Teacher Candidate:

Victoria Liu and Sharon Shi

Cohort:

Date:

4/14/2011

UCI MULTIPLE SUBJECT CREDENTIAL PROGRAM LESSON PLANNER

Use the steps outlined in this planner to make the critical decisions involved in planning for understanding, long-term retention, and success for all learners.

Grade:	4		Content Area:		Native American Orca Sculptures
School/UA:		OCEAA				Group Size:	32	Length:	60	minutes
Student Context:				13 EO, 3 IFEP/RFEP, 4 Advanced, 8 Early Advanced, 7 Intermediate

PRE-PLANNING FOR THE LESSON

Key Content Standard(s):

· Reading Comprehension

· 3.3.4 I will compare and contrast tales from different cultures, by tracing the exploits of one character-type and making connections to similar tales.

· Social Studies

· 4.2 Students describe the social, political, cultural, and economic life and interactions among people of California (North West Native Americans)

· Visual Arts

· 2.3 Use additive and subtractive processes in making simple sculptural forms.

· 3.2 Identify and discuss the content of works of art in the past and present, focusing on the different cultures that have contributed to California’s (the Northwest Native American history) and art heritage.

Key ELD Standard(s):

Grade 4:

Listening and Speaking

EI Ask and answer questions by using phrases or simple sentences.

I Listen attentively to stories and information and identify important details and concepts by using verbal responses

EA Summarize major ideas and retell stories in greater detail by including the characters, setting, and plot

A Question, restate, solicit information, and paraphrase communication

Reading

EI Apply knowledge or vocabulary to discussions related to reading tasks

I Read simple vocabulary, phrases, and sentences independently

EA Interpret the meaning of unknown words by using knowledge gained from previously read text

A Apply knowledge of academic and social vocabulary while reading independently

Writing

EI Write legible, simple sentences that respond to topics in language arts and other content areas

I Write simple sentences about an event or a character from a written text

EA Produce independent writing that is understood when read but may include inconsistent use of standard grammatical forms

Learning Objective: Students will read 2 Native American tales about orca symbolism and compare and contrast the tales on a Venn diagram. Students will sketch symmetrical designs on a template of an orca. Students will also create a clay sculpture of an orca based on the key concepts of proportion, the additive process and the subtractive process. Lastly, students will complete a vocabulary matching handout.

Assessment

· What, specifically, will students do to show that they have met the learning objective?

Students will complete a Venn diagram, a sketch of their sculpture designs, a clay sculpture, and a vocabulary matching handout.

· What modifications of the above assessment would you use for language learners and/or special needs students?

All activities will be modeled for students. The comparison and contrast tales will be read aloud with the class, the Venn diagram will be compiled whole group. Teachers will provide an example of the orca sketch. Sculpting the clay will be a guided process, and the newly introduced vocabulary will be reinforced with gestures that demonstrate their meanings.

Prerequisite Skills and Knowledge

· Has this topic been studied in previous grades? (Check prior grade level standards and copy relevant parts of these standards here, along with grade levels)

Grade 2 Visual Arts:

2.5 Use bilateral or radial symmetry to create visual balance

4.4 Use appropriate vocabulary of art to describe the successful use of an element of art in a work of art

Grade 3 Visual Arts:

2.5 Create an imaginative clay sculpture based on an organic form

3.1 Compare and describe various works of art that have a similar theme and were created at different time periods

4.1 Compare and contrast selected works of art and describe them, using appropriate vocabulary of art

Grade 3 Social Studies:

3.2 Students describe the American Indian nations in their local region long ago and in the recent past

· Pre-Assessment Strategy (How and when will you assess the students’ prerequisite skills?)

We will begin by discussing what students have learned previously about proportion and symmetry. Students can volunteer whether or not they have worked with clay before. Students will also be asked to recall what they have learned about comparing and contrasting tales.

Lesson Resources/Materials:

· Comparison and Contrast Tales handout

· Pencil

· Venn Diagram handout

· Orca template for sketch

· Clay

· Vocabulary matching handout

· Toothpicks

INSTRUCTIONAL SEQUENCE: ENGAGING STUDENTS IN THE LEARNING PROCESS

Lesson plans are written in command form providing directions for the teacher and the students. For example: Ask the students…; Write…on the board; Tell students to turn to a partner and…

Yellow = Vicki

Blue = Sharon

Introduction			(5	minutes):
· Connect lesson to previous art lessons. Discuss with students what they remember about studying proportion through their mission projects. Ask students if any of them have worked with clay before and what techniques they might have learned about. Ask students whether or not they have learned about Native American culture before. · Introduce Native American culture by discussing totems with class. Refer to Powerpoint to guide lesson. Describe how Native Americans associate themselves with animals and those animals act as their guides throughout life. Whales in particular represent wisdom, intelligence, and kindness. · Instruct students that they are now going to read 2 Native American orca tales that they will have to compare and contrast using a Venn diagram.

