Welcome to Unit 4. In this unit we will leave "Hey Africa" and return to Europe! The last time we were here there were Kings, Knights, and the Bubonic Plague (Fleas on rats, fleas on rats!). We will now be learning about the Renaissance and Reformation. Europeans are getting smarter and are questioning traditions and corruption. Remember to budget your time wisely. Most of you are doing much better! This is a little shorter unit. Everything is due on November 20th. I will not accept any late assignments. To earn an A for this unit, you must do the project. Good luck!!
Constructed Response--This will be graded using the School Writing Rubric. Respond to one of the following Machiavellian ideas:
"Use whatever methods necessary to achieve your goals. The ends justifies the means."
or
"It is much safer to be feared than loved."
Write 125 words about the meaning and your opinion of that idea. Explain in detail and give an example.
"Use whatever methods necessary to achieve your goals. The ends justifies the means."
or
"It is much safer to be feared than loved."
Write 125 words about the meaning and your opinion of that idea. Explain in detail and give an example.
Cooperative Project--With a partner or two. Draw your Utopia on a large white sheet of paper. Name it. On the back create 20 laws (at least 15 serious) that will be the backbone of your society. Also, include a jingle.
Create a Chatter Kid on a Shakespeare quote. Research a quote, state it, tell what it means, and why you like it or whether you think it's true.
Watch the following video about Elizabeth I and answer the questions.
1. Who were Elizabeth's parents?
2. When was Elizabeth I born?
3. What happened to Elizabeth's mom?
4. What religion was Elizabeth?
5. Where was Elizabeth queen?
6. What did her outfits symbolize?
7. What did Elizabeth do to Mary, Queen of Scots?
8. Whose armada did Elizabeth defeat?
9. How long did Elizabeth I rule?
Create a Renaissance Party invitation. Provide a guest list of at least 5 people we've studied and what they did. This can be computer generated or done on a plain white sheet of paper.
2. When was Elizabeth I born?
3. What happened to Elizabeth's mom?
4. What religion was Elizabeth?
5. Where was Elizabeth queen?
6. What did her outfits symbolize?
7. What did Elizabeth do to Mary, Queen of Scots?
8. Whose armada did Elizabeth defeat?
9. How long did Elizabeth I rule?
Create a Renaissance Party invitation. Provide a guest list of at least 5 people we've studied and what they did. This can be computer generated or done on a plain white sheet of paper.
Complete the Word Search. Circle the words relating to Unit 5. On the back of the word search define/describe the term or person.
Make a Chart of the life of Henry VIII. Include his wives and heirs and what happened to each of them. This can be done on computer or on paper.
Analyze the chart and answer the questions.
literacy_unit_5.doc | |
File Size: | 99 kb |
File Type: | doc |
SAT timed reading. Read the passage and do the questions within the time given.
Short Answer--Please answer 3 of the 5 questions.
1. Could a Utopia work today? Explain why or why not.
2. What Renaissance person was most important or interesting and why?
3. Who would you consider a modern Renaissance man or woman (someone who is great at a number of things)? Why?
4. Are churches too strict or are there ideas a great guideline for how people should live? Explain.
5. Would it be cool to live during the Renaissance? Explain.
1. Could a Utopia work today? Explain why or why not.
2. What Renaissance person was most important or interesting and why?
3. Who would you consider a modern Renaissance man or woman (someone who is great at a number of things)? Why?
4. Are churches too strict or are there ideas a great guideline for how people should live? Explain.
5. Would it be cool to live during the Renaissance? Explain.
My Notes
unit_6_notes_14-123.doc | |
File Size: | 28 kb |
File Type: | doc |
Unit 5 Project Options--Choose one of the following:
Create your own Renaissance work of art--It may be a drawing, painting, sculpture, or whatever else.
Type a research paper about the importance of Henry VIII branching off the Catholic Church, or about the importance of the Protestant Reformation.
Create a Shakespearean Sonnet--It can be a comparison poem or anything you'd like, but it should be grammatically correct, put on nice paper, and look great.
