Lesson Plan #1
Formative Assessment/Diagnostic Teaching: I will have a quiz for each student to complete.
Content Standard(s): _2.0 CREATIVE EXPRESSION
Content Standard(s): _2.0 CREATIVE EXPRESSION
Formative Assessment/Diagnostic Teaching: The students will take a short quiz on the vocabulary words.
How will you differentiate instruction based on proficiency levels and other needs (primary language support, etc.)? I have identified non English speaking students and put them in groups with bi lingual students. These students lower the affective filter and help bring the students into the fold of the class.
How will your lesson incorporate the four domains of language (listening, speaking, reading, writing)? The students will need to listen to the directions of the teacher and the conversation of other students. They will discuss the meanings of the vocabulary and will write their explanation of the art work.
SB 1292 -
SDAIE Lesson-Planning Template
Title: Song / Vocabulary Bingo (Literacy Focus)
Summary/Enduring
Understanding:List the words of a song on the board in any order - I usually choose alphabetical. Ask the students to draw a Bingo board, and to fill it in with any words they want from the board. Then play the song, and students listen for the words they've written on their boards, trying to get a bingo. Usually 2 or 3 of them will get Bingo after one listening, so for the second listening I tell them to try for a blackout (all the words on their board).
If you want to follow-up, you can provide the lyrics and discuss them, make the students sing along, etc.
Content
Standard(s):
Listen to, Analyze, and Describe Music
1.4 Analyze and describe the use of musical elements and expressive devices (e.g., articulation, dynamic markings) in aural examples in a varied repertoire of music representing diverse genres, styles, and cultures.
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Music
Language
Challenge/ELD Standard(s): Intermediate Listening & Speaking Comprehension: Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.
Intermediate Reading Comprehension: Apply knowledge of content-related vocabulary to discussions and reading.
(Consider
Beginning; early intermediate; intermediate; early advanced; advanced)
Key
Vocabulary, Tier II: I, Love, Life, All, My Life
Key
Vocabulary, Tier III: Before, Affection, Meaning, Remain, Though
Sequence of
Tasks (PIE Lesson Design)
Strategies (Cooperative, Engaging,
Interactive, Cognitively-demanding, etc.) and Materials (Visuals,
Manipulatives, Realia, etc.) to Prepare the Learner:
One student passes out bingo cards as students enter the classroom. (Line up) Students are excited to do something different which to them, is a game; and it is. A break from the regular routine. Student gives other students instructions to take the cards to the white board and write the words listed on the board (Idea Starts) onto their sheet in any order they like.
How will you check for understanding?
All students will turn in their work and talk to each other about the meaning of words. Think Pair Share. .
What instructional
scaffolding is present?
Development.
|
Strategies and
Materials to Interact with Text:
Students help one another in making sure they have all the words listed via writing. Non english speaking students are helped by bilingual students with pronunciation. (Verbalizing)Then play the song, and students listen for the words they've written on their boards, trying to get a bingo.
How will you check for understanding?
Class discusion. Observe their progress on their work.
What instructional scaffolding is present?
Metacognitive Development, and Text-Representation.
|
Strategies, Materials, and Activities to Extend Understanding:
Students circle the class (Roam the Room) checking their list with one another. (Think Pair Share) They then rejoin their original groups and (Think Pair Share) again. Usually 2 or 3 of them will get Bingo after one listening, so for the second listening I tell them to try for a blackout (all the words on their board).
What scaffolding is present?
|
Formative Assessment/Diagnostic Teaching:
I use quiz-let as formative assessment.
How will you differentiate instruction
based on proficiency levels and other needs (primary language support, etc.)? I have identified non english speaking students and pair them with bi lingual students. These students lower the affective filter and help bring the students into the fold of the class.
How will your lesson incorporate
the four domains of language (listening, speaking, reading, writing)? The students must listen to the directions and then write down the words listed on the board after the read each word. Students talk to each other helping with pronunciation and verbalization.
Will flexible groupings be used in the
lesson? How or why? The affective filter is low because a student helps in the handouts and directions. Furthermore, students work with friends that they make them feel comfortable.
What study skill strategies will
you teach and how? Listening, writing words as heard pronounced in a song. Sung rather than spoken.
Summative Assessment (if applicable): ___________________________________________________
©SDCOE,
2009
In SDAIE class lesson plan templete.
Lesson Plan #2
SB 1292 -
SDAIE Lesson Planning Template
Title: The Design Process (Literacy Focus)
Summary: Students will learn common design vocabulary
and how to apply it to design.
Language
Objective/ELD standard(s):
(Consider
Beginning; early intermediate; intermediate; early advanced; advanced)
Content
Standard(s):Impact of Media Choice
1.5 Analyze the material used by a given
artist and describe how its use influences the meaning of the work.
