Title of Lesson
Inventors and Innovations
Goals & Objectives
Students will learn about the approach of humanism and its effects on Renaissance innovation. Students will link important inventions with the appropriate inventor and explain the importance of these inventions.
Inventors and Innovations
Goals & Objectives
Students will learn about the approach of humanism and its effects on Renaissance innovation. Students will link important inventions with the appropriate inventor and explain the importance of these inventions.
California State Content Standard
7.8 Students analyze the origins, accomplishments, and geographic diffusion of
the Renaissance.
7.8.1 Describe the way in which the revival of classical learning and the arts fostered a new interest in humanism (i.e., a balance between intellect and religious faith).
7.8.5 Detail advances made in literature, the arts, science, mathematics, cartography, engineering, and the understanding of human anatomy and astronomy (e.g., by Dante Alighieri, Leonardo da Vinci, Michelangelo di Buonarroti Simoni, Johann Gutenberg, William Shakespeare).
7.8 Students analyze the origins, accomplishments, and geographic diffusion of
the Renaissance.
7.8.1 Describe the way in which the revival of classical learning and the arts fostered a new interest in humanism (i.e., a balance between intellect and religious faith).
7.8.5 Detail advances made in literature, the arts, science, mathematics, cartography, engineering, and the understanding of human anatomy and astronomy (e.g., by Dante Alighieri, Leonardo da Vinci, Michelangelo di Buonarroti Simoni, Johann Gutenberg, William Shakespeare).
Lesson Introduction (Anticipatory Set)
10 minutes
Students will participate in a quick write. Each student will take out a piece of paper and answer the following questions (questions will be projected on the board):
Teacher will ask three volunteers to share their answer for questions one and two, as well as three different students to share their answer for number three.
Teacher will collect the quick write for participation credit.
10 minutes
Students will participate in a quick write. Each student will take out a piece of paper and answer the following questions (questions will be projected on the board):
- What do you think is the most important invention in history?
- Explain why you chose the above invention.
- What makes an invention important to society? List at least two of your ideas.
Teacher will ask three volunteers to share their answer for questions one and two, as well as three different students to share their answer for number three.
Teacher will collect the quick write for participation credit.
Vocabulary (Content Language Development)
5 minutes
Students will add the following vocabulary words to their “vocabulary bank.” The vocabulary bank is a collection of all of the vocabulary words learned over the course of the unit.
Humanism: A new way of understanding the world based on values of the ancient Greeks and Romans, such as that individuals and human society were important.
Innovation: The act of introducing a new method, idea or product.
Cartography: The practice of making maps.
5 minutes
Students will add the following vocabulary words to their “vocabulary bank.” The vocabulary bank is a collection of all of the vocabulary words learned over the course of the unit.
Humanism: A new way of understanding the world based on values of the ancient Greeks and Romans, such as that individuals and human society were important.
Innovation: The act of introducing a new method, idea or product.
Cartography: The practice of making maps.
Content Delivery
15 minutes
Content delivery will take place through a Sliderocket presentation. Students will be actively engaged in the presentation through taking notes in their notebooks and answering progress-monitoring questions. Topics include: The meaning and effects of humanism, Renaissance inventions and significant inventors.
15 minutes
Content delivery will take place through a Sliderocket presentation. Students will be actively engaged in the presentation through taking notes in their notebooks and answering progress-monitoring questions. Topics include: The meaning and effects of humanism, Renaissance inventions and significant inventors.
renaissance_invention_assignment.doc | |
File Size: | 20 kb |
File Type: | doc |
Student Engagement & Critical Thinking (Student Activities)
35 minutes
Students will complete an activity in which they create a new invention. Students will complete the activity in class on an individual basis. Each student will be given a handout that includes a space for the title of their invention, a description of its purpose, why it will be important to society and a visual representation of the invention. The handout will include specific directions and a grading rubric.
Students will present their invention to their table group. (Students are seated in assigned groups of five). A timer will be set and each student will present their invention to their group for two minutes. After two minutes, the next student will present until all student have had a chance to speak. All students must participate and only the student presenting is allowed to say anything. The teacher will monitor student conversations and behavior by walking around the classroom. Students will turn in their assignment at the end of class.
