Está en la página 1de 4

Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Canaan Lee Date April 16, 2014 Subject/ Topic/ Theme Math and Art: MC Escher I. Objectives How does this lesson connect to the unit plan? Grade ___8

This lesson will use lesson 3s idea to bridge into creating a warped (self) portrait from graphs. Students will use a grid s ystem to draw a warped drawing of himself or herself or of another person using a photograph as a resource.

Learners will be able to:

Continue to bridge ideas of how three-dimensional forms can be represented on a two-dimensional space Use a grid system to create a warped (self) portrait drawing. Evaluate their effort and understanding of the concept by using a rubric. Have a one-on-one discussion about their artwork with the teacher.

cognitiveR U Ap An E C*

physical development


R,U, Ap R, Ap, C An, E Ap, An, E

* *

* *

Common Core standards (or GLCEs if not available in Common Core) addressed:
Art Creation: Create artwork by selecting techniques and processes to produce desired effects Use art materials safely and appropriately; follow procedures to set up and clean up Demonstrate quality craftsmanship Use problem solving to produce desired visual effects in artwork Use subjects and EPAD to express meaning in artwork EPAD Create artwork using multiple-point perspective to give illusion of depth Demonstrate form, shape, line and proportion when creating natural forms Use techniques such as distortion, exaggeration, and optical illusion Critical analysis: Analyze artworks for elements of EPAD, art techniques, and media and describe using appropriate vocabulary Analyze techniques and processes to determine what makes them effective or ineffective Generate questions about artwork; provide opinions, personal responses, and possible answers to questions about artwork Evaluate their own artwork for EPAD, quality of techniques and aesthetics Connections to other Disciplines: Identify art concepts in other subject areas (math) (Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write the name(s) of the learner(s) to whom it applies.) *remember, understand, apply, analyze, evaluate, create

II. Before you start Identify prerequisite knowledge and skills. Students have a basic understanding of how certain 3-D forms (cubes, spheres, prisms) are represented on paper through perspective lines or using value. Students know how to measure with a ruler and be able to create a grid. Students know how to use artistic vocabulary to critique their work.
Pre-assessment (for learning):

Draw a few 2-D shapes on the board. Ask students if they can transform the 2-D shape into a 3-D shape by using just lines or adding value. Students can each copy the shapes on to a sheet of paper, or students can come up to the board and draw on it (more group work).
Formative (for learning):

Outline assessment activities (applicable to this lesson)

Students will complete a rubric based on their effort in this project and also the understanding of the concepts.
Formative (as learning): Students will create a warped (self) portrait using a grid system. Summative (of learning):

Students will hold a one-on-one discussion with the teacher to talk about their warped (self) portraits. The teacher will use a rubric to grade the students based on 1) usage of artistic vocabulary 2) references to the material learned so far in the unit 3) personal critique on aesthetics and effort What barriers might this
Provide Multiple Means of Representation Provide Multiple Means of Action and Expression Provide Multiple Means of Engagement


lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for your students to do this lesson?

Provide options for perceptionmaking information perceptible Using the board for students and allowing them to come up to the board helps them visualize concepts.

Provide options for physical actionincrease options for interaction Provide magnifying glasses for students to use as a reference. This helps students visualize how a warped drawing should look.

Provide options for language, mathematical expressions, and symbols- clarify & connect language

Provide options for expression and communication- increase medium of expression

Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats Students can choose to do a selfportrait or a portrait of another person (ex: celebrity). This lowers self-consciousness for the 8th graders. Provide options for sustaining effort and persistence- optimize challenge, collaboration, masteryoriented feedback

If students have a difficult time articulating their thoughts about their artwork with the teacher, they may choose to write it out (even in their own language and have someone translate it).
Provide options for comprehensionactivate, apply & highlight Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies

Students will complete a selfevaluation rubric. Students will also be given the rubric for the one-on-one criteria prior to having the one-on-one.
Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & reflection

Have students get up and look at other peoples artwork once in a while.

