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Sarah Skidmore Guided Imagery Collage Lesson Plan

Secondary Lesson Plan Template Grade level and subject discipline: Length of class: Art (9-12) (2) 90 minute Block Periods LEARNING GOALS to be addressed in this lesson (What standards or umbrella learning goals will I address?): Use multi-sensory information to construct visual artwork. LEARNING OBJECTIVES (in ABCD format using verbs from Blooms Taxonomy): 1) Students, in small groups, will write a script that evokes multi-sensory information by creating an environment that incorporates all 5 senses. 2) Students will create an 11x17 collage, in 2 days time, reflecting on the multi-sensory information within their specific chosen environment. 3) Students will distinguish, through speech and writing of a 1 pg. paper, where in their artwork they are showing each of the 5 multi-sensory information found in the environment.

KNOWLEDGE (What facts, concepts, or vocabulary words will students need to know or be taught in order to accomplish these objectives?) 1) Students must know what a collage is and how to create one using abstract multi sensory information from the scripts 2) Students must know what a script is and understand how to distinguish which parts are said by which students. 3) Students must know what all 5 senses are in order to incorporate each of them into the script.

SKILLS (What skills will they need to have be taught in order to accomplish these objectives?) 1) Students will need to know how to work in small groups and make sure to have their voices heard, and make sure they contribute to group work. 2) Students will be able to distinguish what the multi-sensory information in the script is in order to be able to determine how to portray them through collage. 3) Students will need to know how to create a collage that is more than just cutting out random images and pasting them. They can cut or tear small pieces of paper in order to construct their collage, and this takes knowledge of color study and forming images out of color swatches. 4) Students must be able to write and verbalize where in their artwork they are showing the multi-sensory information.

RESOURCES/MATERIALS NEEDED (What materials and resources will I use?):

1) 2) 3) 4) 5) 6) 7) 8) 9)

Magazines 11x17 thick cardstock paper Scissors Glue sticks Student journal for quick write Exit Slip Paper Pen Highlighters to distinguish on each students scripts when they are to speak

ASSESSMENT (How will I know if students achieve the learning goals/objectives?): 1) Students must be able to distinguish 3 elements of the script that they thought to incorporate by writing a quick-write in their journals, which I will later grade. 2) There will be a self-assessment and a group-assessment component of the group activity. 3) I will employ formative assessment during group work, making sure everyone is engaged, working, and contributing. 4) Students will all perform the script together. They will divide the script up equally so each has similar speaking time. Points will be given for students speaking slowly, loud enough so people can here, and engaging with the text. There will be a rubric I fill out for each student regarding performance, participation, and responsibility. 5) I will have students do an exit slip after the first day of devising, editing, and performing their group script responding to how they enjoyed/did not enjoy the guided imagery activity. 6) Students will create their collage during the next 90 min block period. At the end of these two days they will turn their artwork in to me personally, with a 1 pg. paper explaining where in their artwork they are including their multi sensory information. I will also ask them to show me by pointing and telling me where each one is found. 7) I will provide students with a rubric when grading their collages, identifying how well they did on technique, application, creativity, showing all 5 senses, and effort.

LEARNING PLAN (How will you organize student learning? What instructional strategies will you use? How will you scaffold for student learning?) (Write in outline format). 1. Model a guided imagery activity. Have students all close their eyes, and take them into an environment of a spooky old house. Embellish the smell of the old house, the feeling of dust as I run my fingers over the handrail. Let out a scream as I describe how I hear creaks in the staircase as I walk, even though I am alone. Tell them how I feel a gust of frigid air, even though it is summertime. Tell them about the putrid taste I get in my mouth when I smell the foul, old smell of decaying meat. This will go on for about 5 minutes, using very vivid imagery, to model for them the type of physical reaction that can come out of creating a story with the 5 senses. 2. I will let students know that this is what they will be doing today, as a group. I will let them know they can choose to develop any environment they way, it just must be appropriate and involve all 5 senses in the script (hearing, tough, smell, sight, taste).

3. Divide the class into groups of 3-5. Have each group devise a page script that will take their peers into their unique environment that they have created. 4. Let students know that their scripts will be performed by all of the group members in front of the class after it has been divided up equally 5. Give students 25 minutes to brainstorm, write, and revise their scripts. 6. Have each group pick a slip from a hat with the numbers 1-5 on them. This will be the order that they perform in. Have the other students not performing close their eyes as each script is being performed. 7. After each presentation students will free write for 3-5 minutes to make notes on their experience when visualizing the environment that was performed for them. Give them a graphic organizer with the 5 senses in each column, and on the other edge Group 1-5 listed, so they can keep information organized. 8. Let students know that they will pick one of these environments to create an 11x17collage from during the next class block period. 9. In the artwork that students create, they must have all 5 senses included in some way and be able to describe where they are in the piece as well as write about them in a 1 pg. paper. 10. Let students know that next we will be further exploring the five senses in the visual arts and how artists choose to portray each of their senses in an artistic manner. LESSON PLAN CHECKLIST: Did I hook my students by getting them excited about the topic? Did I introduce my learning objectives to the students (even if I just posted them in the room)? Are my learning objectives aligned with my state standards? Did I choose an instructional strategy/activity appropriate to the purpose(s) of the lesson? Did I organize my lesson clearly? Did I account for any downtime and/or transitions? Did I model or provide guided practice (if necessary)? Did I scaffold student learning (if necessary)? Did I assess my students learning (formative or summative)? Did I successfully bring the lesson to a close within the allotted time? Did I provide a bridge to the next lesson in my unit sequence? Did I provide anchor/enrichment activities for students who complete the lesson early (if necessary)? Did I differentiate for my individual students needs?