prepared to answer any questions I may have regarding your person. If
you finish early you may come up to the front and grab one of two articles: one on William Shakespeare, or one on Johannes
Gutenberg. When you grab an article please grab another worksheet to fill out. But these extra resources are for those that finish
early. Show me with your fingers on a scale from one to five if you’re tracking with me and understand what I have just said. One
being I am lost and five being I’m ready to get started... Those with a red dot on your desk will be investigating and completing
the worksheet for Leonardo da Vinci. Raise your hand if you have a blue dot. Those with the blue dot will be investigating
Nicolaus Copernicus. Raise your hand is your dot is yellow. Those with a yellow dot will be investigating Galileo Galilei. I have
both a hard copy of each article for each person if you rather have something you can mark on. Otherwise, each individual
article is on Ms. Gables google classroom. Are there any questions?... You may start!”
• Once the ten minutes are up I will have students return back to their seats to share their findings with the rest of the class. (10 minutes)
o “We will now teach each other what we have learned about each individual. We will do this by having multiple people from each
group share their findings with everyone else. During this time, you are expected to be respectful as your peers’ share. I also
expect you all to listen and draw connections from these three individuals to your own life. Will those who had Leonardo da Vinci
tell me what they believed to be his greatest contribution to the Renaissance to be … How does this contribution impact how we
live today?... What would our world look like without it?... Now for those who had Nicolaus Copernicus, what was his
contribution?... How does that impact how we live today?... Would our world look differently without it?... Lastly, we have
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2019
Galileo Galilei. What did you believe to be his greatest contribution?... How does it affect how you live today?... Would anything
change if we did not know or have this?... Was there anyone who was able to investigate William Shakespeare or Johannes
Gutenberg?” If a student did, I would proceed to ask the same questions I had asked for the other three. (CFU)

VII. Check for understanding. I will check for understanding during both the guided activity and individual practice by asking comprehension and
analytical questions:
o “Who is our contributor?”
o “What is his/her greatest contribution?”
o “Does this contribution shape how we live today? How?”
o “How would living today look if we did not have this?”
• Also, where “CFU “is indicated throughout the lesson plan are places where I intend to assess and set as checkpoints.
• I will also check for understanding by implementing exit tickets at the lesson’s closure.

VIII. Review learning outcomes / Closure –

a. “Now that we have learned about the other major contributions made during the Renaissance, can anyone draw conclusions or
connections between what we found in our mystery bag at the beginning of class to what we have learned?... Before we are
finished, I would like you to take the index card I placed on your desk and put your name on it. This index card will be your exit
ticket (CFU) from today’s lesson. On the card, I would like you to write down one way one of the contributions we have talked
about in class impacts how you live, and then if you have another question you may write it here. Once you are finished you may
bring it up to me, along with any bucks you may have in exchange for a treat.”

PLAN FOR ASSESSMENT

Formative: I will formatively assess students by asking thought provoking questions throughout guided practice. I will also check for students’’
understanding by walking around and checking in on their independent practice. When students finish their worksheet, I will also use the time they
share their findings as a way to formatively check in and assess what they understand. Lastly, I will use exit tickets as a way to formatively assess
their understanding on the overall lesson.

REFERNECES:
o https://www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=12&cad=rja&uact=8&ved=2ahUKEwj68badvuLgAhVj34MKHVflAt8QFjALegQIABAB&url
=https%3A%2F%2Fkids.kiddle.co%2FNicolaus_Copernicus&usg=AOvVaw3t3uTNQ00lMZRCPznfU_c0
o https://www.coolkidfacts.com/galileo-facts-for-kids/
o https://www.ducksters.com/biography/leonardo_da_vinci.php
o https://www.ducksters.com/biography/authors/william_shakespeare.php
o https://www.ducksters.com/biography/johannes_gutenberg.php
o https://kids.kiddle.co/Michelangelo
o https://www.ducksters.com/history/renaissance.php

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Were students able to make connections between the objects shared in the anticipatory set to the key people discussed throughout the
lesson?
8. Were the students able to follow and understand what all of the parts of the “The Renaissance Man” worksheet asked for?
9. Did the colored dots effectively split the class up into three groups?
10. Were students able to make the connections between their own life and the contributions from the people discussed?
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2019



 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2019

Student: Delaney Nuckols School: Park Elementary School

IWU Supervisor: Dr. Gloria Earl Co-op Teacher: Ms. Roth
Teaching Date: March 13th, 2019 Grade Level: 6th grade
Audit Trail: (Talked with Mrs. Roth and Ms. Gabel about appropriate standards and date on 2.20.19) (Scheduled
second lesson observation with Dr. Earl for 3.13.19 at 9:45am on 2.20.19)
OPPORTUNITY FOR Format COMPETENT OUTSTANDING
IMPROVEMENT

Heading Student uses the provided template for

Social Studies content.
Template Student includes all of the information in
the template heading.
Audit Trail Student includes a list of dates and
methods for communicating with
cooperating teacher.

Rationale Statement of rationale for the learning

experience and environment in this
lesson.

Goals The lesson plan contains objectives

that connect goals and standards
Objectives with lesson activities and
assessments.
Standards
Each objective should include the
following: Conditions; Desired
learning; Observable behavior; and
Accuracy (as necessary)

NCSS:

IAS:

Management Plan A. Materials:

B. Time:
C. Space:
D. Behavior:
E. Technology: (as appropriate)

Anticipatory Set The anticipatory set is clear and direct

and focuses students’ attention on the
lesson.

Purpose The statement of purpose is clearly

connected to the content of the lesson
and is presented in terms that are easily
understood by students.

Plan For
Instruction
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2019
Adaptation to Instructional opportunities are provided in
Individual this lesson. The opportunities are
Differences and developmentally appropriate and/or are
Diverse Learners adapted to diverse students.

Early Finishers
Reteaching-
ELL –
Exceptional Needs-
Lesson Presentation Candidates demonstrate understandings,
for Social Studies capabilities and practices associated with the
central concepts and tools in Civics,
Economics, Geography, and /or History within
a framework of inquiry.

Lesson Presentation The candidate’s lesson demonstrates an

understanding of developmentally appropriate
practice.

The candidate’s lesson includes both modeling

and guided practice.

The lesson presentation includes relevant

activities that encourage student participation
and critical thinking.

Check for The lesson plan includes a plan and the

Understanding means to check for student understanding
of the lesson. A provision is included to
[CFU] reteach all or part of the lesson to all or
part of the class.

Review Learning Lesson closure relates directly to the

Outcomes and/ or lesson purpose and/or objective.
Closure

Plan for
Competent 3
Assessment

Formal and Informal A plan for formal and informal assessment

Assessment [ mainly formative]throughout the lesson
is included. The assessment strategies
are uniquely designed for the students.

Reflection and Post- The lesson plan includes all required self-
Lesson Analysis answer questions.

SCORING
A lesson plan with elements that do to meet the A competent lesson plan earns a An outstanding lesson plan earns
competent level will receive a score of 33 /40 or score of 34-37/40. a score of 38/40-40/40
lower

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