Domain:         Multidisciplinary, Ninth Grade Unit

Discipline:     Western Civilization/ English 9/ Learning Center

Concept:       Renaissance/ Humanism           

 

 

 

 

Overview of

The Multiple Intelligence Unit on the Renaissance Era

 

 

 

 

The Multiple Intelligence Unit on the Renaissance Era encompasses the Western Civilization, English 9 and their Learning Center class, classes that are taught to three students in a special education, self-contained classroom, at the skills level.  The students continue to participate in the lessons but have not completed the unit or their final projects due to school absences that have occurred either from suspension or illnesses. 

The students will learn about the Renaissance/Humanism Era through textbooks, artwork, the Internet, and writings of the era. The multidisciplinary approach will facilitate learning across the curriculum implemented with the Multiple Intelligence Theory. 

This project has been divided into two sections.  The first part of the unit teaches the students about the multiple intelligences and has activities to complete related to the theory.  This introductory unit is designed to have the student work independently or can be directly taught.  This unit activity is a multimedia project, which uses the Internet and computer.  I taught an introductory lesson on how to use the technologies and an overview of the Multiple Intelligence Theory. The second half of the project deals specifically with the Renaissance Era. 

The Renaissance project is taught using the Multiple Intelligence Theory.  The student will be using their Western Civilization and English periods to complete the unit.   The students’ Learning Center period will be used to help complete assignments or complete their homework. 

 

 

Grading for the Multiple Intelligence Unit

And

Renaissance Era

 

 

You, the student, will complete two units for Assessment in English 9, Western Civilization and your Learning Center, record your progress as we work through the units.

 

Multiple Intelligence CD Activities

Assignments	Date Due:	Grade
Assignment 1
Assignment 2
Assignment 3
Assignment 4
Assignment 5
Assignment 6
Total		/40

           

 

 

 

 

 

 

 

 

 

The Renaissance Era Unit

 

Lessons

Participation

Behavior

Competition of class work

Grade

 

 

Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Totals	/20	/20	/20	/20

 

 

 

 

 

 

The Multiple Intelligence CD Activities is worth 40 points.

The Renaissance unit is worth 80 points.

Culminating Task Final Assessment 50 points.

Add your point up and divide by 170 to get your number/ letter grade

 

 

 

                                                                                                     

TASKS	POINTS
Multiple Intelligence CD Activities
Renaissance Unit
Final Assessment Project
Total Grade	/170

 

 

 

 

 

WHAT IS YOUR TOTAL GRADE:______________

 

 

 

 

 

 

Culminating Task Assessment Project Rubric

 

 

To earn an A (47 POINTS) on your project the following elements must be included:

1. Follow the specifications on the assignment.
2. Present a neat organized word-processed written piece or word-processed labels.
3. Combined presentation of written explanation, Oral presentation or discussion, and visual aid.
4. Be able to express connection to present day events.

 

 

To earn a B (42 POINTS) on your project the following elements must be included:

1. Follow the specifications on the assignment.
2. Present a neat organized word-processed written piece or word-processed labels.
3. Combined presentation of written explanation, Oral presentation or discussion, and visual aid.

 

To earn a C (37 POINTS) on your project the following element must be included:

1.  Follow the specifications on the assignment.
2. Present a neat organized word-processed written piece or word-processed labels.

 

If you do not have the elements specified to earn a C you will not earn credit for your project. 

You will have to complete your project with at least the minimum requirement to earn a C. 

If you hand in your project and it doe not meet the minimum requirements you will have to redo your project. 

 

To earn (+) an additional 1 to 3 points will be added based on effort and creativity of your project.  For example A+

To earn (-) 1 to 3 points will be subtracted based on effort and presentation of your project.  For example C-

 

If your project is late your grade will be marked down one half a grade. A to A- and so on…

This project is worth 50 points of your grade. 

 

So let your talents shine!  I want to see your best work.  Give it your all!

 

Culminating Task

Assessment Projects

 

Due Date:_______

Choose one final project to complete.

Sculpture- Create a sculpture that represents the Renaissance era. Be able to support your sculpture design by citing sources from the Renaissance unit.  The sculpture should reflect the humanist, the naturalist and scientific discoveries.  (Products used bodily kinesthetic, visual/spatial, naturalist, intrapersonal.)

 

Invention- Draw or create an invention which would help the world in the future. How would this invention work?  What would it be made out of and how would it help society as a whole? (Products used bodily kinesthetic, visual/spatial, logical/mathematical, and interpersonal.)

