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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date Canaan Lee April 11, 2014 Subject/ Topic/ Theme Math and Art: The world of MC Escher Grade ______8__

I. Objectives How does this lesson connect to the unit plan? This lesson will be the introduction to the artist MC Escher and his works. This lesson will set a foundation for students to think artistically but also mathematically. cognitivephysical socioLearners will be able to: R U Ap An E C* development emotional
Identify artwork created by MC Escher, and also artwork that is similar in style to MC Escher (drawings/ etchings) through discussions Use artistic vocabulary to describe MC Eschers work (Using the elements and principals of design) through discussion Compare and contrast MC Eschers work to other artists by completing a Venn Diagram and being able to discuss what they have written Make connections with math after viewing MC Eschers work through discussion Create a presentation that addresses the life of MC Escher, his works, comparing his works to other artwork, and how Eschers work connects with the math world Evaluate personal effort and also the groups effort in creatin g the poster through rubrics R, U R, Ap, An Ap, An U, Ap Ap, An, C E * * * * * * *

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Common Core standards (or GLCEs if not available in Common Core) addressed: EPAD: Use techniques such as distortion, exaggeration, and optical illusion Identify and use all the elements of art and principles of design (focus on unity, space, repetition, proportion, variety) Critical Analysis: Analyze artworks for elements of art and design principles, art techniques, and media and describe using appropriate vocabulary 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 History, Culture, and Society Identify individual artists style, including materials, design, methods, and subject matter Compare characteristics of artwork within a particular historical period or style with ideas, issues, or themes of the times Connections to Other Disciplines: Identify art concepts in other subject areas
(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 must know and be able to apply the Elements and Principles of Art and Design (EPAD) Students know how to use search engines such as Google or Yahoo Students must know how to use technological devices with internet on them Students must have an understanding of mathematical terms such as -geometry (shape names), pattern, transformations (dilation, translation, reflection etc.)
Pre-assessment (for learning):

Outline assessment activities (applicable to this lesson)

Provide a math worksheet of geometric shapes that have been through transformations. Have students work in pairs to complete the worksheet and have them grade it in class. Ask each pair of students how many they have correct. Reward a small prize for the pair that had the most correct (optional). Ask students to bring their phones/laptops to class. Use a texting survey and ask students 1) Do you have internet access outside of school? and 2) Have you used a search engine (ex: Google, Yahoo, Bing) before? Assess results from there. Then put up an image of MC Eschers work and have them do another survey asking, Who is the artist that create this piece?

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Formative (for learning):

Display a slideshow (or having prints) of Eschers work. Have students discuss in pairs about which EPAD Escher uses for his work (value, line, shape, rhythm, pattern etc.). Then have one representative talk about what they have discussed. Then in the same pairs have students discuss about techniques that Escher might have used to create his pieces (drawing, printing etc.) Have the other person represent what the group discussed about. Include some works (Albrecht Durer, Hokusai, Da Vinci) done by other artists that uses the similar styles as examples of techniques. OR Art Discussion Activity (see at the end of the lesson).
Formative (as learning):

Provide students each a Venn Diagram. On the final slide, show a piece done by Escher and another piece (any piece) done by an artist they have learned about (Lichtenstein, Picasso, Da Vinci etc.). Have them compare and contrast paying close attention to EPAD, subject matter and medium. Once they have completed the assignment, have them share in a group what they have written down. Encourage students to write down things their peer mention if they have not written it down themselves (in a different color). Collect the diagrams after the exercise. Summative (of learning): Have students create a presentation about MC Escher in groups of 2 or 3 based on -His life, his work, comparison to his work and other works, how his work is mathematically influenced, one to two interesting facts about him - Presentation and effort *Rubrics will be filled out for a grade
Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible Print out slides for students to see at their tables. Try to get prints or posters of artwork if possible. Provide Multiple Means of Action and Expression Provide options for physical action- increase options for interaction Have print out cards of EPAD and have students come up to the board and place the cards of the EPAD that are applicable to the piece. Provide options for expression and communication- increase medium of expression Allow students to use electronic presentations or physical presentations for final project. Allow students to write about their presentation if they have a fear of presenting. Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats Choice of presenting (writing, poster, song, skit, powerpoint).

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 sustaining effort and persistence- optimize challenge, collaboration, mastery-oriented feedback

ELL have students write in their own language and see if someone can translate. OR Have them present at home to their family and have their families sign a paper saying their child has done it. Math correlate with the math teacher on geometry unit (?)
Provide options for comprehension- activate, apply & highlight

Group project Rubrics that evaluate individually and collectively

Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies

Provide options for selfregulation- expectations, personal skills and strategies, selfassessment & reflection

Vocab sheet Visual examples of various types of transformations List of benchmark dates

Set due dates or benchmark dates that do not affect grades. Ex: half of your presentation should be done by: ______

Self-assessment rubric

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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?

