Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Sara Martinie and Mrs. denDulk Date May 9, 2014 %%&th%%%%%%%%%%%%%% Subject/ Topic/ The e !atercolor Techni"ues and #bstraction $rade

I. Objectives How does t is lesson connect to t e unit !lan" This lesson connects to the unit plan because it takes the techni"ues learned in the 'irst lesson and applies it in a ne( (ay. )esson *2 applied the techni"ues to a landscape, and *+ and 4 applied it to ani als. ,o(e-er, this lesson (ill e.pand the students consideration in askin/ the to think e-en ore abstractly. 0n the pre-ious lessons (e asked the be/in to think abstractly, but this lesson pushes it to the li it. Learners will be able to#
#pply (atercolor techni"ues in an abstract (ay. 7ush their considerations o' (hat abstraction eans !ork collaborati-ely, both in s all /roups, and (ith the (hole class.
co/niti-e1 2 3 #p #n 4 56 physical de-elop ent socio1 e otional

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Common Core standards $or %LCEs if not available in Common Core& addressed# 'ic igan Common Core (tandard )*# All students will a!!l+ s,ills and ,nowledge to create in t e arts.
89ote# !rite as any as needed. 0ndicate ta.ono y le-els and connections to applicable national or state standards. 0' an objecti-e applies to particular learners (rite the na e8s: o' the learner8s: to (ho it applies.: 6re e ber, understand, apply, analy;e, e-aluate, create

II. -efore +ou start Identif+ !rere.uisite ,nowledge and s,ills.

$eneral understandin/ o' (hat it eans to ha-e an abstract (ork o' art, that it does not per'ectly represent reality. Students should also be able to learn to/ether, and kno( ho( to be kind and /enerous to those they are (orkin/ (ith.
Pre-assessment (for learning): Ask the students what they know about abstraction, and ask them to identify the different watercolor techniques. In this way, it is a re iew, and a warmu! to get their minds back into watercolor. "ormati e (for learning): #efore the students begin work time, make sure that they understand the lesson, and ask if they ha e any questions.

Outline assessment activities 8applicable to this lesson:

"ormati e (as learning): $hey need to talk as a table to find out what arrangements work best for their collaborati e work, so they need to be communicating and !roblem sol ing together. %ummati e (of learning:< &id the students work well together without too much teacher inter ention, did

they use at least fi e different watercolor techniques, and did they create an abstract work of art collaborati ely. / at barriers mig t t is lesson !resent" / at will it ta,e 0 neurodevelo!mentall+1 e2!erientiall+1 emotionall+1 etc.1 for +our students to do t is lesson"
Provide 'ulti!le 'eans of 3e!resentation 7ro-ide options 'or perception1 making information !erce!tible The concept (ill be e.plained orally, and there (ill be e.a ples on the slidesho( and docu ent ca era. Provide 'ulti!le 'eans of Action and E2!ression 7ro-ide options 'or physical action1 increase o!tions for interaction The students (ill be o-in/ around a lot as they ake their o(n sections o' (atercolor paper. #lso, they (ill o-e around the table as they create their collaborati-e (ork. Provide 'ulti!le 'eans of Engagement 7ro-ide options 'or recruitin/ interest1 choice, rele ance, alue, authenticity, minimi'e threats The students ha-e the choice o' (hat colors and techni"ues to use, and they also can choose ho( (ell they (ill interact (ith their tea e bers.

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7ro-ide options 'or lan/ua/e, athe atical e.pressions, and sy bols1 clarify ( connect language

7ro-ide options 'or e.pression and co unication1 increase medium of e)!ression

!ord like =collaboration> (ill be e.plained in detail, usin/ ore co on lan/ua/e so it (ill be easier to understand.

#bstraction really allo(s students be -ery e.pressi-e because they are not akin/ a literal representation. 0n this (ay, the students can co unicate ideas and 'eelin/s that they can?t (ith (ords.
7ro-ide options 'or e.ecuti-e 'unctions1 coordinate short ( long term goals, monitor !rogress, and modify strategies

7ro-ide options 'or sustainin/ e''ort and persistence1 o!timi'e challenge, collaboration, mastery-oriented feedback

This is a reasonable di''icult concept 'or &th /raders, so they are /oin/ to ha-e to (ork to/ether in order to create a (ork o' art to/ether. The students (ill ha-e to criti"ue each other, and accept that 'eedback.
7ro-ide options 'or sel'1re/ulation1 e)!ectations, !ersonal skills and strategies, self-assessment ( reflection

7ro-ide options 'or co prehension1 acti ate, a!!ly ( highlight

Since the students are (orkin/ in collaboration, they ust rely "uite hea-ily on each other so that the project /ets done. 0' they ha-e any "uestions, they can al(ays ask their peers.

