Teacher Candidate:

Victoria Liu

Cohort:

Date:

4/27/11

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:		Art and Writing
School/UA:		Julie Woo				Group Size:	32	Length:	60	minutes
Student Context:				13 EO, 3 IFEP/RFEP, 4 Advanced, 8 Early Advanced, 7 intermediates

PRE-PLANNING FOR THE LESSON

Key Content Standard(s):

1.5 Describe and analyze the elements of art (e.g., color, shape/form, line, texture, space, value), emphasizing form, as they are used in works of art and found in the environment.

Key ELD Standard(s):

Writing

EI Write one to two simple sentences.

I Write simple sentences appropriate for language arts and other content areas.

A Produced independent writing by using correct grammatical forms.

Learning Objective: Students will use their orcas to write a description on how they created their art using vocabulary terms

Assessment

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

Students will write a description, using new vocabulary, to explain how they created their art.

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

Some modifications is using sentence frames and giving them guidance on what each paragraph should have. If needed, have the students work with one of the teachers.

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)

They have gone over this concept in Grade 3 and briefly, by looking at nature in K through 2

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

Use the vocabulary worksheet from previous lesson to review vocabulary, and work on orcas.

Lesson Resources/Materials:

· Paints/ Brush/ Cups of water

· Clay orca

· Writing prompt

· Vocabulary worksheet

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…

Vicki

Sharon

Introduction

(10

minutes):

Pass back the vocabulary terms from first art lesson. Go over the vocabulary terms again as a reminder. Then mention to the students that they are going to learn three new terms which are:

Principles of Design: The organization of works of art involving the ways in which the elements of art are arranged (e.g. balance, contrast, dominance, emphasis, movement, repetition, rhythm, subordination, unity, variety)

Elements of Art: Sensory components used to create works of art: line, color, shape or form, texture, value, and space

Complementary Colors-b Colors that oppose one another on the color wheel

Write the vocabulary on board and have the students write it on their worksheet that we gave back to them. * Meanwhile, other teacher is getting prepared for the art portion of the lesson (pain, water, etc)

Body of the Lesson

(30

minutes):

Pass out the materials for the art portion. Mention that we can use complementary colors for our orcas and that we don’t just have to use black and white. Also remind the students’ symmetry and that we want each side of our orca to be exactly symmetrical. Before they start, remind them of behavioral expectations:

1. Everyone share paints and water

2. Don’t touch another person’s art

3. If you have a question, raise your hand, we don’t want people accidently knocking over anything

4. Make sure to have excellent elements of art like line, color, shape, and clear outlines.

5. When done, raise your hand so we can collect the art.

DO the orca with them so that there will be an example.

After 20 to 25 minutes, have the students put their materials away.

For the last 20 minutes, students will end the lesson with a writing activity. Explain to the students that we are going to do a writing prompt.

Prompt: Explain how you made your orcas by writing a description on the steps you made to make your orca using our vocabulary.

Show students the sequencing chart of the lesson to provide them with an overview for their introductory paragraph. Explain expectation that students will include vocabulary from the lesson in their writing. Students need to use specific examples from their project to demonstrate their understanding of the vocabulary. If students finish early, allow them to read silently instead of interrupting other students

Compared and contrasted orca tales

Sketched orca designs using symmetry

Molded orcas using proportion

Shaped orcas using additive process, sculpted designs into orcas using subtractive process

Painted orcas using complementary colors, contrast, emphasis, patterns

Write on their board the sentence frames we want them to use:

By________________ I used the additive/ subtractive process

The ________________ is an example of the subtractive process

I included proportions in _________________

__________________ is an example of _______________________ (Ex: balance, contrast, texture, etc)

Explain to the students that we want to see at least 3 of these sentence frames in their writing. Then explain what we expect to see in the organization of their prompt. These are sentence frames that students have the OPTION of using for the start of each paragraph.

Parag. 1: Introduction: to learn about the principles of design and elements of arts, we read about…. And made orcas…….

Parag 2. Techniques/ sketch: Then we sketched out what how we were going to add details to our orcas with symmetry in mind….

Parag 3. Clay: After designing our orcas on paper, we moved on to molding the clay.

Parag 4. Color: Once the clay hardened, we began to add color using the elements of art.

Parag 5 Conclusion: I learned a lot doing this art project…..

Provide students with examples/sentence frames for each paragraph.

Circulate to monitor student understanding of the prompt and to scaffold their use of vocabulary in their writing.

While one teacher is doing this, other teacher is cleaning and then both teachers go around making sure students get help.

Collect students writing.

Closure

minutes):

Ask some students what we learned during this lesson, what vocabulary, etc. Pair-share what they liked about the lesson, what they learned from the lesson – principles about art, or what they learned about interacting such as

ACADEMIC LANGUAGE

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

Elements of Art, Principles of Design, and Complementary Colors

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

Reading	Vocabulary, instructions, writing prompt
Writing	Writing prompt
Listening	Directions, vocabulary terms
Speaking	Restate what vocabulary we used
Viewing	Art examples, sentence frames

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:	Vocabulary	Go over it in the introduction of the lesson, implement the vocabulary in the art process so they can see what that vocabulary means which will help the ELL students as well
W:	Writing prompt	Make sure that students can see the sentence frames and understand how the prompt should be organized. Model and use examples to help students especially the ELL students
L:	Following directions	Make sure that students understand what behavior is expected of them so that minimal mishap happens and that the students know what to do.
S:	Explain the vocabulary	During the introduction and conclusion, have some students restate what vocabulary we learned and used
V:	Sentence frames and art example	Make sure that students get a clear view of example and sentence frames as a way of modeling what they need to do as well as a way to guide them as well. If the students can see it, then the ELL’s have a higher chance of understanding.

LESSON REFLECTION

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

Students will use their orcas to write a description on how they created their art using vocabulary terms

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.