Self-evaluated rubric and also reflection on the concepts.

Materials-what materials (books, handouts, etc) do you need for this lesson and are they ready to use?

How will your classroom be set up for this lesson? III. The Plan Time 5 10 mins Components

Self-evaluation rubric and reflection Rubric for one-on-one discussion Prints of Eschers warped drawings (or a slide show) 8x11 paper Rulers with inch markings Pencils and Erasers Magnifying glasses (optional) Photographs or Magazine pages of portraits (preferably shoulder and up) Elmo or projector of some sorts to project demonstration (if applicable) The usual classroom set up. Students will sit in their assigned seats, 4-5 people per table. Draw the 2-D shapes on the board prior to students entering the room.

Motivation (opening/ introduction/ engagement)

Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Remind students of what they did last lesson. Have Students engage in discussion, share their a few students share their attempted warped attempted warped drawings and attempt to turn 2-D drawings (optional) from last nights homework. objects into 3-D objects. Students may ask Remind students that Escher did a lot of work questions at this point. playing with 3-D forms and spaces and use examples. Say, Now, you got some practicing in last class to draw some 3-D things. Who can help me out by turning these 2-D objects in to 3-D objects? Have students come up to the board to demonstrate by either using lines or value (shading). Once the students have grasped a good idea of how 3-D objects are represented on a 2-D space, explain the warp portrait project. Explain warp portrait project. Students will create a grid (approx. 6 x 5 grid of 1 squares) on their

10 mins 1-19-13

Development (the largest

Students will follow the demo on how to setup their grids. Students may also ask questions at this point.

component or main body of the lesson)

photograph or magazine copy of their portrait. Then students will create the exact same grid on a blank sheet of paper. Make sure they draw the grid lightly on the blank paper. Now have the students take two horizontal and two vertical lines and warp them (so four lines are no longer straight). Explain how to look at the photograph and how to use the grid to draw a matching portrait. Also explain how to draw the warped areas. Explain to them that after they have completed the warped drawing assignment, they will need to fill out a self-evaluation and also sign up for a time for a one-on-one critique. Allow students to begin working on the project. This may take 2-3 class days for students. Take note of how far students get on their projects. Once they all seem to be half way through the project, have them get up out of their seats and walk around the class to see what others have worked on. Once they are done with their project, introduce the self-assessment and also the one-on-one critique requirements. Hand out both rubrics. Students will engage in a one-on-one discussion with the teacher about their warped perspective drawing. Teachers will fill a rubric out and assess students if they used artistic vocabulary, references to the learned material and personal critique on aesthetics and effort. Students may ask questions at this point.

5 mins

Students will begin to work on their project.

Students will walk around the classroom viewing other classmates work in progress.

Students may ask questions at this point.

On going for next day

Closure (conclusion, culmination, wrap-up)

Students will have a 5 minute one-on-one critique with the teacher once they have completed their self-assessment.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the process of preparing the lesson.)


Context Options The Class as a Whole Variables Individual differences Oakes/Lipton (174-178) Levine (299-302, 321-327)

Class Overview based on observations and data

Cognitive and Neurodevelopmental differences Bridging(161-166) Oakes/Lipton (170 - 172) Levine (246+ & Table of
Neurodevelopmental Constructs)

Learning style differences Levine (27-50)

Students with disabilitiesIDEA Bridging(156-162) Oakes/Lipton (295-6 &303ff)

Gifted Students Bridging(162-166) Oakes/Lipton (295, 302-327)

Social Class differences Bridging(185-210) Oakes/Lipton (9-25) Levine (225-244)

Ethnic & Racial differences Bridging(103-121)

Oakes/Lipton (55-65, 94-104)

Gender differences Bridging(212-224) Oakes/Lipton (277-278)

Language differences Bridging(125-153) Oakes/Lipton (197-202)