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Lesson Plan Template

Below is a template you will fill in as your lesson plan. The left column you will populate with the lesson criteria as laid out in the
planning guide. Be thorough and descriptive. The right column you will share your groups rationale for the choices you are making.
The rationale should be backed up by readings from the class, and other content you’ve learned in other courses. Sharing your
rationale is important as it asked you to think about why you are doing what you are doing… think of it like VTS. Sharing rationale is
also a large aspect of the MoPTA performance assessment you will complete while student teaching. Consider this a warm up.

Lesson Title: Constellations Through Art


Targeted grade Level: 3rd grade- 5th grade
Teaching group: #
Names of teachers: Kelsey, Miranda, Megan, Tara

Lesson Plan Rationale


1. Big Idea: How does the big idea connect ideas across the curriculum?
The big idea of unique identity connects to science through the analysis of stars
Unique Identity and constellations and how they are all different, language arts through the
analysis of myths each one representing a different story, and the creative writing
of myths where each student will show their unique identity through the
explanation of their myth.
2. Key Concepts: Why is it important for students to know these concepts?
It is important for students to understand how to research and synthesize
1. Creative writing and specific genres (specifically myths) information because they will be doing that all throughout their lives. Standard
2. How and what affects the way we see constellations CCSS.ELA-LITERACY.RL.4.2 states that students must “Determine a theme of a
(patterns and seasonal appearances) story, drama, or poem from details in the text; summarize the text.”
Recognizing constellation patterns and their seasonal differences is important
3. Research the myths behind a constellation of their choice, because it gives students real life application for the overarching concepts of
synthesize the information that they read to create their own recognizing patterns and making observations.
myth with similar features to the one they read Creative writing and specific genres are important because of the overarching
concept of differentiating between genres and knowing how to gather
information from the different genres.
3. Objectives: How do the objectives fully support learning across the curriculum and how do
they connect to the students’ lives?
1. Students will demonstrate their ability to research, Students will have to practice research which is a key skill that they need to know
specifically the subject of constellations to gather and form thoughts on any topic in life. Constellations help students
2. Students will create their own myth/legend that goes with become experts at past history, and promotes wonder into future exploration of
ideas that are bigger than themselves. Science curriculum is being taught with the
their constellation. help of language arts curriculum.

4. Essential Questions: How are these questions meaningful to the student?


These questions are meaningful to the student because it relates content
1. What does Identity mean to you? knowledge to the self-discovery of their own identities. It also allows students the
2. In what ways can we find out our identity through opportunity to discover ways to represent themselves creatively. This is an
constellations and myths? How do they relate? important skill because there are some things that are better said without words
and it allows students to learn early on to communicate across various medias.
3. How can we express these findings of identity in creative
ways through art?

