The Renaissance
Victoria Nett and Natasha Bunn
Minnesota BOT Standard: Culture and Cultural Diversity
Minnesota BOT Understanding: c. Culture as an integrated whole, including the functions and
interactions of language, literature, the arts, traditions, beliefs and values, and behavior patterns.
Name
Date(s)
taught
Lesson
Title
Natasha Bunn and Victoria Nett
2 days the 14th and 15th of November
Grade level(s) 11th
Course/Subject Global Studies
Renaissance in Western
Europe
Observed
Lesson
☐ yes, by
CONTENT FOCUS
Central Focus of
the Learning
Segment
TPA Required
Content
Standard(s)
TPA Required
Learning
Objectives
How do arts and the humanities reflect what is occurring in society in
general?
The Renaissance and the Crusades greatly increased the development of
scientific, historic, and artistic knowledge and encouraged the exchange of
this knowledge in Christian and Islamic societies across the Eurasian
continent.
9.4.3.9.7: Describe the intensified exchanges of scientific, artistic, and
historical knowledge among Europe, Africa, and Southwest Asia; evaluate
the impact on Christian and Islamic societies.
What do you want your students to What do you want students to be
know?
able to do?
The students will know…
The students will be able to…






The meaning of Renaissance
Man
The meaning of Patron of the
Arts
The definition of humanism
The definition of the
Renaissance
What Machiavellian is as
related to power
How arts, literature, and other
humanist subjects changed





Describe the Renaissance
Describe the importance of
the Medici family
Describe the importance of
the printing press in the
Renaissance
Describe how the art and
literature of the Renaissance
reflected wider changes in
society
Explain the events that caused



during this period
Who the Medici family is and
what their role in the
Renaissance is
Some of the influential
Renaissance artists and
writers and their works
The effects of the invention
of the printing press

the Renaissance
Distinguish between the
writings of The Prince and
Utopia
KNOWLEDGE OF STUDENTS TO INFORM TEACHING
What do they know, what can they do and what are they learning to do?
One student with an IEP will need a print out of the power point
Students with IEPs
notes. Otherwise the students on IEPs can perform all necessary
tasks.
English Language Learners None
None
Gifted
None
504
Family/Community/Cultural Students are largely middle class, non-minorities with little
exposure or previous lived experiences to this topic. They enjoy
Assets
group work over individual work, technology, and art.
One student with emotional mental health issues will need to be
Social /Emotional
monitored closely to ensure warning signs of issues and one
student has autism, so he may need encouragement to work in
Mental Health
groups. Otherwise all students will be able to productively
contribute to the learning.
None
Other
Academic Language Demands students will copy notes from SmartBoard, listen to lecture,
orally provide answers, provide short answers on notecards, answer paragraphs, worksheets
Prior Academic Language Vernacular language and vocab words that students have
previously covered.
Development
Patron, Perspective, Proportion, Chivalry
General Vocabulary
Students will use their general vocabulary and newly learned
Instructional Language
vocabulary to write answers on notecards and worksheets
Renaissance, Humanism/Humanities, Renaissance Man,
Content Specific Vocab.
Machiavellian, Patron of the Arts
Prior Learning/Prior Thinking/Prior Experiences
Students may have previous misconceptions about the Renaissance time period due to attending
the Renaissance Fair. Also they may only think of Da Vinci as an artist rather than an engineer,
scientist, inventor, etc.
Students may have previously been exposed to movies such as the Da Vinci code talking about
the Renaissance, also they may have learned about the art work in art class, in church and
confirmation they may have learned about these religious paintings.
MONITORING STUDENT LEARNING
Assessments
Pre-Assessments
☐ Informal
1. 1. Verbal questions
to students before the
lecture gauging their
level of understanding
2. 2. At the beginning
of the year students
were given a preassessment vocab test
☐ Formal
1. 1. The open ended
questions on the
Renaissance and
Reformation worksheet
that students will do at
the beginning of class
on the 16th.
2. 2. Worksheet
students worked on
during class on the
15th prior to the
formal lesson
Formative Assessments
☐ Informal
Summative Assessments
☐ Informal
1. 1. Note card
questions that
students will answer
during the middle and
end of the PowerPoint
lecture
☐ Formal
1. 1. Top half of the
Renaissance and
Reformation
worksheet
SUPPORTING STUDENT LEARNING
☐ Formal
1. 1.
2. 2.
Unit test
Semester final
None
Safety Issues
Materials/Resources Teacher Materials:
Students' Materials:
Needed
SmartBoard, Premade
Paper, pencil, and text book
Powerpoint, Worksheets to
hand out, books for students
who forgot theirs
Human Resources None
Utilized
Co-teaching
Strategy: ☐ One Teach, One Assist
☐ One Teach, One Observe
Required for ~70%
☐ Station Teaching
X Parallel
of daily lessons
Teaching
☐ Alternative Teaching
X Team Teaching
Teacher Natasha Bunn
Teacher Victoria Nett
Roles and
A:
B:
Responsibilities
Even slides. Go over answers to
Odd slides. Introduce worksheet.
Required for ~70% worksheet. Collect papers and
Collect papers and notecards
of daily lessons
notecards. Take attendance.
Our decisions are based upon the New American Lecture style.
Research-Based
Practices or
Theories
TPA Required
Prior to the Lesson Students will have already read chapter 15.
LEARNING TASK IMPLEMENTATION
Pacing Lesson
Instructional Strategies and Learning Tasks
Notes
Segments
Opening to Launch Lesson - engage learners, set purpose, activate or tap prior knowledge, preassess, etc.
1 min Hook
*If this was our lesson- we would show a comic picture of citystates*
Purpose *To spark curiosity about Italian City-States*
Activate Ask what was discussed/lectured on yesterday. Can look
through notes. The Renaissance and Reformation WorksheetPrior
Knowledge second half activates prior knowledge.
The Renaissance and Reformation Worksheet-done on day
Assess
one.
Body - instructional strategies,procedures to acquire new knowledge or skills and apply or use
in meaningful way, develop fluid use of knowledge or skill, differentiation, informal assessment
25 Min Activity
Finish the Renaissance Power Point
20 Min
Class Reading Assignment: as a class, we will read through the
Sir Thomas More and Niccolo Machiavelli handout.
During Feedback Pose questions to the students during the lecture. Making sure
lecture
the students are done writing before asking.
In the middle of the lecture, we will ask a question that students
During Assess
will write in their note card. After students write their answer
Lecture
to the question, we will ask the students to share.
During Questions "Why is da Vinci a Renaissance man?"
Lecture
"How do these paintings portray humanism? How are they
different from the Middle Ages Art?"
Students answer one question on a note card
"What role did economic growth have in the Renaissance?"
"What is a Patron of the Arts?"
"In what ways in Leonardo da Vinci a Renaissance Man?"
Why was the printing press important to the Renaissance?
Transition To transition between the power point and the reading
assignment, we will hand out the reading assignment and
explain how we will accomplish the second half of the lesson.
Summary or Discussion for Closure - student reflection on learning, how do you know they
understand along the way, how will you assess this?
Reflection Reflection will be on their note card.