Download to read offline
More Related Content
Lesson plan f19
- 1. Lesson Plan• Getan “A” on the first one, You are exempt from the second. • The second one is the first one FIXED. You must do #2 if you don’t earn an A” (unless you want a poor grade) • Everyone does the third one as a group
- 2. Use MS Wordor Open Office ONLY
- 3. Upload the FILEvia Blackboard Assignments
- 4. Do not doa lesson we have done in class! NO Color wheels!
- 5. Name it with “YOURNAME lp1” Palesekate_lp1.doc
- 6. Go to ASSIGNMENTS toget the comments. DO NOT JUST CHECK GRADE CENTER!!!!
- 7. Lesson 1, 2or 3 Age of Audience (make this relate to the standards)
- 8. Topic must bean Element or….. •COLOR •TEXTURE •PATTERN •LINE •SHAPE •VALUE
- 9. Principles Balance Symmetric, asymmetric, radial Positive& Negative space Perspective
- 10. Definition DICTIONARY DEFINITION FOR YOUR ELEMENTOR PRINCIPLE. CITE YOUR SOURCE!
- 11. EXAMPLE LINE: the marka moving point makes Merriam-Webster dictionary
- 12. ONE Common core standardaddressed Reading? Speaking? •Math? Standards are linked on BB
- 13. Link is onBlack Board Sections are : • Creating • Presenting • Responding • Connecting MUST USE 2 CA VPA
- 14. Creating • . • Thestudents will create a paper collage using recycled paper and glue 2.VA:Cr2.3 Repurpose found objects to make a new artwork or design.
- 15. Connecting • The studentwill choose an event in home, school or community life as a topic for the collage 2.VA:Cn10 Create works of art about events in home, school, or community life.
- 16. ELL/ Eld standard: Standardsare linked on BB in Lesson plan section
- 17. Learning Objectives (thisis the umbrella term) Content objective Language objective Academic Language Requirements
- 18. Content Objectives: This iswhat the students will learn. What skill does your lesson teach? They should be directly related to the content standards. Outcomes must be observable and measurable.
- 19. Language Objectives What arethe specific language skills (receptive and productive) needed for students to attain the content objectives?
- 20. Academic Language Requirements Describeand list the language needed by students to do the work in schools. It includes, for example, discipline- specific vocabulary, grammar and punctuation, and applications of rhetorical conventions and devices that are typical for a content area.)
- 21. Artist and Artworks used and How they relate to the project Who? What? How?
- 22. DO NOT USECOMERCIAL ART OR ILLUSTRATION • LOOK IN AN ART HISTORY BOOK
- 23. DO NOT USECOMERCIAL ART OR ILLUSTRATION • LOOK AT REPUTABLE MUSEUM SITES (often they will be .org • BEWARE OF SITES THAT ARE OWNED BY THE ARTIST
- 24. DO NOT USECOMERCIAL ART OR ILLUSTRATION • NO SCHLOCK! NO KITSCH! No CARTOON
- 25. BEWARE, just ‘causeit came up in a name search doesn’t mean it is that artist
- 26. Example Kathe Kollwitz “Self Portrait Usesthick woodcut line to produce intense feeling
- 27.
- 28.
- 29. Rubric Objective Observable (you cansee it) Age appropriate Use the Rubric form
- 30. Rubric Be specific foreach point spread Be related to standards Be aware when writing the directions that this should all relate. Use the standards Focus on the art product
- 31. Fill it in!!!!! AB C D Idea Original Craft Other
- 32. Other resources and howthey relate Video? Sister? Your teacher? All sources Give credit!!!!
- 33. Materials used Be specific Benon-toxic Be age specific
- 34.
- 35. How/what will youshow/do? Numbers steps that clearly describe your actions. Modeling (I do)
- 36. Actual steps thestudent will take while you supervise 1. State actions you will show 2 3 In class instructions for guided Practice (I do)
- 37. How will youcheck for understanding of the modeling? Guided Practice (we do)
- 38. Independent Practice (student does) Bereally specific Be really detailed Break everything into small steps Use numbered list (10 or more)
- 39. Independent Practice This is wherethe student APPLIES what was taught earlier! NO WORKSHEETS!
- 40. Paint the apple red Dipthe brush in water then dip the brush in paint half way. Gently apply red paint with the brush. Add a bit of yellow for variety and blend using water Bad: Better
- 41. Differentiated instruction What specificsteps have you planed for students that do not understand? ESPECIALLY English Language Learners
- 42.
- 43. Reflection and Feedback You can’tanswer this UNTIL you have actually taught the lesson!!!! It’s about them, not you!!!
Editor's Notes
- #16 After a field trip to the aquarium, we created these.
- #18 A Content Objective identifies what students should know and be able to do at the end of the lesson and leads to assessment. And so the student will learn:…. And so the dog will learn how to sit on a command and hand signal of sit.
- #19 A Content Objective identifies what students should know and be able to do at the end of the lesson and leads to assessment. And so the student will learn:…. And so the dog will learn how to sit on a command and hand signal of sit.
- #36 Why doesn't’t this work