1. Topic-
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| Studying the Renaissance, Baroque, Classical, Romantic and Modern
Periods: |
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2. Content-
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| The subject matter will consist of integrating the different periods
of great enlightenment(Renaissance, Baroque, Classical, Romantic and
Modern) to create art and to express personal emotions in a creative
and different way. Vocabulary that should be covered and discussed
will be developed by students as they develop their performance or
product. |
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3. Goals: Aims/Outcomes-
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| The goals for having the products/performance constructed by the
students will allow the students to demonstrate their knowledge of
the time periods in a relevant and appropriate manner so that the
children can feel more comfortable with expressing themselves in front
of others. The goal of constructing these performances/projects are
to have the children come out of their security zone and become more
comfortable in front of one another. If every child is able to express
their knowledge openly in front of their peers by the end of the nine
weeks, then this goal will be met. |
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4. Objectives-
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| Students will create an exemplary work product/performance in dance,
music, theater or visual arts focusing on one or more periods of enlightenment. |
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5. Materials and Aids-
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| Materials can include but are not limited to iMovie,PowerPoint,dance,
art exhibit, original music, performance skit. |
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6. Procedures/Methods-
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A. Introduction-
| Students will be introduced to the five time periods as identified
previously in this lesson plan. I will introduce those time periods
within the first two weeks of this lesson unit plan. I will use powerpoints,
videos,and Internet. |
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B. Development-
| After the students have been introduced to the five time periods
they will be given classroom time to use the 21st century classroom
technology to research and plan their project/performance of their
choice. Teacher will facilitate individual students through questioning
and individual conference on a weekly bases to insure all students
are engaged in their project/performance of choice. |
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C. Practice-
| Students will be asked to reflect daily about their progress with
their performance/project. Students will be given an exit slip on
a daily bases that they must discuss their thoughts on their progress
and include any questions that they have. The teacher will analyze
exit slips daily and discuss with the students as needed. |
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D. Independent Practice-
| Students will develop a rubric to be used by their peers as each
one presents. |
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E. Accommodations (Differentiated Instruction)-
| Students will be in small groups representing their choice of project/performance.
Each group will consist of different selection of media in which the
students will complete their performance/project. |
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F. Checking for understanding-
Assessment will be seen in a collaboration of daily exit slips,
development of individualized rubric, and presentation of performance/project.
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G. Closure-
| If possible and with the support of school administration students
will be asked to demonstrate their projects/performance not only within
the school day, but also during the quarterly parent conference allowing
the students to demonstrate their learning to parents and other faculty
members. |
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7. Evaluation-
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Assessment will be seen in a collaboration of daily exit slips,
development of individualized rubric, and presentation of performance/project.
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8. Teacher Reflection-
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| Teacher will reflect at the end of the nine weeks through common
planning time with the other faculty members for the students' homeroom. |
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