LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY
Name:____Megan Tilley___ __Date:_ Big T 3/23,24 / Cottonwood 3/18, 26
Unit Essential Question: What vocabulary words/characteristics can be used to describe the piece of artwork shown or that you created? Why is it important to plan out what you want to do before starting the final project?
Lesson Topic: Silhouettes with Personal Meaning______Class:___5th Grade Classes_
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission – the 4-Part Agenda for Education in a Democracy
EQUAL ACCESS ENCULTURATION NURTURING PEDAGOGY STEWARDSHIP
To Knowledge In Democratic Society Safe and Caring for All of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
As a class we will be practicing Equal Access through showing what we known in a pre-assessment in order to make sure that all students have the same equal knowledge base as we will work on sharing knowledge with each other to fill the gaps that some students might have. We are also making sure to support a nurturing pedagogy as everyone’s projects are to be respected by classmates and each piece should have personal meaning to its artist or illustrate something that they like to do.
STANDARDS (www.cde.state.com)
Content:
Art: (1.1) Visual arts connect multiple characteristics of art. (1.2) Visual arts communicate the human experience. (2.2) Specific methods of planning support the development of intended meaning. (3.1) Use artistic media and expression to communicate personal and objective points of view. (3.3) Apply an understanding of art processes and creative thinking to plan and create art. (4.1) Artists, viewers, and patrons assign intended meaning to works of art.
Literacy and Numeracy:
Write clearly and coherently for a variety of purposes and audiences.
Democracy and 21st Century Skills:
Planning and reflecting to improve.
OBJECTIVES
Content:
SWBAT depict something about themselves through means of designing a 2-D silhouette with a background showing an understanding of the artistic process through planning, implementing, and reflecting.
SWBAT fill out the show what you know quiz in order to provide accurate information on the knowledge the class has.
Literacy and Numeracy:
SWBAT write clearly and coherently to describe their work and why they chose the design they did.
Democracy and 21st Century Skills:
SWBAT plan their piece of artwork out fully before starting the final piece and then reflect on their piece after completion for the purpose of learning the importance of planning and how to improve on their next piece of work.
ASSESSMENTS What is your evidence of achieving each objective? How will students know and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
Completion of 2-D silhouette art work with a landscape background and completion of planning packet.
Literacy and Numeracy:
Clearly articulated thought process on questions in the planning packet.
Democracy and 21st Century Skills:
Completion of written answers to the planning packet in the reflection section.
KEY VOCABULARY
Content
Silhouette, 2-D, 3-D, geometric, free-form/organic, landscape, still-life, portrait, sculpture, genre
Literacy and Numeracy
Meaning/purpose, detail,
Democracy and 21st Century Skills
plan, reflection, emotion, take-away (what was learned)
HIGHER ORDER QUESTIONS – for this lesson
Content
What vocabulary words/characteristics can be used to describe the piece of artwork shown or that you created?
Why is it important to plan out what you want to do before starting the final project?
Literacy and Numeracy
What is the purpose of the piece?
Why did you choose the design you did?
Why is it important to explain your art in words?
Democracy and 21st Century Skills
Why is planning important?
What is something you learned from this project about yourself?
Why is reflecting on your artwork important?
LESSON FLOW
This is the actual planning of the lesson activities.
Anticipatory Set – Purpose and Relevance
Warm up: Write two things that you like to do that help define who you are as a person.
Pre-Assessment
“Show me what you know!” (open with this then do the anticipatory set).
Building Background
Link to Experience: In your last projects have you seen any themes in your choice of subject? Do you do a lot of animals or sports subjects, ect? How does that help describe who you are? Link to self-portrait. We will be doing a different kind of self-portrait depiction. Link to planning packets that you have done in the past for other pieces… you will be continuing this.
Link to Learning: Did planning help you come up with more ideas that were better thought out than your first idea? What did you learn from reflection back on your piece.
Activity Name
Studio Work Time…… Think, Plan, Create, and Reflect.
Instructional Input Includes:
Demo/ lecture, and some discussion on what a silhouette is and why we plan out our work first.
Models of Teaching:
One on one instruction during studio time and Interactive presentation.
SIOP Techniques:
I do, we do, you do.
Guided Practice:
Studio days will be provided with one on one feedback. Students will only have one or two class periods to finish this project.
Checking for Understanding:
Get one on one feedback during studio time and check in with students during class demos. Also use the pre-assessment at the beginning of class to know where gaps need to be filled.
Independent Practice:
students will be allowed to come in after class hours after checking for a specific time that is okayed by the teacher.
