L1+Vierkant,+Corinne

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

Teacher’s Name:** Ms. Vierkant **Date of Lesson:** Lesson 1
 * Grade Level:** 9 **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 research a period of change and create a wiki that compares and contrasts the causes that led to that change with those that led to the Renaissance.
 * Formative (Assessment for Learning)**

During this unit, you will explore the patterns of change that occur throughout history by comparing the changes that led to the Renaissance with those of another period of change (Formative Assessment). You will then be required to post discussions on each of your classmates wiki about similarities or differences between their period of change and yours. As a class we will then discuss common themes and patters that were noticed throughout, and create another section on your wiki discussing how your period relates to the common themes and patterns we discussed as a class. You will be graded on research and the wikispace, as well as participation on classmates wiki's and the in class discussion as outlined in a rubric. Product: Wikispace.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology**: The students will be using a wikispace to write a compare and contrast. The wiki will then be used to post discussions.
 * From another concentration:** Integrated with health. Where does disease and malnurishment come from, how does it spread, and what could have been done to stop it. (Specific to famine and the Bubonic Plague).

__Groupings__
Small group in class discussion will be based on students who found similar patterns between their different periods of change, or by those who displayed valuable understanding and insight with those students who struggled to find a pattern. This will be based on teacher observation of the discussions the students post on the wikis.

__**Differentiated Instruction**__
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 patter **(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)**. (NEED TWO MORE)
 * Strategies**

• How will you meet the needs of all students? • What are the mandatory changes you’ll make? From IEP’s, 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) ( //**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//) • What other changes will you make for other students? • Please use modifications/accommodations page as a reference
 * Modifications/Accommodations**

The summative product is a writing posted on a wikispace that discusses the overall patterns of change throughout world history. The discussions that the students will be required to post on the wikispaces is Type II technology because students can discuss their findings with their classmates that can later be viewed by the teacher on the wiki.
 * 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. They will then be expected to complete the assignment and post their comparison on the class wiki, and post discussions on their classmates pages. If the second day is missed, students should have adequate information on their classmates wikis and discussion posts to complete the second part of the assignment. If a student has extenuating circumstances and can not complete the assignment by the due date, I will need to be notified as soon as possible. Arrangements can then be made for the student to complete the assignment.

__**Materials, Resources and Technology**__
Will need: Handout of assignment (also available on class wiki), laptops, teacher notes, Venn Diagram, Format created for wiki, resources, list of periods of change for students to choose from, overhead projector.

__Source for Lesson Plan and Research__
[|This link] is a handout that summarizes the major causes of the Renaissance. I will create a similar handout for the purpose of guiding the lecture on the causes to give background information before the assignment is given. This next [|link] goes further back in history to show how history and conflict built up to the Renaissance for hundreds of years. [|ancient Rome] [|ancient Rome] [|Colonization] [|19th century colonization/WWI] [|World War I Causes] [|World War II causes] [|Causes of the industrail revolution] [|The Renaissance] [|The Renaissance] [|The Renaissance]

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

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Students will come to understand how change occurs and its impacts on society, not just only in the Renaissance, but throughout history. This will allow students to better understand the cultural changes of the Renaissance, why it happened, and how it relates to other periods of history and today. As well as develop the skills to recognize themes, patterns, and relationships in history.
 * //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 lessons students will need to have knowledge on the specific causes of the Renaissance. The lesson requires that the students build the skill to relate themes and patterns throughout world history. This skill will help them later on to understand and notice the big ideas and answer the essential questions.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** The use of the wiki and posted discussion will be reinforced by small group discussions and then a full class discussion, as well as a Venn diagram and graphic organizer of themes. Images will also be used to symbolize the themes, as interpreted by the students, and at the end of the assignment will re-draw those symbols to reveal their change in understanding or knowledge.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Rationale:** The class and group discussions, as well as posted discussion, will be an informal pooling of knowledge to create understanding of the "big picture". The final comparison of Renaissance and other period will be the formal assessment, and will reveal the understanding of the student of the major pattern and theme of change in history.
 * //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__
For day two, the desks will be arranged with desks of fours pushed together to form a square. For the class discussion, students will move desks into a circle. From the assignment, 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).**
 * Day 1: the class will begin when the students walk in, and words describing catalysts of change, such as famine and plague/epidemic, will be up on the board. Students will be asked to draw a symbol that comes to mind when they think of these words **(Hook)**.
 * There will be a lecture on the background of the causes of the Renaissance.
 * Students will be introduced to the assignment and given a Venn Diagram to complete.
 * Students will start research in class and use Venn diagram to organize their information.
 * Day two: will consist of small group discussions on their findings and overall patterns.
 * Class discussion on overall pattern of change.
 * Overview of summative assessment assignment.

Student will come to understand the patterns in history that cause change**(Equip****)**. I will deliver instruction through a lecture with the help of visual aids. The interaction with the students will be during the class discussion, which will be guided and have posed questions from the teacher. The discussion and students wikispaces, along with discussion posts on the wikis, will allow me to check for understanding. Content: Bubonic plague, economic surge, Hundred Years War, City-States, Medici, Borgia (Pope), Catholicism,The Fuggers.

Students will use the Venn Diagram to organize their information, and lay it out where they can see the similarities and differences clearly **(Explore)**. Students research on their own to create their wiki, and they will post discussions on their classmates wikispaces, and then meet with their classmates in small group discussions, and concluding with a class discussion **(Experience)**. Students will be able to illustrate what causes change, and the changes specific to the Renaissance. Students will be grouped based on the discussions that they posted on the wiki; the students who had an interesting discussion on one another's wikis, or those students who excelled in finding the pattern, with those who struggled. The assessment of individual students wikis will give great insight in to their understanding. A guided class discussion with posed questions will also reveal if the students are understanding the big idea of the lesson. Posting on classmates wikis will force students to look back on their own findings **(Rethink)**. The small group and class discussions will allow students to think about the overall theme and patterns that they found, and the class can come to a conclusion together before the individual student is asked to complete the summative asessment **(Revise, Refine)**.

Students will self assess based on the classmates posting on their wiki, as well as be able to relate their ideas on the overall pattern and theme of change in history with their classmates opinion on the subject and with the questions posed by the teacher during the discussion. Feedback will be provided the next day because the final wiki will need to be posted by a certain time after it is given, allowing the teacher to view and assess them as soon as possible. Once the students understand the catalysts of change, they will be prepared for the next assignment that looks deeper into the specific causes of the Renaissance.


 * Content Notes**


 * Handouts**