5. Standards: How the standards across the curriculum support each other and the learning
taking place?
NVAS: NVAS:
1. VA:Cr1.1.3a : Elaborate on an imaginative idea. 1. Myths are figurative and in asking students to create their own
2. VA:Pr6.1.3a: Identify and explain how and where constellation and tell the myth they want to be associated with it is
them elaborating on their creation (imaginative idea).
different cultures record and illustrate stories and 2. Constellations are a way that another culture other than our own
history of life through art. recorded and illustrated stories and students learn this when they
ELA: identify myths of an existing constellation. They explain this difference
in culture when they create their own because the decisions that they
Common Core: make when creating their own myth will be guided by the format of the
1. CCSS.ELA-LITERACY.L.5.5.A: Interpret figurative language, ones they read.
including similes and metaphors, in context. X Students will be analyzing different constellations and their different patterns
throughout the seasons (NGSS Standards) by watching a video (RL.5.7), reading
2. CCSS.ELA-LITERACY.RL.5.7: Analyze how visual and articles and books about constellations, myths (L.5.5.A & RL.4.2) about
multimedia elements contribute to the meaning, tone, constellations’ histories and looking at images of constellations. Students will
or beauty of a text (e.g., graphic novel, multimedia then use the information they have gathered (W.5.7) to create their own
representation of a constellation they created and will be asked to write a myth
presentation of fiction, folktale, myth, poem).X (W.5.3.B & W.3.3.B) to go with their creation (W.3.3 & W.5.3).
3. CCSS.ELA-LITERACY.W.5.3.B: Use narrative techniques, such
Throughout that description of the activity it is visible that the Common Core
as dialogue, description, and pacing, to develop
Standards for English Language Arts are going to be used as a vehicle to teach and
experiences and events or show the responses of evaluate the students on the NGSS Standards of constellations.
characters to situations. X
4. CCSS.ELA-LITERACY.W.3.3.B: Use dialogue and descriptions of
actions, thoughts, and feelings to develop experiences
and events or show the response of characters to
situations. X
5. CCSS.ELA-LITERACY.W.5.7:
Conduct short research projects
that use several sources to build knowledge through
investigation of different aspects of a topic. X
6. CCSS.ELA-LITERACY.W.5.3: Write narratives to develop real
or imagined experiences or events using effective
technique, descriptive details, and clear event
sequences. X
7. CCSS.ELA-LITERACY.W.3.3: Write narratives to develop real
or imagined experiences or events using effective
technique, descriptive details, and clear event
sequences. X
8. CCSS.ELA-LITERACY.RL.4.2: Determine a theme of a story,
drama, or poem from details in the text; summarize
the text. X
NGSS
1. 5-ESS1-2; Represent data in graphical displays to
reveal patterns of daily changes in length and
direction of shadows, day and night, and the seasonal
appearance of some stars in the night sky.
2. 1-ESS1-1; Use observations of the sun, moon, and
stars to describe patterns that can be predicted

6. Teaching Resources: Rationale for each and HOW they work together
These pieces of artwork all work together to convey that there is no one way to
Art: (Artists and insert thumbnail photo of examples shared) create their constellation. Nick Rougeux’s work is very literal and it is a map of
constellations, which he relates back to books and the text in each book being as
unique as the stars. Melissa McGill took a more tangible approach and created
constellations out of lights arranged around an island. Joan Miró went the most
abstract of the three, using colors that one does not normally visualize when
referring to constellations. Yet, despite all their variations and different
interpretations constellations can still be viewed through them all. All of these
artists portrayed the constellations in such unique and different ways, just as the
students will and when introducing these art pieces share that this will be a way
for them to show you their unique identity. The constellation and the story that
they tell should have meaning to them and viewers should be able to see that
through their artwork and literature.

Nick Rougeux
The first sentence of every chapter of a book were used to
create famous constellations.
https://www.c82.net/work/?id=357

Melissa McGill
Constellation is the name of this piece, and an artist created
this with lights posted around an the island, this is a
photograph.
https://www.vogue.com/article/artist-melissa-mcgill-
constellation-hudson-river
Joan Miró
This artist tells the story of the night sky, during a time of war
(WWII) and painted many of these in a collection titled
Constellations. He said that he created these as a way to
escape such a hard time.
https://www.metmuseum.org/art/collection/search/490007
ELA:

(and?)

