The Question The word renaissance literally means ‘rebirth’. As it applies to history, literature, the arts, and science, it means much more. Take a few moments to read this overview of the renaissance which centers on five issues of the period. Adapted from A Guide to the Study of Literature: A Companion Text for Core Studies 6, Landmarks of Literature, ©English Department, Brooklyn College.overview of the renaissance Take a video ‘quiz’ to test your knowledge of the Renaissance. From TeacherTube. [uploaded by Mjhowell May 2010]video ‘quiz’ TeacherTube Vocabulary to review: (Go to Visual Thesaurus and enter each word into the search box. Click on the dots around each word to see the definitions)Visual Thesaurus –Philosophy –Ethics –antiquity –Norm –humanism –Value (look for the meaning which relates to people’s behavior and beliefs Next How were the philosophies, religious values, ethics, and social norms ‘reborn’ during the Renaissance?

Information Sources You will use the following resources to search for meaning and information on the renaissance. –Social BackgroundSocial Background –Background of IdeasBackground of Ideas –Interactive RenaissanceInteractive Renaissance –Life in Elizabethan EnglandLife in Elizabethan England As you research, consider these questions: How did the Plague alter the feudal economic system? How did the changes in economics and politics alter the social and ethical values of the people? How did the idea of humanism arise? Why did people want to study the classical world (e.g.Rome and Greece)? How did the change in personal values alter religious views? From your introductory reading and vocabulary exploration, develop 2- 3 questions of your own Next

The Student Activity You will work in groups to research one aspect of the Renaissance and how it was different from the Middle Ages. Philosophy/Ideas Religion Ethics Social norms Scientific exploration Intellectual and Artistic pursuits Use this graphic organizer to take notes.graphic organizer Each group will create an Animoto animation which reflects their findings. For your animation you will need images, text, sounds, and any other multimedia items which help depict your findings Review the step-by-step directions.Animoto step-by-step directions As an alternative, your teacher may ask you to create a PowerPoint with the same types of items. Your PowerPoint should include a minimum of five slides. Choose carefully! Your items should reflect your findings! Your group will present your product on the second day, comparing the Renaissance views to those of the Middle Ages Next Photo White Tower, Tower of London, B. Falkinburg Aug. 2006

The Assessment Activity Make sure you check the Animoto scoring tool to ensure you will meet all of the criteria. If your teacher asks you to use PowerPoint, check the scoring tool for your presentation.Animoto scoring tool scoring tool Your group will present your finished product showing how the topic you researched changed with the Renaissance Next Photo, Queen’s Apartments, Tower of London B. Falkinburg, Aug 2006

Extension/Enrichment Activities As you begin to look at the literature of Renaissance, check out these websites which will help you focus on the life and literature of the time period. The Sixteenth Century The Sixteenth Century – companion website for the Norton Anthology of Literature The Renaissance Connection The Renaissance Connection – interactive website from the Allentown Museum. Now that you have examined all the resources, created your presentation, and watched the other group presentations, check out the definition of a Renaissance Man.Renaissance Man Think about the people you know. Who do you know that you would consider a ‘Renaissance Man (or Woman)’? Explain why in a short reflection. Remember to use examples from your study of the time period. (Your teacher might assign this for homework.) Next Photo, King Henry VIII suit of Armor, Tower of London, B. Falkinburg, Aug 2006

Teacher Support Materials ISTE NETS for StudentsISTE NETS for Students: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others Students demonstrate a sound understanding of technology concepts, systems, and operations. Time Management: The lesson should take two days. The first day is for research and creation of product. Day two is for sharing of the products and completing the reflection. The reflection could be assigned for homework. Differentiation StrategiesDifferentiation Strategies: Group/partner students heterogeneously by reading ability and technology skills Have students use assistive tools embedded in the BCPS databases such as read aloud and dictionary links. Learning Preferences/StylesLearning Preferences/Styles: Field dependent, auditory, visual, active, reflective, global, sequential, kinesthetic Notes to the Teacher: Animoto does require registration. You might want to ask students to register ahead of time. There is a guide which could also be printed a head of time. It is recommended that you also print copies of graphic organizer ahead of time. The Enrichment/Extension activities could be included for homework or other extra credit assignment.Animotoguide Consult with your Library Media Specialist for help in implementing the Slam Dunk Created by Barb Falkinburg, Library Media Specialist, Updated July 2015Barb Falkinburg BCPS Slam Dunk Model, Copyright 2010, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Dr. Jamie McKenzie’s Slam Dunk Lesson module.Dr. Jamie McKenzie’s Slam Dunk Lesson module. Lesson Objective: The student will prepare for reading Renaissance literature by researching background information on the Renaissance. MSC StandardsMSC Standards for English:English The student will prepare for reading, viewing, and/or listening to a text. - Research background information as a preparation for reading : The student will create effective media presentations that use visuals and/or sound and appropriate technology to present a particular point of view on a topic or idea The student will participate in and contribute to large- and small-group collaboration for a variety of assigned and self-selected purposes The student will use appropriate props, visual aids, and electronic media to enhance accuracy and audience appeal The student will demonstrate understanding of information and ideas communicated orally AASL Standards for the 21 st Century LearnerAASL Standards for the 21 st Century Learner: Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning Use the writing process, media and visual literacy, and technology skills to create products that express new understandings Conclude an inquiry- based research process by sharing new understandings and reflecting on the learning Use writing and speaking skills to communicate new understandings effectively Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess