Lesson plan (English)
Topic: The New Man
Target group
6th‑grade students of elementary school
Core curriculum
IX. „Golden Age” in Poland against the European background. Student:
1. recognizes the characteristic features of the European Renaissance; characterizes the greatest achievements of Leonardo da Vinci, Michał Angel, Rafael Santi, Erasmus from Rotterdam, Nicolaus Copernicus, Galileo and Jan Gutenberg.
General aim of education
The student will learn about the characteristics of a new man - a Renaissance man.
Key competences
communication in foreign languages;
digital competence;
learning to learn.
Criteria for success
The student will learn:
to characterize the new personal standards of the Renaissance man were;
to define the Renaissance religiousness;
to list the Renaissance career paths;
to explain how the Renaissance society functioned;
to desctibe the specific features of the new art were and who its key creators were.
Methods/techniques
expository
talk.
activating
discussion.
programmed
with computer;
with e‑textbook.
practical
exercices concerned.
Forms of work
individual activity;
activity in pairs;
activity in groups;
collective activity.
Teaching aids
e‑textbook;
notebook and crayons/felt‑tip pens;
interactive whiteboard, tablets/computers.
Lesson plan overview
Introduction
The teacher states the subject of the lesson, explains the aim of the lesson and together with students determines the success criteria to be achieved.
The teacher plays the recording of the abstract. Every now and then he stops it, asking the students to tell in their own words what they have just heard. This way, students practice listening comprehension.
Realization
The teacher plays the recording of the abstract.
He stops it after one or two sentences, asking the chosen student to tell in his own words what he just heard.Discussing information presented on the timeline. The teacher then divides the class into groups - as many as there are events on the axis. Each team works on one assigned issue, deepening the information contained in the abstract. Then the students present their discussions.
The teacher together with the students sums up the current course of classes.
Students analyze the illustrations and execute Task 2, Task 3 and Task 4. To answer the questions, they can use Internet sources or other publications. The teacher checks the correctness of the answer and provides feedback to the students.
Students analyze the gallery of illustrations and execute Task 5. To answer the question, they can use Internet sources or other publications. The teacher checks the correctness of the answer and provides feedback to the students.
Students in pairs solve the Exercise 1. The teacher checks if the task has been correctly completed and gives feedback to students.
Students in pairs solve the Exercise 2.
Students in pairs solve the Exercise 3.
Summary
The teacher asks the students questions:
What did you find important and interesting in class?
What was easy and what was difficult?
How can you use the knowledge and skills you have gained today?
Willing/selected students summarize the lesson
Homework
Listen to the abstract recording at home. Pay attention to pronunciation, accent and intonation. Learn to pronounce the words learned during the lesson.
Imagine that you are interviewing one of the heroes of today's lesson. Write down your questions and anticipated answers.
The following terms and recordings will be used during this lesson
Terms
Renesans – epoka nazywana odrodzeniem sztuki i nauki, trwająca w Europie od XV do połowy XVII wieku (w niektórych krajach europejskich). W czasie jej trwania nastąpił wzrost zainteresowania antykiem i ludzkim ciałem.
Humanizm – główny prąd intelektualny epoki renesansu powstały we Włoszech w XV wieku. Zakładał, że człowiek i jego ziemskie życie jest najwyższą wartością.
mecenat – opieka wpływowych i bogatych miłośników nauki i sztuki nad artystami. Wspomagają oni finansowo artystów zatrudniając ich w swoich posiadłościach lub zlecając tworzenie dzieł sztuki, np. obrazów, rzeźb.
człowiek renesansu – określenie osoby wszechstronnie wykształconej, posiadającej rozległą wiedzę z różnych dziedzin nauki.
Antropocentryzm – człowiek w centrum zainteresowania nauki kultury i sztuki.
Texts and recordings
The New Man
In the Renaissance there was a need to make the places of worship beautiful, which was treated as a manifestation of deep religiousness. At the same time, the religiousness of the founders had to be known and admired. This had a great impact on the wonderful development of sacred art: churches were expanded, new chapels were founded, interiors were decorated with magnificent paintings and sculptures, massive domes were built and church facades were decorated.
On the other hand, the former exemplary of asceticism was replaced by the exemplary a religious reformer. The former ideal of the knight also changed under the influence of the new reality. Because of that appeared the ideals of: knight‑ruler, knight‑landowner, knight‑explorer, knight‑soldier, knight‑courtier and the ideal of the defender of the true faith. In the Italian Renaissance city states, patronage played an important role, thanks to which their representativeness and prestige grew. The main recipient of this splendour was the court.
The circles of Renaissance Florentine manors became a cradle of new personal ideals. Scholar, humanist, art connoisseur, writer, artist – all these social roles were formed in early Renaissance Italy and them adopted by the whole Europe. Therefore, a completely new opportunity for social advancement had emerged. Such a career opportunity was mainly open to the townsmen. Grand families ruling in Italy built their prestige through art. Large sums of money invested in art and its creators made it possible for eminent artists like Michaelangelo, Leonardo da Vinci and Raphael to create magnificent works of art.