Teacher Daily Lesson Plan (TEAM Model)



Teacher Lesson Plan (Based off of TEAM Model)

Ethan Pignataro

3rd – 5th Grade Art

Today’s Date:

Lesson Plan Title: Measuring Mondrian: Using measurement, geometry, and Mondrian to create a purely abstract artwork.

|Concept/Topic to Teach: |Using/learning and understanding math and geometry concepts to create a purely abstract artwork with a set of guidelines posted on the |

| |board. The students will draw with pencils first, then paint using primary colors and black. |

|Mastery (Looks like- Sounds like) |Students will follow the guidelines of the assignment on the Activboard or handout to create an artwork with 80% accuracy on following |

|Expectations of Students: |measurement directions. |

| |Students will we able to identify and define what a non-objective/non-representational abstract artwork is and how they were able to |

| |create one. |

|“I Can…” statements- stated to students: |I can identify and describe the abstract artwork of Piet Mondrian. |

| |I can draw geometric shapes and lines; parallel and perpendicular, with a ruler |

| |I can use a ruler to measure and draw lines using inches, half inches, and quarter inches. |

| |I can create an abstract artwork using math and geometry. |

| |Optional: I can identify and draw different angles/types of triangles |

| |Optional: I can identify and draw multi-sided geometric shapes (hexagon, octagon, etc.) |

|Hook: |Displaying the work of Mondrian, discussing the fact that he was an artistic pioneer and presenting the question “what is truly |

| |abstract art and how is it made?...how can we create something like this?” |

|Standards Addressed: |Art Standards: |

| |Students will understand and apply media, techniques, and processes. |

| |6.0 Students will make connections between visual arts and other disciplines. |

| | |

| |Grade Level Math SPIs: |

| |SPI 0406.4.1 and 0406.4.4 |

| |Identify points, lines, line segments, and planes |

| |SPI 0406.4.7 |

| |Estimate and measure length using customary and metric units |

|Step-By-Step Procedures |Before class, make sure each table has a tray with four pencils, two sharpeners, and two erasers. Each table will need rulers for each|

| |student as well, and an applicable number of sheets of white paper. |

| | |

| |Beginning |

| | |

| |Welcome |

| |Intro- Review objective on the dry erase objective board for 4th grade. |

| |Intro- Refresh/Reteach measuring with rulers and in inches. Also discuss parallel line, perpendicular lines, and right angles, |

| |showing different examples of each on the activboard. |

| |Hook- Discuss/refresh on abstraction in art, show work and question on Mondrian and abstraction. Refresh on aesthetics and harmony in |

| |art and how simplification can lead to abstract artwork. |

| |Middle |

| |Introduce the project through explanation of/presenting the guidelines for the artwork on the board. |

| |Demonstrate – On activboard (using the ELMO) and/or on paper for the class, demonstrate doing a couple of the guidelines from the |

| |activboard, stressing/showing how to use the ruler to measure, the process of thinking and drawing (out loud) through Modeling. |

| |Remind students that we are drawing with pencil lines that will be black paint, marker, crayon, or colored pencil lines, filled in with|

| |spots of color much like our new friend Mondrian. |

| |Remind students that they are making original artworks, not to copy their neighbors and that they can do the steps in any order and |

| |place them anywhere on their paper. |

| |Teacher will rotate the classroom as the students work, helping as needed and questioning to check for understanding as students work. |

| | |

| |As needed, teacher will reiterate lesson goals and reteach to the class through students examples as they produce them. |

| |As students finish their pencil outlines, they will use desired materials (crayon, marker, colored pencil, paint, etc.) to add color, |

| |design, outline, pattern, and fill in areas |

| |End |

| |Before clean up, students will be instructed by the teacher to discuss their artwork with their neighbor, being sure to talk about |

| |types of lines, angles, shapes, and discuss any problems and solutions they ran into during the creation process. They will also |

| |compare and contrast their artwork/how they completed the steps so far. |

| |As class time comes to end, students will stop working, putting their materials in their proper location, table captains will be |

| |instructed to bring materials to the back of the room and a student will be selected to pick up papers. |

| |Teacher will assess students through questioning as they leave the room as verbal ticket out the door. |

|Required Materials: |ActivBoard Presentation with info on Mondrian and his artwork, review of geometric and mathematic concepts. |

| |Pencils |

| |Erasers |

| |Pencil Sharpeners |

| |Rulers |

| |12”x18” white drawing paper |

| |Paint (primary colors + black) |

| |Paintbrushes |

| |Large cups for water |

| |Paper Towels |

| |Permanent markers/felt-tipped pens |

| |A variety of cups for tracing circles |

| |Crayons, Colored Pencils, Markers, or Pens if paint is not to be used |

|Modeling: |Model how to use a ruler to fulfill one or two of the guidelines posted on the board for the abstract artwork. |

| |Have students follow my model by doing one of the steps on their own papers. |

| |Ask questions during modeling to check for understanding. |

| |Also display an in-process artwork that is fulfilling the parameters of the assignment/what the students should work towards to |

| |complete during the class period. |

|Questioning: |Students will: |

| |Solve problems such as object and line placement through aesthetic choice, as well as using a ruler for measurement |

| |Defend why they chose the placement they did |

| |Design a non-representational abstract artwork |

| |Apply the skill of measuring inches and creating geometric shapes and lines |

| |Explain how they fulfilled the steps of the assignments to their neighbors. |

|Plan for Independent Practice: |Independent Assignment: Complete an artwork based upon the guidelines posted on the Activboard. Possible written reflection on the |

| |concepts approached and learned throughout the math and art lessons after the completion of the full painting assignment. |

|Closure: | |

| |Teacher will have students assess the abstract qualities of their artwork and discuss the mathematic concepts used throughout the |

| |projects with their neighbors. |

|Assessment Based on Objectives: |Teacher will use the independent assignment to measure mastery of the lesson objective. |

| |Teacher will make informal assessments by circling the room as the students work on their artworks, helping as needed and presenting |

| |questions. |

| |The teacher will remind students to check their work against the guidelines on the board, making sure they are following the shapes, |

| |amount, types of line, and unit of measurement listed. |

|Adaptations (For students at varying learning rates): |Students who need extra help will receive individual attention from the teacher. Teacher will provide feedback and assistance as |

| |needed. |

| |Students also have the opportunity to ask their tablemates for assistance, as the students are seated in small groups at round tables. |

| | |

|Mastery (Evidence most students demonstrated mastery of |Teacher will use the above-indicated methods under independent practice. |

|objectives): |Teacher will check the completed artwork against the guidelines listed on the Activboard for the assignment as well as against the art |

| |rubric posted at the front of the classroom. |

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