7. Lesson Plan sequence (This will be lengthy) Share rationale for choices in each step.
1. VTS Joan Miró to start class, see if students can figure 1. VTS is a good way to get students to start thinking
out that the piece is incorporating constellations outside of the box, and allows for students to have
2. After have a brief class discussion, Who knows what a each of their unique art interpretations validated
constellation is? Fill out the K and W on a KWL chart 2. Starting the lesson off with a discussion will stir
3. Introduce constellations with the video link: students curiosity, giving them intrinsic interest in
https://www.youtube.com/watch?v=MZffhapfOgg constellations; the KWL chart will be a visual reminder
4. After the video have another brief classroom about what they are curious about
discussion about whether any of the information in 3. This video will provide a brief, kid-friendly break
the video was familiar or if they learned any new down of what constellations are so students will gain
information that they want to explore more. Make basic background knowledge behind constellations
additions to KWL chart if necessary. before being asked to research one specific
Below is the link to a website with a list of constellations: constellation deeper. The video is a part of our
http://www.constellation-guide.com/constellation-names/ message abundance mentioned in our modifications.
so teacher can choose appropriate constellations for each Steps 1-3 are part of our incorporation of science integrated
group/pair. with art. Aligning with the NVAS and NGSS standards.
5. Students will start with individual research with the 4. The discussion after the video is to add any more
guidance of a research handout, provide students curiosities to the KWL chart
books like: 5. We chose the book Our Stars by Anne Rockwell
- Our Stars by Anne Rockwell because it gives a simple introduction to the stars,
- Glow-in-the-Dark Constellations by C.E. Thompson planets, and outer space. The second book we
- A Child’s Introduction to the Night Sky by Michael decided to incorporate is Glow in the Dark
Driscoll Constellations by C.E Thompson. We did this because
or other student appropriate books/online articles of how well this book illustrates the constellations,
that will allow students to see a visual of the the eight sky maps, and the legends behind the
constellation assigned to them and read the myth. constellations. Since this book is glow in the dark, we
Linked below is a website with links to different kid- thought it would be a fun activity to be able to read it
friendly science search engines: with the lights off. Finally the last book we want to
http://www.kidfriendlysearch.com/Science.htm incorporate is A Child’s Introduction to the Night Sky
6. Once students have researched their constellation and by Michael Driscoll. We want to use this book as a
myth independently provide the opportunity for them resource because it describes the various
to get into their pairs/groups to brainstorm about achievements of scientists, history behind space
what they want their unique constellation to look exploration, the story of our solar system, myths
like/what their myth is going to be about. behind constellations, and how to navigate the night
7. Come back together as a class to discuss and make sky. One reason as to why we chose to use each of
additions to the KWL chart, specifically the L part. these books is because they vary in reading level
8. Now with the students curious about constellations while still providing great information. The link
introduce the project to them through a provided is for classes that have technology access
PowerPoint/Prezi/any other presentation format; that want to incorporate online research. It is a link to
- The slides will show artists using constellations to tell multiple kid-friendly science search engines.
stories of their own Students’ research is not limited to these books or
-The slides will also pose the task: Students will be those databases, those are just starting points.
researching constellations and their respective myths 6. The pairs/groups to brainstorm is to give kids time to
in groups/pairs (whichever is more appropriate for formulate an idea or develop one through the
class) and then using the information that they learn discussion they have with one another. Brainstorm
about their respective constellations to create their time will make it less likely that they feel put on the
own constellation and myth to go with it. spot when work time comes for their constellation.
9. Give students access to resources to create their 7. This will give students time to reflect on what they
constellation (resources include but not limited to: learned and see where their knowledge grew.
paper, paint, crayons, markers, colored pencils, glue, 8. The presentation will introduce the activity so
pipe cleaners, scissors, etc.) students are aware of the task that they are being
10. Students will be given work time for their given. The presentation will also share artists who
constellations have used constellations as their inspiration, so that
11. During this myth creation time provide students with students can use that as a baseline for the limitless
graphic organizers to support their thinking and the possibilities for their own constellations. Then the
organization of their writing. presentation should have a list of groups/pairs and
12. After the completion of their unique constellation what constellations students have been assigned.
students will then write/type/speak (into technology) 9. These resources can be as limited or unlimited, up to
the myth that tells the story of their constellation. teacher’s discretion. These resources are here to help
13. Once students complete their constellation and their the students express themselves and their unique
myth have a share fair, within the classroom or if identity.
other classes did the same project have a share fair 10. Students should have work time in class for this
across classes. project because not all students would have access to
14. During share fair provide area for students to provide such art resources outside of class.
each other feedback about their unique creation. 11. Students will be varying levels in writing strength so
15. Teacher could compile completed constellations and having a couple of supporting mind maps, or other
create a book of all the creations. worksheets that will help them organize their
thoughts and their storyline may be necessary.
12. This step is the chance for students to tell the story
behind their creation. Having accommodations such
as speech-to-text are to support all students.
13. The share fair is to provide an authentic audience for
the students to hear/read/see their artwork and
literature.
14. The feedback will be for students so they can see
what areas they excelled in and what areas they can
grow in.
15. The book is to extend the authentic audience because
they can send the book home to parents who could
not attend the share fair so they can still see what
their student is doing in class.