Accommodations, Modifications, and Student Adjustments
Silhouettes are pretty simple but for those that have difficulty with this can simplify their designs even more and chose a media that better suites their needs if absolutely needed.
Review and Assessments of All Objectives
How will you and how will the students know they have achieved the objectives of the lesson?
Content:
SWBAT depict something about themselves through means of designing a 2-D silhouette with a background showing an understanding of the artistic process through planning, implementing, and reflecting.
SWBAT fill out the show what you know quiz in order to provide accurate information on the knowledge the class has.
Literacy and Numeracy:
SWBAT write clearly and coherently to describe their work and why they chose the design they did.
Democracy and 21st Century Skills:
SWBAT plan their piece of artwork out fully before starting the final piece and then reflect on their piece after completion for the purpose of learning the importance of planning and how to improve on their next piece of work.
Closure
What will you and the students do at the end of the lesson or after a chunk of learning to synthesize, organize and connect the learning to the essential question(s)?
Students will do a shortened reflection on this project with a longer reflection on the next silhouette project which will be in 2-D
Next Step
Finalize silhouette painting. If done we will move onto a demo for the second silhouette project which is 3-D.
This To Remember During The Lesson:
**Start with the pre-assessment sheet and then have them go over to the warm up that has them list two things about themselves (helps begin brainstorming for the next project).
Name:____Megan Tilley___ __Date:_ Big T 3/23,24 / Cottonwood 3/18, 26
Unit Essential Question: What vocabulary words/characteristics can be used to describe the piece of artwork shown or that you created? Why is it important to plan out what you want to do before starting the final project?
Lesson Topic: Silhouettes with Personal Meaning______Class:___5th Grade Classes_
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission – the 4-Part Agenda for Education in a Democracy
EQUAL ACCESS ENCULTURATION NURTURING PEDAGOGY STEWARDSHIP
To Knowledge In Democratic Society Safe and Caring for All of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
As a class we will be practicing Equal Access through showing what we known in a pre-assessment in order to make sure that all students have the same equal knowledge base as we will work on sharing knowledge with each other to fill the gaps that some students might have. We are also making sure to support a nurturing pedagogy as everyone’s projects are to be respected by classmates and each piece should have personal meaning to its artist or illustrate something that they like to do.
STANDARDS (www.cde.state.com)
Content:
Art: (1.1) Visual arts connect multiple characteristics of art. (1.2) Visual arts communicate the human experience. (2.2) Specific methods of planning support the development of intended meaning. (3.1) Use artistic media and expression to communicate personal and objective points of view. (3.3) Apply an understanding of art processes and creative thinking to plan and create art. (4.1) Artists, viewers, and patrons assign intended meaning to works of art.
Literacy and Numeracy:
Write clearly and coherently for a variety of purposes and audiences.
Democracy and 21st Century Skills:
Planning and reflecting to improve.
OBJECTIVES
Content:
SWBAT depict something about themselves through means of designing a 2-D silhouette with a background showing an understanding of the artistic process through planning, implementing, and reflecting.
SWBAT fill out the show what you know quiz in order to provide accurate information on the knowledge the class has.
Literacy and Numeracy:
SWBAT write clearly and coherently to describe their work and why they chose the design they did.
Democracy and 21st Century Skills:
SWBAT plan their piece of artwork out fully before starting the final piece and then reflect on their piece after completion for the purpose of learning the importance of planning and how to improve on their next piece of work.
ASSESSMENTS What is your evidence of achieving each objective? How will students know and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
Completion of 2-D silhouette art work with a landscape background and completion of planning packet.
Literacy and Numeracy:
Clearly articulated thought process on questions in the planning packet.
Democracy and 21st Century Skills:
Completion of written answers to the planning packet in the reflection section.
KEY VOCABULARY
Content
Silhouette, 2-D, 3-D, geometric, free-form/organic, landscape, still-life, portrait, sculpture, genre
Literacy and Numeracy
Meaning/purpose, detail,
Democracy and 21st Century Skills
plan, reflection, emotion, take-away (what was learned)
HIGHER ORDER QUESTIONS – for this lesson
Content
What vocabulary words/characteristics can be used to describe the piece of artwork shown or that you created?
Why is it important to plan out what you want to do before starting the final project?
Literacy and Numeracy
What is the purpose of the piece?
Why did you choose the design you did?
Why is it important to explain your art in words?
Democracy and 21st Century Skills
Why is planning important?
What is something you learned from this project about yourself?
