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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 Grade _8___

I. Objectives How does this lesson connect to the unit plan?


This lesson is the final lesson for the unit. This unit will help students wrap up making connections from math and art. This lesson will also talk about how math and arts combine together to create the applied arts (computer programming design, packaging design, graphic design etc). Students will be doing a packaging design simulation where they have to work for a make believe client. They will be required to use math in their designs.

Learners will be able to:


Make connections to and from math and art and applying them to real world applications Work as a team to come up with a packaging design for a product provided by a client Evaluate personal effort and contribution to group project through a rubric Present the final packaging design to the class and choosing which packaging design is the most successful out of all the groups

cognitiveR U Ap An E C*

physical development

socioemotional

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

* * *

* *

Common Core standards (or GLCEs if not available in Common Core) addressed:
Art Creation: Create artwork by selecting media, 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 symbols and EPAD to express meaning in artwork EPAD Use organizational structures as a way to communicate ideas and express meaning Create multiple types of 3-D art using various media and processes Critical Analysis Analyze media, 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 and the artwork of others for EPAD, quality of techniques and aesthetics Real World Connections: Recognize and describe occupations associated with art Describe the types of skills and education required for art-related careers Connections to other Disciplines: Identify art concepts in other subject areas (Math and the arts) (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 will need to know how math and art relate in retrospect to Eschers work and fine arts in general Students will need to recall the ideas explored and the projects that relate to them. Students will need know how to work in groups to voice out their ideas and work as a team
Pre-assessment (for learning):

Have students fill in a unit reflection about what they have learned in the lesson. Have them write about how the unit uses Eschers work to show how math and art relate. Also have them write about what they think on how math and art relate in the real world.
Formative (for learning):

Outline assessment activities (applicable to this lesson)

Students will be provided a scenario of a client asking for a packaging design for a product. There will be several criteria listed. Students will get into their groups and brain storm ideas and write them down as to how they would want their package to look like.
Formative (as learning):

Students will complete Phase I of the packaging design project. Phase I includes a compilation of 4 pages of sketches and notes of ideas on how the final product would look like. They will be discussed with the teacher about whether the preliminary sketches meet the criteria of the client Summative (of learning): Students will complete Phase II and II of the project. Phase II is the actually creating the project prototype and Phase III is creating a poster board and presenting their ideas from start to finish. They will be graded on a rubric on Effort, Teamwork, Presentation and Creativity. They will also choose which design is the most successful and the group that wins gets a prize.

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Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible Create print outs of the client criterion. Create print outs of how-tos for creating a package (creating a cube, cone, prism etc)

Provide Multiple Means of Action and Expression Provide options for physical actionincrease options for interaction Students are free to stand or sit or walk around to get ideas going.

Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats

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

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

Provide options for expression and communication- increase medium of expression

Students will be able to come up with a logo and even a name for the company. They will also be able to express the language of the product through the choice of color schemes.
Provide options for comprehensionactivate, apply & highlight

Students will have to present their work to the class. They will also have to express their own ideas to the group. The group will then choose or veto ideas.
Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies

Provide options for sustaining effort and persistence- optimize challenge, collaboration, masteryoriented feedback

This project uses a lot of collaboration and student learning and perhaps even outside research.

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

This project will help students understand how math and arts Students will complete a rubric combined can create something Have students complete this project in 3 phases. and evaluate themselves with called the applied arts. One of effort and contribution. which is packaging design. Self-evaluation rubric Rubric for entire project Project scenario and overview Manila paper for them to do sketches (or student sketchbooks) Any art supplies that will help support the students ideas -paint, glue, scissors, pens and pencils, erasers, colored paper etc. Poster board Templates of creating 3-D shapes (cone, prisms, cubes etc) Examples (prints or slideshow) of packaging design Vocab sheet with words (Applied art, Graphic Design, Interior Design, packaging design, webpage design etc) Warm up/reflection of unit worksheet. The classroom will be set up where 4-5 students will be in groups.

Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & reflection

How will your classroom be set up for this lesson? III. The Plan Time 10 mins Components Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Warm up/ Reflection. Students come in and hand Students will complete the worksheet and they may out the warm up/ reflection unit worksheet. Briefly ask questions if needed. Students hand in explain what is on the worksheet and have each worksheets. student complete the worksheet. Once completed, collect student worksheets.

Motivation (opening/ introduction/ engagement)

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5 mins

Discuss with students the last question. How do you think math and art work together in the real world? Have students share their answers. Look for answers that have to do with design work. Pass out a vocab sheet to every student. Explain to students that often times when math is incorporated into art, it is called the applied arts. Give a brief explanation of the various occupations of applied artists. After explaining what types of applied artists there are, assign the project. Pass out the project scenario and overview. Explain to the students about the project scenario and then explain the phases and also the criteria. Assign students into groups of 2-4. Allow students to work on Phase I if there is time left. Development (the largest component or main body of the lesson) Let students know when they need to begin Phase II. (Day 2-3) Let students know when they need to begin Phase III. (Day 4-5) Have students consult with you between each Phase. *This project will take up to at 4-5 class days.

Students engage in discussion. They may also ask questions.

5-10 mins

Students complete the vocab worksheet.

10 mins

Students listen and may ask questions at this point.

5 mins 1 min 1 min

Students will begin to work on the project. They are more than welcome to use outside sources (the internet) as long as they are not copying ideas.

On going

50 mins

Closure (conclusion, culmination, wrap-up)

Have students present their ideas to the class. Each student should say at least something about the design. In the end have the class choose which design is the most creative (or the design that they feel was the most effective in context of the client) Reward the winners with a prize. Grade students on a rubric based on Effort, Teamwork, Presentation and Creativity.

Students present to the class and vote for the most successful design.

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.)

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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)

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