FourthGradeArt

Author:AbigailEnns
Datecreated:03/19/20158:05PMCDTDatemodified:03/25/20158:14PMCDT

DBUProfessionalEffectiveTeachingLessonPlan
VITALINFORMATION
TheDorothyM.BushCollegeOfEducationHasAdoptedThisFormatForLessonPlanningBecauseItProvidesA
FormatForPlanningEngaging,Rigorous,RelevantLessonsForStudents.
Date

March24,2015

Subject(s)

Art,Mathematics

LessonTopic

Fractions+Art

Grade/Level

Grade4

Goal

MATH
(2)Number,operation,andquantitativereasoning.Thestudentdescribesandcomparesfractionalpartsofwholeobjects
orsetsofobjects.Thestudentisexpectedto:
(A)generateequivalentfractionsusingconcreteandpictorialmodels

ART
(2)Creativeexpression/performance.Thestudentexpressesideasthroughoriginalartworks,usingavarietyofmedia
withappropriateskill.Thestudentisexpectedto:

(B)designoriginalartworksand
(C)inventwaystoproduceartworksandtoexplorephotographicimagery,usingavarietyofartmediaandmaterials.
LearningOutcome

Studentswillreviewtheconceptoffractionsandlearnthatfractionscanalsobeusedwhencreatingart.

ValueandImportance

Itisimportantforstudentstounderstandfractionsbecausetheyareusedeverywhere(describingage,slicesofpizza,
eveninart!).

MaterialsAndResources
MaterialsNeeded

Precutcirclesoutofcoloredpaper,constructionpaper,glue,markers

Technology

Teacherwillshowstudentsexamplesoffractionsinartworkatthefollowingsites:
http://imgick.cleveland.com/home/clevemedia/width620/img/business_impact/photo/14807917mmmain.jpg
http://www.springfieldmuseums.org/the_museums/gwv_smith_art/exhibits/view/226
tiffany_stained_glass_windows#.VQuBP47F_T8
http://dmaconnect.org/CONNECT/dma_406374?ssSourceSiteId=null

InstructionalMotivational
Strategies

Teacherwillaskstudentstoidentifyfractionsinartworkinfrontoftheirpeers.Teacherwillmonitortheirworkand
praisestudentswhoareontask.

InstructionalStrategies
PriorKnowledgeNeeded

Studentsshouldhaveabasicunderstandingofpastingpiecesofpaperontoabackground.

AnticipatorySet

Teacherwillshowclasstheartexamplesthatshehascreated.Shewillexplainthatstudentswillbecreatingtheirown
artworklikethislaterinclass.Theymaybeginbrainstormingwhatkindofdesignorartworktheywouldliketocreate
withthecutcirclefractions.

CheckforUnderstanding

Teacherwillaskquestionstoclassinordertobesurethattheyareunderstandingwhatisbeingtaught.During
assignmentteacherwillwalkaroundtheclassroomandmonitorthestudent'sprojects.

DirectTeach

Teacherwillteachabasicunderstandingoffractions.Shewillgiveeachstudentprecutcirclesandfractionpiecesof
circles(witheachleveloffractionbeingthesamecolor,ie:all1/4sareblue,etc.).Shewillfirstexplainthatafractionisa
partofawhole,andthattheywilldiscussthetermforthetypesofpiecesthatmakeupawhole.Teacherwillask
studentstotakeonecolorofpiecesandseehowmanyittakestocoveruptheirwholecircle.Shewillexplainthateach
pieceisoneofhowmanypiecesrequiredtocoverthecircle.Soifittakesthreepiecestocoverthecircle,oneofthemis
called"oneofthree,"or"1/3,"whichiscalled"onethird."Teacherwillcontinuetoexplainthisfor"1/2,""1/3,""1/4,"
"1/6,"and"1/8."Teacherwouldalsousethebookintheattachmenttoreviewconcepts.

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Attachments:
1. FractionFun.docx

Modeling

Teacherwillusedocumentcameraandprojectortomodelthecoveringofthefullcirclewithfractionpieces.Shewill
writeoutthefractionandthenameofthefraction(ex:"half")nexttothecoveredupcircle.Studentscanlookatthisfor
referenceduringfollowingactivities.

