LESSONPLAN2

Teacher:KelsieMeyerCourse:OralSkillsDate:12/6/15
LevelofStudents:MELPAdvancedNumberofStudents:12
LanguageBreakdown:8EcuadorianStudents,2ArabicStudents,2SomaliStudents
GenderBreakdown:7males,5femalesTime:45minutesinclass/45minutesfieldtrip
FocusofLesson:Usingdescriptivewordstointerpretformsofart

OBJECTIVES:
EnablingObjectives:
1. SWBATunderstandanddefinedescriptiveadjectivesandnouns.
2. SWBATidentifybasiccomponentsofartwork.
3. SWBATdiscussartworkusingdescriptivevocabulary.
TerminalObjectives:
1. SWBATevaluatewhatishappeninginformsofartthroughcontextclues.

MATERIALS:

PowerPointSlides
Laptop
Projector
VocabularyActivity
WeismanWorksheet
VennDiagramEx.

Whiteboard
Whiteboardmarkers
Whiteboarderaser
**FlashcardsinsteadofPowerPoint
Slidesasalternative

PROCEDURE:
1. WarmUpActivity:Reviewingbasicdescriptiveterminology(colors,setting,seasons)(10
minutes)
**Undertheimpressionthatstudentshavealreadylearnedcolors,setting,and
seasonsvocabularyinpreviouslessons**
Tasksstudentstogetoutapieceofpaper
TshowstheclassaphotoofwinterinPowerPointPresentation/orwithpicture
flashcardsifPowerPointisnotaccessible
Tasksstudentstogetintopairsandtrytodescribethephoto,thinkingabout
colors,thesetting(timeofday,wherearethey)andtheseason
Tip:Tcanwriteseveralleadingquestionsontheboardtohelpprompt
students
Together,partnersAandBcreatelistofwhattheyassociatewiththatcolorin
referencetoseasons,setting,nature,etc
potentialanswerswillinclude:
1. Colors:white,blue,brown,etc.
2. Settings:UniversityofMinnesota,NorthropMall,SmithHall,etc.
3. Nature:Snow,Winter,Gloomy,etc.

Then,Tchangestheslidetoanotherphotoofthebeach
Theprocessrepeats,andpartnersAandBcreatesecondlistforthesecond
photo
potentialanswerswillinclude:
1. Colors:blue,grey,white,green,etc.
2. Setting:LakeHarriet,Minneapolis,Minnesota,Sailboat
3. Nature:Summer,Water,Sunnyday,etc.
Tthenasksstudentstocreateavenndiagramofthetwophotos,comparing
colors,seasons,setting,andnature.
Tasksforvolunteerstosharetheirvenndiagramsfortheclass
Tip:Ifstudentsareunwillingtoshare,togetherTandstudentscancreate
venndiagramsforthetwo
Alternative:Turnthesecondphotointoaspeedactivity,challengingthegroupstocome
upwithasmanydescriptivetermsasquicklyaspossible.(forexample,howmanywords
ordescriptorstheycancreatein30seconds)
Checkforunderstanding:Whilegoingthroughanswersandcreationofwordwebs,Tiswalking
aroundlisteningtoerrorsmade.Whenlargegroupdiscussesthewordwebstogether,T
addresseserrorsiftheyimpedeunderstandingandinhibitfurtherlearning.Tthenasksthe
studentstoselfasseshowtheydidwiththeirwordwebsusingthumbsup/thumbsdown.
Ifreceivemajorityofthumbsdownfromstudents,useathirdpicturetoreviewthecolors,
seasons,andsettingsoncemoretomakesurestudentshaveunderstandingofconcepts
beforemovingontopresentation.

2. Presentation:(1520minutes)
Tplacesstudentsintosmallgroupsandasksthemtogetouttheirvocabulary
notebook
TopensupPowerPointPresentationondescriptiveadjectives
Treadseachslidetothestudents,definingthewordsusedtodescribe
photos/artworkalongwithaphototoshowasanexample
Wordsinclude:foreground,background,focalpoint,vibrant,and
symmetry.
Tip:Onlyintroduceseveralkeywordsinthisactivity,asthevocabularyis
complexandmaytakedetailedexplanation
CheckforUnderstanding:Thandsoutmatchingvocabularyactivitytosolidify
understanding.Studentscompletethisinsmallgroups.

