Lesson Plan 2 of 2

Universal Lesson Plan (edTPA aligned)

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Student Teacher: Madison Dotson

Date: 02-27-2019

Grade: 5th

School: John Early Museum Magnet Middle

# of Students: 24

Mentor Teacher: Brooke Hall

Lesson Title: It’s Counter Culture Dance Party and Everyone’s Invited

Subject: Visual Art

Lesson Number: 2 out of 3

Information about the Students That Impacts Instruction and Assessments

REV: January-2019

Universal Lesson Plan (edTPA aligned)

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Student Needs (attach the Context for Learning for this classroom as a separate file) Describe the students needing IEPs/504s Plans including type of supports, accommodations, modifications, and IEP goals.

• Learning Disability - may need additional time, one-to-one support/modeling, activated peer-modeling • Autism – One autistic student may need to work in uncrowded space for final activity and may choose to work at desk if comfortable.

Describe the students with Language Needs including supports, accommodations, modifications.

• ELL students will be supported through peer modeling and visual aids that connect key English vocabulary to their native languages (drawing, color, line, form, cartoon, stop).

Describe the students with Other Learning Needs including supports, accommodations, modifications?

•Most struggling readers should be able to complete this lesson with minimal accommodations •Some struggling readers may need added vocabulary support with visual aids and peer modeling Teacher Materials List

Street Art Examples General/Local - See Below Haring Examples - See Below “Figures and Symbols” (large Keith Haring style chalk drawings from previous lesson in this unit) Smart Board/Projector Flat Cardboard on Floor 90s Breakdance Music Anchor Charts for Elements/Principles White Board for Drawing Presentation: Video, Lecture/Example Images, How-To Visual Aid Student Materials List

Post it Scissors Pencils Construction Paper - Orange, Yellow, Green, Blue, Red, Pink Sharpies Scissors

Blank Journals Glue Stick

Identify the Lesson Essentials to Achieve the State Standard REV: January-2019

Universal Lesson Plan (edTPA aligned)

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Curriculum Standards

5.VA.Cn2.A Identify how art is used to inform or change beliefs, values, or behaviors of an individual or society.

5.VA.Cr2.B Demonstrate resourceful care for and use of materials, tools, and equipment.

5.VA.Cr1.B Identify and demonstrate various investigative methods in choosing an approach for beginning a work of art.

Central Focus

• • • •

Identify and apply the elements of art and principles of design present in Keith Haring’s work.

Create personal artwork inspired by the style of Keith Haring and the counterculture/street art movements.

Recognize the fluid continuum of inspiration that exists between various art forms, as well as art and society.

Embody the spirit of the artist and context of his era/movement.

Student Learning Objectives: Know—Understand—Do

• • • • •

Students will be able to describe the visual elements of an artist’s work Student will be able to draw contour figures, create unique cartoon symbols, cut them out and ink the essential lines.

Students will be able to discuss and analyze the social context of an artist’s work.

Students will be able to use and care for materials attentively.

Students will be able to make and explain creative decisions.

Prior Academic Knowledge • Students will be familiar with many of the vocabulary terms needed for this lesson: contour, figure, form, line, color, movement

• • • • •

Students will be familiar with the elements and principles of art.

Students will be familiar with our daily journal procedures Students will be familiar with the work of Keith Haring.

Students will have experience drawing in Keith Haring’s style.

Students will be familiar with the terms pop art, street art, and graffiti – as well as the contexts that define those terms.

Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or Misunderstanding • Some students may struggle to place lines on the exterior contour - in which case we’ll review contour lines on simpler forms.

• Some students may complicate their drawings – in which case, we will review source artwork • Some students may have difficulty translating ideas into drawings - in which case we will work together on examples • Some students may have difficulty constructing syntax and discourse with our previous vocabulary or difficulty understanding new vocabulary.

• Some students will have difficulty with the nuanced differences between graffiti, street art and institutionalized art. * Some students may have difficulty editing or making creative choices as they move from the ideation/sketch phase of the process to creating final pieces *Some students will have difficulty articulating or documenting their artistic choices either verbally or in their journals

REV: January-2019

Universal Lesson Plan (edTPA aligned) Theoretical Principles and/or Research Based Practices • Lev Vygotsky’s Theory of Zone of Proximal Knowledge – specific use of scaffolding • Charles Reigeluth’s Theory of Elaboration – specific building of knowledge from simple to more complex concepts • Von Ehrenfels’ Gestalt Theory – students will be able to look at images and analyze their components and context simultaneously • Benjamin Bloom’s Taxonomy of Education – knowledge > comprehension > application > analysis > synthesis > evaluation

REV: January-2019

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Universal Lesson Plan (edTPA aligned)

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Planning to Use and Support Academic Language Demands Function What is the language function that students will use in this lesson? (see resources provided by your instructor and/or your edTPA® handbook for suggestions) Students will be able to describe the Elements of Art observable in Keith Haring’s work Supports: Review Elements of Art Vocabulary: Line, Color, Form. Space, Texture by referencing Visual Aids in classroom, between artists slides, and in journals.

