Julia's+Lesson+Plans

Lesson Plan 1 - Competency Virtual Field Trips (also borrowed photostory and rubistar)

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This lesson plan would be the beginning of a final project unit in a high school level (9-12) art class on visual thinking with an emphasis in 2D art. The final project would be the completed self-portrait created by the student.The unit would take altogether 3 weeks at the end of the year in May/June encompassing pre-planning for the portrait, the process and the final product. The rubric's first column would correspond to this particular lesson which introduces the project and gets students started on planning for the portraits.

Self-Portraits: A Visual Reflection of the Internal Self How can we use a self-portrait to tell the world about ourselves? What visual media, strategies, or techniques can we use to show an important idea, little-known fact about or interest of ours? How can we convey ideas using visual strategies?

Standards (for the unit) : 4.1 Describe the relationship involving the art maker (artist), the making (process), the artwork (product), and the viewer. 5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images. 2.1 Create original works of art of increasing complexity and skill in a variety of media that reflect their feelings and points of view. 2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual. 2.4 Demonstrate in their own works of art a personal style and an advanced proficiency in communicating an idea, theme, or emotion.


 * See Rubric for final project evaluation.**

Lesson 1 - Exploring Self-Portraits in History. SWBAT discuss, compare and contrast the paintings on the field trip with regard to the artists process, final product and the intended audience of the self-portraits. SWBAT discuss, compare and contrast the self-portraits in terms of psychological content, knowledge gained about the artist, and complex meanings conveyed in the artwork. SWBAT fill in a graphic organizer with ideas, reflections and comments on the various self-portraits viewed on the field trip.

LESSON ACTIVITIES 1. I will give a brief overview of the unit we will be starting. 2. I will explain that the unit will end in the creation of a self-portrait. 3. Students will share some ideas about what a self-portrait looks like, I will write these ideas on the board as the students share ideas. 4. I will explain that traditionally self-portraits are simply a drawn or painted picture of the artist. I will explain that this assignment asks students to think beyond this idea and create a self-portrait that conveys to an audience an important idea, little-known fact about or interest of themselves. 5. Students will watch two youtube self-portrait videos that demonstrate moving beyond a visual representation self-portrait. These are pre-made photostories that I found on the web. media type="youtube" key="8ncOAJpr3n0" height="349" width="425" media type="youtube" key="IRYp21il4bs" height="349" width="560"

6. Students will use the Virtual Field Trip that I have created to view a series of examples of 2D self-portraits that go beyond a visual representation. Van Gogh is used as a non-example. Student will us the Graphic Organizer below to take notes during the virtual field trip. They will use this graphic organizer as a reference as they begin to sketch and write out preliminary ideas for their portrait.  NAME What ideas does this artist give you for your self-portrait? || Comments/Reflections Please comment or reflect on anything that has significant meaning to you, that you enjoy about this artist or work or any other ideas you would like to note for yourself. || 7. After the fieldtrip, we will have a class discussion on the artists processes, works and the intended audience of the self-portraits and the psychological content, knowledge gained about the artist, and complex meanings conveyed in the portraits. I will pull up specific paintings from the field trip to discuss. Students will continue to fill in their graphic organizer with ideas from the group discussion. The main question for each work will be "What do you learn about the artist from the piece?"
 * || Ideas
 * Van Gogh ||  ||   ||
 * Frida Kahlo ||  ||   ||
 * Caravaggio ||  ||   ||
 * Chuck Close ||  ||   ||
 * Glenn Ligon ||  ||   ||

8. Students will begin to make preliminary sketches and write out preliminary ideas that they may choose to use for their portrait. Students will use their notes from the virtual field trip, class discussion and the youtube videos as a reference.

