Connections Past Future Literacy Student Interests Students created visual stories with some direction last week. Students have a little experience with cutting, gluing, and drawing *Students gain confidence with skills and using their imagination. *students will use what they have learned in communicating ideas through art *Students learn the terms experiment, explore, and communicate, or at least they learn how to do these things *Students usually love to cut glue and draw Modifications For students who have limited Vision Hearing Reading Skills Attention Skills Confidence *Students sit closer to the white board *Students sit closer to the still life, or have objects at their table *Verbal instruction is given *Demonstration is repeated at their table if necessary *Peer teaching *Instructions are repeated in close proximity to the student whenever necessary *Written/typed instruction is available when appropriate *techniques are demonstrated *visualexamples are available *peer tutoring *Teacher guided instruction *Instructions are given verbally *Physical demonstration is performec *Visual example is available *Peer tutoring *Student is placed near more focused students *Information is repeated *Student has examples available *Student has typed/ written information *Instruction is repeated as necessary- 1 to 2 steps at a time *Redirection from teacher *Check list is available when appropriate * *Student is placed near more focused students *Information is repeated *Student has examples available *Student has typed/ written information *Instruction is repeated as necessary- 1 to 2 steps at a time *Redirection from teacher *Check list is available when appropriate *frequent teacher feedback Encouraging words Thumbs up sign Ok sign
Modifications To entice students who are Gifted and Talented Visual Learners Kinesthetic Learners Auditory Learners Other *Students are encouraged to embellish/enhance their work beyond the requirements *Peer teaching * Visual Demon- stration *visual examples *Visual work and Results * Kinesthetic work (drawing, folding, painting, sculpting, sewing, cutting) *Students are allowed to sit or stand at their workstations * Students hear instructions *Students discuss their process and progress *students discuss problems solving methods, successes, and failures *Students are allowed to listen to music Student Work Groups---None Tools and Media Needed Scissors, stick glue, pencils, crayon, recycled construction paper, new construction paper, some construction paper in geometric shapes Resources I will play a slideshow of kindergarten art. Week four Exploration and imaginative use Checklist Effective with scissors Careful with glue Knows shapes Knows colors Telling a story Enjoying the process/results Staying at workstation sharing
*Students sit closer to the white board *Students sit closer to the still life, or have objects at their table *Verbal instruction is given *Demonstration is repeated at their table if necessary *Peer teaching *Instructions are repeated in close proximity to the student whenever necessary *Written/typed instruction is available when appropriate *techniques are demonstrated *visualexamples are available *peer tutoring *Teacher guided instruction *Instructions are given verbally *Physical demonstration is performec *Visual example is available *Peer tutoring *Student is placed near more focused students *Information is repeated *Student has examples available *Student has typed/ written information *Instruction is repeated as necessary- 1 to 2 steps at a time *Redirection from teacher *Check list is available when appropriate * *Student is placed near more focused students *Information is repeated *Student has examples available *Student has typed/ written information *Instruction is repeated as necessary- 1 to 2 steps at a time *Redirection from teacher *Check list is available when appropriate *frequent teacher feedback Encouraging words Thumbs up sign Ok sign Modifications To entice students who are Gifted and Talented Visual Learners Kinesthetic Learners Auditory Learners Other *Students are encouraged to embellish/enhance their work beyond the requirements *Peer teaching * Visual Demon- stration *visual examples *Visual work and Results * Kinesthetic work (drawing, folding, painting, sculpting, sewing, cutting) *Students are allowed to sit or stand at their workstations * Students hear instructions *Students discuss their process and progress *students discuss problems solving methods, successes, and failures *Students are allowed to listen to music Student Work Groups
*small groups at their assigned tables Tools and Media Needed *Crayons, texture sheets, leaves, bulletin board paper, pencils, maybe markers, maybe glitter Resources *gathered images symbolic of the United States and of Autumn Assessment Visual Observ. Auditory Confirm. Project Checklist Project Rubric Read Reflection Other Other Other Check check Lesson Plans Stapp
year choose to display, we will discuss the qualities that made it worthy of display Modifications For students who have limited Vision Hearing Reading Skills Attention Skills Confidence *Students sit closer to the white board *Students sit closer to the still life, or have objects at their table *Verbal instruction is given *Demonstration is repeated at their table if necessary *Peer teaching *Instructions are repeated in close proximity to the student whenever necessary *Written/typed instruction is available when appropriate *techniques are demonstrated *visualexamples are available *peer tutoring *Teacher guided instruction *Instructions are given verbally *Physical demonstration is performec *Visual example is available *Peer tutoring *Student is placed near more focused students *Information is repeated *Student has examples available *Student has typed/ written information *Instruction is repeated as necessary- 1 to 2 steps at a time *Redirection from teacher *Check list is available when appropriate * *Student is placed near more focused students *Information is repeated *Student has examples available *Student has typed/ written information *Instruction is repeated as necessary- 1 to 2 steps at a time *Redirection from teacher *Check list is available when appropriate *frequent teacher feedback Encouraging words Thumbs up sign Ok sign Modifications To entice students who are