Body of the Lesson					(50	minutes):
· Read aloud the Native American Orca Tales with students. · Ask students to pair-share the similarities and differences that they noticed between the tales. · Bring students back and compile comparison and contrast Venn diagram with the class. Ask students to follow along and complete the Venn diagram as it is being completed on the board. · Explain to students that they are going to be making clay sculptures of orcas in the fashion of the Haida Native American art. First, we are going to sketch a copy of the design we want on our orcas. · Pass out orca template to students and ask students to fold it in half to establish the line of symmetry. Review symmetry from previous math lessons and refer students to their line and rotational symmetry projects on the bulletin board. Explain that symmetry means that if you carve a design into one side of the orca, the other side has to reflect the same design. · Ask students to watch an example sketch of orca designs on the board and emphasize the symmetrical fashion of the design. Erase sketch when finished and ask students to sketch a design of their own. Leave up example designs from Powerpoint presentation on overhead for students to refer to. · Collect students’ sketches and explain that they will now sculpt their clay orcas. · Guide sculpting of orca and emphasize vocabulary throughout the sculpting process: · “Make sure that the orcas head is proportional to its body, meaning the head cannot be bigger than its entire body. Make sure that its fins are proportional to its head.” · “When I form the orca’s eyes, I am using the additive process because I am taking using the clay to form a structure” · “When I carve my patterns into the orca, I am using the subtractive process because the clay is being removed by the toothpick.” · Vicki is sculpting and modeling, while Sharon is writing the vocabulary on the board for students to refer to. · Explain to students that they will now have 30-35 minutes to complete their sculptures before we collect them to dry. Teachers will circulate and assist/monitor.

Closure	(10	minutes):
· Review vocabulary with students what processes we used during the sculpting of our orcas [proportion, additive and subtractive processes, symmetry/balance, contrast, etc…] · Ask students to pair-share what they liked about the project and one thing they learned from it (including the stories they read). · Give students vocabulary matching worksheet and ask students to match the word with its proper definition. Teachers will circulate and monitor. · Collect worksheets and explain to students that next, we will be reviewing complementary colors and painting our orcas.

ACADEMIC LANGUAGE

Ensuring the presence of intentional, systematic work to develop academic language.

Key Content Task(s): What rich learning task(s) will the students be engaged in?

· Students will read 2 Native American tales about orca symbolism and compare and contrast the tales on a Venn diagram. Students will sketch symmetrical designs on a template of an orca. Students will also create a clay sculpture of an orca based on the key concepts of proportion, the additive process and the subtractive process. Lastly, students will complete a vocabulary matching handout.

What are the language demands for the students related to the learning objectives?

Reading	Read 2 Native American tales about orca symbolism
Writing	Complete Venn diagram to compare and contrast tales, complete vocabulary matching handout
Listening	Follow instructions and listen for key vocabulary words
Speaking	Pair-share what they learned from the project using art vocabulary, share out comparison and contrasts of tales
Viewing	Watch teachers’ modeling, observe example orca art

What key components do you need to make explicit or support students in developing?		What instructional strategies/support will the teacher use to build academic language?
R:	Read for details in the story that are similar or different	The class will read the stories together out loud and teachers will clarify any confusing parts of the story, summarizing as we read
W:	Use specific examples on Venn diagram	Venn diagram will be compiled together as a class with students’ volunteered answers
L:	Listen carefully for vocabulary used during project	Teachers will verbally say the vocabulary and record them on the board for students’ reference; choral repetition to help students with pronunciation and memorization
S:	Try to use art vocabulary during discussions	Model discussions and provide sentence frames for students to start their discussions so they can easily include vocabulary
V:	Look carefully at the examples to get inspiration/ideas	Manage students’ attention when showing examples and ask students about what they think of the designs during showing of examples

LESSON REFLECTION

1. What was (were) the main content learning goal for this lesson?

Students will read 2 Native American tales about orca symbolism and compare and contrast the tales on a Venn diagram. Students will sketch symmetrical designs on a template of an orca. Students will also create a clay sculpture of an orca based on the key concepts of proportion, the additive process and the subtractive process. Lastly, students will complete a vocabulary matching handout.