3. GuidedPractice:Applyingdescriptivewordstowellknownworksofart(1015minutes)
Tpoststhewinterpictureofpowerpointonscreenoncemore.
Insteadofsearchingfortheinformationinthewarmup,studentsnowanalyze
thephotowiththeD.I.Emethod.(Wewalkthroughthisexampletogether)
usePowerpointpresentationtoguidestudents
writeanswersonthewhiteboardthatstudentsgenerate
Providepotentialanswersslideforstudentsasreference

Tposts3wellknownworksofartonscreenandasksstudents,insmallgroups
todescribethepaintingbasedonthenewvocabulary(TheMonaLisa,TheLast
Supper,StarryNight)(describing,interpreting,evaluatingmethodD.I.E)
Tip:Tcirculates,monitoringstudentsintheirgroups,writinganycommon
mistakesbeingmade.Twriteserrorsontheboard.Whenclasscomes
together,Tcandiscussthemwiththeclass.
Tasksforvolunteerstodescribetheartwork(orasksforeachgrouptoshare
onecharacteristicforeachpainting)

4. FreePractice:LEAGoingtotheMuseum(Weisman)(3545minutes)
TbringsstudentstotheWeismanArtMuseumtousenewdescriptiveadjectives
inareallifesetting
Tguidesstudentsaroundto2paintings,brieflymodelingthenewvocabulary
wordsinTsowninterpretationoftheartwork/photos/sculptures
Twillwalkuptoapaintinganddescribeartworkwithintheterms
describedinthewarmupandduringthepresentation
ex.colors,settings,foreground,background,focalpoint,vibrant,
andsymmetry.
Thandsoutworksheettoguidestudentswiththevocabularytheshouldusein
describingtheirchosenworksofart
Ttellsstudentsthattheyhave10minutestofindapainting/pieceofartworkin
themuseumthattheylikeandtrytodescribeitintheirownwords,usingnew
vocabularyfromclass,alongwiththeworksheetThascreated.
Tip:Tcanaskseveraldisplayquestionstomakesurestudents
understandthetask
After10minutes,eachstudentwillpresenttheirpaintingfortherestoftheclass,
usingnewvocabularyaswellasvocabularyfromwarmupactivity
Tip:Functionsasacheckforunderstandinginrealworldcontext
Alternative:Ifthereisnotenoughtime,onlyhavevolunteerssharetheirpaintings
fortheclassorhavestudentsseparateintogroupstodescribeaspecific
painting/pieceofartworkinthemuseum

5. Extension:
Betweentheendofthisclassandthebeginningofnextclass,havestudentslook
forsomethingintheirlivesthattheywouldconsiderart.Thiscouldbeapainting,
apictureinabook,amagazine,anewspaper,aphoto,asculpture,graffiti,etc.
Tasksstudentstoanalyzethisformofartwiththecriteriadescribedinthe
presentation.
Thasstudentswriteasentenceabouteachcriteriaforthenextclass.

6. SummativeAssessment:(stillatmuseum)(35minutes)
Afterlisteningtoclassmatesdescribetheirformsofartinthemuseum,T
choosesonepaintingandhasstudentswritetwosentences,usingcriteriafrom
thevocabularypresented,todescribetheformofartasanexitticket.
Tcanlookattheseexitslipspriortothenextclasstoevaluatewhetherstudents
arepreparedtomoveontothenextlesson
7. FollowUp:
Inthenextclass,Tasksstudentstosharetheirpersonalanalysesofart
Tip:thiscanbedonedirectlyinalargegroupsettingorinsmallgroups,
andthenvolunteersforlargegroupdiscussion

8. ContingencyPlan:
Runoutoftime:addressedthroughoutthelessonplanasalternativeoptions
Extratime:allowstudentstodescribeasecondformofartworkinthemuseum
foraddedpractice
Disclaimer:Thistypeofactivitymayelicitalotofquestionsfromstudentsabout
howtodescribeformsofart,whichmaytakeupalotofaddedtime.Toaddress
this,itisimportantthatTexplainstostudentsthatthisactivityisverysubjective
andtheimportantpartofthelessonisbeingabletointerpretandusecontext
cluestodrawconclusionsaboutaspecifictask.
Tip:remindthestudentsnottogetcaughtupinthelittlethingsthatthey
maynotfullyunderstand