8. Differentiation/Accommodations/Modifications The differentiation/accommodations/modifications made for


ELLs: this lesson are all set in place to provide students with the
-Message abundance through videos, books, etc. (Multiple best opportunities to succeed. Although each modification is
modes with the same message and directions) going to be different for each class, student, and even
-Universal topic and diverse concepts groups, they are all centered around helping aid a student to
-A speech-to-text tool will be provided for students to use to the best project they can create. None of our modifications
write their own myth/legend to replace the task of writing it are set in place to do the project or part of the project for the
-In-depth graphic organizers provided for research and for student. The following rationales are specific to each kind of
myth writing student that may be completing this project:

Students who are excelling and moving quickly through ELLs: In TESOL class this semester we have learned about this
lesson: thing called message abundance which means to deliver the
-Given extra research questions or be prompted to come up same information in multiple modes to a student who is
with their own extra research (more fun facts outside of their learning english. In our lesson, we will provide students with
given realm) opportunities to gain information through videos, books,
-Enhance their creation using Scratch Jr., a technology app websites, PowerPoints, and guided instruction verbally.
allowing students to incorporate coding and create a Studies show that students who are beginning to learn
presentation about their own constellation English succeed when given all of these things because they
can verbally hear it, visually see it, and begin to put the
SPED students: information together on their own before asking questions.
-Extra structure to their research including outlines and fill in We will also be providing a speech-to-text tool that we
the blank sheets with research already started for them learned about in SPED class to any student that shows need.
-Put into pairs or groups to collaborate with peers to help This tool will allow students to speak their ideas and myth
them come up with an idea writing into a speaker that will type it for them. Oral
-Speech-to-text accommodation tool provided language is a form of literature and students should not be
-In-depth graphic organizers provided for research and myth held as illiterate just because they struggle with writing.
writing Studies also show that ELLs learn to speak English at a fast
rate than they learn to read/write it. We have made sure
that our topic is universal and fits the needs of a diverse
classroom. Constellations are something that no matter
where a student is from or the cultural background of the
student, they will be engaged in and familiar with. Graphic
organizers and guided research handouts will be provided to
EVERYONE and modified per student depending on how in
depth and how guided they need to be

Students who are excelling and moving quickly through the


lesson: For students who are moving quickly through this
project, we have provided a little more freedom to in terms
of furthering the knowledge they have gained. These
students will be provided extra research prompts/be
provided the opportunity to freely research about their
constellations as other students may be working. The goal is
to have everyone done with research at the same time and
everyone in the classroom working on their projects at the
same time. We also provided an opportunity for students to
integrate technology into their work if they have the time
using Scratch Jr., an app that allows you to code and make a
presentation of your information. We learned about this app
in our Field Studies class and it is extremely kid friendly to
use and will engage students in their work even more.

