L5+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:** **# 5**
 * Grade Level:** **9-Diploma Topic:** **The Renaissance**


 * 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**__
The students will blog about their topic and the research and creation process, making note of any interesting facts that they had not known before and how that affects their outlook on their topic. The teacher will make comments on the students blog and provide constructive feedback.
 * Formative (Assessment for Learning)**

Towards the end of the unit, you should have a grasp on the philosophy, ideals, people, and innovations of the Renaissance that marked the period and defines it as the beginning of the transition to the modern world. The Unit Project will allow you to show your knowledge on a characteristic of the Renaissance that interests you.
 * Summative (Assessment of Learning)**

The opportunity of your career has just presented itself to you! As a creative designer at a major advertisement company, Travelocity, who is now offering time travel vacations, has asked your company, and several other advertisement companies, to create a commercial promoting their special vacation package to Renaissance Italy. They ask that you create an eye catching and exciting commercial that promotes the Renaissance, and to choose one major attraction or innovation of the era to include in the commercial. Travelocity wants the commercial to target potential travelers to visit the Renaissance and to use their travel agency. The attraction/innovation is meant to excite the potential consumer about the era and enhance the attraction of the era as a potential vacation destination. As a design team, your group will present the final product to Travelocity. The presentation needs to argue why they should pick your commercial over the ones from the competing companies to use in the promotion of the Renaissance vacation package. Be convincing and enthusiastic! this contract could mean the future success of your company and you as an individual!

There will be separate rubrics for the oral presentation and the movie product, and you will be graded as a group, not as an individual. Also, students will be expected to fill out a question sheet that self-assess their performance and those of their group members, and gives themselves and each group member the grade that they think they deserve based on the standards outlined in the rubric. The self-assessment will be graded as it is mentioned in the rubric.

__**Integration**__

 * Technology:** Students will create a commercial using iMovie, and report their progress using blogs.


 * Art/English/ Music:** The students will need to be creative when creating their commercial, using images, effects, and music to add to the appeal of their product. Students will need to lay out a story map, or plot for their commercial.

__Groupings__
To group students, a list of figures or attractions will be given. The students will write down 3 of the given topics in order of interest preference. The lists will be reviewed and the students will be matched up according to the preference of interests into groups of four. The students will assume the role of a creative design team, meaning that they need to work as a cooperative group as one would in a real business setting.

__**Differentiated Instruction**__

 * Strategies**
 * Kinesthetic:** The students will need to put together images in iMovie or act out the commercial representing the innovation/attraction.
 * Interpersonal:** The student will need to work in a group of four to organize the ideas and create the final product.
 * Intrapersonal:** The student will create an individual blog cataloging the process of the project.
 * Naturalist:** Class will discuss outside how times was marked before the invention of the clock, as in cycles of the sun,the moon, and the seasons.
 * Verbal:** Students will need to put experience of creating the project to words in a blog, and use words in the commercial to reveal significance of innovation, as well as orally present why the commercial represents the significance of the innovation well.
 * Spatial:** The describing wheel chart will organize the students ideas.

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

As always, students will be expected to contact me as soon as possible with an absence. If absent, students will be expected to look at the assignment on the class wiki, and look at the WebQuest page from the link on the wiki. If there are multiple students absent, they will be grouped together and set on an agreed upon time line for completion of the product. If two or less students are absent, they will join a group if appropriate.
 * Extensions**

__**Materials, Resources and Technology**__
Will need: laptop, teacher notes, overhead projector, hand out of rubrics.

__Source for Lesson Plan and Research__
http://www.wga.hu/index.html http://history.hanover.edu/courses/art/111ren.html http://www.mos.org/LEONARDO/index.html http://www.wga.hu/frames-e.html?/bio/m/michelan/biograph.html http://www.mcs.csueastbay.edu/%7Emalek/Raphael.html
 * Artists:**

http://www.nides.bc.ca/Assignments/Invent69/Renaissance1.htm //http://www.greenwichschools.org/page.cfm?p=1529//**
 * Inventions:

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Students will be able to choose the figure or attraction of the Renaissance that they choose to make a commercial about, and they have full creative freedom on how they portray the information and create the commercial. The Process included in the WebQuest will provide a clear and sequential order in which to create the iMovie and complete the specific benchmarks needed for the project. The rubric provided will allow the students to be clear on the expectations they need to meet in the final product. By assigning the students the role of a design team, cooperative work is implied and important to the completion of the project. The role is meant to create a safe environment with the students acting as colleagues. The blog postings are meant to invite empathetic and constructive feedback from the teacher throughout the process, since students can write about any issues or breakthroughs that they are having.
 * //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 project will give the students further insight into the the Renaissance and its major enduring theme and understand the era, by looking at the philosophy that characterized it and how a specific figure or topic of the period represented it. The six facets of understanding are used as follows: Students will need to be able to interpret the works or features of their topic in relation to Renaissance philosophy. The student will also need to explain and reveal knowledge on their specific topic and justify how that topic represents the big idea: Renaissance philosophy. The knowledge will also need to be applied to a futuristic setting, and how to think about a specific subject and modify it to fit the demands of the rubric and demands of the assignment.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** This assignment incorporates Type II technology because the students will use the iMovie application to create their commercial. Students will also use blogs during the process of the assignment to get timely feedback from the instructor throughout the steps of the project.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Kinesthetic:** The students will need to put together images in iMovie or act out the commercial representing the innovation/attraction.
 * Interpersonal:** The student will need to work in a group of four to organize the ideas and create the final product.
 * Intrapersonal:** The student will create an individual blog cataloging the process of the project.
 * Naturalist:** Class will discuss outside how times was marked before the invention of the clock, as in cycles of the sun,the moon, and the seasons.
 * Verbal:** Students will need to put experience of creating the project to words in a blog, and use words in the commercial to reveal significance of innovation, as well as orally present why the commercial represents the significance of the innovation well.
 * Spatial:** The describing wheel chart will organize the students ideas.

Rationale:** The blog will make up the on going assessment for each individual student. It will help guide students during the process, and allow nearly instant feedback, so that they can feel confident and stay on track with the project. Students will also hand in their graphic organizers, so that the teacher can check for understanding, and give the student feedback on what to change or expand on, and even help with any missing information that is deemed important.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

Students will complete the WebQuest project with a finished commercial created on iMovie. The group will also be required to give an oral presentation to introduce the commercial, as if they were convincing the board of directors at Travelocity why they should pick their commercial, and the importance/ attractiveness of their topic. The final product and oral presentation will be graded based on two seperate rubrics for a group grade.

__Teaching and Learning Sequence__
Day 1: Day 2: Day 3: Due Date:
 * Will show the hook: the student sample and take the class outside to talk about how Europeans told time before the mechanical clock.
 * Lecture on new technologies of the Renaissance, and review of important figures of the period.
 * Introduction of the WebQuest and hand out of the rubrics.
 * Assignment of groups and topics.
 * In class research and story board organizer.
 * Further in class work
 * Present story boards, scripts, and citations to the teacher.
 * Decide order of group presentations.
 * Two days will be allotted for group presentations.

Students will understand the philosophies, ideals, technology, and people that characterized the Renaissance and made it stand apart from the previous eras **(Where)**. Many Renaissance figures and artists/thinkers are still influential in our society and culture, millions of people a year go to the Louvre in Paris to see the Mona Lisa, just as many travel to the Sistine Chapel to view the works of Michaelangelo and Raphael, and such technological advances as the first clock was invented during the Renaissance! (Just think the effect the invention of time had on society!) **(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)**. Students will view the teachers student sample video, and will brainstorm, with the class outside, how medieval Europeans structured their day before the invention of the clock **(Hook)**.

Students will understand the characteristics, philosohpy, and technologies that made the Renaissance a unique and defining era in history **(Equip)**. Students will use a describing wheel chart to organize ideas/facts about their innovation and a story map organizer to outline their commercial **(Explore)**.Students will pick a major innovation and attraction during the period of the Renaissance and promote it in a commercial, demonstrating its significance **(Rehearse)**. The students will blog about their topic and the research and creation process, making note of any interesting facts that they had not known before and how that affects their outlook on their topic **(Rethink)**. The teacher will make periodic comments on the blog about the students/groups progress **(Revise, Refine)**.

Students will work in groups of three or four throughout the research process and creation of the commercial **(Experience)**.Students will create a commercial promoting the innovation or attraction of the Renaissance, and explain its significance and why it is a true innovation that helps to characterize the Renaissance, a rubric will be used to grade individual students **(Evaluate)**.


 * Content Notes**


 * Handouts**