S3+Vierkant,+Corinne

=Stage 3 - Plan Learning Experiences and Instruction=

=Part 1= 2. Students will be asked to draw a symbol of what comes to mind when they hear: war, famine/drought, and plague/epidemic, previous to the beginning of the lesson **(Hook)**. 3.Students will know what factors throughout history cause change **(Equip)**. The students will use a Venn diagram to outline the similarities and differences between the Renaissance and another period of change in history **(Explore)**. Students will be posting discussions on other classmates wikis about how the period of change they chose is similar or different, so students unfold a pattern that spans different eras **(Experience)**. 4. Students will research another period of change and create a wiki to compare and contrast their findings **(Rehearse)**. Posting discussions on classmates wikis will allow the student to reflect on whether there is a common theme found by other classmates or similarity that they may not have thought of or noticed **(Rethink)**. Students will be able to go back and add any new ideas or thought they have learned and add them to the wiki **(Revise, Refine)**. 5. Students will post another section on the wiki about the patterns of change that they noticed from this activity, which will be graded on how well the students understand the major patterns and themes, and the ones specific to the Renaissance **(Evaluate)**. 6. Students will put their knowledge/ Ideas into writing on a wiki, and comment on classmates wikis, writing to them how changes throughout history share a common pattern **(verbal-linguistic)**. Students will be able to categorize events and themes that lead to change in a manner compares and contrasts the major ideas throughout different contexts to find a pattern **(logical-mathematical)**. Students will research and create their wiki individually **(Intrapersonal)**.Students will draw pictures that they see as symbolizing the major themes of change, as in famine/drought and plague/epidemic. After completion of the assignment, the class will then re-draw any symbols of themes now that they have more information **(Visual-Spacial).** Students will be put in groups prior to the class discussion, to pool their ideas to find a common theme and pattern between their periods **(Interpersonal).** Changes in the world and society is a natural patter in nature, and students will understand natural causes and events that spur change **(Naturalist)**. 7. Students 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 **(Explain)**. //Product: Wikispace.// || =Part 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.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 (**Where)**. The world is in a constant period of change, and every day we are a part of history. We can see the past patterns of change that span our history lessons, and how those patterns are still in effect in the world around us **(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).**

9. Images of American Capitalism and media in the Middle East will be shown, as well as images of 9/11 to show how the spread of ideals and events can lead to changes in society **(Hook)**. 10. Students will be able to illustrate the factors that caused the Renaissance **(Equip)**. Students will use a story map organizer to outline their comic story **(Explore)**. Students will have a rough draft of their comic reviewed in small groups by multiple peers, so that they can use the feedback to revise their work **(Experience)**. 11. Students will need to understand how their event that spurred the change began, the sequence of events during the event, and why this event help contribute to the transition from medieval era to the Renaissance **(Rehearse)**. Students will get feedback prior to the final product from their peers **(Rethink)**. Students will be able to make changes before the final product is handed in **(Rethink, Revise)**. 12. Students will pick a catalyst of change that resulted in the Renaissance and create a comic depicting the event, the comic will be graded using a rubric **(Evaluate)**. 13. 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)**. 14. Students will be able to illustrate sequentially how change starts and what the direct results of those events are **(Interpret)**. //Product: Comic Life.// || =Part 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. 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).**

16. 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)**. 17. 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)**. 18. 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)**. 19.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)**. 20. Students will use garage band and have the freedom to add background and sound effects to their radio interview **(Musical-Rhythmic)**. Students will work in pairs during the research and creation process **(Interpersonal)**. Students will need to effectively write a script and record the interview using only words to convey the philosophy and importance of their figure **(Verbal-Linguistic)**. Students will reflect in individual blogs on the process and product that they achieve **(Intrapersonal).** Students will need to outline the interview in a format that organizes facts and significance of the figure **(Logical-Mathematical)**. Students will view "The School of Athens" as a hook, and look closely at the painting and its meaning **(Spacial)**. 21. 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)**. //Product: Garage Band.// || =Part 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.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)**.

