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An Artist’s


Xzimara Beard

TLED 408

– 1st grade Art and History

– Art History and Cultural Context
– 1.13 The student will describe how art is an integral part of one’s culture.
– 1.14 The student will identify American cultural symbols and events depicted in art.
– 1.15 The student will describe similarities and differences among various careers in the Visual arts
– Langauge Arts
– 1.1 The student will continue to demonstrate growth in the use of oral language.
– a) Listen and respond to a variety of electronic media and other age-appropriate materials.
– b) Tell and retell stories and events in logical order.
– c) Participate in a variety of oral language activities, including choral speaking and reciting short poems,
rhymes, songs, and stories with repeated patterns.
– d) Participate in creative dramatics.
– e) Express ideas orally in complete sentences.

Day Activity Description/Rationale

Day 1 Writing activity “Think, write, and draw: This activity will assess the
student’s prior knowledges.
Vocabulary activity “Picture vocabulary,” “Fray Model,” Ellen’s Heads-up
game vocabulary,” Peer review/self- reflection:
These vocabulary activities will help students
comprehend the context and formulate the
essentials skills to apply what they have learn to life
Day 2 Comprehension activity “Make a connection with QTA graphic organizer”:
Students will read the required texts and create
graphic organizers construct, organize events and
visualize the provided information.

Pre-reading activity “Story map”: This activity will assess students’

knowledge on the on the text from beginning,
middle, and end.
Day 3 Assessment activity “I’m an Author”: This activity will be to assess the
student’s ability on their prior knowledge from the
text and create their own version.
Reflection activity “Discussion Web”: Students will be able to use their
prior from before and after reading by comparing
colors, patterns, etc. to make connection to life and
how their own emotions.
Interdisciplinary Connections
and Technology
– Students will use their prior knowledge to make important – Traditional: For my traditional use of technology, student will be
connections to their art lesson. using computer/iPad to watch video that provide information
about artist’s biography and audiobook. The teacher will
provide a few examples from television shows about artist’s life
and student understand the behavior in how art was depicted.
– Visual arts are connected to variety of content areas, but the
Students will work individually and in groups on finding videos
one it relates to the most is English. Especially, when English
and pictures that connect to the text/ activity. When the
intertwines with the course reading and students must refer to
student has a visual aid of examples, they will collaborate with
the texts to ask questions or make conclusion on the story. Art
their classmates and deliberate as a class. I will also use Google
and English activities with help students make connection with
draw for one of the assignments we are doing. Ex:
vocabulary, artist, history, and grammar when it comes to ,
talking about art in a academic stand point. I believe connecting
this lesson with English, helps students to determine the authors
meaning and organizing their information.
– Non-traditional: For my non-traditional use of this technology,
the students will mostly have to complete graphic organizers.
For the comprehension activity, students will create a QTA,
Discussion web etc. that the students wanted to ask the
students. These graphic organizers are a way for students to
make connection and work through their own self-evaluation.
The organizers will help students comprehend what they read
and connect to the content area. These graphic organizer will
help the students with a their reading comprehension.
Differentiation: Gifted Learner,
ESL, and Diverse learning need

In every classroom there is always one or two

students with diverse learner needs, all
activities that we do with in the classroom will
be altered and accommodated for all diverse
learning needs. The lesson in terms of Follow along /reading
differentiation for the students will be Audiobooks and Pictures Tablets or computers
intermediate. The student will mostly use aloud
visual cues, draw, and will communicate in
different levels. As Plato once said, “never
discourage anyone who continually make
progress no matter how slow.”

Always keep the students Exploring new concept as Providing challenge

YouTube Notecards
entertained a class or face to face activity
– The text set I'm addressing the theme of visual arts and other ideas
such as understanding artists, symbols, colors, feelings, and how
they inspired others. There are a lot of essential things that students
need to know about the significant use of colors, art, the story
behind them, emotion, and the techniques that come into play. I
chose Vincent Can’t Sleep as the anchor text because I think this
story introduces America cultures symbols and explaining the use of
colors, emotions, and above all the artist perspective. I also added a
book, that explains the similarities between Vincent and Edvard
Munch who never met but whose artwork is parallel to each other.
Furthermore, this will help students connect to other artists who
draw from each other and how they effectively used colors within
their paintings the most essential theme within the story, as it can
relate to children not be able to sleep, because their imagination
and how they want to be free to express themselves creatively.



