Name: Jada Goodwin

Date: 10/21/15
Renaissance and Reformation

Category

Criterion

Name of Course/Class: Honors World History/Culture

Background
Grade Level: 9th Grade

Technology/Resources/Materials: PowerPoint, Medici Primary Source Document on School

Labtops, YouTube (https://www.youtube.com/watch?v=Vufba_ZcoR0), PowerPoint handout (if
needed)

Accommodations/Modifications: During the overview of the PowerPoint students will be given

time to ask questions throughout each slide. PowerPoint slides will also be given to those who
have a visual/hearing impairment. Students will also be attended to when put into groups,
there will be a walk-around during the time of collaboration. Questions will be asked and
answered, groups will be facilitated (if needed), and one-one-one assistance will be given if
needed as well.

Orient the leaner:

Essential Questions:
Did Italy play a big role in the Renaissance?
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Was Florence at the heart of the Italian Renaissance?

Did the Medici family play in Renaissance Florence?

Objectives
The 9th grade learners will then be given a Primary Source Document written by Lorenzo De Medici.
Small groups will be made and the information discussed/given, will be used to finish a handout of
questions with an understanding of least 80% accuracy. A brief conversation will occur discussing the
answers each group wrote per question and a YouTube video, giving a brief synopsis of the
Renaissance until the end of class will be watched.

Standards:
NJCCCS 6.1 U.S. History: America in the World All students will acquire the knowledge and
skills to think analytically about how past and present interactions of people, cultures, and the
environment shape the American heritage. Such knowledge and skills enable students to make
informed decisions that reflect fundamental rights and core democratic values as productive
citizens in local, national, and global communities.
NJCCCS 6.2 World History/Global Studies All students will acquire the knowledge and skills
to think analytically and systematically about how past interactions of people, cultures, and the
environment affect issues across time and cultures. Such knowledge and skills enable students to
make informed decisions as socially and ethically responsible world citizens in the 21st century.
NJCCCS 6.3 Active Citizenship in the 21st Century All students will acquire the skills needed
to be active, informed citizens who value diversity and promote cultural understanding by
working collaboratively to address the challenges that are inherent in living in an interconnected
world.

Interdisciplinary Standards: Interdisciplinary Standard(s)

3.1.12.D.1 Read developmentally appropriate materials (at an independent level) with
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accuracy and speed.

3.1.12.E.2 Use a variety of graphic organizers with various text types for memory retention
and monitoring comprehension.
3.1.12.F.5 Define words, including nuances in meanings, using context such as definition,
example, restatement, or contrast.
3.1.12.G.4 Analyze how works of a given period reflect historical and social events and
conditions.
3.1.12.G.9 Analyze how an author's use of words creates tone and mood, and how choice of
words advances the theme or purpose of the work.
3.1.12.G.16 Distinguish between essential and nonessential information.
3.1.12.G.18 Differentiate between fact and opinion by using complete and accurate
information, coherent arguments, and points of view.

Anticipatory Set/Hook/Daily Review: Students will analyze and gain an insight on the personal
account of Lorenzo de Medici.
Instructional Design:
Input/Modeling or Present Information: Students will receive information from a PowerPoint
Presentation, a Primary Source Document, Class Discussion, and YouTube Video

Check for Understanding/Provide Learner Guidance: Class Discussion will occur to make sure
students retained information given during lesson.

Guided Practice with coaching /Elicit Performance: When split into groups students will collaborate
and work on Primary Source based questions.
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Independent Practice/Provide informative feedback: When grading the Primary Source based
handouts, comments will be made enabling the students to understand what mistakes were made and
how they can be fixed.

Closure: As a whole the class will discuss all material discussed during class, enabling a short review
of lesson.

Assessment: Assessment will be determined by the Primary Source based handout with an 80%
accuracy. Knowledge of the lesson will also be determined by the class based discussion.

Enhance/Transfer: The YouTube video will contain a brief overview of future lessons regarding the
Renaissance.

Recommendation:

Student / Teacher Feedback: For the next class, there will be no group work, therefore enhancing
students individual learning.

Lesson Plan Format Explained

Category

Criterion
Name of Course/Class

Clarification
Provide name of course/class which will be listed in the schools curriculum.

Background

Grade Level:
Technology,
Resources, Materials:
Accommodations
and/or Modifications:

Provide the observer with the grade level as there may be more than one level in this particular course (Ex: 9 th/10th grade)
Provide all necessary materials needed to conduct this lesson. (Example: LCD projector, slide changer, scissors, paint, etc.)

Essential Questions
Orient
the leaner:

Objectives

Standards
Interdisciplinary
Standards

Instructional
Design:

Recommen-

Hook:
Input/Modeling or
Present Information
Check for
Understanding/Provide
Learner Guidance
Guided Practice /
Elicit Performance
Independent
Practice/Provide
informative feedback
Closure
Assessment
Enhance/Transfer

Student Feedback

Instruction customized towards a specific learner including individual educational plan (IEPs) and/or Section 504. Feel free to also include
modifications/accommodations to other learners if it enhances learning outcomes.
Lead the learner to the overall Big Idea. Some of these questions may not have a correct/incorrect answer. Visit the curriculum with the district to locate these
questions.
Objectives describe the specific skill the learner should acquire after the lesson is complete. Visit Blooms Taxonomy on the four domains of learning and action
verbs to support Higher Ordering Thinking Skills (HOTS) and Lower Order Thinking Skills (LOTS). Also visit the districts curriculum to access objectives for
the course. Note: The higher level of objective, the greater the learning.
Align the objectives of the course with standards set by New Jersey Core Curriculum Content Standards (NJCCCS), Common Core, New Jersey Core
Curriculum Content Standards (NJCCCS) for Technology, and the International Society for Technology in Education (ISTE)
Include standards that relate to more than one content area; (Ex: You are a freshmen science teaching identifying the parts of the microscope. When addressing
these parts, you also provide the historical background of the how the microscope changed by several scientists over the past 200 hundred years (history
connection) and you also explain how to calculate the magnification of the eyepiece and objective (math connection). You will include standards from both
history and mathematics that show the interconnection between several disciplines. Use the standards from NJCCCS, Common Core, and/or ISTE.
Provide a means to motivate/involve/gain interest in the lesson.
Provide a detailed summary of how the information will be provided to the learner.
Check to see if the learner makes sense of this material and/or provide learner with strategies to learn material.
Provide an opportunity for the learner to perform the objective with coaching if needed and watch to see if there are any problems with the learning.
Provide further application (alone) to the learner. The teacher will provide detailed, constructive criticism, and correction.
Provide the wrap-up of the lesson while reinforcing/clarifying any areas of confusion.
Process of gathering information to determine if the objectives were successfully met. The objectives of the lesson must match the assessment of the lesson.
Opportunity to make a connection from one lesson to the next and make the learning stick.
Provide the learner the opportunity to give feedback regarding the lesson as well as self-reflection. The learner will determine what went well and needs to be
tweaked regarding all components of the lesson. The learner also does a self-evaluation on how he/she can improve his/her learning.

dation:
Teacher Feedback

Provide the teacher to reflect on what went well and what needs to be changed for the following day and/or the next time this lesson will be done. Also allows the
teacher to hone skills of how student learning can increase doing different strategies. The teacher will also learn from the standpoint of the learner what went well
and what needs to be re-evaluated.