Fort+Cherry+Elementary+(FCSD)

FCES Documentation

//**Renaissance Project 6th Grade**//

1. **Title:** Sistine Chapel Problem-Solving 2. **Subject** - History 3. Standard/eligible Content(alignments)-shows the connection between standard, anchor descriptor, and/or eligible content and the curriculum framework 4. **Vocabulary**: Tier 3 words; words and language specific to that content area 5. **Objectives:** the goal(s) of the unit; a subsequent measure of the student’s performance 6. **Essential Question(s):** questions that organize and set the focus for the lesson, eliciting higher-order thinking.
 * Course** - World History 1450-Present
 * **Standards** - **1.3.6. A** - Read, understand and respond to works from various genres of literature
 * **9.1.5.5 -** Know and demonstrate how arts can communicate experiences, stories or emotions through the production of works in the arts
 * **9.2.3.5 -** Analyze how historical events and culture impact forms, techniques and purposes of works in the arts
 * Eligible Content** - **R6.A.2.5.1:** Summarize the major points, processes, and/or events of a nonfictional text as a whole
 * **Big Idea** - Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text
 * **Concept** -Essential content of text, including literary elements and devices, inform meaning
 * **Competencies -** Question, reflect on, and interpret essential content across texts
 * Fresco, scaffolding, mural, scale, proportion, graphing, religion, catholic, pope, Vatican, implement, obstacles,
 * Identify three specific problem-solving opportunities encountered by Michelangelo during the Sistine Chapel project
 * Students will create individual "installation art" solving similar problems
 * What planning problems did Michelangelo encounter?
 * How was the design process developed?
 * How was the layout created and implemented?
 * What type of backup plans were used?
 * What type of time constraints were there and how were they overcome?

7. **Duration:** expected length of the lesson plan
 * Three Social Studies periods and two Art periods

8. **Materials:** various items which are used to support the lesson
 * Cardstock, markers, colored pencils
 * Installation Art Module, projectors, speakers

9. **Instructional Procedures:** various ways in which the lesson can occur including learning activities and “WHERE TO” (Wiggins and McTighe)
 * Administer pre-test:
 * 1) How large was the ceiling area Michelangelo was asked to cover?
 * 2) How many human figures are painted on the ceiling?
 * 3) What style of painting did Michelangelo use on the ceiling?
 * 4) What types of obstacles did Michelangelo encounter and how did overcome them?
 * 5) How did Michelangelo divide the ceiling area before he began to paint?
 * 6) How were the figures transferred to the ceiling before they were painted?
 * 7) What processes were employed by Michelangelo to insure his standards were met?
 * 8) What role did Pope Julius play in the development of the project?
 * 9) Describe and explain Michelangelo's use of assistants?
 * 10) What type of impact was realized when the Sistine Chapel ceiling was revealed?
 * Show students completed work of Michelangelo's Sistine Chapel ceiling and ask: //If you were sitting across from Michelangelo right now, what would you ask him about his work on the ceiling?//
 * **Essential Question** - What was the significance of covering an entire ceiling with works of art by a master who considered himself to be a sculptor?
 * Did the works of art on the ceiling do anything to enhance or deepen the experience of those who gathered for worship in the Sistine Chapel?
 * Michelangelo did not get rich from this project and he had many differences with Pope Julius - so what did he gain emotionally, professionally, and personally from the experience of painting the Sistine Chapel Ceiling?

10. **Suggested Instructional Strategies:** strategies embedded within instructional procedures (this will include check boxes to select from universal principles and other strategies). 11. **Formative Assessment:** a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes 12. **Related Materials & Resources:** other materials, links, etc. which support the lesson 13. **Keywords:** words or phrases that are entered for tagging/search purposes – these will NOT be displayed to the end user.
 * //Use of biographical sketch of Michelangelo//-his personal characteristics, his achievements, and his impact on the world around him
 * //SmartBoard activities// - images of panels of ceiling paintings for students to visualize plus image of overall design of the ceiling paintings for students to understand Michelangelo's plan.
 * //Art Project// - students will create a "Story of My Life" box using cardstock, thin markers, pencil and colored pencils. Students will design, plan, and decorate panels of the box show that it illustrates the story of their life (family, hobbies, friends, achievements, personal characteristics, . . . )
 * //Presentation// - students will use PowerPoint to create five slides that will be projected into their "box."
 * //Installation Art Display// - Student work will be displayed within installation art display. Images from looped PowerPoint will be projected into the area illustrating planning, process, and completion examples from the Sistine Chapel ceiling masterpiece.
 * //Written Test// - Combination of multiple choice and short answer assessing student's understanding of planning, process, and overcoming of obstacles relating to Michelangelo's project
 * //Art Project// - Completion and presentation of "Story of My Life" box project.
 * //Free Response/Evaluation// - Student's open-ended response and evaluation of overall project/assignments
 * SmartBoard Presentation
 * [|The Life of Michelangelo]
 * [|Michelangelo and the Sistine Chapel Ceiling]


 * Big Ideas, Concepts, and Competencies will be automatically populated based on the standard and eligible content alignment if you choose to upload your lesson for vetting in the SAS portal. http://www.pdesas.org/module/content/pyb/