Making Connections Lesson Plan Template - CURR 114

1 Revised by A. Lopez 2014 Instructional Common Core Aligned Lesson plan Template Contact Information: 6-8th Grade History, Rockford Elementary School District Title: Introduction into the renaissance Primary Subject Area and Grade Level: 7th Grade World History, renaissance Unit Lesson 1 Overview: This Lesson is the first Lesson in the renaissance Unit. The Lesson will cover California Social Science Standards and It will also cover the Common Core ELA-Literacy standard This Lesson will provide students with foundation of the renaissance , which will be key for the students to know as they learn about the renaissance artist. The Lesson will incorporate technology as well with Google Classroom and will require students to type short response. Students will pair-share for all CFU s and formative assessments and will be randomly selected for responses.

2 Approximate Duration: One period, 50 Minutes Class Information: First period is a class of 24 students. This class contains two ELL students that are both advanced learners. Common Core Learning Standard(s) Addressed: (CCSS) Integrate visual information ( , in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. Students analyze the origins, accomplishments, and geographic diffusion of the renaissance . Explain the importance of Florence in the early stages of the renaissance and the growth of independent trading cities ( , Venice), with emphasis on the cities importance in the spread of renaissance ideas. Essential Question(s): What does the word roots mean to you? (Hint: Think about your family) Interdisciplinary Connections : This Lesson incorporates Arts and Culture. Student Outcomes/Objectives: We will examine the roots of the renaissance and understand the importance of Italy s city-states to the renaissance .

3 Technologies and Other Materials /Resources: Computer, overhead projector, PowerPoint, student handouts, Chromebooks, Google Classroom, highlighters, and pencils or pens. Activities/Tasks ( Lesson Procedure): Enter the Lesson procedures using numbered bullets. The procedures should clearly describe the sequence of learning activities and should identify where and how all materials, technology tools and student-created technology products, and reproducible materials/handouts are utilized in the Lesson . Be very precise when explaining the teacher and student tasks during the learning activities. Lesson Procedure: Introduction/Gain Attention o Teacher will say Clap once if you can hear me? Clap twice if you can hear me?

4 To gain students attention. When all students clap and are looking forward teacher will begin Lesson . Review Class Norms o As students enter the classroom, the Chromebook helpers from each row grab a Chromebook for each student in their row. o When each student has their Chromebook, they log into Google Classroom to complete the Daily Warm-Up. This is a timed process, (Students have six total minutes to log in and complete their Daily Warm-Up) o Students will complete the following question from the past unit in their Daily Warm-Up: In your own words, define Humanism. o Students are seated in pairs for pair-sharing. Outcomes and Relevance o The outcome of this Lesson will be for students to understand what led to the renaissance and how the growth of Italy s City-States contributed to the spread of the renaissance . Revised by A.

5 Lopez 2014 o Ask students if they have seen famous art. Students may or may not know that some of the art students have seen is from the renaissance . Motivating Introduction o What does the word roots mean to you? (Hint: Think about your family) Content of Lesson o The Lesson will begin with the students observing a picture titled the renaissance Plant. After the students are given some time (about 1 minute), the class will read with me and track the vocabulary words and definitions. Then the students will be asked to pair-share the following questions: What do the roots mean? Plants need soil, sunlight, and water to grow. In the diagram, what three things seem to be contributing to the growth of the renaissance ? What results flower from the renaissance ? o Concept Development: Students will take cloze notes on a student handout from the PowerPoint Lesson .

6 The students will learn the following- The origin of the word renaissance is French and it means rebirth. Rebirth is referring to the widespread interest in classical art and learning that took place in Europe form about 1450 to about 1600 The Greek and Roman examples inspired new styles of art and new ways of thinking. Trade and commerce (business) increased. Cities grew larger and wealthier, and controlled areas called city-states. Much of the art of the renaissance took place in Italy in city-states like Florence and Venice. Newly wealthy businessmen and government leaders began to support the growth of art and learning. Great artists and thinkers worked during this time. All of this resulted in new art and learning. o Guided Practice / Skill Development: Teacher and students will close read two texts from the textbook Medieval and Early Modern Times, on The Rise of Italy s City-States and Italy s City States Grow Wealthy.

7 The teacher will use We Do for the first text, modeling and then You Do for the second text. We Do: Before the reading, students will be asked as the class reads together, to annotate the text using the following: circle any unfamiliar words, to put an explanation point on something they have never thought of before or found interesting, and add a question mark on anything they don t understand or have a question about. After reading the first text on on The Rise of Italy s City-States, students will be asked to share their annotations. The class will re-read the text and the teacher will identify the main idea of the text by underlining it. The students will then underline the main idea of the text. The students will be asked to pair-share why was that sentence the main idea. The class will re-read the text and the teacher will identify three supporting details of the main idea by underlining them.

8 The students will then underline three supporting details of the main idea. The students will be asked to pair-share why was those three sentences support the main idea. You Do: Before the reading, students will be asked annotate the text using the following: circle any unfamiliar words, to put an explanation point on something they have never thought of before or found interesting, and add a question mark on anything they don t understand or have a question about. After reading the first text on on Italy s City States Grow Wealthy, students will be asked to share their annotations. The students will be asked to re-read the text with their pair-share partner and to identify the main idea of the text by lightly underlining it. After the students have placed their pencils or pens down showing that they are done, the teacher will then share the correct main idea and allow time for the students to check their work.

9 The students will be asked to re-read the text with their pair-share partner and to identify three supporting details of the main idea by lightly circling them. After the students have placed their pencils or pens down showing that they are done, the teacher will then share the correct three supporting details and allow time for the students to check their work. Closure & Review: o The Closure will be a quick review with pair-sharing the following questions: renaissance is a French word that means what? What were two main city-states? Who benefited from trade? Activity: o The Teacher will instruct students to open their Chromebooks and to answer the following questions that are posted in Google Classroom: Define the renaissance and how it began? Where did the renaissance take place? Revised by A. Lopez 2014 How do you think the renaissance would impact the rest of Europe?

10 Higher Level Thinking Skills Noted o How do you think the renaissance would impact the rest of Europe? Relevance/Rationale: The outcomes are important to the real world because the influences, such as art and literature of the renaissance , are still highly valued today. These outcomes are essential for future learning because this Lesson is the beginning of the renaissance unit and it will also lead to the next unit about the Reformation of the Church. This Lesson relates to prior learning because it explains how Humanism led into the happening of the renaissance . Humanism was the prior unit. Explorations and Extensions: 1. EXPLORATION: Early finishers can start on their Google Classroom responses as well as start on the Reformation Unit vocabulary from the textbook. 2. EXTENSIONS: The day following this Lesson , we will review some of the questions from the independent activity in the Daily Warm-Up.