The Once and Future Classroom: Sample lesson plans and rubrics

Contents

Sample lesson plans and rubrics  

College-Level Humanities Course: Lesson Plan Template  

Sample Lesson Plan: The Role of the Church in Medieval Society  

Reflective Essay Rubric: The Role of the Church in Medieval Society  

Sample College-Level Humanities Lesson: Medieval Art 7

Rubric for 3-Page Essay on Sainte-Chapelle's Stained Glass Iconography  

Sample High School Humanities Course: Medieval Art

Rubric for 3-Page Essay on Sainte-Chapelle's Stained Glass Iconography

College-Level Humanities Course:

Lesson Plan Template

Course Title:
Instructor Name:
Class Duration:

1. Lesson Title:

  • Brief, descriptive title of the lesson.

2. Learning Objectives:

  • What should students know or be able to do by the end of the lesson?
  • Example:  After this class meeting, students will be able to --
  • Analyze the impact of Renaissance art on modern culture.
  • Critically evaluate philosophical arguments regarding ethics.

3. Required Readings/Materials:

  • List all readings, videos, or other materials students must review before class.
  • Example:
  • Reading: Chapter 3 of The Republic by Plato.
  • Video: "Introduction to Renaissance Art."

4. Class Activities:

  • Lecture/Presentation (Insert Planned Time Allotted):
  • Overview of key concepts, historical context, or theoretical frameworks.
  • Discussion (Insert Planned Time Allotted):
  • Guided questions or themes for class discussion.
  • Example discussion questions:
  • How does the concept of justice in The Republic       relate to contemporary debates on social justice?
  • Group Work/Projects (Insert Planned Time Allotted):
  • Small group activities or projects related to the lesson’s objectives.
  • Example activity:
  • Analyze and present different interpretations of a key philosophical argument.
  • Multimedia Integration (Insert Planned Time Allotted):
  • Incorporate videos, audio clips, or other multimedia relevant to the lesson.
  • Class Summary (Insert Planned Time Allotted):
  • Summarize key points and link them back to the learning objectives.

5. Assignments:

  • Outline any homework, essays, or projects that students should complete after the lesson.
  • Example:
  • Write a 2-page response essay on the implications of Renaissance humanism in modern education.

6. Assessment/Evaluation:

  • Describe how students will be assessed on the lesson's content.
  • Example:
  • Participation in discussion.
  • Short quiz on key concepts.
  • Reflection paper or essay.

7. Additional Notes:

  • Any extra information or instructions for the class.
  • Example:
  • Remind students of the upcoming mid-term exam and review session.

8. References:

  • List any sources or references used in preparing the lesson.

9. Rubric

· Supply assessment rubrics if any.

Sample Lesson Plan: The Role of the Church in Medieval Society

(Undergraduate Upper-Division Medieval Studies Course)

Duration: 90 minutes

This lesson plan focuses specifically on understanding the importance of the Church in medieval society through lectures, group work, and discussions, promoting critical thinking and engagement with primary sources.

Lesson Objectives:

  • Understand the significance of the Church in medieval life and governance.
  • Analyze the relationship between church and state during the medieval period.
  • Explore the impact of the Church on social structures, education, and culture.

Materials:

Excerpts from primary sources (e.g., The Rule of Saint Benedict, papal decrees, letters from clergy)

  • Whiteboard and markers
  • Projector (for presentations)
  • Handouts with discussion questions
  • Access to academic articles or books on medieval church history

Lesson Outline:

1. Introduction (10 minutes)

  • Begin with a brief overview of the medieval period and the central role of the Church.
  • Pose the question: “What role do you think the Church played in the daily lives of medieval people?”
  • Invite a few students to share their thoughts.

2. Lecture: The Church as a Social Institution (25 minutes)

  • Discuss the organizational structure of the Church and its hierarchy (i.e., pope, bishops, clergy).
  • Explain the Church’s influence on medieval politics, including the concept of divine right and contemporary power struggles between monarchies and the papacy
  • Analyze the Church’s role in community life, including charity, education, and moral guidance.

3. Primary Source Analysis (30 minutes)

  • Divide students into small groups and provide each group with a different primary source excerpt related to the Church’s influence.
  • Assign each group to analyze their source and answer the following questions:
  • What does this document reveal about the Church’s role in society?
  • How does it reflect the relationship between the Church and political authority?
  • What insights can be drawn about social norms and beliefs?
  • After 15 minutes, have each group present their findings to the class.

4. Class Discussion (15 minutes)

  • Facilitate a discussion on the impact of the Church’s power on everyday life during the medieval period.
  • Invite students to connect historical concepts with contemporary issues (e.g., the role of religion in modern governance).

5. Conclusion and Homework Assignment (10 minutes)

  • Summarize the key points discussed during the lesson.
  • Assign a reflective essay for homework: “Reflect on the role of the Church in medieval society. How do you think its influence shaped the culture, politics, and daily life of the time?”
  • Provide students with a rubric outlining expectations for the essay (attached below).

Assessment areas:

  • Participation in discussions and group work.
  • Quality of analysis presented during group presentations.
  • Evaluation of the reflective essay based on clarity, depth of insights, and connection to course concepts.

Additional Notes:

  • Consider incorporating multimedia resources, such as documentary clips about the medieval Church, to enhance engagement.
  • Be prepared to adjust the lesson based on students' understanding and interest levels.

Reflective Essay Rubric: The Role of the Church in Medieval Society[1]

Assignment Description: Reflect on the role of the Church in medieval society. Discuss how its influence shaped the culture, politics, and daily life of the time.

Criteria

Excellent (4)

Good (3)

Satisfactory (2)

Needs Improvement (1)

Score

Content and Analysis

Demonstrates a deep understanding of the Church’s role in medieval society, providing insightful analysis and relevant examples.

Shows a good understanding of the Church’s role with some analysis and examples, but may lack depth in certain areas.

Understands the basic role of the Church but provides minimal analysis and examples.

Lacks clear understanding of the Church’s role; provides little to no analysis or relevant examples.

Organization

Well-structured with a clear introduction, body, and conclusion; ideas flow logically and cohesively.

Generally well-organized with a clear structure; minor lapses in logical flow.

Some organization is evident, but the structure is inconsistent or hard to follow.

Poorly organized; lacks a clear structure, making it difficult to follow.

Clarity and Style

Writing is clear and concise, using appropriate academic language; engages the reader effectively.

Writing is generally clear with a few awkward phrases; mostly uses appropriate language.

Writing is sometimes unclear or awkward; informal language or jargon detracts from the academic tone.

Writing is unclear or confusing; inappropriate language or style for a reflective essay.

Evidence and Support

Provides ample and relevant evidence from primary sources and class materials; integrates quotes and examples seamlessly.

Uses relevant evidence, but may lack thorough integration or detailed support for some claims.

Provides limited evidence or examples; may rely on personal opinion more than class materials.

Little to no supportive evidence provided; relies entirely on opinion without reference to course materials.

Mechanics

Free of grammatical, spelling, and punctuation errors; demonstrates careful proofreading.

Few minor errors in grammar, spelling, or punctuation; does not detract from understanding.

Noticeable errors in grammar, spelling, or punctuation that somewhat hinder understanding.

Numerous errors in grammar, spelling, or punctuation that make the essay difficult to read.

Total Score: ____ / 20

Grading Scale:

  • 18-20: A
  • 16-17: B
  • 14-15: C
  • 12-13: D
  • Below 12: F

Comments:  [Instructor's comments and feedback on the essay]

Sample College-Level Humanities Lesson:  Medieval Art

Course Title: Medieval Art
Instructor Name:
Class Duration: 90 minutes

1. Lesson Title:

The Sainte-Chapelle: Gothic Splendor and Sacred Space in Medieval Paris

This lesson plan offers a comprehensive approach to studying the Sainte-Chapelle, integrating historical context, architectural analysis, and group activities to deepen students' understanding of this iconic Gothic monument.

2. Learning Objectives:

  • By the end of the lesson, students will be able to:
  • Analyze the architectural and artistic features of the Sainte-Chapelle.
  • Understand the cultural, religious, and political significance of the Sainte-Chapelle in medieval Paris.
  • Evaluate the role of stained glass in conveying theological narratives and royal propaganda.