 

Creating PowerPoint presentation on facts – Using Power Point, create a slide show that poses questions about the Renaissance era.  In addition to posing the questions, you must include the answers to them. (Products used logical/mathematical, linguistic, visual/spatial)

 

Creating a newspaper - Create a newspaper from the Renaissance period.  Include current events, government, arts and entertainment, science and religious sections as well as the editorial section of the paper.  Write one article for each section of the paper.  (Products used linguistic, visual/spatial and logical/mathematical)

 

Create a mural of the time- Create a mural, which represents the time period and captures the humanist views.  Be able to explain how the mural would represent the Renaissance period.  (Products used visual/spatial, bodily kinesthetic, interpersonal and intrapersonal, linguistic)

 

Interview a person from the Renaissance-

Interview a scientist, artist, writer, or a musician from the Renaissance period.

Interview a person from the Renaissance era about their life, work relationships with others, political views, and any other interesting facts about them.  Write out the script or tape record your interview. (Products used interpersonal, intrapersonal, linguistic, and logical, naturalist.)

 

Time traveler- Pretend you are a time traveler and you have gone back to the Renaissance.  What are the differences between our time and that time?  Record your observations, drawing some examples of the differences.  (Products used visual/spatial, logical/mathematical, interpersonal, intrapersonal, and naturalist)

 

 

Create a game or puzzle- Create a game or puzzle which represents the Renaissance time period.  Create questions, rules and directions for your game or puzzle. (Product used visual/spatial, logical/mathematical, linguistic)

 

Create a play or skit- Create a re-enactment of a specific part of the Renaissance life or task.  Create a background or be able to explain how the skit/play fits into the Renaissance time period.  You can use other people in the classroom to help you with the play.  You can work together as group project to come up with the different parts of the play or you can script the dialog out yourself.  (Product uses bodily kinesthetic, linguistic, interpersonal, intrapersonal, and visual/spatial)

 

·        See the attached Rubric for Grading the Culminating Task Final Assessment Projects

 

 

Culminating Tasks Final Assessment:

Tasks are created to evaluate the overall comprehension and understanding of the student after completing the five lessons on the Renaissance era.

Products include:

Sculptures                             Inventions                             Newspaper            Game                                      PowerPoint

 

Puzzle                                     Plays/skits                             Mural                     Interview                               Time traveler’s diary                           

 

Explanation of the Products for Culminating Assessment Projects

 

Sculpture- Creating and molding the sculpture the students will use their bodily kinesthetic intelligence.  The sculpture will require the use of visual/spatial intelligences for design. Through the naturalist intelligences the student will be observing other Renaissance sculptures to help in the design of their own sculpture.  Intrapersonal intelligences will be used by creating a feeling which is expressed in the piece.

 

Invention- Bodily kinesthetic intelligence will be used in drawing the invention. Visual/spatial intelligence is used in creating the design. Logical/mathematical intelligences will be used in how the invention will work and interpersonal intelligences will be used to show how it will help others in the world.

 

Creating PowerPoint presentation on facts – Logical/mathematical intelligences will be used by creating and entering data using the computer. Writing the questions and facts will require linguistic intelligences. Creating the visuals and developing questions will utilize the visual/spatial intelligences.

 

Creating a newspaper – Writing the newspaper articles will use linguistic intelligence and visual/spatial intelligences will be used in the layout of the newspaper.  Interpersonal intelligences through communication with others will be used writing the articles about the Renaissance people and events and showing how they impacted society. Intrapersonal intelligences will exhibit how the writer feels about topics in the editorial.

 

Create a mural of the time- Naturalist intelligences will be used in the observations of Renaissance society relative to the environment. Bodily kinesthetic intelligences will be used in the creation of the mural. Visual/spatial intelligence will be used in the layout of the mural.

 

Interview a person from the Renaissance: scientist, artist, writer, or a musician

Interpersonal skills will be used in communicating with the interviewee. Linguistic intelligence will be used in the writing of the interview and speaking with the interviewee.

 

Time traveler- Naturalist observing similarities and differences between present world and Renaissance world.  Visual/spatial intelligence will be used in drawing and creation of the differences between past and present. Interpersonal and Intrapersonal intelligences are used to determine will be used when the students share what they feel about the two worlds.

 

Create a game or puzzle- Creating a game or puzzle representing the Renaissance time period and uses the logical mathematical intelligences by creating and designing the layout and sequence of the puzzle and game. The product also uses the visual spatial intelligence by creating the look of the game.  The linguistic intelligence will be used for creating questions for the game and the rules of the game and the puzzle. 

