Suggested Lesson Plan Guidelines for Student Teaching

Lesson Topic: Renaissance Art Grade level: 10 Length of lesson: 90 Minutes

Desired Results
State Content Standard(s):
 W.H. 4.1: Trace the origins and developments of the European Renaissance and its impact throughout Western
Europe
Central Focus: Essential Question(s):
Why did the renaissance happen and how did  What are the differences between the Northern
it affect Western Europe? and Italian Renaissance?

Student objectives (outcomes):

Students will be able to:
 Identify the differences between Northern and Italian renaissance artwork
 Describe the characteristics of Northern and Italian renaissance artwork
 Explain the difference between Renaissance and Medieval artwork, as well as the significance of those differences

Assessment Evidence
Performance Task(s): Other Evidence:
Students will write down, either on a piece of paper
or a google doc, their answers to whether each work
of art is from the Northern or Italian Renaissance.

Learning Plan
Learning Activities:
 Students will participate in an interactive lecture which provides background information on the
Renaissance.
 Students will work alone to analyze a work, in this case The Triumph of Death by Peter Bruegel, which is
shown to the class, and then discuss their observations with a partner.
 Students will then read a commentary on the work and write down their thoughts on what the painting
means and if they think it came from the Northern or Italian Renaissance.
 I will then lead the students through a gallery walk where they will look at different paintings and write
down whether they think each painting is from the Northern or Italian Renaissance and why, citing examples
from what we discussed in the lecture and previous activity.
 Finally, we will go through each work as a class and talk about what the students wrote down during the
gallery walk for each work.

Resources and Materials:

Slides
Gallery Walk
Required Accommodations/Modifications:
 I am providing a printed copy of the powerpoint for one student to meet their IEP needs.

Additional Modifications for Individual Students:

 I do not know these students’ individual needs well enough to make further modifications.

Extending the Lesson

 I might include a task similar to this on their test or as part of another activity, and I will adjust the scaffolding I
provide based on how they perform here.
Adapted from Understanding by Design, Expanded 2nd Edition (2005) by Grant Wiggins and Jay McTighe, Association for Supervision and Curriculum
Development.