Art LP 5 A
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Art LP 5 A

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The purpose of this lesson plan was to integrate art, language arts and science into a second grade classroom. Students were to complete three goals: (1) observe a leaf and then identify size,shape, ...

The purpose of this lesson plan was to integrate art, language arts and science into a second grade classroom. Students were to complete three goals: (1) observe a leaf and then identify size,shape, line and color; (2) observe a leaf by creating a botanical illustration; (3) critically respond to their botanical illustration by listing and details of their leaf. After all was done, I organized all student work into a classroom book for students to look back on their work.

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Art LP 5 A Art LP 5 A Document Transcript

  • Blair Thallmayer Dr. Narey/ ELED 311 Pleasant Valley Elementary School Mrs. Hardy LESSON PLAN 5A Grade Level: 2 National Standards: A. #2 Use knowledge of structure and functions— a. a) Know the differences among visual characteristics and purposes of art in order to convey ideas B. #5 Reflecting and assessing the characteristics and merits of their work and the work of others a. Understand that there are various purposes for creating works of visual art C. #6 Making connections between the visual arts and other disciplines a. b) identify connections between the visual arts and other disciplines in the curriculum State Standards: A. 9.1. Production, Performance & Exhibition of Dance, Music, Theatre and Visual Arts a. 9.1.3 B- Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. b. 9.1.3 E- Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts. B. 9.3 Critical Response a. 9.3.3 D- Explain meanings in the arts and humanities through individual works and the works of other using a fundamental vocabulary of critical response. Learning Goals
  • 1. The learner will carefully observe a leaf and then identify size, shape, line, and color. 2. The learner will depict the observed a leaf by creating a botanical illustration. 3. The learner will critically respond to their botanical illustration by listing the details of their leaf. Summative Assessment Method: Students illustration Summative Assessment Tool: Checklist- it must match size, shape, line and color, exactly as the leaf, provide written expression details on the leaf’s size, shape, line and color. Instructional Design: The learners will develop creative/critical thinking, problem solving and performance skills by creating a botanical illustration. The strategies that I will use are observation, recreation (by drawing) and explanation. I selected these strategies because the students are observing their leaf carefully, recreating the leaf that they found onto a paper by drawing, and explanting on lined paper the purpose for which they have selected to create their drawing. Some meaningful connections that the children’s will make to their knowledge and experience are everything has a size, shape, color and lines. The difference of each defines personal characteristics of objects, e.g. human beings. Meaningful connection I will make across subject matter to provide opportunities for rich conceptual development are characteristics define objects and that anyone student at any age can define those characteristics. Instructional Delivery: • Materials, Tools, Resources o One leaf per student o One Sheet of White Paper per student o One Sheet of Lined Paper per student o Pencils o Crayons o Book- “Leaf Man” By: Lois Ehlert o Teacher sample- Red Maple Tree Leaf & Paper of lines to write out the description (or description already written out and display line by line),
  • examples of sizes (small, medium, large), examples of shapes (triangle, square, rectangle, circle), examples of lines (vertical, horizontal, diagonal) and colors (red, black, brown, yellow). • Motivation o Today we are going to take a Nature Walk. On our nature walk, I want everyone to find one leaf that they think looks special. It does not matter the shape, size, or color of the leaf. • Explanation o Today we are going to create a botanical illustration book. A botanical illustration is a term for a scientific picture of plants. It is created for the purpose of identification. These pictures may be attractive, but are mainly going to help in the identification of the plant described. It is a drawing that looks exactly like the plant. Look carefully at the leaf’s size, shape, lines and color. Draw this picture of the leaf as if someone has never seen it before. Then you are going to describe the leaf that you drew. After everyone is finished we will put it together to create our own classroom botanical illustration book of the autumn leafs. • Demonstration o Students will be called by table to sit on the blue rug in front of the chalkboard to view the demonstration. I will have my drawing of an autumn leaf that I found on the nature walk. I will explain to the students the name of the leaf, the size, the shape, the lines and the color using the poster as my visual aid. The poster will remain at the front of the class during the entire class period, students will be told to come up and view during any time, and I will personally walk around with the poster to make sure each table is completing the necessary requirements. o Red Maple Tree Leaf Observations of the leaf with the class • Size- is this leaf a small leaf, a medium size leaf, or a large size leaf? The Red Maple Tree Leaf is a small sized leaf. View slide
  • • Shape- is this leaf in the shape of a circle, triangle, square and/or rectangle? This leaf is made up of 3 triangles. • Lines- does this leaf have lines? If so what direction do the lines go in? The lines are going down, and left and right. What expression do the lines have? The lines are straight. What is the length and width of the lines? • Color- what color(s) is this leaf? This leaf is red, with yellow lines, and dark red spots. Written description of the leaf with the class • This leaf must include a few details when writing out its description. After the details of size, shape, line and colors were written, you can find the name of you leaf using the “Leaf Man” book. After the name, you should have written 4 facts about your leaf based on your observations. • My leaf is called a Red Maple Tree Leaf. It is a small leaf. It looks like it is in the shape of 3 triangles. The color of this leaf is red, with yellow lines and dark red spots. Draw the leaf with the class • Next, I would draw the leaf, explaining its characteristics as I draw them. I would explain how the red maple tree leaf is small in size and made up of 3 triangles. It also features lines going down, left, and right, and is red, black, brown with yellow lines and dark purple spots. • Closure o Let’s review. Today we learned on our Nature Walk to look for an interesting leaf that looks special. We carefully looked at the leaf’s size, shape, lines and color. After looking at the leaf, we carefully used a pencil to draw our leaf onto paper. After the leaf was drawn, we carefully used colors to match the leaf onto the paper. What else do you think could be done to this picture to make our drawing of the leaf look more life-like? Texture! Excellent! View slide