 

Create a play or skit- Creates a re-enactment of a specific part of the Renaissance life or task.  By creating a re-enactment the student or students are using their bodily kinesthetic movement to get the information across to the viewers. 

 

 

 

Lesson 1

The background on the Renaissance Era

 

Multiple Intelligences Used

Logical, Spatial, Linguistic, and a choice of Musical, Visual/Spatial, or Linguistic

 

 

Objective:      

The students will demonstrate an understanding of the Renaissance/ Humanist period through completion of a mural, a song, a poem, or a newspaper article.

 

 

Materials:                 

Web outline

Literature on the Renaissance

Pencils

Drawing paper

 

Procedures:               

            1.   Introduce Lesson Unit

            2.   Project outcome

3. Handouts/ Lecture on Renaissance
4. Complete Web and discussion on background of Renaissance on Background:

Medieval World, Trade expansion, Renaissance, Humanism, Florence

5. Students work independently on activities.
6. Review student work
7. Closure; Review the meaning of Renaissance and humanism and the importance of the time period.

 

Assessment of products:

Choose one activity with which you will demonstrate your knowledge of the class lecture. This can be through a mural, song or poem, or newspaper article.  Each product should include elements of the Medieval World, Trade expansion, Renaissance, Humanism, and Florence.

 

 

 

Lesson Activity

Choose one activity, with which you will demonstrate your knowledge of the class lecture.

 

Mural

Create a mural with pencils, colored pencils, or pictures from magazines, or the Internet to demonstrate your understanding of the Renaissance/ Humanist period.  Your mural should include elements of the Medieval World, Trade Expansion, Renaissance, Humanism, and Florence.

 

Song or Poem

Write a song or poem that demonstrates your understanding of the Renaissance/ Humanist period.  Your song should include elements of the Medieval World, Trade Expansion, Renaissance, and Humanism, and Florence.

 

Newspaper Article

Write a newspaper article that demonstrates your understanding of the Renaissance/ Humanist period.  Your article should include elements of the Renaissance/Humanism Era and how the Medieval World or Trade Expansion influenced Florence.

 

 

 

 

 

All 4’s     = A+

All 3’s     = B  

All 2’s     = C

Only 1’s  = F

 

The average will be calculated to determine the grade between the letter grades.

Students should grade their own work along with the teacher’s grade.  The students and teacher compare their marks to determine final grade for assignment.

 

 

 

 

Lesson 2 

 

Renaissance in Italy

 

MULTIPLE INTELLIGENCES USED

Spatial, Linguistic, Interpersonal, Verbal

 

 

OBJECTIVE:

Each student will be assigned to read section of their textbook, Human Heritage, about the Renaissance Italian city-states, city life and art in the following city-states: Florence, Venice and the Papal States-Rome.  They will create a drawing or mural explaining the section they were assigned to read and then present the completed project to the class.  They will learn to convey information through illustrations rather than text.

 

 

MATERIALS:

Human Heritage textbook

Drawing paper

Colored pencils

Magazines

Scissors

Glue sticks

 

PROCEDURES:

 

1.     Explain the lesson objective.  The term “Renaissance Man” was coined to describe the genius of Leonardo da Vinci (1452-1519).  He was a man of so many accomplishments in so many areas of human endeavor that his like has rarely been seen in human history.  Patrons of the arts know him as the painter of the “Mona Lisa” and the “Last Supper.”  However, Leonardo’s greatest literary legacy is contained in his voluminous notebooks.  One of the reasons Leonardo’s notebooks are distinctive is the relationship of the illustration to text.  In the normal illustrated book, pictures amplify and clarify the text, but it is the text that contains the basic information.  With him it was reverse.  Although his language was clear and expressive, Leonardo always gave precedence to illustration over the written word.  The drawings, therefore, do not illustrate the text but the text serves to explain the pictures”(Multiple Intelligence in the Classroom 112).

2.     Split the reading into equal sections, based on how many students are in the class.  The students should list the main concepts presented in the section. 

3.     Students should rewrite the material predominantly using illustrations and supplementing the illustrations with a small amount of text.  Leonardo’s philosophy; “the drawings do not illustrate the text, but the text serves to explain the pictures” (112).

 

ASSESSMENT OF PRODUCT:

Did the students illustrate the main points in the section that they read?

Is the illustration clear to the other students?

