ARTE Learning Segment (LS) Template 11.10.

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-----EACH LESSON IN LEARNING SEGMENT TO BE 3-4 PAGES-----

Title of Learning Segment: The Mill Hill Grade: 8

Image from LS

Prior Knowledge:
- How to use scissors
- How to use glue
- How to use hot glue
- How to respond to creative prompts

Central Focus/Big Idea:

Creating art that reflects our individual identity, and how it combines with the identities around
us, to form a community.

Learning Segment Overview (e.g. four lessons 45 minutes each)

Lesson 1 (Day 1)
Introduce the lesson overall along with the “What Is A Mill House/Hill?” PowerPoint.
Demonstrate necessary skills for completing the project, for example using a hot glue gun,
cutting cardboard, and gluing fabric to cardboard. Have students sketch ideas for their mill
houses. Hand out materials to students and have them begin the creation process. Discuss the
end goal for the project as a whole.
Lesson 2 (Day 2)
Have students continue to work on creating their mill houses. Reinforce information, skills, and
concepts taught during the first day of the lesson segment. Begin discussing how students plan
to finish their houses.
Lesson 3 (Day 3)
Encourage students to begin putting the finishing touches on their mill houses. Have students
reflect on the creation process by engaging them in a group discussion.
ARTE Learning Segment (LS) Template 11.10.19
-----EACH LESSON IN LEARNING SEGMENT TO BE 3-4 PAGES-----

Standard Learning Objective Summative Assessment

NVAS: TSWBAT construct a collaborative Students will create a mill house
VA:Pr5.1.8a gallery installation of their work by applying a variety of artistic
Collaboratively with their peers in the form of a mediums and processes, such as
prepare and “mill hill” that illustrates the theme cardboard, hot glue, dry media,
present selected of the lesson. and fabric. The mill house will
theme-based serve as a reflection of themselves
artworks for and their identity. They will then
display and engage in a group discussion
formulate where they reflect upon the
exhibition creation process and the overall
narratives for the outcome of the project. Students
viewer. will also work together to decide
how they will construct a display
SCVAS: I CAN apply a variety of artistic for their mill houses in an open
VA.CR IM.2.1 mediums and processes to the gallery space.
I can use a creation of their own cardboard mill
variety of art house. Put in bold the active verb/
media, language function you are
techniques, and assessing and what the
processes in my summative assessment artifact is:
artwork. Is it a critique or rubric or written
reflection or checklist? Add (see
attached) after naming the
summative assessment.

Standard, Objective, & Assessment use similar language from Standards

Academic Language Demands, as applicable:

1. Language Function: Students will construct a mill house that reflects themselves and their
personal identity by applying a variety of artistic mediums and processes. Students will be
able to discuss and explain their artistic choices.
2. Vocabulary No more than 5 terms w/definitions using age-appropriate language. Cite source
3. Discourse: This lesson aids in developing students’ descriptive and creative discourse by
having them create and discuss a personal work of art.
4. Practice: Students will practice using the language function by responding to in-progress
questions, by completing exit tickets, and by participating in group discussions.

Key Materials:
- Cardboard
- Hot Glue Sticks
- Hot Glue Guns
- Glue (liquid and stick)
- Markers
- Crayons
- Scissors
- Assorted fabrics
- “What Is A Mill House/Hill?” Powerpoint
ARTE Learning Segment (LS) Template 11.10.19
-----EACH LESSON IN LEARNING SEGMENT TO BE 3-4 PAGES-----

Lesson I of 4 (2 of 4 etc.) Each lesson is a step to teaching the Big Idea of L. Segment
Standard Objective Formative Assessment
The focus of this lesson Same as overview Formative for this lesson is…
Instructional Strategies and Learning Tasks (Procedures & Timelines)
• Instructional Strategies and Learning Tasks should match Objectives & Standards. This is
the heart of the plan. It is your script. Write so it is a clear, concise, yet thorough sequence.
• Include enough detail so that anyone who is well-educated could follow your plan.
• Include Introduction, reflective questions, & enough activities to adequately address your
objectives. They must be developmentally appropriate for grade level.
• Add at least 2 references from theory to practice
• Be very specific in this section, particularly with transitions. E.g. Can vary based on lesson:
o Focus/review OR INTRO
o Share objectives
o Teacher instructions Or I DO
o Guided practice We do
o Independent practice YOU DO
o Connecting/sharing/presenting
o Closure/ review

Theory/Theorists State the theory/theorists whose thinking influenced yours for this learning
segment. E.g. Piaget, Vygotsky, Lowenfeld.

Accommodations
• Representation: I will use a PowerPoint to introduce the lesson and I will supply the
materials for the project. I will also lead the final discussion and reflection of the creation
process.
• Engagement: Students will select the materials, media, and fabrics they use for their
• Expression: how do the students get to show what they know?
• Individual student with special needs: use information from edTPA Task 1 Context for
Learning

Resources/ Books, dictionary, articles, websites cited correctly using APA

Artifacts/teacher or student made Images, handouts, PowerPoints, etc.

Reflection (Internship I only) What went well? Not so well? Next time I will do this differently…