UbD Lesson Plan

Frit 8530 (8 pages total)

Melissa Brown Dr. Clark 11/30/2012

UbD Lesson Plan

Title: Medieval VS Renaissance Literature Topic: Literary Themes Subject/Course: British Literature (English 4) Designer(s): Melissa Brown Audience: 12th Graders Stage 1- Desired Results Established Goals: Standards:
ELABLRL2 The student identifies, analyzes, and applies knowledge of theme in a work of British and/or Commonwealth literature and provides evidence from the work to support understanding. ELABLRL3 The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods. ELABLRL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents.

Understandings: While studying Renaissance Literature, students will understand how themes drastically changed, why they changed, and how those changes are still prevalent today. Lesson Objectives: 1) Students will analyze literary themes to determine how Renaissance Literature differs from Medieval Literature. 2) Students will apply their knowledge of Medieval Literature (themes and works) in order to access the drastic changes apparent in the themes of the Renaissance period. 3) Students will determine why British Literature went through these tremendous changes from the Medieval period to the Renaissance period

Essential Questions: Topical Questions: 1. What were the recurrent themes during the Medieval period? 2. What were the recurrent themes during the Renaissance period? 3. Why was there a sudden shift in theme from one period to the next? 4. How are these changes still prevalent today? Students will know That British Literature is divided into distinct time periods Themes drastically shifted from religious and blended fantasy in the Medieval period to Idealism and Humanism in the Renaissance period. Many factors influenced this sudden shift in communal ideas.

Essential Questions: Overreaching Questions: 1. How do communal ideas affect literature? 2. What factors can cause a shift in communal ideas?

Students will be able to Identify the time period of particular works using theme and other identifying elemtents. Compare and contrast Medieval and Renaissance Literature. Explain the factors that influenced the drastic differences between Medieval and Renaissance Literature

Stage 2- Assessment Evidence Performance Tasks: Goal and Role: As a student, your goal is to gain a deeper understanding of why Renaissance Literature had a huge impact on British Literature, how themes evolved from one period to the next, and why communal values drastically changed. Audience: 12th Grade British Literature Students Situation:

Imagine you are a writer during the Renaissance period. What elements would you incorporate into your works?

Product Performance and Purpose: Create a Graphic Organizer using the information from the Podcast. Facets 2, 3, and 4 are utilized Utilizing the Venn Diagram, create an essay that compares and contrasts the themes from each time period. Facets 1, 2, 3, 4, and 5 are utilized Standards and Criteria for Success: ELABLRL2 The student identifies, analyzes, and applies knowledge of theme in a work of British and/or Commonwealth literature and provides evidence from the work to support understanding.
ELABLRL3 The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods. ELABLRL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents

Other Evidence: Informal discussion after the Podcast presentation to address any unanswered questions and reiterate main ideas. Facets 1, 2, and 4 are utilized

Stage 3- Learning Plan Duration: 50 minutes W: Explain the standards to be addressed, as well as grading rubric for essay. H: The Video Podcast E: Provide students with a graphic organizer for note-taking during the Podcast R: Informal class discussion to reiterate Podcast information and address any questions E: Students will create an essay out of class, utilizing the provided rubric for self-evaluation T: A variety of methods used to ensure retention of information, including multimedia (Podcast), class discussion, and graphic organizers. O: Organized to present material in an engaging manner with the Podcast as the central method of delivery, along with a graphic organizer for note-taking. 1. Students will be given the Venn Diagram Graphic Organizer to assist in Note taking before the Podcast is shown.

2. Serving as the hook and central form of delivery, the students will be shown the Podcast entitled Medieval VS Renaissance Literature. (Run time is a little over 10 minutes) 3. Students will participate in an informal class discussion of the material and any questions will be proposed at this time. 4. Students will be given the essay assignment sheet and the rubric for an out-of-class essay. **Follow up activities: (1) In groups, students will conduct peer reviews on their essays. (2) Once the unit on Renaissance Literature is complete, students will write an enhancing second draft of their essay that includes at least one example of a Renaissance work.

Essay Topic:
Utilizing the Venn Diagram you created while viewing the Podcast, create and essay in which you compare and contrast the themes of Medieval and Renaissance Literature. Be sure to indicate possible reason for the drastically different themes of each time period. Use your knowledge of the Medieval works we have studied (Beowulf, Sir Gawain and the Green Knight, Exeter Book, Canterbury Tales) to provide textual that clearly identifies key elements of the time period.

Medieval VS Renaissance Essay Rubric

4321CATEGORY Above Standards Meets Standards Approaching Standards Below Standards Focus or Thesis Statement The thesis statement names the topic of the essay and outlines the main points to be discussed. The thesis statement names the topic of the essay. The thesis statement outlines some or all of the main points to be discussed but does not name the topic. At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author\'s position. The thesis statement does not name the topic AND does not preview what will be discussed. Evidence and examples are NOT relevant AND/OR are not explained. Score

Evidence and All of the evidence Examples and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position.

Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position.

Accuracy

All supportive facts and statistics are reported accurately. A variety of thoughtful transitions are used. They clearly show how ideas are connected Author makes no errors in grammar or spelling that distract the reader from the content.

Almost all Most supportive facts supportive facts and statistics are and statistics are reported accurately. reported accurately. Transitions show how ideas are connected, but there is little variety Author makes 12 errors in grammar or spelling that distract the reader from the content. Some transitions work well, but some connections between ideas are fuzzy.

Most supportive facts and statistics were inaccurately reported. The transitions between ideas are unclear OR nonexistent.

Transitions

Grammar & Spelling

Author makes 3-4 errors in grammar or spelling that distract the reader from the content.

Author makes more than 4 errors in grammar or spelling that distract the reader from the content.

Score: ______________ / 20