3. Required Readings/Materials:

  • Reading:
  • Cothren, Michael W. Medieval Art: Second Edition. Oxford University Press, 2018. Chapter 9: "Gothic Art in France: The Royal Domain."
  • Williamson, Paul. Gothic Sculpture, 1140-1300. Yale University Press, 1995. Excerpts on Sainte-Chapelle.
  • Visual Material:
  • High-resolution images of the Sainte-Chapelle’s stained glass windows (accessible via the university’s digital library).
  • Video: "The Sainte-Chapelle: Jewel of the Capetian Kings" (20 minutes).

4. Class Activities:

  • Lecture/Presentation (30 minutes):
  • Overview of Gothic architecture with a focus on the Sainte-Chapelle.
  • Historical context: The reign of Louis IX and the construction of the Sainte-Chapelle as a reliquary for the Crown of Thorns.
  • Detailed analysis of the architectural features: Verticality, light, and the Rayonnant style.
  • Exploration of the stained glass program: The biblical narratives, the depiction of kingship, and the relationship between art and liturgy.
  • Discussion (20 minutes):
  • Guided questions:
  • How does the Sainte-Chapelle reflect the political and religious aspirations of Louis IX?
  • In what ways do the stained glass windows serve both a didactic and propagandistic function?
  • What is the significance of light in Gothic architecture, particularly in the Sainte-Chapelle?
  • Small group discussion on the themes of kingship and divine right as depicted in the stained glass.
  • Group Work/Projects (20 minutes):
  • Students will be divided into small groups to analyze different sections of the stained glass windows.
  • Each group will present a brief analysis of their assigned section, focusing on the iconography and its intended audience.
  • Groups will discuss how their section fits into the overall narrative and ideological program of the chapel.
  • Multimedia Integration (10 minutes):
  • Viewing and discussion of the video "The Sainte-Chapelle: Jewel of the Capetian Kings."
  • Students will be encouraged to reflect on the restoration process and its impact on the chapel’s modern-day perception.
  • Class Summary (10 minutes):
  • Recap of key points: Gothic architectural innovations, the role of stained glass, and the Sainte-Chapelle’s symbolic importance.
  • Link these themes to the broader context of Gothic art and medieval French history.

5. Assignments:

  • Homework:
  • Write a 3-page essay analyzing the iconography of a selected stained-glass window from the Sainte-Chapelle, focusing on its theological and political implications.
  • Suggested prompt: "How does the imagery in the [specific panel] of the Sainte-Chapelle's stained-glass windows reflect the relationship between church and state in medieval France?"

6. Assessment/Evaluation:

  • Class Participation:
  • Active engagement in the discussion and group work.
  • Essay Assignment:
  • Evaluation based on the clarity of argument, depth of analysis, and use of visual and textual evidence.
  • Quiz (optional):
  • Short quiz on key architectural terms and historical facts discussed in class.

7. Additional Notes:

  • Upcoming Field Trip:
  • Reminder of the scheduled visit to the local cathedral to study Gothic architecture in situ.
  • Supplementary Reading:

Recommended article: Cohen, Meredith. “An Indulgence for the Visitor: The Public at the Sainte-Chapelle of Paris.” Speculum, vol. 83, no. 4, 2008, pp. 840–83. JSTOR, http://www.jstor.org/stable/20466372. Accessed 26 Aug. 2024.

8. References:

  • Cothren, Michael W. Medieval Art: Second Edition. Oxford University Press, 2018.
  • Williamson, Paul. Gothic Sculpture, 1140-1300. Yale University Press, 1995.
  • Cohen, Meredith. "The Sainte-Chapelle and the Politics of Gothic Art." Art History, vol. 30, no. 2, 2007, pp. 234-252.

Rubric for 3-Page Essay on Sainte-Chapelle's Stained Glass Iconography

Assignment Overview:
Students are required to write a 3-page essay analyzing the iconography of a selected stained-glass window from the Sainte-Chapelle, focusing on its theological and political implications. The essay should demonstrate a clear understanding of the chapel’s historical context, the significance of the imagery, and its connection to the broader themes discussed in class.

Criteria

Excellent

Proficient

Satisfactory

Needs Improvement

Unsatisfactory

Thesis Statement

Clear, insightful, and well-defined thesis; directly addresses the prompt.