Gifted and Talented Visual Learners Kinesthetic Learners Auditory Learners Other *Students are encouraged to embellish/enhance their work beyond the requirements *Peer teaching * Visual Demon- stration *visual examples *Visual work and Results * Kinesthetic work (drawing, folding, painting, sculpting, sewing, cutting) *Students are allowed to sit or stand at their workstations * Students hear instructions *Students discuss their process and progress *students discuss problems solving methods, successes, and failures *Students are allowed to listen to music Student Work Groups -none Tools and Media Needed magazine images, recycle construction paper, use stencils, stamps, toothpicks, texture plates, crayons, pencils, and markers Resources-none Assessment Visual Observ. Auditory Confirm. Project Checklist Project Rubric Read Reflection Other Other Other Check Check
Connections Past Future Literacy Student Interests *Students communicated personal information through art last week. Students have used the tools and media applicable to this week’s work *Students will be developing skills to communicate information pertinent to them *Students will be utllizing skills in list and brainstorming, useful in many arenas in life *Applying what they document in future art projects *Organizing thought, *reading, writing, *Communicating ideas through broad topic and details * This is all about their interests Modifications For students who have limited Vision Hearing Reading Skills Attention Skills Confidence *Students sit closer to the white board *Verbal instruction is given *Demonstration is repeated at their table if necessary *Peer teaching available *Instructions are repeated in close proximity to the student whenever necessary *Written/typed instruction is available when appropriate *techniques are demonstrated *visualexamples are available *Instructions are given verbally *Physical demonstration is performed *Visual example is available *Peer tutoring *Student is placed near more focused students *Information is repeated *Student has examples available *Student has typed/ written information *Instruction is repeated as *Student is placed near more focused students *Information is repeated *Student has examples available *Student has typed/ written information *Instruction is repeated as *frequent positive feedback Encouraging words Thumbs up sign Ok sign
*Papers available for each student *peer tutoring *Teacher guided instruction necessary- 1 to 2 steps at a time *Redirection from teacher *Check list is available when appropriate * necessary- 1 to 2 steps at a time *Redirection from teacher *Check list is available when appropriate Modifications To entice students who are Gifted and Talented Visual Learners Kinesthetic Learners Auditory Learners Other *Students are encouraged to embellish/enhance their work beyond the requirements *may be asked to Peer teach * Visual Demon- stration *visual examples *Visual work and Results * Kinesthetic work (using tools, maybe even folding paper *Students are allowed to sit or stand at their workstations * Students hear instructions *Students discuss their process and progress *students discuss problems solving methods, successes, and failures Student Work Groups Students support each other at their workstations, but this is an individual project, Tools and Media Needed *Pencil, Paper, crayon, pen/marker, construction paper, scissors Resources *how to draw books *images shown on the interwrite board, *Checklist *Ideas from peers
Modifications To entice students who are Gifted and Talented Visual Learners Kinesthetic Learners Auditory Learners Other *Students are encouraged to embellish/enhance their work beyond the requirements *Peer teaching * Visual Demon- stration *visual examples *Visual work and Results * Kinesthetic work (drawing, folding, painting, sculpting, sewing, cutting) *Students are allowed to sit or stand at their workstations * Students hear instructions *Students discuss their process and progress *students discuss problems solving methods, successes, and failures *Students are allowed to listen to music Student Work Groups Tools and Media Needed Resources Assessment Visual Observ. Auditory Confirm. Project Checklist Project Rubric Read Reflection Other Other Other
*Students practice weaving *Students practice carving a shape out of a potato *Students practice stamping *Students brainstorm and sketch ideas to create a design that will be exciting for viewers to see. Connections Past *Last week students simulated an image. Students will do the same with the image they put on the potato, and images they will incorporate into their work Future Planning (and brainstorming sometimes) is an important part of writing papers, completing projects, managing time and resources. Combining techniques and ideas is a step toward higher order thinking and a way to get creative thoughts flowing Literacy *Students write and sketch ideas *Students communicate their ideas Student Interests *The suggested subject matter is Halloween, which most students love. *Students may choose their own theme