Did the students clearly articulate their drawings to the other class members?

 

STUDENT ASSESSMENT:

Did you like this activity? 

Did you feel that you understood the main points in the text? 

Did you find the directions clear?

What would you change to make the lesson better?

 

 

 

 

STUDENT WORKSHEET                                                                           NAME:

LESSON 2

 

ILLUSTRATING TEXT

 

The term “Renaissance Man” was coined to describe the genius of Leonardo da Vinci (1452-1519).  He was a man of so many accomplishments in so many areas of human endeavor that his like has rarely been seen in human history.  Patrons of the arts know him as the painter of the “Mona Lisa” and the “Last Supper.”  However, Leonardo’s greatest literary legacy is contained in his voluminous notebooks.  One of the reasons Leonardo’s notebooks are distinctive is the relationship of the illustration to the text.  In the normal illustrated book, pictures amplify and clarify the text, but it is the text that contains the basic information.  With him it was reverse.  Although his language was clear and expressive, Leonardo always gave precedence to illustration over the written word.  The drawings, therefore, do not illustrate the text but the text serves to explain the pictures. (Multiple Intelligence in the Classroom 112)

 

You should rewrite the material predominantly using illustrations and supplementing the illustrations with a small amount of text.  Remember Leonardo’s philosophy, “The drawings do not illustrate the text, but the text serves to explain the pictures”. (112)

 

 

 

PLEASE ATTACH THIS SHEET TO YOUR ILLUSTRATION.

You are in charge of completing sections ___________ to ____________.

 

 

ASSESSMENT:

Did you illustrate the main points in the section that they read?

Best                 Good               Fair                  Poor

Is the illustration clear to the other students?

Best                 Good               Fair                  Poor

Did you clearly articulate the drawings to the other class members?

Best                 Good               Fair                  Poor

 

STUDENT ASSESSMENT:

Did you like this activity? Best   Good               Fair                  Poor

Did you feel you understood the main points in the text?

Best                 Good               Fair                  Poor 

Did you find the directions clear?

 Best                Good               Fair                  Poor

What would you change to make the lesson better?

 

 

 

Lesson 3

Introduce Renaissance Writers

 

MULTIPLE INTELLIGENCE USED

Bodily- kinesthetic, verbal/linguistic, interpersonal, and intrapersonal

 

OBJECTIVE:

 

The students will read "A Writer Tells It As It Is" to further their comprehension and understanding of the attitudes and points of view that writers with Humanist views held during the Renaissance. The students will be able to identify the following characteristics of the Humanist writer during the Renaissance: importance of life, humanity’s feelings, the writer’s interpretation of life and the different views of Petrarch and Boccaccio.

 

 

MATERIALS: 

“A Writer Tells It As It Is” Enjoying World History textbook.

Pages 50-53

 

PROCEDURES

1.      Introduce the lesson:  Writers in the Renaissance. State the objective: Today you are going to act a play out using “A Writer Tells It As It Is” script from your handouts.  You will be able to gain greater understanding of what and why writer wrote about.  Through a class discussion you will be able to identify the Humanist views by stating the importance of human life, feelings of humanity, and the different views of the writers Petrarch and Boccaccio.

2.      Have the students read silently to themselves first.

3.      Second, assign parts to the students

4.      Third, have the students act out what the writers’ conversation.

5.      Fourth have a class discussion about the two different writers and their differences in humanism and writing.

 

 

ASSESSMENT

Did the students understand the lesson? Were they able to act out the play?  After the discussion did they meet the objective?

 

 

STUDENT ASSESSMENT

Did I understand the lesson?

Do I understand what Humanism is? 

Do I know what Petrarch and Boccaccio wrote about? 

Do I know the differences between them?

What are the differences between Petrarch and Boccaccio?

 

 

LESSON 4

The spread of the Renaissance to England

1 period

 

MULTIPLE INTELLIGENCES USED

Spatial, Linguistic, Logical, Interpersonal

 

OBJECTIVE:

The students will read Human Heritage section on Renaissance in England.  The student will make a time line with illustrations of the important dates, events, and people. 

 

MATERIALS:

Human Heritage textbook

Paper

Pencils

Magic Markers

Rulers

Alpha Smart- keyboard

 

 

PROCEDURES:

 

1.     Introduce lesson, state objective and expectations.  Today we are going to read about the Renaissance in England and make a time line of important events.  We are going to hang the time line up in the classroom to refer back to later in the unit.

