Norman Rockwell Lesson Plan

LESSON PLAN AND VISUAL TEACHING RESOURCES

(10 Points)

Lesson Plan
 

Title of Lesson

 

 

(Think of a creative title that includes the artist’s name)

 

Behavioral Objective

 

Include in the Behavioral Objective: Subject, Conditions, Action Verb and Criteria

The name of your artist and criteria for BOTH the art discussion and for the other discipline

Example: The student, after an introduction to the artist Pablo Picasso and the style of Cubism, will produce a cubistic style portrait using geometric shapes (math).

 

Grade Level

 

2 to 5 ESOL Level:  
 

ESOL Strategies

(refer to ESOL Instructional Strategies and Differentiated Instruction Strategies on Canvas)

 

 

Special Needs

 

(Ask the art teacher about students who may need special assistance)

(Summer Term – refer to a previous class you have observed during Field Hours)

Lesson Content
Time period/style of artist Example: 1800’s/Impressionism
Works of Art (include a minimum of 3 works of art and following info about each)
 

 

Place Image Here

 

Title” of artwork #1:

Include: medium, size, date of work

2-3 sentences from your research about the work of art.

 

 

 

Place Image Here

 

Title” of artwork #2:

Include: medium, size, date of work

2-3 sentences from your research about the work of art.

 

 

 

Place Image Here

 

Title” of artwork #3:

Include: medium, size, date of work

2-3 sentences from your research about the work of art.

 

 

Biography of the Artist

(2 paragraphs min.)

 

 

Include from your research: the name, nationality, culture, important dates, style, brief history, contribution to field of art, etc.

DO NOT COPY FROM GOOGLE, WIKIPEDIA or

ANY OTHER SEARCH ENGINE RESEARCH SITE.

THIS SHOULD BE WRITTEN IN YOUR OWN WORDS!

 

Vocabulary List

 

 

Include at least three (3) Art Elements/Design Principles and two words from the other subject (include one or two more words for higher grades.)

 

 

 

List of Relevant Questions:

(at least 15)

 

 

Include questions that will elicit responses and direct the learners to characteristics and qualities present and observable in the art objects. Include higher order questions that cannot be answered simply “yes” or “no”. Good questions will direct the attention of the students to different aspects of the works of art and will enable them to experience them more fully. Also include questions related to the other integrated subject.

 

 

 

Teaching Set

A brief portion of a lesson given at the very beginning to get students’ attention, activate prior knowledge, and prepare them for the day’s learning.

 

 

 

What will inspire the students to wonder about the topic?

 

 

 

 

 

 

Teaching Strategies

Include an ordered list of what you plan “to do” throughout the lesson. Don’t forget to include the Greeting, Set, Assessment and Closure in your list. Also include brief details of activities.

The teacher will:

Example:

· Greet the students, ensure they are comfortable in their assigned seats, welcome them and introduce themselves.

· Introduce the artist, Pablo Picasso by providing students with a set of Cubism cards and asking them to analyze the images, discuss in their groups, and jot notes on their observation.

 

 

 

 

 

 

Assessment of Learning

 

 

Develop an assessment to be used at the end of your lesson to assess student learning. The assessment instrument should be able to be completed by the students in 10 minutes or less. The details of (or direction for) the assessment need to be included here. If the students will be completing a prepared hand-out, please create an ORIGINAL assessment hand-out (DO NOT use one already created by someone else). Consider using a game or puzzle as a form of assessment, but remember, you need to be able to DOCUMENT student learning.

 

Include Assessment Hand-out at the end of the Lesson Plan

 

 

 

 

 

Closure

 

 

Include how you plan to bring closure to the lesson. Closure should take place after the assessment. This might include an ending review, follow-up and a farewell.

 

 

 

Next Generation

SSS for Art

cPALMS

 

 

 

 

Include codes and Big Ideas, Enduring Understandings, and Benchmarks

 

 

 

Next Generation

SSS for Art

Other Subject/Discipline

cPALMS

 

 

 

Include codes and Big Ideas, Enduring Understandings, and Benchmarks

 

 

 

 

 

 

References

Use APA Style

 

 

 

 

 

Don’t Plagiarize, Site Your Sources!

Example: Stewart, M. G., & Walker, S. R. (2005). Rethinking curriculum in art. Davis Publications.

 

 

 

 

 

 

 

 

 

Assessment Handout

 

 

 

 

 

 

 

 

 

 

ADD YOUR HANDOUT HERE!

 

You can change the title of your Assessment Handout

 

 

 

 

 

 

 

 

 

 

 

 

 

 

VISUAL TEACHING RESOURCES

PowerPoint Presentation or Prezi

(10 Points)

Create a Power Point or Prezi Slide Presentation (and print transparencies if needed) to create the visual resources you need to teach the lesson in your field school.

Include the following:

 

Slide 1

 

Lesson Title, Your Name, ARE 3313, Professor Bittel

 

 

 

Slide 2

 

The name of your artist and important dates (if developmentally appropriate),

 

 

Slide 3

 

3 or more clear and age appropriate works of art (Include “Titles” if appropriate) You can use the same works of art you included in your Lesson Plan

 

 

Slide 4

 

Map (age appropriate) to clearly define the geographical locale of the artist.

 

 

 

 

Slide 5

 

Vocabulary words (listed in the Lesson Plan) to be used throughout the lesson. Remember to include at least (3) three Elements of Art or Principles of Design. (Vocabulary can also be written on the class dry erase board or Smart Board/Promethean when presenting the lesson during your Field Hours.)

Use culturally responsive/sensitive, age-appropriate and linguistically accessible materials for ELLs of diverse backgrounds and varying English proficiency levels. (ESOL 3.3.a.)

 

 

Slide 6

 

If your other subject is history, you must also include a simple horizontal time line, that includes pictures, important dates and brief headings. (+1 extra point) If your other subject is not history, you may choose to do this for extra credit (+1 extra point).

 

 

 

CRITICAL SELF-REFLECTION

YOU WILL NOT SUBMIT THIS SECTION OF THE ASSIGNMENT SUBMIT TO TASK STREAM

(10 Points)

The Pre-service teacher will complete and submit in class a ONE PAGE Critical Self-Reflection of the lesson presentation. Critical Self Reflection needs to be about the outcomes and your reflection on your lesson design.
1. Describe/Discuss: WHY would the lesson be successful or not, and any special circumstances you would foresee when presenting it to students?

 

 

 

 

 

 

 

 

 

 

2. WHAT did I learn from developing this arts integration Art Appreciation Lesson?

 

 

 

 

 

 

 

3. Describe/Discuss: Additions/changes that would make the lesson based on your reflection and overview of your lesson design.