Clear thesis; addresses the prompt with some depth.

Thesis is present but may be vague or simplistic.

Thesis is weak, unclear, or only tangentially related to the prompt.

No clear thesis; essay lacks focus.

Analysis of Iconography

Deep, nuanced analysis; connects imagery to theological and political implications with strong evidence.

Solid analysis; connects imagery to implications with sufficient evidence.

Basic analysis; some connections made but may lack depth or thoroughness.

Limited analysis; connections are weak or poorly supported by evidence.

Little to no analysis; lacks connection between imagery and implications.

Use of Visual and Textual Evidence

Excellent use of specific examples from the stained glass and relevant scholarly sources; evidence is integrated smoothly.

Good use of examples and sources; evidence is generally well-integrated.

Adequate use of examples; evidence is present but may be superficial or unevenly integrated.

Minimal use of evidence; examples are vague or poorly integrated.

Little to no use of relevant evidence; lacks examples or fails to integrate them effectively.

Historical Context

Demonstrates a thorough understanding of the Sainte-Chapelle’s historical context; effectively connects it to the analysis.

Shows a good understanding of historical context; makes relevant connections to the analysis.

Adequate understanding of context; some connections to analysis, though may be surface-level.

Limited understanding of context; weak connections to the analysis.

Lacks understanding of the historical context; no meaningful connections made.

Organization & Structure

Essay is well-organized with a clear introduction, body, and conclusion; transitions are smooth and logical.

Essay is generally well-organized with clear sections; transitions are mostly effective.

Essay has a basic structure; some sections may lack clarity or coherence.

Organization is weak; essay may be disjointed or difficult to follow.

Disorganized; lacks a clear structure, making it difficult to follow the argument.

Clarity & Writing Style

Writing is clear, concise, and engaging; free of grammatical and spelling errors.

Writing is generally clear and concise; few grammatical or spelling errors.

Writing is understandable but may be awkward or unclear in places; some errors present.

Writing is often unclear or awkward; multiple grammatical or spelling errors.

Writing is unclear, confusing, or riddled with errors; difficult to understand.

Citations & Academic Integrity

All sources are correctly cited in the appropriate style; no issues with plagiarism.

Most sources are correctly cited; minor citation errors.

Sources are cited, but there may be frequent errors or inconsistencies.

Citations are incorrect or incomplete; some issues with academic integrity.

Little to no citation of sources; significant issues with academic integrity.

Total Score: /100

Excellent (90-100%)

Proficient (80-89%)

Satisfactory (70-79%)

Needs Improvement (60-69%)

Unsatisfactory (<60%)

Comments:

  • Provide specific feedback on strengths and areas for improvement, including suggestions for further reading or refinement of the analysis.

Sample High School Humanities Course: Medieval Art

Course Title: Medieval Art
Instructor Name:

Class Duration: 60 minutes

1. Lesson Title:

Discovering the Sainte-Chapelle: A Gothic Masterpiece in Paris

2. Learning Objectives:

  • By the end of the lesson, students will be able to:
  • Identify key features of Gothic architecture as seen in the Sainte-Chapelle.
  • Explain the religious and cultural significance of the Sainte-Chapelle during the medieval period.
  • Understand how stained glass windows were used to tell stories and convey messages.

3. Required Readings/Materials:

  • Reading:
  • Excerpt from the textbook: Introduction to Medieval Art (Chapter on Gothic Architecture).
  • Visual Material:
  • Images of the Sainte-Chapelle’s stained glass windows (provided in a classroom slideshow).
  • Video:
  • "The Sainte-Chapelle: A Window into the Past" (10-minute documentary).