New terms are added to journals with visual notes – this is procedure students are familiar with. It is checked through daily journal checking.

Vocabulary Tier II and Tier III words, phrases and symbols used within this lesson. For each special term used in this lesson, describe how students will learn the meaning and use of these terms.

Vocab Acc Graffiti Public Art Contour Street Art Mural Illegal Pop Art Symbols Form Compare Counter-Culture Line Contrast Composition Color Analyze Movement Statement Students will be familiar with most of these terms or will have personal language aids in their journals to assist understanding.

• There are bilingual visual vocabulary aids on the classroom walls.

• There are visual vocabulary aids in English that students will be reminded of.

• There are personalized visual vocabulary aids kept in their personal journals.

Their attention will be drawn to these visual aids as they become pertinent to instruction.

New Vocabulary for this lesson will be Breakdancing, Counter-Culture, and Public Art/Space. These will be defined through discussion of video, images, conceptions and personal experience.

Discourse What discourse structures (e.g., writing narrative texts, constructing argument texts, interpreting graphic representations, composing, essays visual representations, lab reports, or other texts) will students need to understand, read, use, or produce? At what level of mastery – initial or more advanced?

Our discourse will be in how we describe the work we see, how time and social norms change perceptions of art, our personal inspiration, our opinions about art in public spaces, and how we document our creative process.

REV: January-2019

Universal Lesson Plan (edTPA aligned)

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Syntax What syntax will students need to understand or use (e.g., rules for structuring and writing sentences, mathematical formulas, or composing musical rhythms)?

Students will be able to say:

• • •

The element or principle of _ is important to this work.

I chose to create _ because I was inspired by _.

Public art is different from graffiti because _.

I chose to create _ because I am inspired

Instructional Strategies and Learning Tasks

Describe specifically what the teacher (YOU) will be doing and what the students (THEY) will be doing.

Use T: to indicate what the teacher is saying/doing Use S: to indicate what the students are saying/doing.

Listen, Read, Show, Speak, View, and Write are the six ways to demonstrate literacy in the subject matter. Be sure these are prevalent throughout all instructional tasks and assessments in the lesson.

Be sure that you include differentiation and planned supports, address misconceptions & misunderstandings and assess throughout the engagement, direct instruction, and practice.

REV: January-2019

Universal Lesson Plan (edTPA aligned) Engage: _5_ estimated minutes for this portion of the lesson.

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T: “We’re going to watch a video to introduce today’s project. Please have your journals open and colored pencils in hand. I want you to use visual journaling to capture anything that inspires or stands out to you in this video.”

S: *Open journals to blank page. Have colored pencils ready.* T: *Play 80s Breakdancing News Report (4.5 minutes)* [80s Breakdancing News Report https://www.youtube.com/watch?v=PN_o0cB5iKs]

Clip 1 !

T: “What did you think about that?”

S: “That was weird.”

S: “I liked it.”

T: “How old do you think that new video is?”

S: “I don’t know.”

S: “Really old.”

T: “Does anyone remember when Keith Haring was alive and making art?”

S: 80s and 90s T: “And did anyone see anything that reminded them of Keith Haring in that video?”

S: “Yes. I saw some of his artwork.”

S: “People dancing and talking about graffiti.”

REV: January-2019

Universal Lesson Plan (edTPA aligned) Instruction (I do): _5_ estimated minutes for this portion of the lesson.

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T: Today we will work together to create a collaborative mural inspired by counter-culture movements, breakdancing and pop art. This mural will be on our bulletin board in the hallway. Together, we will write a short artist statement letting others inviting others in our school community to participate in our “graffiti” art. Here are a few images that show the general inspiration for this mural.

[Example/Inspiration Images]

Slide1 !

Slide 2

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Slide 3

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Slide 4

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T: “Who can read this painting for me? Please describe the content you see.”

S: “Figures” S: “Cartoons” S: “Dancing” T: Yes, when we read this painting we can see a large white background, with colorful dancing figures and funny cartoon symbols, and drawings that look like doodles and movement.

Note: I will call on my ELL and LD students for soft-ball prompts to engage them and build confidence participating in the discussions.

T: “What about sharing this publicly and collaborating? Why is this something we should put out in the hallway and let other people draw on?

