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The Renaissance: Sixth Grade Unit Plan

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by Brianna Richards on 2 May 2013

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Transcript of The Renaissance: Sixth Grade Unit Plan

Directed Reading Lesson Plan > Students will utilize the Admit/Exit Slip strategy students will summarize key facts from Leonardo’s Horse, identify what they comprehend from the reading, while activating prior knowledge and provide closure to the lesson.

>Students will use the Posing Questions strategy will be able to focus their reading to identify key information. The Posing Questions strategy also allows for students to monitor their understanding by creating comprehension questions.

> Students will use graphic organizers to organize notes and orally summarize the text to demonstrate comprehension.

> Students will assemble a large picture of horse to provide a physical and visual representation of the main idea of the story that promotes deeper meaning and understanding. Social Studies Lesson Plan > Students will engage in the Think, Pair, Share strategy after being presented with a Wordle with terms about the Renaissance to make inferences and tap into prior knowledge

> Students will utilize the Preview/Analyze/Connect strategy to build analysis, higher order thinking and inference making skills based on informational text.

> Students will also use the Paired Reading & Questions strategy to build interpersonal skills, practice reading skills, and engage in higher-order thinking to identify specific information and to record notes.

> All students will gain a deeper understanding by filling in a map of the major countries influenced by the Renaissance and create a timeline of the major events. Writing Lesson Differentiated Reading Log > I, Galileo written by Bonnie Christensen (on and above grade level)
> Leonardo's Horse written by Jean Fritz & illustrated by Hudson Talbott (on grade level)
> William Shakespeare & the Globe written & illustrated by Aliki (below grade level)
> Who was Leonardo da Vinci? written by Roberta Edwards and illustrated by True Kelley (below grade level)
> Who was Queen Elizabeth? writtend by June Eding & illustrated by Nancy Harrison (below grade level) Fine Arts Extensions > Discuss the importance of da Vinci's artwork and Shakespeare's plays.
> Use clay to create individual mini models of Leonardo's horse sculpture.
> Select a Shakespearean sonnet & try to find a painting or sculpture from the Renaissance era that embodies its meaning.
> Select a Shakespearean sonnet and work in groups to act out its content. Sixth Grade Unit Plan The Renaissance Differentiation Differentiation Math Lesson > Flexible grouping with mixed reading levels
> Colored pen policy - Students use a different color pen before class discussion and after to add any missed information.
> Anchoring activity - Students who complete the during learning activity early will be prompted with higher-order thinking questions on the reading and asked to record their thoughts.
> Provide several different graphic organizers for recording questions and answers
> Provide a variety of resources to reinforce expository text for different reading levels
> Specific task analysis for students with disabilities > Grouping with homogenous reading levels
> Colored pen policy - Students use a different color pen before class discussion and after to add any missed information.
> Provide several different graphic organizers for recording questions and answers.
> Adapted books and a specific task analysis for students with disabilities. The Books > Leonardo's Horse written by Jean Fritz & illustrated by Hudson Talbott (on grade level)

> Leonardo, the Beautiful Dreamer written by Robert Byrd (on grade level)

> Who Was Leonardo Da Vinci? written by Roberta Edwards & illustrated by True Kelley (below grade level)

> Leonardo da Vinci: A Nonfiction Companion to Monday with a Mad Genius written by Mary Pope Osborne & illustrated by Sal Murdocca (below grade level)

> Leonardo da Vinci written by Kathleen Krull (on & above grade level) Assessment & Differentiation Sonnet Checklist Graphic Organizers Rubric > By writing sonnets students gain a valuable historical reference and snapshot of the literature during the Renaissance.

> Utilizing the Think, Pair, Share strategy gives students the ability to formulate and begin to organize their ideas.

> Participating in the Writer’s Workshop allows students to work independently and creates an atmosphere in which students have access to the individual assistance they need.

>Using graphic organizers and a checklist during Writer’s Workshop gives students more structure to the abstract concept of a sonnet.

> Allowing students access to a rubric while writing adds structure. > Students will take turns reading Acts 3 & 4 (pages 22-33) of the trade book, William Shakespeare & the Globe by Aliki, aloud as a class.

> Students will use the Fast Write strategy to describe and compare William Shakespeare’s progression as a playwright in comparison to the success of the Globe Theatre.

> Students will measure the radius and circumference of the original Globe Theatre using only the diameter.

> Students will identify and define the following terms: diameter, radius and circumference of a circle.

> Students will demonstrate and verbally explain their process in calculating the radius and circumference of the original Globe Theatre. Teacher will:

> Use the diagram in the book and similar diagrams via transparency documents and individual worksheets for students, to introduce the concepts of the area, diameter, radius and circumference of a circle.

> Define each term, while students take notes.

> Demonstrate the connection between all concepts using the definitions and corresponding formulas.

> Model how to use the formulas, while students convey the steps. Teaching Transition Science Lesson > Students will use the Admit/Exit Slip Strategy by writing an Admit Slip predicting what they believe will happen next in the trade book, I, Galileo by Bonnie Christensen and support their predictions.