2.     Read the section pages 443-446 in the Human Heritage textbook.

3.     Students will be assigned sections to complete for the time line.

4.     The students will compare and share their timeline with the other students.

 

ASSESSMENT:

The students will be assessed based on their completion of the assigned pages and creation of the time line for the classroom.

 

STUDENT EVALUATION:

Did you participate in the lesson? 

Did you complete the time line assigned to you? 

What did you like or dislike about the lesson? 

What do you remember about the lesson?

 

 

 

LESSON 5

 

Shakespeare Sonnets

 

MULTIPLE INTELLIGENCE USED

Musical, Verbal, Linguistic, Logical

 

 

OBJECTIVE:

The students will read Sonnet 18 by William Shakespeare and be able to identify the elements of the Shakespearian Sonnet.  The elements include iambic pentameter, the rhyming scheme, three quatrains and a couplet.

 

 

MATERIALS:

Copies of the Sonnet 18

Worksheet for Sonnet 18

 

 

PROCEDURES:

1. The students will be introduced to the lesson:  Today we are going to read William Shakespeare’s Sonnet 18.  We will break down the Sonnet to understand the meaning and the way Shakespeare wrote the sonnet.
2. Hand out the copy of the sonnet to the students.
3. Teacher will read the sonnet first.
4. Ask students if they notice anything about the Sonnet?  Rhyming? Stresses Syllables?  Problems?  Solutions? What do they think the sonnet means?
5. Introduce iambic pentameter- is an unstressed syllable followed by a stressed syllables (- /) with five iambs to a line (-/-/-/-/-/).
6. Rhyme pattern that Shakespeare’s sonnets follow ABAB, CDCD, EFEF, GG
7. The first three rhyming patterns are called quatrains and the last two are called a couplet.
8. Quatrains are a series of problems or arguments.  Couplets are solutions or draw a conclusion, a direct and memorable statement about the poem’s central idea.
9. Hand out the guided Sonnet 18 worksheet to help break down the information. Go line-by-line to restate the meaning of the Sonnet reviewing the couplets and the problems the writer is expressing, and the iambic pentameter.
10. Have the students state what the sonnet means in their own words.
11. Quiz the students on the new definitions of iambic pentameter, quatrains and couplets.

 

 

ASSESSMENT

Do the student demonstrate understanding of the iambic pentameter by counting and marking the beats?

Do the students mark the appropriate quatrains and couplets rhymes?

Were the students able to restate the meaning of the sonnet?

 

STUDENT ASSESSMENT

Did I understand the lesson? 

Do I understand iambic pentameter? 

What is iambic pentameter?

Was I able to mark out the beats, (-/), of the iambic pentameter on the work sheet?

What are the rhyming schemes of the quatrains and couplets?

Did I understand the meaning of the sonnet?

What could I suggest to the teacher to make this lesson better?

 

 

 

 

Notes:

Shakespearean Sonnet

 

-Deal with love, unrequited love, aging, death, grief, joy and nature.

-Language, image, feeling, thought, rhythm, music, rhyme fused within the 14 lines.

 

Sonnet is written in iambic pentameter.

One iamb is an unstressed syllable followed by a stressed syllable (- / ), ten syllables creating five beats.

 

(ABAB CDCD EFEF GG)

Three quatrains (four lines)

A couplet (two lines)

 

The first 12 lines might mention specific observation from natural surroundings present.  The final couplet could express their feelings for the future of natural surrounding.

 

 

 

 

 

 

 

 

 

 

 

Shakespeare’s Sonnets

 

Sonnet comes from the word sonnetto, which means “little song”

 

Shakespeare’s Sonnet

          18

Shall I compare thee to a summer’s day?

Thou art more lovely and more temperate.

Rough winds do shake the darling buds of May.

And summer’s lease hath all too short a date.

Sometimes too hot the eye of heaven shines,

And often is has gold complexion dimmed.

And every fair form far sometimes declines,

By chance or nature’s changing course untrimmed.

But thy eternal summer shall not fade,

Nor lose possession of the fair thou owest,

Nor shall Death brag thou wander’st in his shade,

When in eternal lines to time thou growest.

So long as men can breathe, or eyes can see,

So long lives this, and this gives life to thee.

 

 

What do you notice about the sonnet?

 

 

What do you think the sonnet means?

 

Iambic Pentameter- is one unstressed syllable followed by one stressed syllable (- /) with five iambs to a line (-/-/-/-/-/).  There are ten beats per line.

 

The rhyming pattern that Shakespeare’s sonnets follow ABAB, CDCD, EFEF, and GG.

