L2+Vierkant,+Corinne

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

Teacher’s Name:** **Date of Lesson:** Ms. Vierkant
 * Grade Level:** 9-Diploma
 * Topic:** The Renaissance

__**Objectives**__

 * Students will understand the factors that cause change specific to the renaissance, in other periods of history, in the present, and the pattern of change that exists throughout history.**
 * Student will know what factors throughout history cause change.**
 * Student will be able to express what causes change, as well as effectively use a wiki to display information and relate their findings across different eras of history.**

__**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 hand in a story map organizer outlining the sequence of events in one of the events that caused the Renaissance. A rough draft will be completed and one copy will be handed to the teacher, with next-day feedback, and the second copy will be subjected to peer review.
 * Formative (Assessment for Learning)**

Thee are many events that resulted in the dramatic change from the middle ages to the Renaissance. The students will create a comic using the Comic Life application, that tells the story of how the event that caused the change happened, how it progressed, and then why it resulted in the Renaissance. You will be graded on a rubric that will be given to you beforehand.
 * Summative (Assessment of Learning)**

__**Integration**__
 * Technology:** Students will use the Comic Life application.
 * From another concentration:** Students will need to create a structured story line (English).

__Groupings:__
Students will be paired based on their time on the clock chart partners.

__**Differentiated Instruction**__
Students will create a comic of an event that lead to the Renaissance using images and graphics to depict the time-line or story of the event **(Visual)**. Students will work individually to research the event and create the comic **(Intrapersonal)**. Students will need to add text or speech along with the comic **(Verbal-Linguistic)**. The creation of the comic will require the student to use graphics and images on a layout with varying color to add the the attractiveness of the product **(Spacial)**. Students will peer review the first drafts of the comic and the story lines **(Interpersonal)**. Students will look further into some of the natural causes, such as famine and plague that occurred directly before the Renaissance **(Naturalist)**.
 * Strategies**


 * Modifications/Accommodations**

The summative product is a comic life about a major catalyst of change that resulted in the Renaissance. This is Type II technology because it is an application that allows students to make professional organized comics, with words, different formats, and outside pictures.
 * Extensions**

Absent students: If a student misses either of the two days that this lesson will consist of, they will be expected to check their assignments online. The absent student will be able to get the story map organizer from the class wiki, and will be expected to contact me about their absence, pick a topic, and fill out the story map organizer and e-mail it to me as soon as possible. The student will get a response with the go-ahead to start work on their comic, and depending on their situation we will decide a time that they can hand in the final product.

Bubonic Plague
http://www.william-shakespeare.info/bubonic-black-plague-elizabethan-era.htm http://www.historyforkids.org/learn/science/medicine/plague.htm http://www.absoluteastronomy.com/timeline/Bubonic_plague http://www.historymole.com/cgi-bin/main/results.pl?theme=10016856

Corruption in the Catholic Church
http://www.pbs.org/empires/medici/renaissance/counter.html http://www.nndb.com/people/159/000092880/ http://www.eyewitnesstohistory.com/alexanderVI.htm http://www.nndb.com/people/160/000092881/ http://www.britannica.com/EBchecked/topic/74142/Lucrezia-Borgia

http://www.webexhibits.org/feast/context/citystate.html http://www.wsu.edu:8080/~dee/REN/BACK.HTM
 * City-States**

Reference Text: Palmer, R.R. __A History of the Modern World__. New York: McGraw-Hill, 1995.

__Source for Lesson Plan and Research__
Will need: Laptop, Story map organizer, projector, teacher notes, list of topics, list of resources, hand out of assignment, rubric.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Students will understand the specific events that led to the Renaissance, how they unfolded, and why they resulted in a period of enlightenment and re-birth. Students will understand how the culture and society that characterized the Renaissance came to be.
 * //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:** In this lesson students will need to obtain a deep understanding of the specific events that caused the Renaissance, such as the Bubonic Plague, and will better understand why the Renaissance happened. By making a comic, the students will be able to create a story out of the event, allowing for their enthusiasm and an engaging way to build their knowledge on the specific events.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** The use of technology is fun and engaging for the students. Students will look at images and video to get ideas for their comic while being taught about the specific changes, to get them interested in the project that follows the lecture.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Rationale:** Students will have the chance for informal assessment during their peer evaluations of their rough draft comic. Prior to that, students will hand their story map outline to the teacher to check it off, and a copy of their rough draft will also be assessed prior to the final product by the teacher. All of these will support the student during the course of the project.
 * //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__
On the first day the students will be arranged in an arc. For the peer review, desks will be arranged in pairs facing each other throughout the room. From the assignment, the students will gain a better insight in to how the specific events that caused the Renaissance, why they happened and why they ended up causing the changes that they did. Students will be able to illustrate common factors in history that cause change that are specific to the Renaissance, and why those events resulted in the rebirth of Greek and Roman philosophy and ideals, and why the change did not result in something else entirely **(Where)**. There are many events in our lifetime that formed the way that society is today in its philosophy, ideals, and ways of life or mindset **(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 class will being with being shown images of American culture in the middle east as it began to spread, and then will be shown images of 9/11 **(Hook)**. These images will be discussed
 * Detailed discussion of the events that caused the Renaissance.
 * The assignment will then be introduced, students will work on and complete story map outlines.
 * On day two: Students will peer review rough drafts. story map outlines.

Students will be able to illustrate the factors that caused the Renaissance **(Equip)**. Instruction will be delivered through a lecture with visual aids and class discussion. The interaction will begin with students during the debate and assessment of their rough drafts. Having an informal assessment will allow the teacher to check for understanding of the goals of the assignment and of event itself. Content: Hundred Years War, Borgia (Pope), Catholicism, Bubonic Plague, Pre-Renaissance Economy and how changed, Medici, City-State, Hapsburg, Republic, The Fuggers.

Students will use a story map organizer to plot out their comic, and organize the beginning of the event, the middle, and the end (why it resulted in the Renaissance). In this way will students organize their research and their comic **(Explore)**. Students will research and create the comic on their own, and will assess their peers on the project, which will allow them to look back on their own in relation to how they assessed their peers **(Experience)**. Students will be grouped based on a partner chart on a clock. The teacher will randomly select a time on the clock and the students will review that classmates work. The peer review based on a rubric will allow the students to look back on their work, and will give them feedback and new ideas from classmates, while giving them insight into other catalysts of change during the Renaissance. The students will have time to use this assessment to create their final product **(Rethink, Revise, Refine)**. The extra copies of the rough draft and story map organizer will be passed in to the teacher at the time of peer review, so that the teacher can assess if the students understand, and give them feedback in time for the students to be able to use it in their final product as well.

Students will be given the rubric so that they can peer review and self-assess. The teacher will also assess the story map and rough drafts to have back to the students the next day. Both methods of feedback will force the student to look at their product more closely, and make sure that they understand the message the assignment was meant to deliver. Once the students understand the major ideas, they will be better prepared for the next assignment that covers the philosophy and the ideals of the Renaissance, because this assignment will give them the knowledge of how the Renaissance was shaped and why the ancient philosophies and ideals were reborn.


 * Content Notes**


 * Handouts**