2. What did you observe/notice about student learning as related to the learning goal during this lesson?

The students have been practicing their compare and contrast skills with their whole group lessons during class so they had some great ideas to volunteer during the activity. Also, they were excited to get to the clay molding part of the lesson, so they were motivated to do well on the activities that preceded that. Students also had practice with symmetry, and looking at their sketches, they were able to successfully make symmetrical designs on the provided templates. Students had a wonderful time making their clay orcas. They were attentive while we were modeling the molding process and they were able to creatively design on their own. The vocabulary portion of the lesson was less successful, however, probably because students were more focused on designing than the vocabulary during the lesson.

3. What specific examples of student learning do you have that showed students met or made progress toward this goal?

a. Give specific examples of student evidence (actions and/or talk) that show students were successful. Make sure evidence connects to the learning goal for this lesson.

Students were able to complete their Venn diagrams , citing specific examples from the text to draw similarities and differences. Students were able to create symmetrical designs on the orca template and they understood that if they carve a design into 1 side of the orca, they have to carve the same design onto the other side in the form of a mirror image. Also, their clay orcas were proportional and they were able to use the additive and subtractive processes.

b. Give specific examples of student work that show students were successful. Make sure evidence connects to the learning goal for this lesson.

c. What concepts or ideas related to the learning goal have students mastered?

Students understand how to compare and contrast stories. They understand how to create symmetrical designs. They are able to use proportion in their sculptures and they are able to use the additive and subtractive processes.

d. Looking at this evidence, what were your (the teacher’s) actions and/or strategies that built successful student learning?

I think it was important that a great deal of the lesson was guided because it was a long lesson and it was important to keep the students moving so that they did not get distracted or veer from the objective of the lesson. Management was key during this lesson so we made sure to establish our expectations from the outset so that students knew what the consequences were if they did not pay attention.

4. What specific examples of student learning do you have that showed students struggled to meet or make progress toward this goal?

a. Give specific examples of student evidence (actions and/or talk) that show students struggled. Make sure evidence connects to the learning goal for this lesson.

Some students did not absorb the vocabulary because during their discussions at the end of the lesson, students did not use much of the vocabulary. Even when prompted, some students were not able to pronounce the vocabulary or use it properly.

b. Give specific examples of student work that show students struggled. Make sure evidence connects to the learning goal for this lesson.

On students’ vocabulary matchup handouts, some students did not correctly match up the word with its definition. Some handouts looked like students just guessed. Other handouts, students found some key words that they thought indicated one of the vocabulary words, but their choice was not correct.

c. What concepts or ideas related to the learning goal proved most troublesome for students? Why do you think this is so?

The vocabulary words were somewhat complex and sometimes it was difficult to provide a concrete example for students, so some of them did not fully grasp the vocabulary. It was also difficult to focus on the vocabulary while we were demonstrating how to sculpt the orca because their attention was divided between the sculpting and the vocabulary.

d. Looking at this evidence, what were your (the teacher’s) actions and/or strategies that interfered with student learning? What missed opportunities were there?

We should not have gone over vocabulary while at the same time teaching them how to sculpt their orcas. I think it was difficult for them to absorb the vocabulary while watching our directed modeling, so we should have broken down the lesson into a vocabulary review and then the modeling of the orca where they could follow along.

5. What was the main academic language goal for this lesson? What strategy did you use to have students develop/practice this language goal?

a. Was this strategy successful in developing this academic language? Why or why not?

The main academic language goal was for students to understand the vocabulary words and how they apply to sculpture. We tried to emphasize the vocabulary while showing them on the orca as a visual. At the same time, we also recorded the vocabulary on the board for students to refer to. Then, we provided a handout so that students have a written reinforcement of the vocabulary. Lastly, we conducted a pair-share at the end of the lesson, encouraging students to use the vocabulary they learned today to provide an avenue or oral reinforcement of the vocabulary. However, some of the vocabulary was lost on the students.

b. Give specific examples of student evidence (actions and/or talk) that support your conclusion.

6. Using the evidence of student learning described above, what are the next steps you would take with this class as a whole and/or with small groups of students to meet specific student successes and/or needs?

For the next steps, we are going to move on to painting the orcas and learning about complementary colors as well as vocabulary from the principles of design and the elements of art. However, we will modify this lesson so that the vocabulary is not lost on the students. Instead, we will administer a game where students will get to move around the room based on their learned vocabulary. For example, for complementary colors, we will ask students to move to a student in the room who has a color complementary to their shirt. As for the vocabulary from this lesson, we will review it in the next lesson when we discuss their clay orcas.

7. Knowing that good teachers always make changes, how will you use what you have learned from the above reflections to teach this or another lesson to a group of students?

We have learned that we should not try to teach students vocabulary while modeling how to sculpt with the clay. Their attention is too divided and there were too many vocabulary words for students to absorb all at once. If anything, the vocabulary matchup should have been guided or done as a whole group activity – perhaps as part of a jeopardy game.