SPED: This part was a little hard to put exact modifications


down because in this case we do not have specific SPEd
students with specific needs and struggles. In general, our
modifications are set for students who would benefit with
more structure and guidance. We may provide these
students with a more in-depth research handout possibly
including research already found with fill-in-the-blank
sections depending on the need for that specific student. We
are also providing students with choices of working in pairs,
groups, etc. which allows for students to work together and
collaborate on things. The speech-to-text tool discussed
above will also be available for any student who would
benefit.
9. Assessment Strategies: Share rationale
for formative and summative assessment
Formative assessment:
-After discussing what a constellation is students will fill the K -Students will fill out the K and W part on the KWL chart
and W out on their KWL chart. After watching a video over before watching the video over constellations so while the
what a constellation is students have the opportunity to add teacher walks around the room you will be able to see what
or make any changes if necessary (while the teacher walks students already understand about the topic.
around the room).
-In order to measure students comprehension when acquiring -Students will get into pairs and share some of their ideas on
new knowledge, the teacher will have students get in pairs their constellation and the myth that goes with it. This will
after doing some research on their constellation and the myth allow students to get a better understanding of the project
that goes with it. coming up.
-After students have completed their constellation, they will
write a story over the myth of their constellation and will be -Graphic Organizers will be given to students when writing
given graphic organizers to help explore their thinking and about their myth to help explore their thinking and to help
help them organize their writing. organize their writing.
-At the start of the lesson ask students “who thinks they
might know what a constellation is?” This is a way to -Asking students what they know first about the lesson will
determine what students already know before giving them help the teacher get a better understanding on students
the project. prior knowledge which will reflect on the rest of the lesson.
-When students are working on their constellation, passively -Monitoring students work when working on their
engage in design and monitoring. constellation allows for students to ask questions if needed
Summative assessment: and clear up any confusion if needed.
-To help evaluate the effectiveness of student's learning
process at the end of the lesson, within the same class or with -Students will have a share fair with the same class or a
different classes (depending if they did the same project) different class so they can help provide feedback to each
students will have a share fair with an area available so other and be evaluated on it so students know what they did
students can provide each other feedback about their well and what they could maybe improve on.
different constellations.
10 Insert photo of teacher created exemplar here: Rationale here should discuss the significance of what was created and prior
knowledge across the curriculum students will need to understand the lesson
content.
Goals aren't easy to reach, it takes a lot of hard work and
dedication. Everyone has a dream, but not everyone is meant
to accomplish it. This okay because maybe better things are
to come. Maybe our goal isn't what we want to accomplish
but what we need to accomplish. Across curriculum students
will need to know how to read myths and take deeper
meaning from them, this is a language arts skill. They will also
need to know about constellations, what they are and why
Constellation: Marcos Beach the art piece reflects constellations, this is science content
knowledge.
Myth behind constellation: Marcos was on the beach walking
and thinking of his dream about becoming an astronaut.
While walking on the beach, a weird wave hit him. After this
happened, he never reached his goal. Instead he fell in love
and became a father. Everyone who has walked on this beach
and had a dream has never accomplished their dream. We
call this Marcos Beach.

11. Materials/Tools/Art supplies needed Prior knowledge students will need to effectively use materials
Students must know:
Books/articles about constellations - how to use scissors safely
Technology: iPad/Computer - Glue is for sticking things together not eating
Art Supplies: Cardstock paper, crayons, markers, glue, - How to synthesize information from books/articles
- How to type/utilize speech-to-text
scissors, tissue paper, cotton balls, watercolors, hole puncher,
etc. Students also have the option to bring anything they
want from home, to help create their constellation.

References: (Sources of resources)


Artwork references
- https://www.c82.net/work/?id=357
- https://www.vogue.com/article/artist-melissa-mcgill-constellation-hudson-river
- https://www.metmuseum.org/art/collection/search/490007
Standards references:
- https://www.nextgenscience.org/sites/default/files/NGSS%20DCI%20Combined%2011.6.13.pdf
- http://www.corestandards.org/
Research for Students references:
- Our Stars by Anne Rockwell
- Glow-in-the-Dark Constellations by C.E. Thompson
- A Child’s Introduction to the Night Sky by Michael Driscoll
- http://www.kidfriendlysearch.com/Science.htm
- https://www.youtube.com/watch?v=MZffhapfOgg

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