L3+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:** #3
 * Grade Level:** 9- Diploma **Topic:** The Renaissance

__**Objectives**__

 * Student will understand that** a**ncient Greece and Rome were the major influence on Renaissance philosophy and ideals.**
 * Student will know the philosophies and ideals of the Renaissance and their origin.**
 * Student will be able to** **reflect on/ recognize past knowledge of ancient Greece and Rome so that they can better understand the ideals and philosophies that transcended ancient times into the fifteenth and sixteenth centuries.**

__**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 story board organizer to plan out the interview. This will be handed in for a pre-assessment by the instructor. During the process, the students will also blog where they are in the project, what they are learning, and any struggles they are facing while working on the product.
 * Formative (Assessment for Learning)**

With a partner, the students will choose an ancient Green or Roman artist or philosopher, and create a radio interview on garage band that explains their significance and influence on the Renaissance philosophy and ideals. The interview will be graded on how well the students represent the character and explain their ideas, as well as whether the students effectively explain the figures influence on the Renaissance era.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** The students will be using the garage band application to create their interview.
 * Art/English:** The students can either research an artist or writer/philosopher, and will be required to look at/read their works and understand them.

__**Groupings**__
Students will be asked to write down three figures that they are interested in according to their preference. The students will then be paired based on those who's interest correlated. One will be assigned the role of interviewer, and the other student will portray the figure.

__**Differentiated Instruction**__

 * Strategies**
 * Musical:** Students will use garage band and have the freedom to add background and sound effects to their radio interview.
 * Interpersonal:** Students will work in pairs during the research and creation process.
 * Verbal:** Students will need to effectively write a script and record the interview using only words to convey the philosophy and importance of their figure.
 * Intrapersonal:** Students will reflect in individual blogs on the process and product that they achieve**.**
 * Logical:** Students will need to outline the interview in a format that organizes facts and significance of the figure.
 * Spacial:** Students will view "The School of Athens" as a hook, and look closely at the painting and its meaning.

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

The summative product is a garage band interview of an ancient Greek or Roman figure that explains their philosophies or creations and how they influenced the Renaissance. This is Type II technology because the students can record the interview and edit it, as well as add music and sounds with their speech.
 * Extensions**

Absent Students: Will need to notify my as soon as possible. If they are not able to find a partner to do the interview, they will meet with me to discuss another way depicting the ancient Greek or Roman figure, and to discuss a time frame to complete the product. If more than one student is absent, they will form a group to complete the garage band interview, and will have an agreed upon due date.

__**Materials, Resources and Technology**__
Will need: A laptop, teacher notes, graphic organizer, projector, handout of assignment.

__Source for Lesson Plan and Research__
ttp://www.iep.utm.edu/greekphi/ http://www.abu.nb.ca/courses/GrPhil/IndexGrPh.htm http://www.wsu.edu/~dee/GREECE/SOCRATES.HTM http://plato.stanford.edu/entries/plato/ http://plato.stanford.edu/entries/aristotle-politics/
 * Greek:**
 * Socrates:**
 * Plato:**
 * Aristotle:**

http://www.publicbookshelf.com/public_html/Outline_of_Great_Books_Volume_I/ancientro_bed.html http://www.historyforkids.org/learn/romans/philosophy/index.htm http://www.historyforkids.org/learn/romans/art/index.htm
 * Roman:**

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Students will come to understand the influences and the origins of the Renaissance period. The students are able to choose the figure that they want to portray based on their personal interests, and have the freedom to portray that character in their own creative manner. The students will need to create a graphic organizer to lay out the philosophies and contributions of their character, to better organize their interview. The students will use their blogs to voice any concerns, struggles, or triumphs to the teacher.
 * //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:** Students will receive background on the ancient Greek and Roman philosophies that transfered to the Renaissance. They will then research specific individuals on their own. The facets of understanding that are covered are Explain, Perspective, Empathy, and Apply. The students will need to understand the ideas of the figure and explain them in relation to the Renaissance. The students will also need to empathize with their figure and their thoughts or creations and display their point of view from the figures perspective. The students will need to collect information and apply it in a creative manner.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Musical:** Students will use garage band and have the freedom to add background and sound effects to their radio interview.
 * Interpersonal:** Students will work in pairs during the research and creation process.
 * Verbal:** Students will need to effectively write a script and record the interview using only words to convey the philosophy and importance of their figure.
 * Intrapersonal:** Students will reflect in individual blogs on the process and product that they achieve**.**
 * Logical:** Students will need to outline the interview in a format that organizes facts and significance of the figure.
 * Spacial:** Students will view "The School of Athens" as a hook, and look closely at the painting and its meaning.

Rationale:** The students will be assessed for learning when they hand in their graphic organizer and receive constructive feedback. During the process, students will also post on their blogs about their progress and what they have been learning during the project, to be viewed and comments made by the teacher. These blog entries will be graded as a homework grade. Students will receive a pre-quiz to assess the knowledge that they have on ancient Greece, Rome, and important figures from those eras.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
Day 1: The students will view Raphael's "School of Athens" and the figures portrayed and the meaning of the painting will be discussed. Pre-assessment quiz will be given. Students will then be lectured on ancient Greek and Roman philosophies and ideals. handout of assignment will be given, and the students will then be asked to research and write down three figures that they wish to portray. Day 2: Assign partners. In class research and filling out of graphic organizer. Due Date: Students will post their final product on the class artifacts page, and present their product to the class. Students will be able to reflect on/ recognize past knowledge of ancient Greece and Rome so that they can better understand the ideals and philosophies that transcended ancient times into the fifteenth and sixteenth centuries **(Where)**. Many of these technologies and philosophies are considered modern ways of thinking, and so the technology and philosophy of present day was spurred or originated from this era **(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)**.

Will show Raphael's fresco //The School of Athens//, and reveal the ancient Greek and Roman philosophers as well as Renaissance era philosophers or influential people depicted in the painting **(Hook)**. Students will know where Renaissance philosophy and ideals originated from **(Equip)**. Will use story board organizer to come up with organization of the radio interview **(Explore)**. Students will work in pairs on the research and production of the interview **(Experience)**.

Students will choose ancient Greek or Roman figure whose ideas influenced the Renaissance and bring them and their ideas forward in time to the Renaissance in order to explain the personal philosophy or ideas to their classmates **(Rehearse)**. Students will reflect on the process with periodic blogs about their research and creation of the product **(Rethink, Revise)**. After, students will need to create a blog about the relevance of their character and why they felt they represented them well. The students will be graded on the final product and the reflections posted on their blogs based on a rubric **(Evaluate)**.

Students will be able to recognize past knowledge on ancient Greece and Rome and how it connects to the Renaissance era, and even the connections that exist between those ideals and todays **(Reflect)**.


 * Content Notes**


 * Handouts**