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

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

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

10- Teaching-Input Teacher will: Students will:

15  Using effective and varied 1. Use a PPT presentation to teach 1. Write down proper notes guided
min strategies, the teacher key points about Niccolo by the teacher.
s provides information and Machiavelli, his writings and 2. Do a think-pair-share and be
vocabulary students will need philosophies, and his relevance selected randomly to verbally
in order to grasp the concept,
strategy, or skill.
to the Renaissance and modern answer questions about key
 Check for Understanding.
society. vocabulary and concepts.
2. Review key vocabulary and 3. With neighbor, think about,
concepts of the Renaissance discuss, and collectively write
(humanism, Socratic Method, response to the question, “In
 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.

15- Teaching-Modeling Teacher will: Students will:

20  Teacher demonstrates and 1. Thoroughly go over Guided 1. Follow along and get prepared
min shows examples of what Reading Procedure (GRP) – for the GRP and ask any
s students are expected to do Prepare students for what they questions for clarification.
(how to solve the problem,
answer the question, do the
will read. 2. Appropriate time will be given for
activity etc.). 2. Assign reading selection students to read text selection
 Check for Understanding. (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)
15 Guided Practice Teacher will: Students will:
min  An opportunity for each 1. Walk around the room to offer 1. Complete their group outline of
s student to demonstrate new guidance on certain portions of the selected text.
learning by working through assignment and ensure 2. Ask teacher any questions
an activity or exercise with the understanding. needed to clarify anything
teacher’s guidance.
2. Answer any questions and offer pertaining to the assignment.
 This is the heart of the lesson
up any suggestions on potential
and should have the most
minutes assigned to it.
options how students can
address this assignment.
5 Closure 1. SW think about and choose one key point or idea (and its significance) they
min  ALL students must engage in got from today’s lesson.
s brief closure activity to cement 2. SW write down and verbally share their responses with the class and/or
learning and optimize transfer.
neighbor.
 Do not introduce anything
new during Closure. 3. TW call on a couple students to share their responses with the class.
 Check for Understanding.
 Students must re-engage with
the OBJECTIVE
N/A Independent Practice Students will:
 AFTER proper closure, it is
important to provide time for We generally don’t assign homework at PHS. The outlines on “The Prince” will be
additional practice. It may be thoroughly discussed and allowed enough time for completion by the students either in
group or individual work in class today or finished at the beginning of class tomorrow.
class or it might be
homework.
However, if I were at a traditional school, I would assign individual questions based on
 Do not introduce anything
 EEI Lesson Plan Template

new during Independent the text they read for students to think about and write their answers to as homework
Practice. for “Independent Practice.”

Checks for Understanding 1. Think-pair-shares

 List at least THREE quick, informal 2. Select random students to verbally answer questions about key vocabulary and
strategies that you used to check content.
understanding throughout the lesson. 3. Circulate the room to ensure students are writing the proper notes down.
 Checks should be varied (i.e., self- 4. Asking random students to briefly summarize their key points and their significances
check, verbal check, written check). from today’s lesson.

Assessment Options Pre- and Post-Assessment of Objective:

 Describe how you will pre- and post-
test students’ understanding of the Formal assessment will be the students’ group outline created during the GRP. Points
objective. These do not need to will be assessed via rubric (attached at end). They will also take a short quiz at the
happen on the same day as the
beginning of class tomorrow based on the GRP.
lesson.
 Alternative options for diverse
learners should also be provided 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.

Differentiation Options Content – Scaffold: I ask numerous questions throughout my lesson for a reason. All
Describe how you will reach diverse students may not be able to answer them with master proficiency, but all students will
learners by varying the: be exposed to them and they will all be able to participate at a level that will enable
 Content them to properly learn the content standard.
 Process Content – Challenge: Some students will be able to answer the higher-level learning
 Product
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.

21st Century Learning 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]