  • • Modifications o A struggling learner would create a botanical illustration after selecting a leaf from the nature walk, but his/her drawing could focus on size, shape, lines, and/or color. As many as that student could successfully complete. o An advance learner would create a botanical illustration in a 3-D form using size, shape, line, color and texture. This student could use other materials, such as wire, pipe cleaners, and etc to create a 3-D botanical illustration of their leaf. • Procedures o Step One- Motivation o Step Two-Explanation o Step Three-Demonstration o Step Four- Materials After the Demonstration I will tell the students once again what they are doing in this project. After that I will have each student return to their assign sits at their assign tables. I will call on my two paper passers to pass out white construction paper. “The white construction paper being passed out right now I want everyone to draw their left on that paper, as we have discussed a few minutes ago.” Next, I will have the paper passers pass out lined paper to each student. “The lined paper has the four categories that we discussed, size, shape, line, and color. As you are creating your leaf to match the leaf that you found exactly, write the correct answers to your leaf’s characteristics on the lined paper. What is the first thing we do to our new paper? Correct we put our name on it! We put our name on it so we can know whose paper is whose. The people that will be reading our book would love to know who created what leaf drawing.” While the two students are doing that I will pass out the bags with each student’s name on it, in which the leaves were placed inside. The students already have pencils on their desk. The students already have a red
  • box at the middle of their table that contains supplies such as crayons, scissors, glue, cubes, and counters. The students will use only their pencils and crayons to complete this assignment. o Step Five- Independent Practice The students will independently write down 4 characteristics (size, shape, line & color) to match their leaf exactly. Next, students will use the “Leaf Man” Book to find the scientific name of their leaf, and record it at the bottom of their lined paper. The students will independently draw their leaf on the white construction paper with a pencil and using the characteristics (size, shape, line & color) to match their leaf exactly. The students will independently color their leaf on the white construction paper with their crayons using the exact colors, lines, shapes and size, of the leaf that their found. The students will write their name at the top of their white construction paper, displaying their leaf drawing that is colored in. o Step Four-Closure o Step Five-Clean Up The students will put all of their materials back into the correct red box in the center of their tables. I will come around and collect all student work. Reflection & Proposed Revisions All of the learners met the stated learning goals. They were (1) the learner will carefully observe a leaf and then identify size, shape, line, and color, (2) the learner will depict the observed a leaf by creating a botanical illustration, and (3) the learner will critically respond to their botanical illustration by listing the details of their leaf. The majority of the students achieved these learning goals. Most of the students completed this assignment within an hour time period with all of the correct parts. A few students did not, however, they came very close to doing so. Only one student was missing a small part of their botanical illustration. Jada had the first and third learning goal completed correctly. Jada carefully observed a leaf
  • and then identified size, shape, line and color. Jada observed her leaf and created a botanical illustration. However, the size of her actual leaf and the size of the written details/list did not match the botanical illustration that Jada completed. Her leaf and description was a big/large size leaf. In the picture Jada created a small leaf. When I asked her about it and explained to her that she was correct when writing her leaf was a large/big sized leaf, I also explained that now she just had to draw a big leaf on her paper. Instead of doing so, she created a second leaf that looked like the first one, displayed on her paper already. Based on this assessment of Jada, I would improve, change and modify the lesson plan to fit her needs to complete this assignment. I would keep the majority of the lesson plan the same because she did an excellent job up until the illustration. If I do another lesson plan similar to this one, I would definitely improve on demonstration of sizes better. I did not include size as a category on my visual display poster, therefore I should have. In addition, maybe have three different sized leafs: one small, one medium and one large. Having that visual aid and an explanation to Jada might have been beneficial to her learning outcomes. I would also improve on book art/book making skills. I created this first one, however if the students were taught how to create a book weekly, or even some of the steps weekly, they could create their own books. By the end of the school year they could have created a number of books on the topics of second grade. In addition, their reading, writing, listening, speaking, math, science, social studies, and art skills would be increased from September to May if the book making was a weekly or monthly project. Students could even begin assignments like this in groups of four students, the following month in groups of three students, the following month in groups of two and finally independently completing tasks. Students working in groups together first would be an excellent way to have all of the learning styles coming together to create and learn new topics. If one student is an advanced learner and another is a struggling learner putting them in a group together is beneficial for both parties.
