LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY
Name:____Megan Tilley___________________Date:___________________________
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: 3-D________Class:___5th Grade
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. (Pre-assessment was giving during the first lesson). 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 3-D silhouette design that they plan and cut out the design from a hard stock paper making an effort to make clean cuts and show their growth in knowledge through the unit in completing the final assessment packet.
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 final project and begin work on final piece where upon they will reflect on their project for the purpose of building planning, reflection skills to allow for later improvements by means of completing the final assessment packet.
ASSESSMENTS
Content:
Completion of 2-D silhouette artwork 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?
Democracy and 21st Century Skills
Why is planning important?
What is something you learned from this project about yourself?
How could you improve your final piece if you redo the project?
LESSON FLOW
Anticipatory Set – Purpose and Relevance
Discussion on genre.
Pre-Assessment
Powerpoint to fill out the first page of the final assessment packet.
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 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? Does this give you a better understanding on 2-D and 3-D differences?
Activity Name
Studio Work Time…… Think, Plan, Create, and Reflect.
Instructional Input Includes:
Demo and individual work on packet and final 3-D project
Models of Teaching:
One on one instruction during studio time and Interactive presentation. Note this is a final assessment so there is less help then previous lesson, but students are for warned about this.
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
Content:
SWBAT depict something about themselves through means of 3-D silhouette design that they plan and cut out the design from a hard stock paper making an effort to make clean cuts and show their growth in knowledge through the unit in completing the final assessment packet.
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 final project and begin work on final piece where upon they will reflect on their project for the purpose of building planning, reflection skills to allow for later improvements by means of completing the final assessment packet.
Closure
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 final assessment packet and finish the 3-D assignment if not done after today.
Name:____Megan Tilley___________________Date:___________________________
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: 3-D________Class:___5th Grade
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. (Pre-assessment was giving during the first lesson). 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 3-D silhouette design that they plan and cut out the design from a hard stock paper making an effort to make clean cuts and show their growth in knowledge through the unit in completing the final assessment packet.
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 final project and begin work on final piece where upon they will reflect on their project for the purpose of building planning, reflection skills to allow for later improvements by means of completing the final assessment packet.
ASSESSMENTS
Content:
Completion of 2-D silhouette artwork 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?
Democracy and 21st Century Skills
Why is planning important?
What is something you learned from this project about yourself?
How could you improve your final piece if you redo the project?
LESSON FLOW
Anticipatory Set – Purpose and Relevance
Discussion on genre.
Pre-Assessment
Powerpoint to fill out the first page of the final assessment packet.
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 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? Does this give you a better understanding on 2-D and 3-D differences?
Activity Name
Studio Work Time…… Think, Plan, Create, and Reflect.
Instructional Input Includes:
Demo and individual work on packet and final 3-D project
Models of Teaching:
One on one instruction during studio time and Interactive presentation. Note this is a final assessment so there is less help then previous lesson, but students are for warned about this.
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
Content:
SWBAT depict something about themselves through means of 3-D silhouette design that they plan and cut out the design from a hard stock paper making an effort to make clean cuts and show their growth in knowledge through the unit in completing the final assessment packet.
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 final project and begin work on final piece where upon they will reflect on their project for the purpose of building planning, reflection skills to allow for later improvements by means of completing the final assessment packet.
Closure
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 final assessment packet and finish the 3-D assignment if not done after today.
Teacher Sample
Samples of Student Work
Thoughts & Reflections After Class
Overall I felt the objectives were achieved at least on a superficial level. The students knew what was expected of them, but their attention span for this unit I think expired before this lesson. This project students tended to rush through and struggled with the final assessment packet. Students also struggled with their fine motor skills when cutting either the thinner or thicker matte board. I am not sure I would teach this again in this unit. I think I would actually shorten the unit and have more art history or exploration with only one final project. These elementary students are not used to nor do they have the attention span for unit this long. Also if I did teach this lesson again I would not use the final assessment pack developed by the district, at least not on this project.
This was the last lesson in my unit so next weeks lesson will be a new project with Ms. Hunt. However, even with the short comings of this lesson I believe all students got to experience a nurturing pedagogy. The Democracy in the classroom was experienced to some extent with self guiding themselves through the packet, but this may have been a little cloudy due to the major struggles with the packet's format. I do like some of the projects produced which some are shown above, but most had rough edges that were distracting and took away from their works appearance or had little to no meaning with designs that were to simple and rushed through. Their attention span just was expired to really do great projects for this lesson.
This was the last lesson in my unit so next weeks lesson will be a new project with Ms. Hunt. However, even with the short comings of this lesson I believe all students got to experience a nurturing pedagogy. The Democracy in the classroom was experienced to some extent with self guiding themselves through the packet, but this may have been a little cloudy due to the major struggles with the packet's format. I do like some of the projects produced which some are shown above, but most had rough edges that were distracting and took away from their works appearance or had little to no meaning with designs that were to simple and rushed through. Their attention span just was expired to really do great projects for this lesson.