Why is reflecting on your artwork important?
LESSON FLOW
This is the actual planning of the lesson activities.
Anticipatory Set – Purpose and Relevance
Warm up: Write two things that you like to do that help define who you are as a person.
Pre-Assessment
“Show me what you know!” (open with this then do the anticipatory set).
Building Background
Link to Experience: In your last projects have you seen any themes in your choice of subject? Do you do a lot of animals or sports subjects, ect? How does that help describe who you are? Link to self-portrait. We will be doing a different kind of self-portrait depiction. Link to planning packets that you have done in the past for other pieces… you will be continuing this.
Link to Learning: Did planning help you come up with more ideas that were better thought out than your first idea? What did you learn from reflection back on your piece.
Activity Name
Studio Work Time…… Think, Plan, Create, and Reflect.
Instructional Input Includes:
Demo/ lecture, and some discussion on what a silhouette is and why we plan out our work first.
Models of Teaching:
One on one instruction during studio time and Interactive presentation.
SIOP Techniques:
I do, we do, you do.
Guided Practice:
Studio days will be provided with one on one feedback. Students will only have one or two class periods to finish this project.
Checking for Understanding:
Get one on one feedback during studio time and check in with students during class demos. Also use the pre-assessment at the beginning of class to know where gaps need to be filled.
Independent Practice:
students will be allowed to come in after class hours after checking for a specific time that is okayed by the teacher.
Accommodations, Modifications, and Student Adjustments
Silhouettes are pretty simple but for those that have difficulty with this can simplify their designs even more and chose a media that better suites their needs if absolutely needed.
Review and Assessments of All Objectives
How will you and how will the students know they have achieved the objectives of the lesson?
Content:
SWBAT depict something about themselves through means of designing a 2-D silhouette with a background showing an understanding of the artistic process through planning, implementing, and reflecting.
SWBAT fill out the show what you know quiz in order to provide accurate information on the knowledge the class has.
Literacy and Numeracy:
SWBAT write clearly and coherently to describe their work and why they chose the design they did.
Democracy and 21st Century Skills:
SWBAT plan their piece of artwork out fully before starting the final piece and then reflect on their piece after completion for the purpose of learning the importance of planning and how to improve on their next piece of work.
Closure
What will you and the students do at the end of the lesson or after a chunk of learning to synthesize, organize and connect the learning to the essential question(s)?
Students will do a shortened reflection on this project with a longer reflection on the next silhouette project which will be in 2-D
Next Step
Finalize silhouette painting. If done we will move onto a demo for the second silhouette project which is 3-D.
This To Remember During The Lesson:
**Start with the pre-assessment sheet and then have them go over to the warm up that has them list two things about themselves (helps begin brainstorming for the next project).
Teacher Sample
Thoughts & Reflections After Class
During this project I made the content objectives and expectations of the assignment pretty clear. However, I feel like I could have highlighted the literacy/ numeracy and 21st Century Skills objectives more clear. At this point they are just in the planning stage, but I feel as though many students don't grasp the reason for why we reflect, but rather just do it because they are told to. This is something that we need to work on more through this unit. As for the literacy/numeracy we will get to those objectives more towards the end of this project during their reflection/critique with a partner.
After teaching this lesson I feel like I should have taught them to finish their plan and then complete their background first before ever getting their black paper to create the silhouette. If I ever teach this lesson again I would make sure students complete their background first this way it can dry while working on the black portion and so they don't lose little pieces. But due to the way I taught this lesson, the next lesson will have to be focused on the background. During this lesson I want students to start learning how to combine mediums, specifically watercolors and chalk pastels. Even with the little mishap of having students work on the black portion before their background it still allows all students to have equal access to the knowledge we are learning and provides a perfect nurturing pedagogy as each project caters to that students like and personality. Some of the students really got into working on a project that has the purpose of depicting who they are and what they like.
After teaching this lesson I feel like I should have taught them to finish their plan and then complete their background first before ever getting their black paper to create the silhouette. If I ever teach this lesson again I would make sure students complete their background first this way it can dry while working on the black portion and so they don't lose little pieces. But due to the way I taught this lesson, the next lesson will have to be focused on the background. During this lesson I want students to start learning how to combine mediums, specifically watercolors and chalk pastels. Even with the little mishap of having students work on the black portion before their background it still allows all students to have equal access to the knowledge we are learning and provides a perfect nurturing pedagogy as each project caters to that students like and personality. Some of the students really got into working on a project that has the purpose of depicting who they are and what they like.