Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date Canaan Lee April 14, 2014 Subject/ Topic/ Theme Math and Art: The world of MC Escher Grade ______8__

I. Objectives How does this lesson connect to the unit plan? This lesson focuses on Escher's tessellation work in an artistic and mathematical way. Students will create their own tessellations in this lesson. cognitivephysical socioLearners will be able to: R U Ap An E C* development emotional
Make mathematical connections and explorations to how tessellations work by using Microsoft Excel Use Eschers work (tessellations in particular) as a reference in their planning and in their final pieces Create a tessellation using pencil and a monochromatic color scheme Evaluate their own work by completing a rubric, and also evaluate another persons work verbally (with the teacher) U, Ap U, Ap C, Ap E * * * *

Common Core standards (or GLCEs if not available in Common Core) addressed:
Art Creation: Use materials safely and appropriately; follow procedures to set up and clean up Demonstrate quality craftsmanship Use problem solving to produce desired visual effects in artwork Use subjects, themes, images, symbols, and EPAD to express meaning into artwork EPAD: Use organizational structures as a way to communicate ideas and express meaning Use techniques such as distortion, exaggeration, and optical illusion Critical Analysis Analyze artworks for elements of EPAD, techniques and media and describe using appropriate vocabulary Analyze media, techniques, and processes to determine what makes them effective or ineffective Generate questions about artwork; provide opinions, personal responses, and possible answers to questions about artwork Evaluate their own artwork and the artwork of others for EPAD, expressive qualities, quality of techniques, and aesthetics Connections to other Disciplines: Identify art concepts in other subject areas (Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write the name(s) of the learner(s) to whom it applies.) *remember, understand, apply, analyze, evaluate, create

II. Before you start Identify prerequisite knowledge and skills. Students must have viewed MC Eschers work prior to this lesson Students have an understanding of who MC Escher was in relation to his artwork Students have a basic understanding of geometry (understanding shapes) Students know the definition of a tessellation Students know the definition of monochromatic
Pre-assessment (for learning):

Outline assessment activities (applicable to this lesson)

Warm up: Display a picture of Eschers tessellation work. Ask the entire class what this work is (provide hints if needed). Once a student answers tessellation, affirm the correct answer and have each student write down the definition of tessellations (in their sketchbook or paper). For bonus points, have students draw an example of a tessellation. As a bonus #2 have students answer, What is monochromatic? (Provide hints if needed) Have one student share his/her answer. Ask if other students have answered differently or what types of examples they drew if applicable. Discuss differences if needed. Collect the papers.
Formative (for learning):

Have students follow the Excel Activity with teacher in creating their first tessellations. (see references and professional literature section for sources)
Formative (as learning):

After demonstrating how to make tessellations on Excel, students will then pair up in groups of two and test out 5 other shapes to see if those shapes can create tessellations. Students will complete a chart and write a brief reflection about what they have learned. Summative (of learning): Students will plan and create their own tessellations. Students will be graded with a rubric. What barriers might this
Provide Multiple Means of Representation Provide Multiple Means of Action and Expression Provide Multiple Means of Engagement

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lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for your students to do this lesson?

Provide options for perceptionmaking information perceptible Provide actual prints or posters of Eschers tessellation work (details can be seen much clearer). Use a projector and Powerpoint when doing a tutorial on the Excel program Provide options for language, mathematical expressions, and symbols- clarify & connect language

Provide options for physical actionincrease options for interaction

Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats Have students work on their own and as a group. Also have students work on and off computers.

Provide options for expression and communication- increase medium of expression

Students will be looking at tessellations in relation to shapes (geometry) and how rotating, translating, reflecting a shape can create patterns.

Students will be able to write and demonstrate how to make tessellations in the Excel program and as a work of art. Students can also verbalize the connections they made if the written format is difficult.
Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies

Provide options for sustaining effort and persistence- optimize challenge, collaboration, masteryoriented feedback

Students will be asked to stop working at some point and walk around the classroom to see what other people have done. They will also have to make a comment on one piece that is not their own.
Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & reflection

Provide options for comprehension- activate, apply & highlight

Students are given the chance to show application in the Excel program, their sketchbooks and in their final project.