23. Display a painting typical of Renaissance ideals, and play quick clips of music from different eras: classical, 60's, 80's metal, and 90's pop **(Hook)**. 24. Students will understand how philosophies and ideals were represented in art during the Renaissance and why they were appealing to society **(Equip)**. Students will use a Five W's chart to layout why art/person was influential to Renaissance **(Explore)**. Students will work in groups of four to research and create the product **(Expereince)**. 25. Students will pick a major figure of the Renaissance in order to demonstrate how they contributed to the Renaissance and its major enduring themes as a whole **(Rehearse)**. Students will blog on their process and ideas during the research and creation of the product **(Rethink)**. The teacher will make comments on blogs during the process **(Revise, Refine)**. 26. Students will create a video portraying their Renaissance figure and their contribution to the Renaissance as a unique era and why they believe that person was important. The students int he group will be graded individually based on a media production rubric **(Evaluate)**. 27. Students will work in groups of four to accomplish this task **(Interpersonal).** The product will require the students to act out the figure or display the art that they chose to represent **(Bodily-Kinesthetic)**. The students will need to create an effective movie of their figure by mapping out who they were and their importance on a graphic organizer **(Visual-Spacial)**. The product will require background music that fits the figure. art that is being represented **(Musical- Rhythmic)**. The graphic organizer will require the student to lay out the information in a sequential way that lays out the basic and fundamental questions of significance **(Logical-Mathematical)**. The Group will need to use speech during the movie in the oral presentation, and write in their blogs about the significance of their figure **(Verbal-Linguistic)**. 28. Students will understand why the Europeans of the Renaissance re-claimed Greek and Roman philosophy and ideals, and how specific figures contributed to the period **(Empathize)**. //Product: iMovie.// || =Part 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will be able to consider the appeal of Greek and Roman philosophy and ideals to a 15th century European **(Where)**. Society goes through many era's, in our lifetime every decade has been marked by a change in fashion and ideals, even our grandparents and parents use a different vocabulary, have a different way of dressing, and think differently: different ideals and philosophies appeal to different generations **(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)**.

30. 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)**. 31. 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 work in groups of three or four throughout the research process and creation of the commercial **(Experience)**. 32. 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)**. 33. 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)**. 34. The students will need to put together images in iMovie or act out the commercial representing the innovation/attraction **(Bodily-Kinesthetic)**. The student will need to work in a group of four to organize the ideas and create the final product **(Interpersonal)**. The student will create an individual blog cataloging the process of the project **(Intrapersonal)**. 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 **(Naturalist)**. 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 **(Verbal Linguistic)**. The describing wheel chart will organize the students ideas **(Visual-Spatial)**. 35. Students will understand the new technologies, ideas, and representation of philosophy characterized the Renaissance as a unique and significant era in our world history, and gain further insight into why the Renaissance marked the transition to the modern era **(Perspective)**. //Product: iMovie.// || =Part 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. 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)**.

37. The teacher will appear in class dressed as an "old-style" judge **(Hook)**. 38.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 be grouped with classmates who have chosen to argue the same side to come up with a common argument **(Experience)**. 39. 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)**. 40. Students will take part in an organized debate during class to assess the students understanding **(Evaluate)**. 41. The debate will take place outside with benches set up so that the environment feels more open and safe **(Naturalist)**. 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 **(Bodily-Kinesthetic)**. Students will pool their arguments with their peers, and in an organized manner debate their point to classmates who have a different opinion **(Interpersonal)**. Students will be required to research and build evidence supporting their argument, individually **(Intrapersonal)**. Students will be required to explain their opinion using words **(Verbal-Linguistic)**. Students, in groups, will pool their evidence to come up with a concrete and logical argument supporting their opinion **(Logical-Mathematical)**. 42. Students will understand that history can be open to interpretation, and that it is not always based on fact but on opinion, and that many of the overarching themes and periods of change are open to debate on their meaning and significance **(Apply)**. //Product: Blog.// ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.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)**.

2004 ASCD and Grant Wiggins and Jay McTighe