S: “Because some art is public/Because “art is for everyone”.”

S: “Because the school/hallway is a public space.”

S: “Because graffiti and vandalism are sometimes art depending on who you ask.”

T: “Those are all true statements. Do you think people will add to our mural in ways that make it more interesting.”

S: “Yes” T: “Why do you think more people participating is interesting?”

S: “Because everyone can do some kind of art.”

S: “Because everyone has something to add.”

S: “Because maybe someone is really good at drawing and draws something really cool.”

T: “Do you think anyone might add something that we don’t like?”

S: “Yes” T: “What would you think about that?”

S: “I wouldn’t like it, but it’s public so everyone can draw on it” REV: January-2019

Universal Lesson Plan (edTPA aligned)

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Independent Practice (You do):__20__ estimated minutes for this portion of the lesson.

T: *draws attention to visual aid of Step Four (cutting) and Step Five (inking)* T: “While everyone finishes up their drawings, those of you that are ready may move to the next phase. You need to cut out your drawings. Once you have cut out your drawings, you can check-out a sharpie with me. Take your time with both of these steps. I’m gonna turn down our music a bit and I’d like the chatter to dial back. I really want you all to focus. How well we do these steps is gonna make a big difference in how good our mural looks at the end, ok” T: *make sure students having large sheets of sketch paper or newsprint underneath their cut-out drawings to avoid marking up the tables with sharpies* T: *walks around classroom, hands out and takes up scissors and sharpies, continuously monitoring student progress, encouraging attentive work, guiding students away from errors - it is important for the overall execution of the project that this work be mindful* Closure: _10_ estimated minutes for this portion of the lesson.

T: Good work today everyone. I’m really excited about the figures and the symbols you’ve created. Next week, we are going to work together to put all the pieces together on our collage. I need all scissors back on the material trays on your table. Scrap paper from cutting goes in the scrap paper bucket. All sharpies need to be back in my hand NOW. Doodle post-its go in your journals. A glue stick to make sure they stay. Try to arrange them in an interesting way S: *finish up work, move around, putting materials away* T: *moves around, monitoring clean-up* T: Have a seat again when you’re done tidying up, please. I’d like you to take a pencil and write your initials on the back of your figures/symbols. I will come collect them for safekeeping until next week. Then write two or three sentences next to the post-its in your journal about some of the choices you made...tell me about your colors, your symbols or what you think others will think of the mural. When you’re done you can pack up and you will hand me your journal as you leave class.

Informal or Formal, Formative or Summative Assessments

REV: January-2019

Universal Lesson Plan (edTPA aligned) Informal

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Formal Formative

Summative

Engage Instruction

X

Structured Practice

X X

X

Independent Practice Closure

X

X

Evaluation Criteria—include the rubric, the checklist, or the answer key to use in rating or scoring the assessment.

To what specific part of the state standard or learning objective is the assessment connected.

How does the assessment connect to the central focus?

How does the assessment connect with academic language demand (function, vocabulary, discourse, syntax)?

Instruction Informal Formative Assessment Participation in Discussion, Social Concepts Speaking Up, Thinking Critically about Essential Questions Structured Practice Informal Formative Assessment Identify Elements, Style Correct Style of Art Work, Call-Out/Use Elements Independent Practice Informal Formative Assessment Materials, Technique Care, Focus Closure Informal Formative Assessment Artist Statement, Visual Journaling Justify/Explain Choices, Keep Records of Inspiration and Draw Everyday Lesson Section Assessment Type Area of Assessment Expectation Instruction Informal Formative Assessment Participation in Discussion, Social Concepts Speaking Up, Thinking Critically about Essential Questions Structured Practice Informal Formative Assessment Identify Elements, Style Correct Style of Art Work, Call-Out/Use Elements Independent Practice Informal Formative Assessment Materials, Technique Care, Focus Closure Informal Formative Assessment Artist Statement, Visual Journaling Justify/Explain Choices, Keep Records of Inspiration and Draw Everyday

Skill Demonstrated đ&#x;˜ƒ

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Comments:

Use of Bold Linework Contour Line Forms Use of Symbolic Form Use of Figurative Form Modifications and Accommodations – Describe and show assessment modifications for students with special learning need

There will be no formal assessment this lesson. dents The next formal assessment will be in the final lesson of this unit. I will assess their ability to write an artist’s statement and to collaborate on the composition of the final mural.

I will pay careful attention to the journal entries of my ELL and LD students in order to plan for supports in writing their artists statements in our next lesson.

Th 
 REV: January-2019

Universal Lesson Plan (edTPA aligned)

REV: January-2019

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