Gifted and Talented Visual Learners Kinesthetic Learners Auditory Learners Other *Students are encouraged to embellish/enhance their work beyond the requirements *Peer teaching * Visual Demon- stration *visual examples *Visual work and Results * Kinesthetic work (drawing, folding, weaving, carving, ) *Students are allowed to sit or stand at their workstations * Students hear instructions *Students discuss their process and progress *students discuss problems solving methods, successes, and failures Student Work Groups Whole Group brainstorming session Tools and Media Needed Cardboard/Cardstock Potatoes, toothpicks, knives, paper. Paint, Halloween, fall images Resources Assessment
Visual Observ. Auditory Confirm. Project Checklist Project Rubric Read Reflection Other Other Other check check check Lesson Plans Stapp 6th grade Aug. 17 – Sept. 11 Standard : CR.2.6.2 Demonstrate the safe and responsible use of traditional and/or new media and tools • conservation • norms • craftsmanship • media literacy Standard: CN.10.6.1 Investigate artwork that visually documents community life (e.g., community sculptures, headstones, quilts, folk crafts, architecture) as inspiration for personal artwork Standard: Standard:
rules and procedures to follow Students have seen examples of art and art in the past rules and procedures to follow. *Students may in the future, become stewards or creators of community art. Community art helps students understand how history is important to a community differing types of community art. Students discuss and formulate reasons art is important to a community. community *Group work *Future exhibition of their work. Modifications For students who have limited Vision Hearing Reading Skills Attention Skills Confidence *Students sit closer to the white board *Students sit closer to the still life, or have objects at their table *Verbal instruction is given *Demonstration *Instructions are repeated in close proximity to the student whenever necessary *Written/typed instruction is available when appropriate *techniques are demonstrated *visualexamples are available *Instructions are given verbally *Physical demonstration is performec *Visual example is available *Peer tutoring *Student is placed near more focused students *Information is repeated *Student has examples available *Student has typed/ written information *Instruction is repeated as *Student is placed near more focused students *Information is repeated *Student has examples available *Student has typed/ written information *Instruction is repeated as *frequent teacher feedback Encouraging words Thumbs up sign Ok sign
is repeated at their table if necessary *Peer teaching *peer tutoring *Teacher guided instruction necessary- 1 to 2 steps at a time *Redirection from teacher *Check list is available when appropriate * necessary- 1 to 2 steps at a time *Redirection from teacher *Check list is available when appropriate Modifications To entice students who are Gifted and Talented Visual Learners Kinesthetic Learners Auditory Learners Other *Students are encouraged to embellish/enhance their work beyond the requirements *may Peer teach * Visual Demon- stration *visual examples *Visual work and Results * Kinesthetic work (drawing, folding, painting, sculpting, sewing, cutting) *Students are allowed to sit or stand at their workstations * Students hear instructions *Students discuss their process and progress *students discuss problems solving methods, successes, and failures *Students are allowed to listen to music Student Work Groups Small groups of 2-3 at their assigned workstations Tools and Media Needed Internet, interwrite board, pencil, colored pencil, sharpener, eraser, paper, crayon, pen Resources
Internet research of Mena Images Assessment Visual Observ. Auditory Confirm. Project Checklist Project Rubric Read Reflection Other Other Other yes yes yes Lesson Plans Stapp 8th grade Wheel Class September 08-25 Standard : VA.5.8.16 Demonstrate responsibility, conservation, and proper and safe use of tools, materials, and equipment Standard: Pursue ideas, forms and meanings that emerge in the process of art-making or design through experimentation, innovation and/or risk taking using grade-level appropriate elements of art and principles of design*drawing *painting *sculpture *printmaking *mixed media CCSS: CCRA.R.7 CCRA.W.2 CCRA.SL.2, 5 CCRA.L.6 Standard: CR.2.8.2 Justify the need to be responsible in the use of traditional and/or new media and tools Conservation *norm *craftsmanship *media literacy *social media CCSS: CCRA.R.7 CCRA.W.2 CCRA.SL.1,4 Standard: P.6.8.2 Apply teacher-provided tool to refine presentations of or about art for peers CCSS: CCRA.R.7, 9 CCRA.W.2, 6, 7 CCRA.SL.1, 4, 5 CCRA.L.6
*Students will use a teacher based rubric to evaluate their papier mache figure *Students will create a rubric to evaluate their diorama *Students will create a diorama with team members *Students will journal about the effect of culture and environment on the aesthetic choices and on the artistic message * Students will journal about and discuss how they feel their art exhibit might influence ideas, beliefs, or experiences of others Connections Past Future Literacy Student Interests Students have made a 3 dimensional paper sculpture *Students will be going to a different wheel class, but they will learn to evaluate their work and think about how they can have an affect on the perceptions of others Students create a scene for others to read *Students journal about their influences, and choices, about the possible perceptions of others. Students love the traditions of Fall and Halloween, however, if they so choose, they can create a theme of their own
