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Edsc 425 unit plan
 

Edsc 425 unit plan

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    Edsc 425 unit plan Edsc 425 unit plan Presentation Transcript

    • Interdisciplinary Unit Plan: Comparatives and Describing in Spanishthrough Latin American Public Art Amy Schlett
    • Unit LevelUnit Level Questions:To what extent does the art of Jose Clemente Orozco and Diego Riveradisplay political messages and social critiques?To what extent are the messages relevant today?Unit Level Objectives:Students will be able to identify the extent to which the art of JoseClemente Orozco and Diego Rivera display political messages.Students will be able to identify to what extent the messages are relevanttoday.Unit Level Assessment:Students will create a mural representing a political issue or social critiquerelevant to today’s society in the style of Diego Rivera or Jose ClementeOrozco and present it using comparatives, possessive adjectives, and thepresent tense.
    • Standards AddressedThrough UnitStandard 1.1: Students engage in conversations, provide and obtaininformation, express feelings and emotions, and exchange opinions.Standard 1.3: Students present information, concepts, and ideas to anaudience of listeners or readers on a variety of topics.Standard 2.2: Students demonstrate an understanding of the relationshipbetween the products and perspectives of the culture studied.Standard 3.2: Students acquire information and recognize the distinctiveviewpoints that are only available through the foreign language and itscultures.Standard 4.1: Students demonstrate understanding of the nature oflanguage through comparisons of the language studied and their own.Standard 4.2: Students demonstrate understanding of the concept ofculture through comparisons of the cultures studied and their own.Standard 5.2: Students show evidence of becoming life-long learners byusing the language for personal enjoyment and enrichment.
    • Lesson 1 Describing MuralsPedagogical Approach: Critical AestheticLesson Level Questions: What is the meaning of what is happening in the paintingsof Diego Rivera and Clemente Orozco and what is the message the painter is tryingto convey?Lesson Level Objectives: Students will be able to identify what is happening in thepaintings of Diego Rivera and Clemente Orozco and what the message is that thepainter is trying to convey.Lesson Activities: Students will be presented with two different paintings by DiegoRivera and Clemente Orozco and we will follow the critical aesthetic method in theTL Spanish. 1. What do you see? 2. What do you think it means? 3. What do you think the message is from the author?Lesson Assessment: Students will write down what their impressions were and handthem in to me.Connections to Community: We are at the very beginning of our unit and we are justthinking about things and being introduced to concepts and ideas.Relationships/Tensions: We will explore some relationships and tensions briefly.
    • Lesson 2 Describing MuralsPedagogical Approach- Liberal/ProgressiveLesson Level Questions- What is happening in the paintings that we can relateto todays society?Lesson Level Objectives- Students will be able to use the present tense ofSpanish to describe what is relevant to todays society in the murals of DiegoRivera and Jose Clemente Orozco.Lesson Activities- Through a powerpoint, we will look at the same works of artand relate what their commentary was back then to what is going on today.Lesson Assessment- Students will write a journal entry about what they noticeor see that was interesting in the paintings we talked about and how it relates tocurrent events/perceptions today.Connections to Community- We will begin to identify whats going on inpaintings before we take a deeper look at relate it to community.Relationships/Tensions- Students begin to look at how these relate to todayssociety.
    • Lesson 3 Comparing PaintingsPedagogical Approach- Liberal/ProgressiveLesson Level Questions- How can we use comparatives to comparepaintings?Lesson Level Objectives- Students will be able to describe murals of DiegoRivera and Jose Clemente Orozco using comparisons.Lesson Activities- Grammar will be introduced in a top down approach. Iwill use the same slide show we talked about yesterday and recyclegrammatical structures that students will later analyze and learn to use.Lesson Assessment- Students will write a comparison between the last twopictures on the page.Connections to Community- Students will begin to compare the paintingson a superficial level as a precursor to understanding the deeper meanings.Relationships/Tensions- In this lesson, we are just trying to build thegrammar foundation for the students to use comparatives.
    • Lesson 4 Missing ViewpointsPedagogical Approach- FeministLesson Level Questions- What viewpoints are missing from thesepaintings? How are the messages limited in a sense?Lesson Level Objectives Students will be able to identify what viewpointsare missing from these paintings. Students will be able to identify whetherthe messages are limited.Lesson Activities- Students will work in groups of 2 researching accordingto 1 painting they chose that they like better.Lesson Assessment- Students will present their findings to the class in apresentational format as best as they can in Spanish.Connections to Community- Students will be researching information fromthe community (Level 1) to draw conclusions.Relationships/Tensions This lesson delves further into the relationships andtensions because we are talking about who is missing from thisviewpoint/depiction.
    • Lesson 5 Other PaintingsPedagogical Approach- FeministLesson Level Questions What are other paintings that represent political orsocial commentaries from these muralists?Lesson Level Objectives- Students will be able to identify other paintingsthat represent political or social commentaries from these muralists.Lesson Activities- Students will do research in the computer lab to findmore paintings that represent political or social commentaries from thesemuralists.Lesson Assessment- Students will present their findings to the class andsubmit a summary of their results and evidence.Connections to Community- Still in Level 1 of Community, gatheringinformation.Relationships/Tensions- Students will begin to find other materials thatrepresent relationships and tensions by these artists. Therefore, thestudents dig deeper into the commentaries of these artists and learn moreissues they thought were important.