Skills,
Processes, Materials, and Tools
2.1 Solve a visual arts problem that involves
the effective use of the elements of art and the principles of design.
Key
Vocabulary, Tier II: proposal, documents, process, time, process
Key
Vocabulary, Tier III: elements, identity, branding, emphesis
Sequence of
Tasks (PIE Lesson Design)
Strategies (Cooperative, Engaging,
Interactive, Cognitively-demanding, etc.) and Materials (Visuals,
Manipulatives, Realia, etc.) to Prepare the Learner:
The class will be divided into groups of 4 by according to birthdays using the strategy
(Line Ups.) Students will then be handed an article “the Design Process” to read in (Coral Reading. ) Each student will read two sentences and pass the reading to the next student. Important lines will already be underlined and read by the group as one. A discussion will take place within the group (Ranking and Consensus Building) and the group will write down what they thought each important term or sentence means.
How will you check for understanding?
Monitoring / Assessing
What instructional scaffolding is
present? Modeling, Coral reading
|
Strategies and
Materials to Interact with Text:
Students will then move between different groups and share their results. (Roam the Room) Three students will leave their group and join a separate group and explain to the other group what they understood the main points to be. A discussion will take place and a consensus reached. (Ranking and Consensus Building) The students will then return to their original group and share any differences and overall discussion that took place.
How will you check for understanding? Checking
for comprehension
What instructional scaffolding is present? Group discussion, Stand up
share.
|
Strategies and Materials to Extend
Understanding:
The group will share with the teacher what their consensuses was and
the teacher will write down each groups thoughts for a final
discussion. (Stand UP and Share) The class as a whole with prioritize (Ranking and Consensus Building) and a final consensus clarification will take place.
What instructional scaffolding is present?
Ranking and consensus building, Interacting
|
Formative Assessment/Diagnostic Teaching: I will have a quiz for each student to complete.
How will you
differentiate instruction based on proficiency levels and other needs (primary
language support, etc.)? I
have identified non English speaking students and put them in groups with bi
lingual students. These students lower the affective filter and help bring the
students into the fold of the class.
How will your lesson incorporate
the four domains of language (listening, speaking, reading, writing)? The students will need to listen to
the directions of the teacher and the conversation of other students. They will take turns reading and then giving
their input and finally write down the important points of the article.
Will flexible groupings be used in the
lesson? How or why? The groups will divide and move to another
group for discussion.
What study skill strategies will
you teach and how? By
modeling I will show them what to do during the group coral reading.
Summative Assessment (if applicable): ___________________________________________________
Lesson Plan #3
SB 1292 -
SDAIE Lesson-Planning Template
Title: Line Shape Space (Content Focus)
Summary/Enduring
Understanding: Students will understand the
difference between line space and shape in graphic design
Content Standard(s): _2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in the
Visual Arts
Students apply artistic processes and skills,
using a variety of media to communicate meaning and intent in original works of
art.
Skills, Processes, Materials,
and Tools
2.1 Solve a visual arts problem that involves
the effective use of the elements of art and the principles of design.
Language
Challenge/ELD Standard(s): Intermediate
Listening & Speaking Comprehension: Participate in social
conversations with peers and adults on familiar topics by asking and answering
questions and soliciting information. Intermediate
Reading Comprehension: Apply knowledge of content-related vocabulary to
discussions and reading.
(Consider
Beginning; early intermediate; intermediate; early advanced; advanced)
Key
Vocabulary, Tier II: Line, Space shape,
Key
Vocabulary, Tier III: proportion, contrast, alignment
Sequence of
Tasks (PIE Lesson Design)
Strategies (Cooperative, Engaging,
Interactive, Cognitively-demanding, etc.) and Materials (Visuals,
Manipulatives, Realia, etc.) to Prepare the Learner:
Teacher will show the class examples on the video screen in the use of
line, space and shape in digital design. (Idea Starts) All 6 vocabulary words will be listed on the white board and a
explanation and class discussion will take place.
How will you check for understanding? Observe
their progress on their work.
What instructional
scaffolding is present? Hands up
Development.
|
Strategies and
Materials to Interact with Text:
Students will then go to their computers and working in groups of 3
and using Adobe Illustrator, design a composition using all three
elements. Each student will draw one
of the elements. A basic concept will
be giving to the students. For
instance, (draw a house in the country).
Students will then write (Reflections) a short description of their completed project using all 6 of the key words. The students will then discuss (Round Robin) after a consensus, (Ranking and Consensus Building) the group will write one
final description on the actual project itself.
How will you check for understanding?