4. Class Activities:

  • Lecture/Presentation (20 minutes):
  • Introduction to Gothic architecture and the historical context of the Sainte-Chapelle.
  • Key architectural features: tall spires, large windows, and the use of light.
  • Overview of the stained glass windows: their purpose, the stories they tell, and their importance in medieval society.
  • Discussion (15 minutes):
  • Guided questions:
  • Why was light so important in the design of Gothic churches like the Sainte-Chapelle?
  • What kinds of stories were told through the stained glass windows, and why were they important?
  • How did the Sainte-Chapelle serve as both a place of worship and a symbol of power?
  • Encourage students to share their thoughts and make connections to what they’ve learned in previous lessons.
  • Group Activity (15 minutes):
  • Students will work in small groups to examine and discuss specific stained glass panels.
  • Each group will identify the story depicted in their panel and discuss what it might have meant to the people who saw it in the medieval period.
  • Groups will briefly present their findings to the class.
  • Class Summary (10 minutes):
  • Recap the main points: Gothic architecture, the significance of stained glass, and the role of the Sainte-Chapelle in medieval Paris.
  • Connect the lesson to broader themes in medieval art and history.

5. Assignments:

  • Homework:
  • Write a 1-2 page reflection on your favorite stained glass panel from the Sainte-Chapelle. Explain why it stood out to you and what story or message you think it was meant to convey.
  • Suggested prompt: "Choose a stained glass panel from the Sainte-Chapelle that you find interesting. Describe the scene and discuss why it might have been important to the people who viewed it in the 13th century."

6. Assessment/Evaluation:

  • Class Participation:
  • Active involvement in the discussion and group activity.
  • Reflection Assignment:
  • Evaluation based on the clarity of description, understanding of the stained glass panel, and personal reflection.

7. Additional Notes:

  • Upcoming Project:
  • Reminder of the upcoming project where students will create their own "stained glass" artwork inspired by Gothic architecture.
  • Supplementary Materials:
  • Optional reading: "The Gothic Cathedral: A Symbol of Faith" (available in the school library).

8. References:

  • Introduction to Medieval Art (Textbook).
  • "The Sainte-Chapelle: A Window into the Past" (Documentary).


Rubric for 1-2 Page Reflection on Sainte-Chapelle's Stained Glass[2]

Assignment Overview:
Students are required to write a 1-2 page reflection on a selected stained glass panel from the Sainte-Chapelle. The reflection should describe the scene depicted in the panel, explain its significance, and offer a personal reflection on why and how it made an impression on them.

Criteria

Excellent

Proficient

Satisfactory

Needs Improvement

Unsatisfactory

Description of the Scene

Detailed, accurate description of the stained-glass panel; vividly conveys the imagery.

Clear and accurate description of the scene with good detail.

Adequate description; some details may be missing or unclear.

Basic description; lacks important details or clarity.

Little to no description; unclear or incorrect depiction of the scene.

Understanding of Significance

Insightful explanation of the scene’s significance; connects well to the medieval context.

Good explanation of the significance; shows understanding of the medieval context.

Basic understanding of significance; may be somewhat superficial or vague.

Limited understanding of the significance; lacks depth or clear connection to context.

Little to no understanding of the significance; no connection to the medieval context.

Personal Reflection

Thoughtful and personal reflection; clearly explains why the panel stood out.

Good reflection; explains why the panel was interesting with some personal insight.

Basic reflection; some personal insight but may lack depth or clarity.

Limited reflection; minimal personal insight or unclear explanation.

Little to no personal reflection; lacks explanation or insight.

Organization & Structure

Well-organized reflection with a clear introduction, body, and conclusion.

Generally well-organized; flows logically with clear sections.

Basic organization; some sections may be unclear or disjointed.

Weak organization; reflection may be difficult to follow.

Disorganized; lacks a clear structure, making it difficult to understand.

Clarity & Writing Style

Writing is clear, engaging, and free of grammatical errors.

Writing is generally clear with few grammatical errors.

Writing is understandable but may be awkward or unclear in places; some errors present.

Writing is often unclear or awkward; multiple grammatical or spelling errors.

Writing is unclear, confusing, or riddled with errors; difficult to understand.

Total Score: /100

Comments:

  • [Provide specific feedback on strengths and areas for improvement, including suggestions for deepening understanding or refining writing skills.]

Grading Scale:

  • A (90-100%): Excellent work demonstrating a strong understanding and personal connection to the subject.
  • B (80-89%): Good work with clear understanding and thoughtful reflection.
  • C (70-79%): Satisfactory work with basic understanding and adequate reflection.
  • D (60-69%): Needs improvement in understanding, reflection, and/or organization.
  • F (<60%): Unsatisfactory work with little understanding or reflection.