Having the unit guideline handy with half-due dates and due dates.

Students will complete a rubric based on their effort and creativity. There will also be a section for students to write their comments.

Materials-what materials (books, handouts, etc) do you need for this lesson and are they ready to use?

How will your classroom be set up for this lesson?

Unit Overview Computers with Microsoft Excel installed Rubric for self-assessment Student Sketchbooks Powerpoint on How to make a Tessellation on Excel Excel Tessellation Worksheet Powerpoint/ Video on How to Create your own Tessellation Written instruction on How to Make a Tessellation on Excel (optional) Pencils & Erasers Sharpie Pens Watercolor or Color Pencils 5 x 5 cardboard 16 x 24 white, brown or grey paper Four to five students sitting at one table. With the projector in the center, students may have to shift and move to the side to be able to see. After the tutorials, students may sit wherever they like as long as they are productive. Seating will change accordingly.

III. The Plan Time 10 mins Components Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Put up a print or a slide of one of Eschers Students complete the warm up and ask any Tessellation work. Have students complete the questions necessary. warm-up (see pre-assessment section). Hold discussion if students need to refresh their minds about Escher and tessellation. Also remember to explain what monochromatic means.

Motivation (opening/ introduction/ engagement)

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3-5 mins 20-30 mins

Have students pair up in groups of two or three. Have on representative grab a laptop for each group. Or have them bring their own and use one persons laptop. PART I (If laptops are unavailable skip to PART II): Have students open up Microsoft Excel. Take note of the various types of laptops (Macs and Windows). Explain to them they will be creating and testing out tessellations on the computer before they make their final projects. Begin the Powerpoint tutorial. Once the tutorial is done, have the students work in their groups to complete the worksheet. This may take up the rest of one class period. Let students know this is due at the end of the class. Collect worksheets at the end of the class. PART II: Explain to students that now they know what tessellations are, they will begin to create their own. Show students the video, or demonstrate live how to create a tessellation with a 5 x 5 card. Provide students with 2 cards each telling them they have 2 chances to make their tessellations. Advise them to make plans in their sketchbooks and have slides or prints available for students to view. Pass out and explain to students the criteria of the rubric. Provide options of white, grey and brown paper as a background for their tessellations. Prior to students beginning their tessellations, have them raise their hand and show you that they have done at least 4 practice drawings (sketches) of their piece. (Project may take up to 2-3 days)

Students pair up and shares one laptop per group.

Students listen to tutorial and ask questions when needed. Students will then work in their groups to complete the tessellations worksheet.

5 10 mins Development (the largest component or main body of the lesson)

Students may ask questions at this point.

10-15 mins

Students plan and start their tessellations pieces.

10 mins Closure (conclusion, culmination, wrap-up) 10 mins (on going)

On the half-due date, allow students to work on their projects, but midway through the class, have them stop and get around and look at other students work. Have them make comments on one other persons piece. Remind them of critique etiquette if needed. At the end of the project period, have them fill out a self-assessment rubric and also have them pair up with other classmate. Have them discuss their art with each other, then have them tell you what they have discussed (two-on-one critique)

Students will look at other students pieces and make comments where necessary.

Students will complete a self evaluation and also complete a two-on-one critique with the teacher.

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Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the process of preparing the lesson.)

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Context Options The Class as a Whole Variables Individual differences Oakes/Lipton (174-178) Levine (299-302, 321-327)

Class Overview based on observations and data

Cognitive and Neurodevelopmental differences Bridging(161-166) Oakes/Lipton (170 - 172) Levine (246+ & Table of
Neurodevelopmental Constructs)

Learning style differences Levine (27-50)

Students with disabilitiesIDEA Bridging(156-162) Oakes/Lipton (295-6 &303ff)

Gifted Students Bridging(162-166) Oakes/Lipton (295, 302-327)

Social Class differences Bridging(185-210) Oakes/Lipton (9-25) Levine (225-244)

Ethnic & Racial differences Bridging(103-121)

Oakes/Lipton (55-65, 94-104)

Gender differences Bridging(212-224) Oakes/Lipton (277-278)

Language differences Bridging(125-153) Oakes/Lipton (197-202)

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