LESSON+PLAN+2

Tanner Oman Lesson Number 2 Lesson Title: The Italian Renaissance Lesson length: 90 min/1 day Grade Level: 9th Grade

__Goal__: Students create their own analysis of the importance of the Northern Italian City-States during the beginning of the Enlightenment.

__Objectives__: 1. For students to gain effective practice at working in groups. 2. For an evaluation to be built upon previous knowledge acquired about the people and events of this period. 3. For the students to have to ascertain what significance was brought about by actions and insight from this time of enlightened change.

__Adaptations__: Students with disabilities such as ADD or ADHD actually had an special educator in the classroom with them. Extra consideration was not required, or so I was told.

__Materials__: 1. Textbook 2. Assessment worksheet described in assessment portion of homepage.

__Assessment__: 1. Homework sheet. 2. Class discussion/ Review

__Standards__: W.1.1 Students are able to explain the cause-effect relationships and legacy that distinguish significant historical periods from the Renaissance to the present.

__Instructional Strategies__: 1. Settle kids down and quickly break them down into groups. 2. Hand out worksheet to each student individually. 3. Describe to students the content of the worksheet. Its first part contains eight key words or names that need to be addressed as they are important leads to factors that will help answer more in-depth questions that are farther down the worksheet. The last question is not stuck in the readings of the book but will need to be answered strictly by the students own critical thinking. They are to find the answer by themselves. 3. Walk around the room continually to help with student questions, as well as to keep students on track and use my presence to keep them focused. Lots of questions were asked as apparently the critical thinking questions at the end of the worksheet were more challenging than I originally thought. 4. After all groups had completed their work. I went around the room to review the answers with the class and to answer any further questions they had. Every student had to answer a question, which I made sure of, and the class was allowed to add in any information the student missed out on. The rest of the class was designated for extra credit work on Word-Find worksheets.

__Evaluation__: I really hope the students that I start out teaching have been taught more critical thinking than the students I engaged here. If not, I will plan on focusing much of my teaching around producing critical thinking in the students, on top of gaining factual knowledge.