Rubric for 3-Page Essay on Sainte-Chapelle's Stained Glass Iconography

Assignment Overview:
Students are required to write a 3-page essay analyzing the iconography of a selected stained glass window from the Sainte-Chapelle, focusing on its theological and political implications. The essay should demonstrate a clear understanding of the chapel’s historical context, the significance of the imagery, and its connection to the broader themes discussed in class.

Criteria

Excellent (90-100%)

Proficient (80-89%)

Satisfactory (70-79%)

Needs Improvement (60-69%)

Unsatisfactory (<60%)

Thesis Statement

Clear, insightful, and well-defined thesis; directly addresses the prompt.

Clear thesis; addresses the prompt with some depth.

Thesis is present but may be vague or simplistic.

Thesis is weak, unclear, or only tangentially related to the prompt.

No clear thesis; essay lacks focus.

Analysis of Iconography

Deep, nuanced analysis; connects imagery to theological and political implications with strong evidence.

Solid analysis; connects imagery to implications with sufficient evidence.

Basic analysis; some connections made but may lack depth or thoroughness.

Limited analysis; connections are weak or poorly supported by evidence.

Little to no analysis; lacks connection between imagery and implications.

Use of Visual and Textual Evidence

Excellent use of specific examples from the stained glass and relevant scholarly sources; evidence is integrated smoothly.

Good use of examples and sources; evidence is generally well-integrated.

Adequate use of examples; evidence is present but may be superficial or unevenly integrated.

Minimal use of evidence; examples are vague or poorly integrated.

Little to no use of relevant evidence; lacks examples or fails to integrate them effectively.

Historical Context

Demonstrates a thorough understanding of the Sainte-Chapelle’s historical context; effectively connects it to the analysis.

Shows a good understanding of historical context; makes relevant connections to the analysis.

Adequate understanding of context; some connections to analysis, though may be surface-level.

Limited understanding of context; weak connections to the analysis.

Lacks understanding of the historical context; no meaningful connections made.

Organization & Structure

Essay is well-organized with a clear introduction, body, and conclusion; transitions are smooth and logical.

Essay is generally well-organized with clear sections; transitions are mostly effective.

Essay has a basic structure; some sections may lack clarity or coherence.

Organization is weak; essay may be disjointed or difficult to follow.

Disorganized; lacks a clear structure, making it difficult to follow the argument.

Clarity & Writing Style

Writing is clear, concise, and engaging; free of grammatical and spelling errors.

Writing is generally clear and concise; few grammatical or spelling errors.

Writing is understandable but may be awkward or unclear in places; some errors present.

Writing is often unclear or awkward; multiple grammatical or spelling errors.

Writing is unclear, confusing, or riddled with errors; difficult to understand.

Citations & Academic Integrity

All sources are correctly cited in the appropriate style; no issues with plagiarism.

Most sources are correctly cited; minor citation errors.

Sources are cited, but there may be frequent errors or inconsistencies.

Citations are incorrect or incomplete; some issues with academic integrity.

Little to no citation of sources; significant issues with academic integrity.

Total Score: /100

Comments:

  • Provide specific feedback on strengths and areas for improvement, including suggestions for further reading or refinement of the analysis.

Grading Scale:

  • A (90-100%): Excellent work demonstrating thorough understanding and insightful analysis.
  • B (80-89%): Good work with solid analysis and clear organization.
  • C (70-79%): Satisfactory work with basic analysis and adequate organization.
  • D (60-69%): Needs improvement in analysis, evidence, and/or organization.
  • F (<60%): Unsatisfactory work with little understanding or analysis.

This rubric is designed to assess the students’ ability to engage critically with the art of the Sainte-Chapelle, demonstrating both historical knowledge and analytical skills.


Other resources:

https://www.algonquincollege.com/profres/lesson-planning/

https://crlt.umich.edu/sites/default/files/instructor_resources/sample_lesson_plans.pdf


[1] This rubric provides clear criteria for evaluating the reflective essay, focusing on content, organization, writing style, evidence, and mechanics. It establishes a framework for providing constructive feedback to students while grading their work.

[2] This rubric is designed to assess students’ ability to engage with medieval art in a meaningful way, encouraging both critical thinking and personal reflection.