Make a video/debate about some of the people in this unit arguing over who was the most important and why. It must be at least 2 minutes long and should include factual information. This may be done in a small group.This may
Write a 3 page RAFT about one of the people from this unit.
Create a Rap about this unit. This may be done with a partner.
Create a Power Point about the artists in this unit. This should include biographical information and images of their work.
Primary Sources Used:
Machiavelli quotes from The Prince
Shakespeare Quotes
Shakespeare's poem "Shall I Compare thee to a Summer's Day."
"The Last Supper" by da Vinci
"Mona Lisa" by da Vinci
"The School of Athens" by Rapheal
"David" by Michelangelo
"The Sistine Chapel" by Michelangelo
Excerpts from Utopia by Thomas More
Create your own Renaissance work of art--It may be a drawing, painting, sculpture, or whatever else.
Type a research paper about the importance of Henry VIII branching off the Catholic Church, or about the importance of the Protestant Reformation.
Create a Shakespearean Sonnet--It can be a comparison poem or anything you'd like, but it should be grammatically correct, put on nice paper, and look great.
Make a video/debate about some of the people in this unit arguing over who was the most important and why. It must be at least 2 minutes long and should include factual information. This may be done in a small group.This may
Write a 3 page RAFT about one of the people from this unit.
Create a Rap about this unit. This may be done with a partner.
Create a Power Point about the artists in this unit. This should include biographical information and images of their work.
Primary Sources Used:
Machiavelli quotes from The Prince
Shakespeare Quotes
Shakespeare's poem "Shall I Compare thee to a Summer's Day."
"The Last Supper" by da Vinci
"Mona Lisa" by da Vinci
"The School of Athens" by Rapheal
"David" by Michelangelo
"The Sistine Chapel" by Michelangelo
Excerpts from Utopia by Thomas More
School Improvement/Cross Curricular:
Read and Respond--ACT practice
Constructed Response--School writing rubric
Graphs/Charts--Science goal
Close Reading--As a class--Ungraded
Read and Respond--ACT practice
Constructed Response--School writing rubric
Graphs/Charts--Science goal
Close Reading--As a class--Ungraded
Other Technology/Videos used:
Horrible Histories--Henry VIII
You tube song, "Henry VIII I am I am"
95 Theses Rap Song
Horrible Histories--Henry VIII
You tube song, "Henry VIII I am I am"
95 Theses Rap Song
Weebly usage
Chatter Kid
Watching Elizabeth video and responding
Video clips (throughout unit)
Marzano's Strategies this Unit
Setting Objectives--First day of unit and reminded of every day thereafter. Weebly site.
Identifying Similarities and Differences--
Summarizing and Note Taking--Taking notes from lectures.
Homework and Practice--Daily with note viewing. Projects.
Reinforcing Effort and Providing Recognition--Daily through praise. Great Work Board.
Providing Feedback--During class time with facilitating assignments/providing help.
Cooperative Learning--With Close Reading assignment and projects.
How this unit relates to the Common Core
Reading Standards
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Assess the extent to which the reasoning and evidence in a text support the author’s claims.
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies
Language Standards
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization,punctuation, and spelling when writing.
Writing Standards
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Chatter Kid
Watching Elizabeth video and responding
Video clips (throughout unit)
Marzano's Strategies this Unit
Setting Objectives--First day of unit and reminded of every day thereafter. Weebly site.
Identifying Similarities and Differences--
Summarizing and Note Taking--Taking notes from lectures.
Homework and Practice--Daily with note viewing. Projects.
Reinforcing Effort and Providing Recognition--Daily through praise. Great Work Board.
Providing Feedback--During class time with facilitating assignments/providing help.
Cooperative Learning--With Close Reading assignment and projects.
How this unit relates to the Common Core
Reading Standards
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Assess the extent to which the reasoning and evidence in a text support the author’s claims.
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies
Language Standards
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization,punctuation, and spelling when writing.
Writing Standards
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.