Modifications For students who have limited Vision Hearing Reading Skills Attention Skills Confidence *Students sit closer to the white board *Students sit closer to the still life, or have objects at their table *Verbal instruction is given *Demonstration is repeated at their table if necessary *Peer teaching *Instructions are repeated in close proximity to the student whenever necessary *Written/typed instruction is available when appropriate *techniques are demonstrated *visualexamples are available *peer tutoring *Teacher guided instruction *Instructions are given verbally *Physical demonstration is performec *Visual example is available *Peer tutoring *Student is placed near more focused students *Information is repeated *Student has examples available *Student has typed/ written information *Instruction is repeated as necessary- 1 to 2 steps at a time *Redirection from teacher *Check list is available when appropriate * *Student is placed near more focused students *Information is repeated *Student has examples available *Student has typed/ written information *Instruction is repeated as necessary- 1 to 2 steps at a time *Redirection from teacher *Check list is available when appropriate *frequent teacher feedback Encouraging words Thumbs up sign Ok sign Modifications To entice students who are Gifted and Talented Visual Learners Kinesthetic Learners Auditory Learners Other *Students are encouraged to embellish/enhance their work beyond the requirements *Peer teaching * Visual Demon- stration *visual examples *Visual work and Results * Kinesthetic work (drawing, folding, painting, sculpting, sewing, cutting) *Students are allowed to sit or stand at their workstations * Students hear instructions *Students discuss their process and progress *students discuss problems solving methods, successes, and failures
determine whether or not each work meets the criteria, Students discuss what changes could be made to make some of the artworks meet the criteria *Students examine various ways through practice sketches and journaling, significant to them as individuals, to meet the criteria for the assigned project* Students use balance, form, positive and negative space, and a complementary color set to create work that is significant to them and the community in some way. Student journal about the significance of their work. Students refer to a rubric when tackling this assignment Connections Past Students have been practicing their drawing skills. Students have been learning about the elements of design. Students have been introduced to balance through examination of types of composition Future Students will be making their own rubrics *Students will be learning more about color schemes, principles of design, elements of art, and drawing skills Literacy Students are learning new terms, journaling, following a rubric, communicating through the elements and principles of design Student Interests This is supposed to reflect some of the student’s interests. Students have the choices to make so they can customize it to their personalities
Students have practiced drawing. *Students have practiced creating texture* Students have had a rubric to follow *Students have had the opportunity to create idea sketches *Students will always need drawing skills in art *Students in other avenues of life and school will need to follow checklists and rubrics or create their own checklists * Students will be learning new elements and principles of design *Students will combine elements to create an expressive story *Students will read and develop checklists and ideas. Students will read and follow a rubric *Students will learn terms 1point perspective and split complementary color scheme *Students choose their own subjects, forms, and split complementary set Modifications For students who have limited Vision Hearing Reading Skills Attention Skills Confidence *Students sit closer to the white board *Students sit closer to the still life, or have objects at their table *Verbal instruction is given *Demonstration is repeated at their table if necessary *Peer teaching *Instructions are repeated in close proximity to the student whenever necessary *Written/typed instruction is available when appropriate *techniques are demonstrated *visualexamples are available *peer tutoring *Teacher guided instruction *Instructions are given verbally *Physical demonstration is performec *Visual example is available *Peer tutoring *Student is placed near more focused students *Information is repeated *Student has examples available *Student has typed/ written information *Instruction is repeated as necessary- 1 to 2 steps at a time *Redirection from teacher *Student is placed near more focused students *Information is repeated *Student has examples available *Student has typed/ written information *Instruction is repeated as necessary- 1 to 2 steps at a time *Redirection from teacher *frequent teacher feedback Encouraging words Thumbs up sign Ok sign
*Check list is available when appropriate * *Check list is available when appropriate Modifications To entice students who are Gifted and Talented Visual Learners Kinesthetic Learners Auditory Learners Other *Students are encouraged to embellish/enhance their work beyond the requirements *Peer teaching * Visual Demon- stration *visual examples *Visual work and Results * Kinesthetic work (drawing, folding, painting, sculpting, sewing, cutting) *Students are allowed to sit or stand at their workstations * Students hear instructions *Students discuss their process and progress *students discuss problems solving methods, successes, and failures *Students are allowed to listen to music Student Work Groups *Students are encouraged to share ideas and to peer coach at their tables, they should however, develop originality in their completed design Tools and Media Needed *pencil, colored pencil, pen, paint, pastel, magazine, recycled pages, glue, scissors, rulers, beads, hole punchers, it depends upon the individual design.