Sie sind auf Seite 1von 4

Boettcher Teacher Residency Lesson Planning Template

Name:AlliDeGroot Grade Level: 5th Title of


Lesson: DO NOW/Art Lesson Part 1
Appendix I

Content Area(s) Art DO NOW


Teacher Quality
Standards:
Know Content
Standard(s) Establish
Environment
Determine or clarify the meaning of unknown and Facilitate Learning
multiple-meaning words and phrases based on grade 5 Reflect on Practice
reading and content, choosing flexibly from a range of Demonstrate
STANDARDS-BASED LESSON PLAN

strategies. Leadership (TPR)


Student Growth
Prepared Graduates Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the
reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.

Grade Level Expectations 5th Grade

Concepts and Skills Exploration of visual arts and design processes is about
Students Master invention, creation, and innovation. Building on the
development of ideas through a process of inquiry,
discovery, and research leads to the creation of works of art,
and, whether using traditional materials or the latest
technologies, prepares students to be independent, lifelong
learners.

Evidence Outcomes 21st Century Skills and Readiness Competencies


CCSS.ELA-LITERACY.L.5.4.A (Critical Thinking/Reasoning, Information Literacy, Collaboration, Self-
Direction, Invention)
Use context (e.g., cause/effect relationships and
Critical Thinking
comparisons in text) as a clue to the meaning of The characteristics and viewpoint one keeps as a result
a word or phrase. of mastering the grade level expectation.
CCSS.ELA-LITERACY.L.5.4.B
Use common, grade-appropriate Greek and Sample questions intended to promote deeper thinking,
reflection and refined understandings precisely related to
Latin affixes and roots as clues to the meaning the grade level expectation.
of a word (e.g., photograph, photosynthesis).
CCSS.ELA-LITERACY.L.5.4.C Examples of how the grade level expectation is applied at
home, on the job or in a real-world, relevant context.
Consult reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital,
Essential/Guiding Questions
to find the pronunciation and determine or
clarify the precise meaning of key words and How can you use art to explain your
phrases. thinking/understanding?

Acquire and use accurately grade-appropriate What is American Pride to you?


general academic and domain-specific words How can we learn from the American Revolution?

and phrases, including those that signal


contrast, addition, and other logical
relationships (e.g., however, although,
nevertheless, similarly, moreover, in addition.
Establish Environment
(Grouping, Expected Behaviors) Students will work on magazine collage at desks. Classical
music will be playing, voices shouldnt be more than a level
one.
Standards Driven Instructional Do now, American Pride symbolism posters, students will design and implement

Objective(s)/Learning Target(s) a poster that symbolizes their vision of American pride.

Assessment

After the art project, students will write a 3-5 sentence paragraph
explaining their thoughts on why they created their posters how they did.

Facilitate Learning:

Instructional Plans and Gather at the circle and show an example of the art work I did
Procedures when I thought about the question What Does American Pride
Look Like To You?
Students will go to seats and cut out magazine clippings to
describe what American Pride means to them. They will use
markers and other coloring matericals to design their posters.
Students will also use what they have been learning for weeks
about the American Revolution and make this poster.
They will listen to soft music and work at a level one.

Data Analysis

How do you know whether I will have them write a 3-5 paragraph explain their art work.
students learned what you
hoped they would?
What evidence do you have of
student learning?
Reflect on Practice
How did the lesson go? Some noticings:
How was your feedback to Productive noise level
students? Students are working together
What might you do differently Joy in the students learning
next time? Students are discussing and thinking aloud during work time
How has this experience helped Students have different getting started, processing time (Br_)
shape your understandings You provide student choice either cut, trace or draw posters
about teaching and learning? You strive to incorporate into the classroom, access a variety of modalities of
Are there any areas in which learning through the artwork (kinesthetic- awareness of its how you learn)
you need to grow professionally Assessment- student showing what they know through an artifact
(knowledge, critical thinking, Works for harnessing students with behavior challenges and engaging the in
management, delivery)? their learning (3 students who have trouble in particular)
Your questions, what is this showing to you?
What does this mean to Celia? By these images, we the people because that
started w/ our founders so to this day we remember where came from, how hard
we had to fight for this considering where we were and how far weve come,
thinking about maybe mistakes we may have made along the way.
Differentiated- Br_ more think time, more time to process, may need more
time to complete a project

Some celebrations for this lesson were that I noticed the students enjoying themselves and
having fun with the assignment. This project is different from the usual written work, so I
loved seeing the students play with this idea of the American Revolution and what that
means to them. I noticed them collaborating with one another and smiling. That is success
to me. I also noticed students get creative as they thought about what American Pride
means to them.
After my original lesson did not work out as planned, I planned this new lesson, and this
reminded me that sometimes our fails as teachers can be our successes.