 

The first three rhyming patterns are called quatrains and the last two are called a couplet.

 

Quatrains are a series of problems or arguments. 

Couplets are solutions or draw a conclusion, a direct and memorable statement about the poem’s central idea.

 

 

 

 

 

 

 

 

Worksheet on Shakespeare’s Sonnet 18

You are going to break down the sonnet to show the iambic pentameter’s stressed and unstressed syllables (-/).  Label the quatrains and couplets with the ABAB, CDCD, EFEF, GG. And rewrite in your own words what the sonnet means line by line.

    

 

 

 

Shakespeare’s Sonnet  18

 

1.      Shall I compare thee to a summer’s day?

 

2.      Thou art more lovely and more temperate.

 

3.      Rough winds do shake the darling buds of May

 

4.      And summer’s lease hath all too short a date.

 

5.      Sometimes too hot the eye of heaven shines,

 

6.      And often is has gold complexion dimmed.

 

7.      And every fair form far sometimes declines,

 

8.      By chance or nature’s changing course untrimmed.

 

9.      But thy eternal summer shall not fade,

 

10.    Nor lose possession of the fair thou owest,

 

11.    Nor shall Death brag thou wander’st in his shade,

 

12.    When in eternal lines to time thou growest.

 

13.    So long as men can breathe, or eyes can see,

 

14.    So long lives this, and this gives life to thee.

 

 

 

 

Lesson 6

Humanist View

 

 

MULTIPLE INTELLIGENCE USED

Naturalist, Visual/Spatial, Intrapersonal

 

OBJECTIVE:

The students will develop their understanding of the Humanist view by observing their surroundings and recording them in a journal either by drawing or writing down their observations, with the class outside if weather permits. 

 

PROCEDURES:

1.      Review with the students the Humanist philosophy.  (Aware of surroundings, living in the present, the Now.) The teacher will ask questions relating to the Humanist philosophy.

2.      Explain the objective of the lesson: The students will go outside with the teacher and find a spot to sit and write or draw the surroundings, making observations for twenty minutes as if they were a Humanist. 

3.      After about twenty minutes, the student will discuss their observations with the class and the teacher. 

4.      Closure- the students will make connections between Renaissance humanist and their observation about nature.

 

 

ASSESSMENT

The teacher will assess the students' knowledge through discussion of the observations and the connections of the Renaissance with the students' observations.  The criteria for assessment of the products of drawing or writing are that the students actually record their observations.

 

STUDENT ASSESSMENT

Did the students complete their observations?  Did they make connections to the humanist point of view/ philosophy?  What are their thoughts about the lesson? 

 

 

 

Lesson 7

Make your own Sonnet

 

MULTIPLE INTELLIGENCE USED

Musical, Linguistical, Intrapersonal, Naturalist, and Logical

 

OBJECTIVE:

The students will use the Renaissance Era website http://www.geocities.com/lulicki/ by Mrs. Ulicki to create their own Sonnet using their observations from lesson 6, which will further their understanding of the Humanist philosophy of the Renaissance.

 

MATERIALS:

Computer lab: Internet capable computer for students.

Printer or disk to print or save work.

Observations/sketches form lesson 6

Website Renaissance Era http://www.geocities.com/lulicki/

Web page connection to Renaissance Literature

http://www.geocities.com/lulicki/renliterature.html

 

PROCEDURES:

1.      Students should report to computer lab.

2.      Review procedures for computer lab use.

3.      Introduce lesson and state the objective: Today we are going to review Shakespeare's Sonnet 18 during the Renaissance era and you are going to create your own sonnet based on your observation you took outside.

4.      Log onto the computer.  Connect to the Renaissance Era website http://www.geocities.com/lulicki/

5.      Once you are at Renaissance Era click on to the literature icon. It will connect you to Renaissance Literature WebPages http://www.geocities.com/lulicki/renliterature.html.  There the students will find notes on Shakespeare and the students can connect to the assignment page.

6.      Review with the student the procedures/criteria of writing their sonnets.

7.      Hand out the procedures to writing a sonnet.

8.      The students can create their sonnet on the WebPages and print it out to hand in. 

 

 

ASSESSMENT:

Did the students follow the criteria and procedures of the sonnet?  Did they use their observations to create the sonnet?  Does their sonnet reflect the Humanist point of view?

 

STUDENT ASSESSMENT:

Did you understand how to complete the sonnet?

Do you like the sonnet? 

Was the website easy to use?

