Objectives:

To put major events in a

chronological order
Identify key leaders and explain why
they were important to the events

Resources:
Powerpoint lecture slides
Guided note handout
E-board
Study Guide over key events

that followed.
To understand the definition of
Renaissance, and explain the
significance of it.

on Exam

Group Work:

During the review period,

students will get into groups of

Procedures:

Use a PowerPoint presentation for students to

follow along with lecture.

3-6. In these groups students

will be given a list of major
events from this unit. Such as:

Hand out note packet at beginning of unit.

"Mary Queen of Scots is

Allow one day in class at beginning of unit for

executed." The group of

students to read and identify and define key terms

students with the most right in

from this unit.

the fastest time will be

Allow time at the end of every class for students to

complete the work assigned

As review before exam group students into teams,

rewarded with 2 pts extra

credit.

put list of events on board and have each group

attempt to list them chronologically. Do this
without class materials on desk.

Allow students day before exam a work day, to

complete assignments, ask questions, or study.

Adopted From: http://www.studenthandouts.com/lessonplanning.htm

photo credit:
http://www.usnews.com/education/blogs/highschool-notes/2012/12/10/what-high-school-parentsshould-know-about-common-core

Individual Work:
At the beginning of the Chapter students will be assigned to read the Chapter, then
Identify and Define the key terms outlined at the beginning of each lesson. This will be
due during the review class, and graded in class so students will be able to use it as a
study resource.
Each night students will complete a worksheet created by me, that follows along with the
notes we took in class, as well as information that was covered in their assigned readings.
These worksheets will primarily be fill-in-the-blank paragraphs, as well as short answer.
Students will complete a crossword puzzle that uses important terms from our chapter
as it's clues. This is to be done at the end of the chapter to be used as a study resource.
Students will be asked to pick a person from Post-Renaissance England and create a
dating profile for them. This project will include a profile picture, a bio paragraph
explaining achievements, and even a list of hobbies. This is a way for students to make
figures from the past, and get to know more about them in a fun and creative way.

Indiana Standards: From InTASC Teaching

Evaluation:

Standards:

40 Question Multiple Choice

#2:Learning Differences: Recognizes students learn facts

Exam with questions over

differently and presents content in diverse methods to ensure

key terms, major political and

all students understand the material, regardless of student's

social figures. This is to be

individual differences and diverse cultures.

completed during class time

#4:Content Knowledge: "The teacher understands the central

under examination setting.

concepts, tools of inquiry, and structures of the discipline(s) he

or she teaches and creates learning experiences that make the

In addition, students will be

discipline accessible and meaningful for learners to assume

given a list of 10 events we

mastery of the content.

discussed throughout the

#5:Application of Content: "The teacher understands how to

connect concepts and use differing perspectives to engage
students"
Adopted From: http://www.studenthandouts.com/lessonplanning.htm

unit to be put into

chronological order.

Overview:
Students will work with dates, events, and people in a multitude of ways and exercises to
master the key information that is important to understanding English Society before,
during and after the Renaissance. Students should walk away with a greater understanding
of the reasons behind the actions of political leaders of the Renaissance period in England.

Adopted From: http://www.studenthandouts.com/lessonplanning.htm

Adopted From: http://www.studenthandouts.com/lessonplanning.htm