Unit Guideline with due dates and assignments on them. Venn Diagrams Pencils & Erasers Projector & Screen (Prints of artwork if possible) Computer with internet access Wifi in the classroom (If applicable) Poster paper, construction paper, markers, paints (any art supplies that will assist students in creating their presentation) Art discussion activity instructions Rubric and instruction sheet for final project Students will sit in their groups of tables for this lesson. Students will have a choice of seating once they begin working on their presentations. The projector will be placed in the middle of the room (between two tables) so students will have to move around in order to see. Allow music to be played via their own devices OR through the sound system (depends on how students handle using electronic devices in class). Have Powerpoint set up and ready to go Inform students to bring their laptops or cellphones to class the next day.

III. The Plan Time 5 mins Motivation (opening/ introduction/ engagement) Components Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Have students sit at their seats and hand out math The students will attempt to complete the worksheets FACE DOWN between two people. worksheet. They may also feel confused as to Let the class know that they are not allowed to why they are doing math in art class. turn the paper over until you say go. Tell the students that they are going to have a competition and the group with the most correct answers win a small prize. Allow students to work on the worksheet for 5 minutes. After 5 minutes, grade their worksheets. Reward the students with the most correct with something small (optional). Ask students if there are ways that art and math connect. Write down what students say on the board. Introduce the Unit. Have students take survey with cell phone or laptop. Then have students place their phones and laptops under their seats to prevent them from getting distracted. Explain that this survey will be useful later. Pull up the powerpoint presentation of MC Escher and let the students know that Escher was an artist that used many mathematical elements in his artwork. Hand out Vocabulary Sheet for students. Lecture students about Eschers life and his work. Prior to showing the powerpoint, tell students to take note of what types of elements and principles Escher uses. Also have students pay attention to how Escher applies math to his art pieces. Stop every 2-3 slides and have students discuss formal elements and mathematical elements in Students grade worksheets

5 mins

5 -10 minsmins

Students respond to questions and listen to introduction of the unit.

5 mins

Students use their phones and laptops to take survey and put away phones.

1 min

15 mins Development (the largest component or main body of the lesson)

Students listen to lecture and engage in discussion. Students will also fill out the Vocabulary sheet. OR Students will participate in discussion activity

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pairs. Have each pair delegate a representative to talk about what they have discussed. OR see art discussion activity at the end of the lesson. 10 mins Hand out a Venn Diagram for each student and say, Now that we have discussed Eschers work as a group, you will now compare and contrast his work to another artist we have learned. Pay close attention to how each artist uses the EPAD and also the subject matter and style of the artist. Show the slide that has Eschers work and another artists work. Tell the students you will collect this once they are done. Allow students to consult with those sitting at their table only. Say, Now that we have looked at Eschers work in a little more detail, how do you think this relates to the activity you did at the very beginning of class? (Remind students the activity if they have forgotten). Have students pair up and discuss and share with the class. If students do not understand the connection, explain to students : Eschers work plays with pattern, line and plane which are things that are learned in geometry. Escher knows how extremely well how these elements work and was able to create optical illusions with them with the help of adding just value. Students will complete the Venn Diagram on their own, but may consult their classmates at the same table.

5 mins.

Students answer question. Answers may vary depending if the student has made the connection that Eschers work is quite mathematical.

10 mins Closure (conclusion, culmination, wrap-up)

Prior to students leaving, have them write how math and art can be related. Compare them with answers given at the beginning of the lesson.

Students share or write down how math and art can be related

Explain to students that this lesson is important Students may ask questions about the project at because they will be teaming up in groups of 2 or this point. 3 to create a presentation about MC Escher and 5 mins his work. Pass out rubrics and explain to students about the rubric. Answer any questions and let students know that they will be given 2 in class days to work on their project. Allow laptops and phones (any device with a search engine) in class for research. Make printers accessible if needed. 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.) Make sure students all have internet access/ Wifi is available at school Make sure students know how to use search engines and make sure the school has filters on the internet! This may be a good chance for some students to feel like they can do something in art (some students dont like having constant art projects) However, this may disengage them since they have never really analyzed artwork before.

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Context Options The Class as a Whole Variables Individual differences Oakes/Lipton (174-178) Levine (299-302, 321-327) Cognitive and Neurodevelopmental differences Bridging(161-166) Oakes/Lipton (170 - 172) Levine (246+ & Table of
Neurodevelopmental Constructs)

Class Overview based on observations and data

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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