Were the directions clear?

 

Lesson 8

Introduction to Artist of the Renaissance Era Leonardo da Vinci and Michelangelo Buonarroti

 

MULTIPLE INTELLIGENCES USED:

Visual/Spatial, Linguistic, and Logical

 

OBJECTIVE:

The students will read about Leonardo da Vinci and Michelangelo Buonarroti using the Renaissance Era website and complete the guided notes.

 

MATERIALS: 

Computer Lab

Connection to the Internet website

The Renaissance Era: http://www.geocities.com/lulicki/

 

PROCEDURES:

1.      Introduce lesson and state objective: Today we are going to read about Leonardo da Vinci and Michelangelo Buonarroti using the Renaissance Era website to complete the guided notes.

2.      Click on to the Art icon. http://www.geocities.com/lulicki/RENART.html 

3.      Read the information on the artist. 

4.      Complete the guided notes.

 

ASSESSMENT

Did the student follow directions to the website? 

Did they complete the guided notes correctly?

STUDENT ASSESSMENT

Did I find the website?

Did I complete the worksheet on Leonardo da Vinci and Michelangelo Buonarroti?

Did I stay on task?

Did the Internet distract me?

Did I stay on the website?

 

 

 

Teacher notes on Leonardo da Vinci and Michelangelo Buonarroti

 

True Renaissance Men

 

Leonardo da Vinci

·        Leonardo da Vinci born in 1452 in small village of Vinci near Florence in central Italy.  Died 1519.

·        Studied anatomy, astronomy, botany, geology, and worked as an engineer, as well as a painter.

·        Drew devices such as moveable crane, forging machine, and various flying machines. (Weakness of design of flying machines was the lack of a power source strong enough to lift them off the ground.)

·        As a painter finest work The Last Supper, showing Christ and the 12 apostles.  In the painting, each of apostles reacts differently to the news that one of them will betray Christ.

·        Mona Lisa, known for her natural pose and mysterious smile.

 

 

Michelangelo Buonarroti

·        Michelangelo Buonarroti was born in the Italian village of Caprese on

      March 6, 1475. 

·        Michelangelo was an artist, sculptor, poet and architect.

·        Michelangelo at 23 years old created first masterpiece Pieta`, a larger than life sculpture of the Virgin Mary holding the crucified Jesus. 

·        1501 Michelangelo met Leonardo da Vinci.

·        1505 Michelangelo summoned by Pope Julius II to paint the ceiling of the Sistine Chapel.  Completed nine scenes from the Old Testament in 1511.

·        Other work by Michelangelo included:  Moses sculpture and Vatican frescoes: The Crucifixion of Saint Peter and the Conversion of Saint Paul

·        Michelangelo died in 1564.

 

 

 

 

 

 

 

 

 

 

 

 

Name: _________            

Date: __________

Student’s Notes:

 

True Renaissance Men

 

 

 

Leonardo da Vinci

 

·        Leonardo da Vinci born in _____ in small village of ____ near Florence in central Italy.  Died ____

·        Studied ______, astronomy, ______, geology, and worked as an ______, as well as a _______.

·        Drew devices such as ________  ______, forging machine, and various _____ machines. (Weakness of design of flying machines was the lack of a power source strong enough to lift them off the ground.)

·        As a painter finest work ____________, showing Christ and the 12 apostles.  In the painting, each of apostles reacts differently to the news that one of them will betray Christ.

·        __________, known for her natural pose and mysterious smile.

 

 

 

 

Michelangelo Buonarroti

 

·        Michelangelo Buonarroti was born in the Italian village of ________ on

      March 6, 1475. 

·        Michelangelo was an artist, sculptor, poet and architect.

·        Michelangelo at 23 years old created 1^st masterpiece ______, a larger than life sculpture of the __________ holding the crucified Jesus. 

·        1501 Michelangelo met _______________.

·        1505 Michelangelo summoned by Pope Julius II to paint the ceiling of the _____________.  Completed nine scenes from the Old Testament in 1511.

·        Other work by Michelangelo include:  Moses sculpture and Vatican ________: The Crucifixion of Saint ______ and the Conversion of Saint ____.

·        Michelangelo died in _____.

 

 

Lesson 9

"An Artist Looks at Life"

 

MULTIPLE INTELLIGENCE USED

Visual/Spatial, Linguistic, Interpersonal

 

OBJECTIVE:

The students will read "An Artist Look at Life" to further their comprehension and understanding of the attitudes and points of view that artists held during the Renaissance. The students will be able to identify the following characteristics of Renaissance art: importance of life, humanity’s feelings, and paint realistic people through the study the human body by verbally stating them when asked at the end of the lesson.