Demonstrated Learning (Formative & Summative Assessments)
15 minutes
Students will participate in a true/false quiz in class. The quiz will consist of questions related to the “inventions and innovations” section only. Students can choose either ‘true’ or ‘false,’ however, for each ‘false’ answer, the student must change the statement to make it true. Students may use their notes from the lecture presentation. This will ensure students took accurate and appropriate notes during the presentation and that they have grasped the main ideas of the lesson.
Lesson Closure
10 minutes
Lesson closure will include peer grading of the true/false quiz. Students will switch papers with their shoulder partner and write, “corrected by:” on the bottom of their partner’s paper (this will ensure that students are not grading their own paper). The class will correct the assignment as a whole, led by the teacher. Each answer will be briefly explained and students will be able to ask questions regarding the content.
Accommodations for English Learners, Struggling Readers and Students with Special Needs
English learners will be accommodated with a printed hard copy of the lesson presentation notes. This will allow them to focus on the lecture information being orally presented to them.
Struggling Readers will see the opening questions on the board at the beginning of class. The questions will be read and explained to the entire class with the purpose of accommodating struggling readers.
Special needs students will be purposefully grouped with students who are accepting of each specific student. This will allow the student with special needs to feel comfortable sharing their invention with the group. The student with special needs will be required to share.
What Came Before…
Before this lesson, students learned about the beginning of the Renaissance including, time (when), place (where), reasons (why) and about the significance and development of city-states.
What Came After…
After this lesson, students will learn about other significant contributions of the Renaissance period including art and literature. Further lessons will study William Shakespeare and Dante Alighieri, fulfilling the remainder of the 7.8.5 standard.
35 minutes
Students will complete an activity in which they create a new invention. Students will complete the activity in class on an individual basis. Each student will be given a handout that includes a space for the title of their invention, a description of its purpose, why it will be important to society and a visual representation of the invention. The handout will include specific directions and a grading rubric.
Students will present their invention to their table group. (Students are seated in assigned groups of five). A timer will be set and each student will present their invention to their group for two minutes. After two minutes, the next student will present until all student have had a chance to speak. All students must participate and only the student presenting is allowed to say anything. The teacher will monitor student conversations and behavior by walking around the classroom. Students will turn in their assignment at the end of class.
Demonstrated Learning (Formative & Summative Assessments)
15 minutes
Students will participate in a true/false quiz in class. The quiz will consist of questions related to the “inventions and innovations” section only. Students can choose either ‘true’ or ‘false,’ however, for each ‘false’ answer, the student must change the statement to make it true. Students may use their notes from the lecture presentation. This will ensure students took accurate and appropriate notes during the presentation and that they have grasped the main ideas of the lesson.
Lesson Closure
10 minutes
Lesson closure will include peer grading of the true/false quiz. Students will switch papers with their shoulder partner and write, “corrected by:” on the bottom of their partner’s paper (this will ensure that students are not grading their own paper). The class will correct the assignment as a whole, led by the teacher. Each answer will be briefly explained and students will be able to ask questions regarding the content.
Accommodations for English Learners, Struggling Readers and Students with Special Needs
English learners will be accommodated with a printed hard copy of the lesson presentation notes. This will allow them to focus on the lecture information being orally presented to them.
Struggling Readers will see the opening questions on the board at the beginning of class. The questions will be read and explained to the entire class with the purpose of accommodating struggling readers.
Special needs students will be purposefully grouped with students who are accepting of each specific student. This will allow the student with special needs to feel comfortable sharing their invention with the group. The student with special needs will be required to share.
What Came Before…
Before this lesson, students learned about the beginning of the Renaissance including, time (when), place (where), reasons (why) and about the significance and development of city-states.
What Came After…
After this lesson, students will learn about other significant contributions of the Renaissance period including art and literature. Further lessons will study William Shakespeare and Dante Alighieri, fulfilling the remainder of the 7.8.5 standard.
bethany_illum_lecture_notes.doc | |
File Size: | 22 kb |
File Type: | doc |