L4+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:** # 4
 * Grade Level:** 9- Diploma **Topic:** The Renaissance

__**Objectives**__

 * Student will understand that** **the influential figures of the Renaissance adopted ancient** **Greek and Roman philosophies and ideals.**
 * Student will know** **The major philosophies and ideals of the Renaissance and how they were portrayed by the figures of the Renaissance in art or writing.**
 * Student will be able to research an influential Renaissance figure and explain their contribution and the philosophy that they portrayed.**

__**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 create a five W's Chart to organize the significance of their figure. This will be passed in for a pre-assessment of the final product, with constructive feedback given. Students will blog on their process and ideas during the progress. Comments will be given by the teacher and will count as a homework grade.
 * Formative (Assessment for Learning)**

This unit will require students to be put in to groups of four to create and iMovie about a specific Renaissance figure, as in a writer/philosopher or artist, and their contribution to the Renaissance as an area. The final product will be graded based on a previously drawn up rubric
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will create an iMovie to depict their character.


 * Art/ English:** Students will view pieces of art from the Renaissance period and use images to create their iMovie, and will need to understand the writings/ philosophy of the figure.

__Groupings__
Students will be placed in groups of four based on the figure that they choose to depict.

__**Differentiated Instruction**__

 * Strategies**
 * Interpersonal:** Students will work in groups of four to accomplish this task**.**
 * Kinesthetic:** The product will require the students to act out the figure or display the art that they chose to represent.
 * Visual:** 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.
 * Musical:** The product will require background music that fits the figure. art that is being represented.
 * Logical:** 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.
 * Verbal:** 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.

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

The final summative product will consist of an iMovie that depicts a Renaissance figure and how they portrayed Renaissance philosophy and ideals. This is Type II technology because the students will be able to create, edit, and add a soundtrack to a movie product of their own design.
 * Extensions**

Absent Students: Will need to notify me as soon as possible of their absence so that they can receive the assignment. Students will need to meet with me as soon as possible to discuss their options. The students, if early on, can join another group or form a group of other absent students. If later in the assignment, students will need to meet with me to discuss another option or way to create the project and to create a due date for the project.

__**Materials, Resources and Technology**__
Will need: Laptop, teacher notes, Five W's organizer, projector, handout of assignment, rubric.

__Source for Lesson Plan and Research__
http://www.yesnet.yk.ca/schools/projects/renaissance/main/artists.html http://www.geocities.com/capecanaveral/launchpad/9983/writers.html http://www.poets.org/poet.php/prmPID/122
 * Renaissance Artists:**
 * Writers:**

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Students will be given the freedom to choose the Renaissance figure that they are most interested in. Students are also allowed full creativity with the iMovie in how they choose to portray their figure. The students will fill out the Five W's to organize the information on the figure, and will have the rubric as a guide and to make the expectations clear. Students will post their progress, ideas, and problems during the coarse of the project to let the teacher know how they are doing.
 * //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 lesson relates to the MLR because it will give the students more insight in to the Renaissance as an era, and its defining philosophies and ideals. The facets of understanding that the lesson uses are; Explain the ideas of a certain Renaissance figure, Interpret the works and ideas of the figure, and Empathy with the persons ideas and beliefs.
 * //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.//
 * Interpersonal:** Students will work in groups of four to accomplish this task**.**
 * Kinesthetic:** The product will require the students to act out the figure or display the art that they chose to represent.
 * Visual:** 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.
 * Musical:** The product will require background music that fits the figure. art that is being represented.
 * Logical:** 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.
 * Verbal:** 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.

Rationale:** The students will be assessed on a constant basis through their blog, with comments from the teacher providing feedback to any ideas and concerns that the students propose. The Five W's chart will also be handed in for next day feedback from the teacher.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

The summative assessment will consist of a group iMovie product that depicts a Renaissance figure and how they portrayed the Renaissance philosophy and ideals through their work.

__Teaching and Learning Sequence__
Day 1: Students will receive a lecture on humanism, secularity, and the art/writing of the period. There will then be a discussion on how art work portrays philosophy. The handout of assignment with rubric and Five W's chart will be given. Groups will be assigned. Day 2: In class research Fill out the five W's chart. Due date: group presentations. 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)**.

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)**.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)**.

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)**. 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)**.

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)**.


 * Content Notes**


 * Handouts**