Indiana Wesleyan University

Elementary Education Lesson Plan Template (DIRECT INSTRUCTION)

Social Studies--2007 ACEI Standards

READINESS
I. Goal(s)/Objective(s)/Standard(s)
A. Goal– Students will learn about prominent artist that lived during the Medieval and Renaissance periods.

B. Objective(s) – Students will identify the contributions of Lorenzo Ghiberti’s artwork during the Medieval period and how
it affected art in the Renaissance period.

C. Standard(s) –
NCSS: People, Places, and Environment
IAS: 6.1.8 Compare the diverse perspectives, ideas, interests and people that brought about the Renaissance in
Europe.
II. Materials & Management:

A. Materials:
a. Paper towel
b. Bag for every group (20)
c. Box for every table (5)
d. Pencils
e. Clay
f. Paper
B. Time:
a. Anticipatory Set: 5 minutes
b. Lesson Presentation: 10 minutes
c. Guided Practice: 10 minutes
d. Independent Practice: 20 minutes
e. Closure: 5 minutes
C. Space: students desks
D. Behavior: Students are expected to pay attention during the lesson presentation. Heritier will only be asked to leave
class if he is disrupting another student’s learning (fifth period). If students listen during the presentation and complete the
independent work, without getting more than 2 warns to behave, they will be given a jolly rancher after class.
E. Technology: PowerPoint and Doc-Camera

III. Anticipatory Set— “I know many you love playing games. Today, I have a guessing game to play. I am going to put a closeup
picture on the screen. I will give everyone 5-10 seconds to guess what they think it is. When you think you know what it is, hold a
thumb up, don’t shout out the answer. After 5-10 seconds, I’ll call on someone to guess. Does anyone have a question?” Included in
the PowerPoint are 5 pictures for the students to guess. All of them have to do with art.

IV. Purpose: “Today, we are learning about Lorenzo Ghiberti and how his art impacted the Medieval period and then how it
continues into the Renaissance.”

PLAN FOR INSTRUCTION

V. Adaptation: (ACEI 3.2)

A. Remediation – not applicable
B. Enrichment – not applicable
C. ELL – not applicable
D. Exceptional Needs- Students will IEPs have paraprofessional in the classroom. The paraprofessional will be informed on
what is expected during independent practice so that they can help the students. Students may need precorrection or
further explanation for activities.
VI. Lesson Presentation: (PowerPoint on Google Docs has been made for the Lesson Presentation)

Input Modeling/Modeled Practice – “Lorenzo Ghiberti was born and raised in Florence Italy in 1378. His father was a
well-known goldsmith in Florence. Ghiberti’s father trained him and in 1392, he became an apprentice for the “Silk Gold”
guild. Six years later, in 1398, Ghiberti passed his training and became master goldsmith, like his father. After becoming a
goldsmith, he quickly traveled to Rimini because of the plaque that invaded Florence. In Rimini, he continued to be
trained in painting. Lorenzo Ghiberti impacted the world of art during the Medieval and beginning of the Renaissance
time. Ghiberti took a new approach to sculpting. He took the 15th century Gothic style and added a new illusion in depth.
To help sum that up, he added more detail to the sculptures and made them more alive. This was a new approach
because many sculptures were simple, but Ghiberti spent years perfecting his pieces. He is well known for taking a scene
from the bible and sculpting it. This was new for the Medieval area for art, but this slowly became the new way to look at
art as history moved into the Renaissance area. When Ghiberti began sculpting with more illusion and depth, there were
some artists and people who did not enjoy the new style. Some believed that art should stay how it was, by appreciating
the old historical art. Around 1403, Ghiberti had caught the attention of some artists who appreciated his new style in
sculpting. By 1407 he employed approximately 11 assistances. People would come into his workshop to see his sculptures
and to be trained. His workshop was one of the most famous workshops during the late 15th century.”

Checking Understanding – Students will talk in their table group about 3 things they found fascinating about Ghiberti’s
life or if they have any questions about something in his life after the modeled practice. After giving them approximately
2 minutes to discuss, they will be asked to share their thoughts and questions. During guided practice, students will be
asked to discuss and ask questions over the art pieces that will be shown. During their activity, I will be asking them the
following questions: Why did you choose to create this sculpture? How is this similar or different to how Lorenzo would
have made his sculptures? Why are you creating a sculpture today? What is something you learned about art today that
you didn’t know before?

Guided Practice – “Now, we are going to look at some of the artwork that Lorenzo Ghiberti created. When you look at a
piece of art, what are some things you look for or notice?” Call on students as they raise their hands. “Take 1 minute to
talk with your table group about what you notice in this first piece.” Ask at least three students their thoughts. “This first
piece is in Florence Italy. It took him 20 years to complete. The piece is called, Gates of Paradise. Each of the squares is a
different scene from the Old Testament. Notice, that each square has depth to it, in how it pops out of the door. Many
artists or sculptures would have kept each scene flat, but Ghiberti added in the depth and detail to every scene. Now we
are going to look at his second piece. Again, take a minute to talk with your table group about what you notice.” Ask at
least three students their thoughts. “This second piece is the second part for the Gates of Paradise. Ghiberti was asked to
complete another set of doors to include the New Testament. Notice the detail is similar in the depth and detail that he
put into this sculpture. Both doors lead into the baptistry to the church. Today, the public is not allowed into the church.
My last slide will show closure up pictures on some of the scenes on the doors.”

Independent Practice – “In the middle of every table is a box. Whose ever desk it is on; will you please open the box?
Give everyone at your table a piece of towel paper, a bag of clay, and a pencil. Your task is to create a sculpture and add
detail in it, just like Lorenzo does in his pieces. Now, when Lorenzo made his sculptures, he used scenes from the Old and
New Testament because that was something that had value to the lives of the people. For your clay sculpture, take time
to brainstorm something that is important to you. What is something you enjoy participating in that helps describe who
you are as a person. Something that years from now, people would look at and understand why that has value to your
life. Use that idea to create your sculpture. The clay must stay on the paper towel and you can use the pencil to help you
sculpt. Here is an example of one that I made. Once you are finished, come wash your hands at the sink. Now, you are
not allowed to share clay, throw it on the floor, or across the room. It must stay on the paper towel. If you are asked
more than two times to keep it on the paper, then you will be done with the clay. Are there any questions?”

Closure – “On your tables are small pieces of paper. On this paper I want you to write down how Lorenzo Ghiberti’s art in
the Medieval period affected the Renaissance period. Also, tell me what your sculpture was and why that is important to
you. Once you have your paper, leave it in a pile on top of the box. This section will be completed after the guided
practice portion of the lesson. Once students are completed with their sculptures, if there is extra time, they will be
asked to read a book.
PLAN FOR ASSESSMENT

Formative: During the closure, students will write on a piece of paper how Lorenzo Ghiberti’s art in the Medieval period affected the
Renaissance period. They will also write down why the sculpture they created is a representation of their lives and what they find
important. Under check for understanding, there is a list of questions that will be asked while students are involved with the activity.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. By the end of the lesson, what is something I could add to help the students understand the content better?
8. Was the activity engaging enough to include all students in the learning?