'aterials4w at materials $boo,s1 andouts1 etc& do +ou need for t is lesson and are t e+ read+ to use"

There (ill be an ad-anced 4-en thou/h the students are or/ani;er so that the students (orkin/ to/ether on these can see the necessary steps, and pieces, they still ha-e to e-aluate create their o(n /oals, both their o(n (ork, ake sure they indi-idually and in a /roup. are doin/ the techni"ues to to They (ill also use the clock to the best o' their ability, and e-aluate the sel-es on i' they assess that they are contributin/ are (orkin/ 'ast enou/h. (ell to their /roup. Salt, 5o''ee /rounds, saran (rap@needs to be cut be'ore classA, bubble (rap@needs to be cut be'ore classA, rubbin/ alcohol, containers 'or alcohol, B1tips, tissues, paintbrushes, a bucket o' (ater 'or each table, paper 'or e-ery kid, pencils, (ater colors, book pa/es, /lue sticks and scissors.

The students (ill sit 'our kids to a table, (ith si. tables in the classroo , all 'acin/ the docu ent ca era, or each other as necessary throu/hout the lesson. How will +our classroom be set u! for t is lesson"

III. 5 e Plan 5ime 9#*: 'otivation 8openin// introduction/ en/a/e ent: Com!onents 6escribe teacher activities A76 student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in,ing .uestions and8or !rom!ts. 1Discuss (hat it eans to ha-e an abstract paintin/ or picture, and /i-e a de'inition at the end, or ask a student to try and su ari;e (hat their peers said. 1They ha-e to be really payin/ attention in order to 1Sho( picture o' e.a ple, and then put up the pro-ide a su ary. /raphic or/ani;er. 15onsider (hat it eans to be abstract, ha-e they e-er seen abstract art be'oreC Do they like abstract artC 1The students (ill ha-e t(o kinds o' paper, one (atercolor, and one pa/e 'ro a book. The entire table (ill ha-e one bi/ sheet o' construction paper, ha-e the (rite all o' their na es on the back. 4.plain that they (ill be usin/ both to create their art(ork today. 14.plain collaboration, and ho( it is si ilar to /roup (ork, just (ith art. 1,a-e class discussion about collaboration, ha-e you done /roup (ork be'oreC ,o( did you like itC

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6evelo!ment 8the lar/est co ponent or ain body o' the lesson:

1!hich paper do they like betterC ,a-e they e-er considered usin/ book pa/es 'or an art projectC

1The students ust consider ho( they (ork in /roups, and (hat attitudes they (ill ha-e to chan/e in order do art that day.

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!hat are so e e.a ples o' collaboration in the real (orldC 1!ith these topics o' collaboration in ind, e.plain that the students (ill be doin/ a collaborati-e dra(in/ (ith the people at their table. 1,a-e the students brainstor (ith their /roups 'or a 'e( inutes, plannin/ out the colors and techni"ues that they (ill be usin/, (e probably don?t (ant a picture to be co pletely purple. 1Dnce they ha-e brainstor ed, ha-e the be/in to paint their t(o pieces o' paper (ith their colors and t(o techni"ues. 1There (ill be a reasonably lon/ dryin/ period, ake sure that the students stay on task, and that they are plannin/ (hat their abstract paintin/ (ill look like. 1Dnce they are 'inished, ha-e the cut up their papers into s all s"uares and rectan/les. Dnly s"uares and rectan/les, and aybe trian/les i' they be/ 'or the . 1,a-e the choose three o' their rectan/les and brin/ the up to the 'ront o' the class, (e (ill use the to ake a collaborati-e (ork (ith the (hole /rade. 1#s soon as they are 'inished cuttin/ up their slices, ha-e the arran/e their pieces and be/in /luein/ the do(n. ,a-e the /et as 'ar as they can, but lea-e open the option that (e (ill (ork on it ne.t (eek.

1,a-e students pro-ide e.a ples o' collaboration, like (orkin/ as a builder or a ta. attorney.

15ontribute to the discussions, try to /et alon/ (ith their /roup e bers.

1They ust not touch their pieces (hile they dry, it could disrupt the techni"ues. 1This allo(s 'or consistency in (hat could be a chaotic art pieced.

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1+,2,1 Eocus. #lri/ht 'riends, (e are /oin/ to clean up no(, so 0 (ant you to put your a a;in/ and 15leanG beauti'ul papers on the dryin/ rack, clean up any scraps, /et clean (ater 'or your class ates and then return to your seats. 19o( 0 (ould like you /uys to (rite and re'lect on 1This (ritin/ pro pt ties in to 4n/lish, and the ho( it (as to (ork to/ether on your collaborati-e students can put in (ritin/ their 'eelin/s about ho( art, (as it 'un, should (e do it a/ainC Fust journal (orkin/ to/ether on an art project a''ected each o' your thou/hts on ho( you 'elt today (ent. the . Aour reflection about t e lesson1 including evidence$s& of student learning and engagement1 as well as ideas for im!rovement for ne2t time. 8!rite this a'ter teachin/ the lesson, i' you had a chance to teach it. 0' you did not teach this lesson, 'ocus on the process o' preparin/ the lesson.: Closure 8conclusion, cul ination, (rap1up:

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