    • Lesson 6 Relevance TodayPedagogical Approach- FeministLesson Level Questions- Of the messages explored, to what extent arethey relevant today?Lesson Level Objectives- Students will be able to explain to what extent themessages are relevant today.Lesson Activities- Students will partner up with people who chose similarpaintings (or can work alone) in order to do this type of research.Lesson Assessment- Students will be evaluated at the end of class bysubmitting a copy of their work electronically. I will give them productivefeedback to improve their research and help them advance in theirresearch.Connections to Community- Since we are doing more research, we are stillin Community Level 1, gathering information from various sources.Relationships/Tensions- Students will be researching what messages arerelevant today in order to explore relationships and tensions in the presentday.
    • Lesson 7 Reporting FindingsPedagogical Approach- FeministLesson Level Questions- What did you explore in the previous lesson?Lesson Level Objectives- Students will be able to report what theyresearched in the previous lesson in order to partner up with students towork on the final segment of the project.Lesson Activities- Students will present their findings to the class in orderfor other students to partner up with them and work on certain segments ofthe mural. Students shouldLesson Assessment- Students will be assessed on the depth of which theypresent their findings. Credit will be given to those who are rigorous (thosewho can present their findings and explain how they came to a certainconclusion).Connections to Community- We are now presenting our findings in order tomove on to community level 2.Relationships/Tensions- Students will get credit only if they reach the levelof relationships and tensions. Students who are Tier 2 will receive extrahelp and support for me.
    • Lesson 8 Incorporating CritiquesPedagogical Approach- FeministLesson Level Questions- How will you incorporate critiques on society, or raiseawareness for political and or social issues in your mural? Begin to framemural.Lesson Level Objectives- Students will organize data collected from lessonseven to begin to design a mural that incorporates critiques on society thatraises awareness of political and/or social issues.Lesson Activities- Students in this lesson will work together to think about waysthey will depict things in their mural. They will think about the ways DiegoRivera and Jose Clemente Orozco used images in their paintings to representcertain things, and then will put it into images.Lesson Assessment- Students will be informally assessed so I can guide themin their work. They will also receive a quick formal assessment at the beginningof the class to check to make sure they understand comparisons.Connections to Community We are moving into Community Level 2 because weare starting to create something that will be displayed publically.Relationships/Tensions- We are now putting our knowledge ofrelationships/tensions into action.
    • Lesson 9 Represent Through ArtPedagogical Approach- FeministLesson Level Questions- What messages might be absent from yourmural? Are there limitations? What are they?Lesson Level Objectives- Students will be able to analyze what messagesmight be absent from their mural and whether there are limitations.Lesson Activities- Students will be working on their artwork, and will also bethinking (using the information they learned in lesson 4) what viewpoints ormessages might be missing from their murals. They will be puttingeverything together.Lesson Assessment- Students will take 10 minutes at the end of the periodto write down what they think could be missing from their murals.Connections to Community- This is the Community Level 2 where we areusing what we learned to give back something to the community.Relationships/Tensions- This forces the students to think about what mightbe missing, instead of thinking that what they came up is the onlyanswer/comment/critique that is right or "true".
    • Lesson 10 Presenting MuralsPedagogical Approach-Lesson Level Questions- How does your mural relates to social or politicalmessages? How does it relate to the mural you chose from Diego Rivera orJose Clemente Orozco.Lesson Level Objectives- Students will explain how their mural relates to socialor political messages and how it relates to the mural they chose from DiegoRivera or Jose Clemente Orozco.Lesson Activities- Students will present their murals to the class. They mustfollow certain guidelines using the comparatives that we learned through thisunit.Lesson Assessment- Students will present their finished their political muralsand describe their mural in Spanish relative to the mural they chose from DiegoRivera and Jose Clemente Orozco.Connections to Community- Students have made their own connections to theworks of art, and have now created their own representative murals thatexpress their beliefs.Relationships/Tensions- Students should also be aware of things that they didntmention, or voices who were left out in this mural.
    • Rubric Componenet of Unit Plan Points Points Earned Unit level questions and objectives geared 2 towards thick description and community involvement and written as “complex targets” for the whole unit. Lesson Plans for 10-15 school days 10 · Lesson level questions geared towards thick description when appropriate · Objectives, standards, learning experiences, assessments included for every lesson Connection to community involvement as part of 2 the major assessments for the unit (person-to- person interactions) Alignment of the unit objectives with 1 assessments Total 15