> Students will read in pairs pages 13-20 of I, Galileo using the Read/Pause/Retell Reread or Read on Strategy to monitor comprehension while annotating key details.

> Students will identify the eight phases of the moon, discuss what causes the different phases of the moon and what causes the moon to be lit and why.

> Students will work in groups of four and use Heads or Tails Oreos to demonstrate the eight phases of the moon in either the northern hemisphere or the southern hemisphere. Students will separate the Oreo into two pieces. Using the piece with cream or the plain cookie students will portray the eight phases of the moon.

> Groups will be asked to present and identify a phase(s) and convey why they used the cream or the plain cookie to portray the phases.

> Students will complete use of the Admit/Exit Slip strategy by writing an Exit Slip about 1) why Galileo’s discovery of the phases of the moon benefited global society and 2) what they think will happen next in his story. Teaching Transition Teacher will:

> Use pictures in the book, along with others to introduce the concept of the phases of the moon.

> Facilitate students understanding of causes of the different phases of the moon by engaging students in an open discussion where students present their theories and teacher guides discussion and learning.

> Explicitly introduce and explain each phase of the moon. Culminating Activity The Renaissance: The Play The play will a unit-long activity. After key lessons, 4-7 students will be grouped and asked to create an Act in relation to a major topic discussed in the unit. Students can decide how many scenes to have in their Act, but cannot surpass 4 scenes. Students may also enlist other students to be extras in their Act but not as main characters. Each group will receive a checklist and rubric for their Act. The play can be performed in class or for the entire school. Act I - What was the Renaissance? Act II - The Bubonic Plague Act III - Science vs. Religion Act IV - The Italian Renaissance Act V - The Elizabethan Era (Renaissance in England) Overview of the Renaissance identifying key ideas, terms, countries, people and events Students must cover and demonstrate the following:

> Humanism (definition)
> Rebirth (definition/concept)
> Reform (definition/concept)
> Italy
> England
> Franch
> Germany
> Johannes Gutenberg - printing press (impact)
> Culture
> Education
> Literature
> Art
> Science & Inventions
> The Renaissance man

* This first Act will be more about students conveying the general information about the Renaissance. The most specific information students are responsible for is the definition of Renaissance (rebirth) and the impact of Gutenberg's printing press. The definition, impact and movement of the Bubonic Plague Students must cover and demonstrate the following:

> Exact definition of the Bubonic Plague, including symptoms

> Why was it called the Black Death?

> Impact of the disease on individual countries, societal life/behavior and population (incorporate math) Protestant Reformation; Science advancements; The conflict between science and religion Students must demonstrate and cover the following:

> Martin Luther - 95 Theses & indulgences (definition) ; John Calvin - predestination (definition) ; John Knox - Presybterians

> Protestant Reformation (basic definition/concept)

> Galielo Galilei - general life events, 3-4 major scientific accomplishments, conflicts with the church

> Astronomy - Nicholas Copernicus 2-3 major accomplishments, conflicts with the church

> Medicine - at least 2 major accomplishments Renaissance movement in Italy; major events and people Students must demonstrate and cover the following:

> Milan, Italy

> The Medici Family & Florence, Italy

> Leonardo da Vinci - art, flying machines, Horse sculpture (Renaissance Man)

> Petrach - Renaissance Humanism

> Michelangelo - Statue of David, Sistine Chapel

> Raphael - The Vatican Stanze, architecture, drawings

> Compare & contrast of da Vinci, Michelangelo and Raphael Renaissance movement in England; major events and people Students must demonstrate and cover the following:

> Henry VIII - split from Catholic church; Church of England

> Elizabeth I - general life facts & influence, Spanish Armada

> William Shakespeare - general life facts, literature, plays, sonnets, The Globe Theatre Assessment Questions & Response sheets
Map worksheet
Timeline worksheet
Student participation in discussion
Group contributions Assessment Admit/Exit Slip
Comprehension Questions
Graphic Organizers
Key Details Checklist Resources Chapter 17 European Renaissance and Reformation, 1300-1600 http://www.ltisdschools.org/cms/lib/TX21000349/Centricity/Domain/287/Chapter17.pdf

Leonardo’s Horse written by Jean Fritz & illustrated by Hudson Talbott

http://www.loc.gov/pictures/item/2006681086/
-Reproduction of page from notebook of Leonardo

http://www.loc.gov/pictures/item/2006681096/
-Reproduction of page from notebook of Leonardo da Vinci showing the operation of a mechanical wing

http://www.loc.gov/pictures/item/det1994023322/PP/
-Mona Lisa

http://www.loc.gov/pictures/item/2006681087/
-Reproduction of page from notebook of Leonardo da Vinci showing giant crossbow

http://www.shakespeares-sonnets.com/

http://shakespeare-online.com/sonnets/sonnetstyle.html

http://en.wikipedia.org/wiki/Iambic_pentameter

William Shakespeare & the Globe written & illustrated by Aliki

http://www.mathgoodies.com/lessons/vol2/circumference.html

http://analyzer.depaul.edu/paperplate/Oreo%20Moon%20Phases.htm

http://resources.woodlands-junior.kent.sch.uk/time/moon/phases.html
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