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come up with a
creature they will begin sketching on their canvas. Keeping size proportions in
mind, students will sketch their creature on the canvas.
2. Next, students will paint their creature.
3.Begin to think about what kind of world your creature would live in.
5. Instructional Strategies
Teacher approach to helping students achieve the learning objectives (goals) and meet their needs
I will be using an exemplar and a power point to help students grasp the extent of what we are working on. I
will be available in the class to ask questions at any time. I will watch our time, letting the students know
how long they have to work. I will encourage questions and the students being researchers to discover their
worlds.
6. Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objectives (goals)
Students will learn through hands on art making in the studio. They will learn from class discussion. Students
will have time to reflect in journals on what they are thinking, what they have learned and what they think
will happen next. See goals above in #2.
7. Resources and Materials
List of materials used in the planning of and during the instruction of the lesson
Computer for presentation, exemplar for students to observe, canvas, tempera paints, acrylic, watercolor,
plaster strips if available (otherwise gause bought in bulk from medical wholesaler and plaster from
hardware store), gel adhesive, found objects brought in by myself and the students, hot glue, hot glue guns,
tools to modify parts, rice paper, sticks to attach for scroll effect, pencils, sketchbooks, ink.
8. Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student
learning
Power point presentation, iPads for student research and reference
9. Differentiation/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences, etc.
Depending on the students who have special needs, I will provide adequate support and adjustments to each
level per individual case. Lessons can be simplified or altered easily to accommodate the student needs.
They can draw a creature, use the iPad to create a creature, or use descriptive words to describe their
creatures.
10. Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student behavior needs to help
keep students on task and actively engaged
Students are expected to stay on task and work diligently. If they become off task we will take a break to do
a meditative focus and bring our attention back to our project. I will adapt with the needs of the students. We
will discuss being respectful of everyones artwork.
11. Extensions
Activities for early finishers that extend students understanding of and thinking about the learning
objectives (goals) by applying their new knowledge in a different way
If students finish early they will be asked to help out other students in the class. If there are no opportunities
for helper tasks, they can brainstorm in their journals or look up ideas for their worlds on the internet (our
next lesson).
Additional Information
Any area or lesson component that may not have been covered by this format that you think is vital to
include in this lesson
(2013MoDESE)TheDepartmentofElementaryandSecondaryEducationdoesnotdiscriminateonthebasisofrace,color,religion,gender,nationalorigin,age,ordisabilityinitsprogramsandactivities.Inquiriesrelatedto
Departmentprogramsandtothelocationofservices,activities,andfacilitiesthatareaccessiblebypersonswithdisabilitiesmaybedirectedtotheJeffersonStateOfficeBuilding,OfficeoftheGeneralCounsel,CoordinatorCivil
RightsCompliance(TitleVI/TitleIX/504/ADA/AgeAct),6thFloor,205JeffersonStreet,P.O.Box480,JeffersonCity,MO651020480;telephonenumber5735264757orTTY8007352966;emailcivilrights@dese.mo.gov
EditedonJune21,2014at3:29AM.
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Quick activity for review or building on todays learning that will deepen student understanding and
interconnect concepts (may be incorporated tomorrow or throughout the unit)
Quick wrap-up discussion on what relief is through question and answer. They can make notes
in their journal about the difference between 2 and 3 dimensional work. Why are we doing
relief? What is important about relief? How did ancient civilzations communicate through relief?
Additional Information
Any area or lesson component that may not have been covered by this format that you think is vital to
include in this lesson
(2013MoDESE)TheDepartmentofElementaryandSecondaryEducationdoesnotdiscriminateonthebasisofrace,color,religion,gender,nationalorigin,age,ordisabilityinitsprogramsandactivities.Inquiriesrelatedto
Departmentprogramsandtothelocationofservices,activities,andfacilitiesthatareaccessiblebypersonswithdisabilitiesmaybedirectedtotheJeffersonStateOfficeBuilding,OfficeoftheGeneralCounsel,CoordinatorCivil
RightsCompliance(TitleVI/TitleIX/504/ADA/AgeAct),6thFloor,205JeffersonStreet,P.O.Box480,JeffersonCity,MO651020480;telephonenumber5735264757orTTY8007352966;emailcivilrights@dese.mo.gov
EditedonJune21,2014at3:29AM.