What instructional scaffolding is present?
|
Strategies, Materials, and Activities to Extend
Understanding:
One of the group will stay by the completed project as the other
students walk around (Roam the Room) (Gallery Walk) and see the work of the other students. The docent will answer all questions and
explain their groups work.
What scaffolding is present? Gallery Walk
|
Formative Assessment/Diagnostic Teaching: The students will take a short quiz
on the vocabulary words.
How will you differentiate instruction
based on proficiency levels and other needs (primary language support, etc.)? I have identified non English speaking students and put
them in groups with bi lingual students. These students lower the affective
filter and help bring the students into the fold of the class.
How will your
lesson incorporate the four domains of language (listening, speaking, reading,
writing)? The students will need to listen to the directions of the
teacher and the conversation of other students.
They will discuss the meanings of the vocabulary and will write their
explanation of the art work.
Will flexible groupings be used in the
lesson? How or why? Students
will move in their galary walk to see other students work.
What study skill strategies will
you teach and how? By
the students working together in Group writing the will collaborate and use think pair share.
Summative Assessment (if applicable): ___________________________________________________
©SDCOE,
2009
Lesson Plan #4
Lesson Plan #4
SB 1292 -
SDAIE Lesson-Planning Template
Title: the color wheel (Content Focus)
Summary/Enduring
Understanding: _Students will understand the
difference between the primary and secondary colors on the color wheel.
Content Standard(s): _2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in the
Visual Arts
Students apply artistic processes and skills,
using a variety of media to communicate meaning and intent in original works of
art.
Skills, Processes, Materials,
and Tools
2.1 Solve a visual arts problem that involves
the effective use of the elements of art and the principles of design. 4.5
Employ the conventions of art criticism in writing and speaking about works of
art.
Develop Perceptual Skills and Visual Arts Vocabulary
1.1 Identify and use the principles of design
to discuss, analyze, and write about visual aspects in the environment and in
works of art, including their own.
Language
Challenge/ELD Standard(s): Intermediate
Listening & Speaking Comprehension: Participate in social conversations
with peers and adults on familiar topics by asking and answering questions and
soliciting information. Intermediate
Reading Comprehension: Apply knowledge of content-related vocabulary to
discussions and reading.
(Consider
Beginning; early intermediate; intermediate; early advanced; advanced)
Key
Vocabulary, Tier II: Blue, Red ,Yellow, Green, Orange, purple
Key
Vocabulary, Tier III: Tint, Hue, Pigment, Scheme
Sequence of
Tasks (PIE Lesson Design)
Strategies (Cooperative, Engaging,
Interactive, Cognitively-demanding, etc.) and Materials (Visuals,
Manipulatives, Realia, etc.) to Prepare the Learner:
The teacher will start a discussion about color and how it is used in
design. The teacher will write down
what the class thinks are the primary and secondary colors are. I will then show a color wheel in the class
and talk about the primary and secondary colors. (Idea Starts) The class will participate by using (Round Robin) in answering some basic color theory questions.
How will you check for understanding? Bridging.
Round robin.
What instructional
scaffolding is present? Hands up
Development.
|
Strategies and
Materials to Interact with Text:
I will then have a
student pass colored pieces of paper that has the primary and secondary
colors on it. They will then find
their matches first directly and then their opposite matches. They will then create art on the table by
using their colored paper to form artistic shapes. I will then have the student write a paragraph individually (Reflections) and then share within their group to have a final consensus. (Ranking and Consensus Building) The paragraph will go onto the artwork. (Co-op Co-op)
How will you check for understanding?
What instructional scaffolding is present?
|
Strategies, Materials, and Activities to Extend
Understanding:
The students will then elect a reader to share the final paragraph with the rest of the class. (Stand up and Share)
All off the students with the primary colors will give their cards to
the other group that has the secondary colors and we will run the activity
one more time. Having the students find
their matches and counter matches they will create art that is not as good
using colors that do not go well together.
What scaffolding is present Think pair share
|
Formative Assessment/Diagnostic Teaching: The students will take a short quiz on the vocabulary words.
How will you differentiate instruction based on proficiency levels and other needs (primary language support, etc.)? I have identified non English speaking students and put them in groups with bi lingual students. These students lower the affective filter and help bring the students into the fold of the class.
How will your lesson incorporate the four domains of language (listening, speaking, reading, writing)? The students will need to listen to the directions of the teacher and the conversation of other students. They will discuss the meanings of the vocabulary and will write their explanation of the art work.
Will flexible groupings be used in the lesson? How or why? Students will move in their galary walk to see other students work.
What study skill strategies will you teach and how? By the students working together in Group writing the will collaborate and use think pair share.
Summative Assessment (if applicable):
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