 

MATERIALS:

“Artist Looks at Life” Enjoying World History textbook pages 55-58.

 

 

PROCEDURES:

1.      Review the Renaissance/Humanist views. 

2.      Review Leonardo da Vinci from last lesson.  Who was he?  What was he?  What was he famous for? Discussion to identify any other facts the students found out about him.

3.      State the objective: Today you are going to read  "An Artist Look at Life" as a play to further your comprehension and understanding of the attitudes and points of view that artists held during the Renaissance. You will be able to identify the following characteristics of Renaissance art: importance of life, humanity’s feelings, and paint realistic people through the study the human body, by verbally stating them when asked at the end of the lesson.

4.      Assign parts to read for Leonardo da Vinci and Bruno

5.      Read “Artist Looks at Life” as a play. 

6.      Discuss points about different attitudes toward art and artist including the characteristics of the importance of life, humanity’s feelings, and painting realistic people through the study the human body in the artwork of the Renaissance.

 

TEACHER ASSESSMENT

Did the student recall the characteristics of the Renaissance artwork: the importance of life, humanity’s feelings, and paint realistic people through the study the human body? 

Were they able to explain their answers clearly? 

 

STUDENT ASSESSMENT

Did I understand the assignment?

Did I participate in the lesson?

I would rate this lesson on a one to five, five rating the highest and one rating the lowest.  What would I keep or change about this lesson?

 

 

Lesson 10

Critique the Renaissance Art

 

 

MULTIPLE INTELLIGENCES USED

Visual/Spatial, Linguistic, Interpersonal, Intrapersonal, and Musical

 

OBJECTIVE:

The students will become more aware of the humanist point of view in the artwork created during the Renaissance Era by viewing and critiquing the accomplishments of Leonardo da Vinci and Michelangelo. 

 

MATERIALS:

Books of the Renaissance Art

Critiquing Art worksheet

Music of the time period

 

PROCEDURES:

 

1.      Review the Humanist philosophy and how it would carry into artwork of the time period.

2.      Explain the steps the student should include when critiquing a work of art: describe, analyze, interpret and evaluate.

3.      Pass out the Critiquing Art worksheet and review the format.

4.      Pass out books with pictures of Renaissance artwork.

5.      Explain to the students that the background music is from the Renaissance Era.

6.      Allow the students to study and critique the artwork for about twenty minutes.

7.      Review the students' findings of the humanist philosophy.

8.      Have student show the artwork they critiqued.

9.      Did the artist of the time period demonstrate the Humanist philosophy in their work?

 

ASSESSMENT

Were the students able to critique the artwork of the time period? Did they meet the objective of the lesson?  Did the students fill out the worksheet?  Did the students verbalize their findings? Did the student support their findings with the artwork?

 

STUDENT ASSESSMENT

Did I understand how to critique the artwork?

Did I fill out the worksheet?

Was I able to communicate my findings with others?

Did I find the artwork to be humanistic in nature?

How would I rate this lesson on a scale of 1 to 5? 

(5 rating the highest and 1 rating the lowest).

 

Name:________________  Date:__________

 

Critiquing Artwork

 

Complete the following steps:

 

1.      After you have looked through the artwork in various books, choose a piece that you would like to critique. 

 

2.      What is the name of the Artwork?__________________________________

(The piece you choose does not have to be the best or the piece you like the most; it only has to be the piece that intrigues you in some way).

 

3.      Who is the Artist?___________________________________________

 

________________________________________________________________________

 

Complete the following steps of a critique.

Answer the following questions about the piece of artwork you have chosen. After 20 minutes, you will be asked to share your answers with the rest of the class.  If you finish before the rest of the class, work on another piece of artwork for extra credit.  Do not rush.  You will have plenty of time.

 

Description:  Write two or three sentences describing the piece you have chosen. Think about the Humanist.

 

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Analysis:  Write two or three sentences about which components of work contribute to the effectiveness of the piece.  Note: you might choose two or three of these: size, shape, media, color, line pattern, texture, and use of space, focal point. Think about how the Humanist painted, or created.

 

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Interpretation:  How do you interpret the work?  Does the work symbolize the Humanist philosophy?  Write 2 sentences.

 

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Evaluation:  Give two or three specific reasons that this example is better or worse than the other examples.

 

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