4. They will translate their story onto 3 sheets of paper, accordion folded, using pencil first, then ink
or sharpies.
5. They will watercolor their codex.
6. Once finished students will display their work in the hallway with their codex beneath their relief
for the school and friends to visit.
7. Write a reflection in their sketchbook of 6 things they have learned about our unit.
5. Instructional Strategies
Teacher approach to helping students achieve the learning objectives (goals) and meet their needs
Students will learn from watching demonstrations and presentations. I will be available for help
during this lesson to answer any questions and share revelations as they happen in the class.
We will discuss ideas and share examples of each others work while sketching to help fuel other
ideas in the class.
6. Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objectives (goals)
Students will learn from hands on participation throughout the process. I will stress important points and
connections, showing examples of student work as we go.
7. Resources and Materials
List of materials used in the planning of and during the instruction of the lesson
Computer, iPad, paper, pencil, ink, sharpie, sketchbook, watercolor, paintbrushes, cups for water
8. Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student
learning
Power point presentation, iPads for research
9. Differentiation/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences, etc.
I will modify the lesson as needed per individual student needs.
10. Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student behavior needs to help
keep students on task and actively engaged
Students are expected to stay on task and work diligently. If they become off task we will take a break to do
a meditative focus and bring our attention back to our project. I will adapt with the needs of the students. We
will discuss how to be careful with materials and be respectful of everyones artwork.
11. Extensions
Activities for early finishers that extend students understanding of and thinking about the learning
objectives (goals) by applying their new knowledge in a different way
If students finish early they will be asked to help clean up and do projects in the classroom. They can begin
thinking about everything they have learned in our unit and write a reflection in their journals.
12. Follow-up to Todays Lesson
Quick activity for review or building on todays learning that will deepen student understanding and
interconnect concepts (may be incorporated tomorrow or throughout the unit)
Quick round-robin in the class where everyone identifies one thing they recognize in another students work
that we have been talking about (relief, 2D, paint techniques, connecting to other cultures (Egyptian, Mayan,
the Codex, etc.).
Additional Information
Any area or lesson component that may not have been covered by this format that you think is vital to
include in this lesson
Since this is the end of the unit we will spend time doing VTS on 2 pieces of the students artwork. I will use
this information in my assessment of what knowledge and deep/meaningful understanding the students
convey. The students will also provide a reflection entry in their journals about what they learned during this
unit. I will provide them with a self evaluation for them to fill out. I will use a rubric for grading the
information.
SUMMATIVE ASSESSMENT OF THE UNIT:::
Students will evaluate their overall performance on the unit and how they think they did.
I will grade their projects according to a rubric.
I will give each student a different picture to identify and tell me what they know about the image. (this will
be Egyptian, Myan, or from Codex Seraphinianus.) They can tell me any information they know, to
demonstrate the learning they have acquired.
(2013MoDESE)TheDepartmentofElementaryandSecondaryEducationdoesnotdiscriminateonthebasisofrace,color,religion,gender,nationalorigin,age,ordisabilityinitsprogramsandactivities.Inquiriesrelatedto
Departmentprogramsandtothelocationofservices,activities,andfacilitiesthatareaccessiblebypersonswithdisabilitiesmaybedirectedtotheJeffersonStateOfficeBuilding,OfficeoftheGeneralCounsel,CoordinatorCivil
RightsCompliance(TitleVI/TitleIX/504/ADA/AgeAct),6thFloor,205JeffersonStreet,P.O.Box480,JeffersonCity,MO651020480;telephonenumber5735264757orTTY8007352966;emailcivilrights@dese.mo.gov
EditedonJune21,2014at3:29AM.