GuidedPractice

Studentswillfollowteacherandcoveruptheircircleswithpiecesinordertoidentifyfractionused.

IndependentPractice

Studentswillcreateanartworkwiththecoloredpaperfractions.Theycancreateanytypeofdesign,fromkaleidoscopes
toanimals.

ModificationsforSpecial
Populations

Studentswhostrugglemayjustlayouttheirpicturesinadesignanddonothavetogluethemdown.Teachermayhelp
themglueorjustobservetheirarrangements.

Closure

Teacherandstudentscleanuptheclassroomandputawayallmaterials.

Reflections

1.List3variedstrategiesusedinthislesson.Iusedamotivationalstrategyofaskingstudentsquestionsinfrontof
theirpeers.Ialsomodeledmylessonfortheclasssothattheycouldseetheinformationandnotjusthearit.ThirdlyI
askedthestudentstofollowalongduringthelessonandcopymydirections.
2.Whatwasthemosteffectivestrategyyouused?Whywasiteffective?Themosteffectivewasthestrategyofasking
studentsquestions.Thismotivatedthestudentstopayattentionsothattheycouldanswerthequestionscorrectlyin
frontoftheirpeers.
3.Whatwastheleasteffectivestrategyyouused?Why?Whatcanbedonetoimprovethis?Theleasteffective
strategywasthemodelinginfrontoftheclassbecauseIhadtochangemyplansatthelastminuteandwasn't
prepared.
4.Whatroledidlowerlevelquestionsplayinthislesson?Themotivationalquestionsaskedwereprimarilylowerlevel,
theyhelpedthestudentspayattentionandstayfocusedduringthelesson.
5.Highlight35higherorderthinkingskillsquestionsthatyouused.Reflectontheabilityofthestudentstorespond
appropriatelytothequestions.Iaskedseveralhigherorderthinkingskillsquestionsduringthelesson.Iasked
studentstogobeyondthelessonandidentifythetermsfortwopiecesofthecircle.Ialsoaskedthestudentstoguess
onwhichnumberswouldbeinthefraction.ThirdlyIaskedthestudentstoidentifyexamplesoffractionsinartwork,
architecture,andstainedglassexamples.
6.Howdidthetechnologyyouusedenhancestudentlearning?Iusedtechnologytoshowstudentsexamplesfrom
museumsofartworkthatintegratedmath,specificallyfractions.Thishelpedstudentstounderstandtheconnections
andgetideasfortheirprojects.
7.Whydidyouchoosethisspecifictechnologyforstudentuse?Howdiditaccomplishyourgoal?Ichosethistechnology
inordertoshowstudentsspecificexamplesoftheideasIwasteaching.Thishelpedaccomplishmygoalofintegrating
mathwithart.
8.Whichlearningmodalitieswereaddressedinthislesson?Iusedauditorylearningbyspeakingmylessonallowedfor
theclass.Iusedvisuallearningbywritingontheboardanddrawingthefractionsforthestudentstosee.Iused
kinestheticlearningwhenstudentscreatedtheirownartworkwiththeinformationtaughtinordertousetheircreativity.
9.Howdoyouknowtheobjective/learneroutcomewasmetinthislesson?IknowmyobjectivewasmetbecauseI
askedstudentsquestionsthroughoutthelessonandtheyansweredcorrectlyshowingthattheywereontaskand
understandingthetopics.Ialsoobservedthestudentscompletedprojectstoseethatcorrectlyunderstoodthe
informationandcreatedtheirownexamplesofthetopicstaught.