  • Materials Discriminating Proficient Basic Unacceptable Components 1 .85 .75 .65 Instructional Effectively supports stated learning Reflects stated learning Somewhat Instructional Utility goals. Enhances conceptual goals. connected to materials show understanding. Reinforces key ideas, learning goals. little or no How well do Reinforces key ideas, provides provides examples, offers Submits connection to these examples, offers opportunity for practice, opportunity for practice, minimum the stated materials help builds vocabulary, factual knowledge, builds vocabulary, factual required formats learning goals. you teach the etc. knowledge, etc. for lesson. Minimum lesson? Fits smoothly into lesson structure: Submits minimum required formats appears integral to instruction rather than required formats for are not perceived as an “add-on.” lesson. Effectiveness of submitted. Goes beyond minimum requirements. materials is discussed in Effectiveness of materials is discussed in lesson plan reflection. lesson plan reflection. Learner Demonstrates substantial understanding Demonstrates some Minimal Needs of Support of and attentiveness to the needs of understanding of and evidence of diverse learners diverse learners (differentiation) by attentiveness to the needs attentiveness to do not appear to How do these effectively addressing learning styles, of diverse learners. needs of be addressed. materials cultural aspects, abilities, interests, etc. Rationale is discussed in diverse meet the Materials offer the potential to make the lesson plan reflection. learners. needs of lesson more meaningful to the learner. diverse Rationale is described in lesson plan learners? reflection. Visual Engages viewer. Aesthetically appealing. Satisfactory composition, Composition Extremely weak Design Effective use of design elements and demonstrates basic shows minimal composition. No principles. knowledge of design understanding apparent Are these Consistency of visual elements within the elements and principles. of design understanding materials composition resulting in a sense of elements and of design aesthetically “oneness.” principles. elements and appealing? Compositional elements support principles. conceptual idea. Creativity Highly original design, approach, use of Some creativity is evident Minimal No creativity is format, and/or use of instructional in design, approach, use creativity is evident. How do these strategy. Demonstrates thoughtful of format, and/or use of demonstrated in Problem does materials analysis of problem and effective, instructional strategy. design. not appear to be demonstrate “thinking out-of –the box” response. Some evidence that Minimal considered. your personal problem was considered apparent Generic critical/creativ and attempts were made attention to presentation, e thinking? to resolve. problem— mere replication merely of content. replicates content. Technical Excellent craftsmanship/ construction Satisfactory Some problems Poor Proficiency (crafted items do not fall apart, craftsmanship/ with craftsmanship/c technology projects fuction properly). No construction. Minimal craftsmanship/c onstruction. Are the technical errors (spelling, grammar, technical errors (spelling, onstruction. Multiple materials layout, erasures, uneven edges, grammar, layout, Several technical errors. professionally smudges, poor lettering, etc.) erasures, uneven edges, technical errors. executed? Excellent use of format (i.e., PowerPoint smudges, poor lettering, goes beyond a “glorified overhead etc.) transparency presentation”). Name: Blair Thallmayer 5A Lesson Plan:40/40 5A Teacher-made Materials:3.95/5 Total Score: 43.95/45 + 10= 53.95
  • Student’s Name: _______________________________ Score: _____/ 12 Summative Assessment Tool- Checklist Botanical Illustration 1. Selection of a Leaf on the Nature Walk _____ 2. Written Expression Details on the Leaf _____ a. Size _____ b. Shape _____ c. Line _____ d. Color _____ e. Name _____ 3. Student’s Illustration of Details of the Leaf _____ a. Size _____ b. Shape _____ c. Line _____ d. Color _____ ________________________________________________________________________ Student’s Name: _______________________________ Score: _____/ 12 Summative Assessment Tool- Checklist Botanical Illustration 1. Selection of a Leaf on the Nature Walk _____ 2. Written Expression Details on the Leaf _____ a. Size _____ b. Shape _____ c. Line _____ d. Color _____ e. Name _____ 3. Student’s Illustration of Details of the Leaf _____ a. Size _____ b. Shape _____ c. Line _____ d. Color _____ _______________________________________________________________________ Student’s Name: _______________________________ Score: _____/ 12 Summative Assessment Tool- Checklist Botanical Illustration 1. Selection of a Leaf on the Nature Walk _____ 2. Written Expression Details on the Leaf _____ a. Size _____ b. Shape _____ c. Line _____ d. Color _____ e. Name _____ 3. Student’s Illustration of Details of the Leaf _____ a. Size _____ b. Shape _____ c. Line _____ d. Color _____
  • Botanical Illustrations By: Mrs. Hardy’s 2nd Graders Botanical Illustrations By: Mrs. Hardy’s 2nd Graders Blair Thallmayer Cohort 2 Lesson 5A Pleasant Valley Elementary Grade 2 My Leaf By: Miss T. 1. Size: Small 2. Shape: 3 Triangles 3. Line: Diagonal, Vertical 4. Color: Red, Brown, Black, Tan & Purple Name of Leaf: Maple