9. Today's work will be graded based on the Ideas & Planning column of the rubric. RUBRIC  Lesson Plan 2 - Resource [|Phonemic Awareness Activities] I used the above resource with great ideas to create this lesson. This lesson plan would be part of a two-month unit on segmenting phonemes that I would teach to an intervention group of K-5 graders if I were a resource specialist at an elementary school (which I will be next year). This series of lessons would be taught toward the end of the year April-May because segmenting phonemes is one of the most advanced levels of phonemic awareness. Students generally must be able to count words, segment syllables, rhyme and blend phonemes before they can segment. Phonemic awareness is one of the biggest predictors of early reading success and without phonemic awareness, students cannot read and write using phonics skills. Segmenting phonemes means that students are able to mark and count each sound in a word. For example cat would be /c/ /a/ /t/, six would be /s/ /i/ /k/ /s/, flat would be /f/ /l/ /a/ /t/, and resource would be /r/ /ee/ /s/ /aw/ /r/ /s/. Thus, segmenting syllables is not the same as counting letters. Learning how to match each individual sound to a letter or letter combination is phonics. Students need a solid foundation in phonemic awareness to apply sounds skills to phonics. Phonics is what allows students to sound-out and spell unknown words independently.
 * CATEGORY || Ideas & Planning || Execution || Final Product || Work Expectations ||
 * Exceeds Expectations - A || Brainstormed 3 or more ideas during the planning process. Showed careful evaluation and planning of portrait method, style, medium and final product. || Completed 2 or more preliminary sketches of self-portrait. Completed self-portrait carefully drawing from plans and making changes as necessary. Showed in process consideration of art elements line, color, etc or concept, idea and audience. Collaborated with peers and asked for feedback during the process. || Self portrait shows careful consideration of artistic elements such as line, color, etc or concept, idea, audience and final presentation. Student's self-portrait clearly conveys an important idea, little-known fact about or interest of the artist without background knowledge of the concept. || Student focused on work during class, sought feedback about piece from peers and worked on the project for more than 4 hours outside of class time. ||
 * Meets Expectations - B || Brainstormed 2 ideas during the planning process. Showed some but not careful evaluation and planning of portrait method, style, medium and final product. || Completed 1 preliminary sketch of self-portrait. Completed self-portrait directly from plans. Showed some in process consideration of art elements line, color, etc or concept, idea and audience. Collaborated with peers and asked for feedback during the process. || Self portrait shows some consideration of artistic elements such as line, color, etc or concept, idea, audience and final presentation. Student's self-portrait attempts to or somewhat unclearly conveys an important idea, little-known fact about or interest of the artist without background knowledge of the concept. || Student focused on work during class, sought some feedback about piece from peers and worked on the project for more than 2 hours outside of class time. ||
 * Below Expectations - C or below || Brainstormed only 1 idea during the planning process. Did not show careful evaluation and planning of portrait method, style, medium and final product. || Did not complete a preliminary sketch of self-portrait. Completed self-portrait without making reference to preliminary plans. Did not Collaborate with peers and ask for feedback during the process. || Self portrait does not or shows little consideration of artistic elements such as line, color, etc or concept, idea, audience and final presentation. Student's self-portrait does not convey an important idea, little-known fact about or interest of the artist without background knowledge of the concept. || Student did not focus on work during class, did not seek feedback about piece from peers and did not work on the project outside of class time. ||

Unit Title: Segmenting Phonemes or counting sounds in words. How many sounds are in a word? What sounds do I hear in a word? How can I spell a word by myself?

SWBAT segment the phonemes in a 3-6 phoneme word depending on grade level.

These are common core K-1 standards that would not be mastered by students struggling with phonemic awareness in 2-5 grade. K e. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonent-vowel-consonent, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 1 c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

The assessment for this skill would be done using a DIBELS assessment. Information about DIBELS phonological testing can be found [|here.]. Oakland schools mandate DIBELS testing in K-1 grade. [|This page] contains specific information on testing phoneme segmentation. Dibels scores can be recorded and tracked using a graph to monitor progress. Here is a [|video] of a teacher administering this assessment and marking progress.

This [|website] has great activities for teaching phoneme segmentation. The activities are engaging, have materials that are easy to find and cheap to buy and target the skill. This is the resource I am using to create this phonemic awareness lesson. Pictures of the activities can be found on the web site.

Phoneme Segmentation Activities

These activities will be done in a group of 3-6 students over the course of a 1 hour weekly intervention session. Students will take turns doing each of these activities such that as one student does the activity the other students are watching. This is to allow students to learn from one another and for the teacher to help students who may struggle to complete the activity. At the end of each session, students will be given a mini assessment and their results will be recorded to monitor progress.

1. I will remind students that we are working on counting the sounds in words. As we move through the activities, I will demonstrate and model each one before students will take a turn. To warm up, students will stretch out a word as they stretch out a rubber band or Silly Putty. 2. Students will use bean bags and a bucket to toss a bean bag for each phoneme they hear in a word. Then they will count the bean bags to determine how many phonemes are in the word. 3. Using colorful mats, students will jump to each mat as they say an individual phoneme in a word. 4. Using tap lights, students will tap on a light for each phoneme they hear in a word. 5. Wrap-up. I will give a mini DIBELS assessment and record progress. Below is an example of this assessment.

6. I would distribute the following web sites to students regular classroom teachers. These should be used by students during computer lab time or during workstation time to help students independently practice phonemic awareness skills. [|Sound Discrimination Games] [|Starfall.com phonics stories] [|Owl & Mouse]