STANDARDS:ChooseAllOfTheDBU/InTASCAndSPA(SpecializedProfessionalStandards)ThisLessonPlan
Addresses.(NumberAndText)
Standards

TXDallasBaptistUniversityEducatorPreparationUnitCompetencies(2012)
Competency:
Competency#1:LearnerDevelopment.Theteacherunderstandshowlearnersgrowanddevelop,recognizingthatpatternsof
learninganddevelopmentvaryindividuallywithinandacrossthecognitive,linguistic,social,emotional,andphysicalareas,
anddesignsandimplementsdevelopmentallyappropriateandchallenginglearningexperiences.
Competency:
Competency#2:LearningDifferences.Theteacherusesunderstandingofindividualdifferencesanddiverseculturesand
communitiestoensureinclusivelearningenvironmentsthatenableeachlearnertomeethighstandards.
Competency:
Competency#3:LearningEnvironments.Theteacherworkswithotherstocreateenvironmentsthatsupportindividualand
collaborativelearning,andthatencouragepositivesocialinteraction,activeengagementinlearning,andselfmotivation.
Competency:
Competency#4:ContentKnowledge.Theteacherunderstandsthecentralconcepts,toolsofinquiry,andstructuresofthe
discipline(s)heorsheteachesandcreateslearningexperiencesthatmaketheseaspectsofthedisciplineaccessibleand
meaningfulforlearnerstoassuremasteryofthecontent.
Competency:
Competency#5:ApplicationofContent.Theteacherunderstandshowtoconnectconceptsandusedifferingperspectivesto
engagelearnersincriticalthinking,creativity,andcollaborativeproblemsolvingrelatedtoauthenticlocalandglobalissues.
Competency:
Competency#6:Assessment.Theteacherunderstandsandusesmultiplemethodsofassessmenttoengagelearnersintheir
owngrowth,tomonitorlearnerprogress,andtoguidetheteachersandlearnersdecisionmaking.
Competency:
Competency#7:PlanningforInstruction.Theteacherplansinstructionthatsupportseverystudentinmeetingrigorous
learninggoalsbydrawinguponknowledgeofcontentareas,curriculum,crossdisciplinaryskills,andpedagogy,aswellas
knowledgeoflearnersandthecommunitycontext.
Competency:
Competency#8:InstructionalStrategies.Theteacherunderstandsandusesavarietyofinstructionalstrategiestoencourage
learnerstodevelopdeepunderstandingofcontentareasandtheirconnections,andtobuildskillstoapplyknowledgein
meaningfulways.
Competency:
Competency#9:ProfessionalLearningandEthicalPractice.Theteacherengagesinongoingprofessionallearninganduses
evidencetocontinuallyevaluatehis/herpractice,particularlytheeffectsofhis/herchoicesandactionsonothers(learners,
families,otherprofessionals,andthecommunity),andadaptspracticetomeettheneedsofeachlearner.

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Competency:
Competency#10:LeadershipandCollaboration.Theteacherseeksappropriateleadershiprolesandopportunitiestotake
responsibilityforstudentlearning,tocollaboratewithlearners,families,colleagues,otherschoolprofessionals,andcommunity
memberstoensurelearnergrowth,andtoadvancetheprofession.
Competency:
Competency#11:LegalandEthicalAspects.Theteacherunderstandsthelegalaspectsofteachingincludingtherightsof
studentsandparents/families,aswellasthelegalrightsandresponsibilitiesoftheeducator.Theeducatorwillcommitto
upholdtheTexasEducatorCodeofEthics.
Competency:
Competency#12:EducatorExcellence.TheteacherunderstandscharacteristicsofeducatorexcellenceasdefinedbyTexas
approvedappraisalsystems.
Competency:
Competency#13:College/CareerReadinessthroughtheUseofStateofTexasAssessmentsofAcademicReadiness(STAAR)
andEndofCourseExams(EOC).Theteacherunderstandsandisabletoimplementthestatestandardsforwhatstudents
shouldknowandbeabletodoandimplementstheTexascurriculumstandardstoadvancethemissionofTexas:collegeand
careerreadystudents.(STAAR,EOC)
Competency:
Competency#14:TexasExaminationforEducatorStandards(TExES).Theteacherunderstandsanddemonstrates
competenciesrelatedtotheirfieldofstudybysuccessfulperformanceonstatecertificationexams.
Competency:
Competency#15:ServiceLearning.TheteacherunderstandstherelevanceofDBUservicelearninginenhancingstudent
learning,fosteringcivicresponsibility,anddevelopingservantleaders.

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