– Audiobooks

– ESL options:

Pre-Reading Activities
For alternate/differentiated
option, that involves
technology students can
create their own story on the – Students will use “story maps.” Each student will serve a sheet a paper, they will then draw three columns
labeled beginning, middle, and end. They will explain to me how the story will start off-end before
computer by going reading.
to – Students will address the important events, feelings, art, ad characters within the story. At the end of this
Or use the picture they give activity students will explain what they have learn about the book and then watch video about the artist
– Students will be able to place the story in logic order, characters, meaning of colors, and draw pictures to
help them understand the meaning behind the story.
m/ students can draw, add
Story map of “Vincent can’t Sleep
picture, backgrounds, and Beginning (tell me what is Middle (after reading the End (How will the story
have the option of typing going to happen from beginning of the story, end and then example to
here) what is going to happen in me how your feel about
the end) the story and what you
(3 points)
have learn after reading it)
(4 points)
(5 points)
Vincent can’t sleep Vincent is at boarding He is famous for his
school paintings
He goes outside to look at He wishes he was back He finally goes to sleep
the night sky home
He learns a lot about This story made me sad
Vocabulary Activities

– Pigment, Profile, Sculpture

Introducing Teaching Reinforcing
 Activity 1: Frayer Model  Students will provide  Students will put new ESL option to help with
 Activity 2: Ellen’s game of characteristics/ non- vocabulary words in a sentence.
game: Danger Word characteristic, providing  Understanding essential
the Vocabulary
 Activity 3: Making a Sentence examples, non-examples, and concepts from the text and be http://www.esolhelp.c
 Picture vocabulary for ESL be able to apply it to art; while able to identify the when they
using prior knowledge to see the word
understand the vocabulary  Explain how they got to their dictionary.html?fbclid=I
entirely. conclusions
 Social cues/vocabulary students
will provide their own hS8XfIUzk87DL6CckPJrx
 Students will learn how to
formulate their own sentence kQ
and concepts.
Comprehension Activity

– Students will read the required texts and create graphic organizers construct,
organize events and visualize the provided information.
Questioning Activity
Open discussion in the classroom What is the author talking about?
What do you think is the hidden message
the author is delivering?
What do you think the author is trying to
The purpose of the authors message and So, if the author says this in the text, what
linking information. does this mean?
Does this relate to the other authors? If so,
Is there any information that the author has
added or has try to tie into the text
How has the presented the information Does this information make sense?
differently or concepts Is this stated in a clear manner?
Did the author demonstrate this clearly?
Encourage students to look through the text Did the author inform us about this?
so they can use this to refer if they make
mistakes or need to check their information.
Reflection Activity


– Students will make a discussion web for this can be

done with drawing, verbally, written, recorded with
I think it’s a memory from childhood No, he draw this from his own
audio device.
Van Gogh painted starry
night as a memory from is
Favorite colors teach help
– Students will then talk among their classmate to share
teach you about your
ideas and compare the differences/similarities. We will
then have a group discussion on what they decided
on. Another way for the students to reflect, would be
I believe that the story is about Van Gogh’s life and this painting is from his childhood because that to present them with the option of dressing up as
is what we saw when we read the book.
their favorite artist or character from our reading, they
will also present themselves to the class and explain to
me who they are/ essential facts. This will help
students understand the importance art and how
these artists themselves through their work
– Students will contribute to activity called “Think,
Write, Draw” in small groups.
– This will touch on the lesson on the basic of art
and history. Students will independently which is
optionable and brainstorm their ideas, event,
colors, emotions, themes, and concepts in the
– We will also have the option with this
assignment on use Google draw.

– ESL options:

– In a classroom, communication is an essential aspect when teaching a lesson

for every student processes knowledge differently. Students will play this
classic game called the telephone to discuss any books, colors, artists etc.
that was mention in the lesson. Some students may not be able to orally
communicate, so the lesson will be adjusted to them writing down what they
have to say. The students will sit in a circle and whisper messages to one child
to another to then remember the message to repeat back to me. I believe
this is helpful for students to socialize with their classmate and is a nice
review for the content area.
– The telephone activity severe as a way for students to communicate. Student
will be graded on the following communication skills:
1. Delivering the message accordingly from one person to the other
2. Using a good inside voice
3. Have a explanation or facts about the artists in the content area by pass the
message around.
4. Remember to have fun!
5. ESL option:
Performance Based Assessment:
Final project for the students
– Culminating activity for the entire unit.
– GRASP: Create you on story, each students will talk about their favorite color.
– Students will be graded on their ability to stay neat, provide color, and have a creative story the
follow along with all of their story.
– Student will also be graded on these additional things:
– Students must be able to explain their story be able explain their story to the class and
understanding technique when it comes to art.
Category 3 2 1
Grammatical er Very few grammatical Minor grammatical A lot of errors
errors errors

Neat writing and Clear content and use Sort of neat and Not neat or no use of
Colorful art of color colorful color

Has a favorite color Focuses on their Not enough color No color

chosen color
Story about your Provide a paragraph of Not enough story or No story or picture
experiences/picture a good story and pictures relating
colorful picture
The End

Good Luck with your presentations!!!!