L6+Vierkant,+Corinne

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name: Ms. Corinne Vierkant** **Date of Lesson:** #6
 * Grade Level:** 9- Diploma **Topic:** The Renaissance and the Transition to the Modern World

__**Objectives**__

 * Student will understand that** **the Renaissance was the starting point of the transition from the dark ages to the modern era.**
 * Student will know** **how the Renaissance marked the transition into the modern world.**
 * Student will be able to do** **decide whether the Renaissance truly marks the starting point of the modern world.**

__**Maine Learning Results Alignment**__
Grade 9-Diploma** "The Renaissance and Transition into the Modern World" b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences and people in the history of the United States and World and the implications for the present and future.
 * //Maine Learning Results//: Social Studies - E. History**
 * E1 Historical knowledge, concepts, themes, and patterns
 * Students understand major eras, major enduring themes, and historical influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.**
 * Rationale:**

__**Assessment**__
Students will use a persuasion map organizer to lay out their argument and supporting evidence. This will be handed in before the debate, to look review the students understanding and participation in the research portion. This be graded out of ten points based on content.
 * Formative (Assessment for Learning)**

During this unit, you will be asked to form an opinion on whether you think that the Renaissance truly marked the beginning of the transition to the modern era. You will then be asked to find evidence to back up your opinion. In class you will meet with the classmates that share your opinion to come up with the argument and supporting evidence. The two sides will then debate each other, using evidence in their case. After, each student will post a blog explaining why the opposing view was right, and how it contradicts their own argument. The activity will be graded based on participation and quality of ideas and writing in the blog.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will use a blog to write their argument, and comments will be made by the instructor.


 * English:** Students will need to layout a debate, and also write an argumentative short essay.

__Groupings__
Students will be posed the question on whether they think that the Renaissance truly marks the transition point in to the modern world. The students will be grouped with those who share the same position. That way in the debate the students will truly stand behind their argument. If one side is predominantly represented, I will take students from the dominant side who excel in class and need more of a challenge, and have them argue the other side.

__**Differentiated Instruction**__

 * Strategies**
 * Naturalist:** The debate will take place outside with benches set up so that the environment feels more open and safe.
 * Kinesthetic:** The historian in a debate will be required to stand up and walk around with appropraite hand gestures to emphasize there point, enthusiasm and role play will be necessary.
 * Interpersonal:** Students will pool their arguments with their peers, and in an organized manner debate their point to classmates who have a different opinion.
 * Intrapersonal:** Students will be required to research and build evidence supporting their argument, individually.
 * Verbal:** Students will be required to explain their opinion using words.
 * Logical:** Students, in groups, will pool their evidence to come up with a concrete and logical argument supporting their opinion**.**

I will review student's IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Modifications/Accommodations**

Absent students are expected to contact me as early as possible. The absent students will also be expected to check the assignment on the class wiki. If they have done both, I can let them know what side that they are going to represent, and they can research and fill out the persuasion map on their own. If they are absent for the second day, then they will still be required to write the persuasion map for one argument, and post the contents of that on their blog, and then in another blog post, they will need to counter the argument. That they were not able to take place and recieve the benefits of the debate will be taken in to account during assessment.
 * Extensions**

__**Materials, Resources and Technology**__
Will need: Laptop, teacher notes, persuasion map, benches, judges cloak, judges wig, student notes.

__Source for Lesson Plan and Research__
Will use notes and all previous internet resources.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Students will be grouped based on their choice and opinion, and will be given a variety of resources. Students will use a persuasion map to organize their argument, and the debate will take place in an organized debate, with both sides getting a chance to talk and make a counter argument. The debate will take place outside to help create an open and safe environment, with a supportive group that shares the same opinion and will work together to form their argument.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//

Rationale:** This lesson relates to my MLR because it examines the true meaning of the Renaissance as a historical influence on World history. The lesson will also incorporate some of the six facets of understanding. The lesson will promote self-knowledge, since students will make an opinion and defend it, but they will also have to listen to the other argument, and reflect on how their opposition's argument was right. They will need to reflect on how the other argument disproves their own and force them to question their own opinion and why they thought that in the first place.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** This lesson incorporates Type II technology, because the students will blog their argument and counter-argument, and the teacher will write comments and grade the student on their blog.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Naturalist:** The debate will take place outside with benches set up so that the environment feels more open and safe.
 * Kinesthetic:** The historian in a debate will be required to stand up and walk around with appropraite hand gestures to emphasize there point, enthusiasm and role play will be necessary.
 * Interpersonal:** Students will pool their arguments with their peers, and in an organized manner debate their point to classmates who have a different opinion.
 * Intrapersonal:** Students will be required to research and build evidence supporting their argument, individually.
 * Verbal:** Students will be required to explain their opinion using words.
 * Logical:** Students, in groups, will pool their evidence to come up with a concrete and logical argument supporting their opinion**.**

Rationale:** As an assessment of learning, students will hand in their persuasion map organizer before their debate, so that I can check for understanding of individual students, especially those who are not as comfortable with public speaking. Students will also be observed and notes made during the debate.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

The summative assessment will be a blog posting of the students argument and counter-argument. The argument will be posted on the blog prior to the debate, and the teacher will pose questions to consider as a result of those brought up during the debate. Then the student will create a blog post about their oppositions argument and why it is justified. This will be graded based on content (how much information and understanding that they gained from the debate).

__Teaching and Learning Sequence__
Day 1: Day 2: Day 3: Students will be able to form an opinion on whether they believe the Renaissance was truly the starting point of the modern world **(Where)**. Many historians today debate were the true starting point to the modern world begins; in general, the question is how did our society get to where it is today, socially, politically, and technologically **(Why)**. **Students understand major eras, major enduring themes, and historical influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World (MLR)**. The teacher will appear in class dressed as an "old-style" judge **(Hook)**.
 * Hook: Will appear as an "old-style" judge and discuss the debate about the effect the Renaissance had on World history.
 * Presentation on the impact the Renaissance had on World history. present some facts.
 * Introduction of assignment.
 * Create the two sides based on opinion. make necessary changes.
 * In class research.
 * Meet outside, where a bench area will be set up.
 * Meet with group to pool facts and form an argument.
 * Class debate: students play the role of historians.

Students will be able to argue their opinion, and back it up with historical evidence **(Equip)**. The Students will use a persuasion map organizer to lay out their argument **(Explore)**.Students will play historians in a debate, where part of the class is arguing for and the other half against the Renaissance as the starting point of the transition to the modern world **(Rehearse)**. Afterwards, each student will blog about why their oppositions argument was correct and how it contradicts their own argument **(Rethink, Revise, Refine)**.

Students will be grouped with classmates who have chosen to argue the same side to come up with a common argument **(Experience).** Students will take part in an organized debate during class to assess the students understanding **(Evaluate)**.


 * Content Notes**


 * Handouts**