*Please note: this website is a work -in-progress. Lesson Plans are being developed. Check in often to see what's been updated.*
Title: Titles are the springboards for the project. The title should be both defining and intriguing. I have partnered lines of poetry or quotes with specific language in the titling of my lessons. In presenting the project, I will have a visual (poster) hanging in the art room that will include the poetry (or quote), vocabulary, learning targets and any other part of the plan I think will help the students' understanding of the lesson.
Essential Questions: Essential questions are defined as "open-ended, provocative questions that are designed to guide student inquiry". (McTighe, UbD) I apply the UbD model loosely in my questioning. The questions I pose are designed to activate the imagination or to bring forth prior knowledge. Most are open-ended, though some are not. It is my intent to stimulate conversation and honor curiosity through an inquiry-based model. I use "What if?" questions, compare/contrast questions, drawing from prior knowledge questions. I may or may not use all the questions I design - for if the conversation is flowing and organic (& I hope it is) then the questions themselves change from day to day, group to group.
Enduring Understandings: Enduring understandings are defined as "full-sentence statements that specify what we want students to come to understand about the big ideas". (McTighe, UbD) These statements are what I want the students to remember or take-away from the lesson. Some of my enduring understandings are more broad-based while others are very specific. The following link provides a UbD template for backwards planning as well as an example lesson plan that include both essential questions and enduring understandings.
http://images.schoolinsites.com/SiSFiles/Schools/TN/GreenevilleCity/GreenevilleHigh/Uploads/DocumentsCategories/Documents/McTighe%20-%20Essential%20Questions.pdf
Stories (Hook): I introduce lessons with stories. Stories from books, from history, from poetry, from life. Sometimes the stories compound each week as the project continues; other times one significant story remains throughout. Mining stories that have staying power is my challenge as I design each lesson. I also use stories - particularly those in children's books - as a transition activity. I find these to be most effective during line-up at the end of class.
Process: Process is the step-by-step procedure for creating the art work. I break down the lesson into class periods (45 minute blocks) as I try to estimate the time it takes to complete. Every time I teach a lesson I refine/develop it so these process notes will include constant revision.
Materials: Materials are oftentimes a constant though occasionally I will include a variation that may yield new and interesting results. Material list will include sizes of papers, quantities of paints/glues/etc and tools needed to complete the art work. Set-up of the classroom space may be included as well.
Vocabulary: Accurate, shared language is important in teaching visually literacy. Vocabulary is an important element for students as they become articulate participants in creating and viewing art.
Resources: Resources include books, websites, poetry, other art work, articles, quotes - virtually anything that will assist and build upon the learning for the students. The resource section of each lesson plan will be in continual flux as each year will bring more demands and solutions for and from the students.
Play List: A list of songs that could be played during studio time. The songs could be genre specific (i.e. zydeco for Blue Dog - New Orleans) or subject specific
(i.e. color songs for the color unit)
Reflections/Notes: This section of each lesson plan is a place for my observations concerning the progress, challenges and success of the lesson.
Title: Titles are the springboards for the project. The title should be both defining and intriguing. I have partnered lines of poetry or quotes with specific language in the titling of my lessons. In presenting the project, I will have a visual (poster) hanging in the art room that will include the poetry (or quote), vocabulary, learning targets and any other part of the plan I think will help the students' understanding of the lesson.
Essential Questions: Essential questions are defined as "open-ended, provocative questions that are designed to guide student inquiry". (McTighe, UbD) I apply the UbD model loosely in my questioning. The questions I pose are designed to activate the imagination or to bring forth prior knowledge. Most are open-ended, though some are not. It is my intent to stimulate conversation and honor curiosity through an inquiry-based model. I use "What if?" questions, compare/contrast questions, drawing from prior knowledge questions. I may or may not use all the questions I design - for if the conversation is flowing and organic (& I hope it is) then the questions themselves change from day to day, group to group.
Enduring Understandings: Enduring understandings are defined as "full-sentence statements that specify what we want students to come to understand about the big ideas". (McTighe, UbD) These statements are what I want the students to remember or take-away from the lesson. Some of my enduring understandings are more broad-based while others are very specific. The following link provides a UbD template for backwards planning as well as an example lesson plan that include both essential questions and enduring understandings.
http://images.schoolinsites.com/SiSFiles/Schools/TN/GreenevilleCity/GreenevilleHigh/Uploads/DocumentsCategories/Documents/McTighe%20-%20Essential%20Questions.pdf
Stories (Hook): I introduce lessons with stories. Stories from books, from history, from poetry, from life. Sometimes the stories compound each week as the project continues; other times one significant story remains throughout. Mining stories that have staying power is my challenge as I design each lesson. I also use stories - particularly those in children's books - as a transition activity. I find these to be most effective during line-up at the end of class.
Process: Process is the step-by-step procedure for creating the art work. I break down the lesson into class periods (45 minute blocks) as I try to estimate the time it takes to complete. Every time I teach a lesson I refine/develop it so these process notes will include constant revision.
Materials: Materials are oftentimes a constant though occasionally I will include a variation that may yield new and interesting results. Material list will include sizes of papers, quantities of paints/glues/etc and tools needed to complete the art work. Set-up of the classroom space may be included as well.
Vocabulary: Accurate, shared language is important in teaching visually literacy. Vocabulary is an important element for students as they become articulate participants in creating and viewing art.
Resources: Resources include books, websites, poetry, other art work, articles, quotes - virtually anything that will assist and build upon the learning for the students. The resource section of each lesson plan will be in continual flux as each year will bring more demands and solutions for and from the students.
Play List: A list of songs that could be played during studio time. The songs could be genre specific (i.e. zydeco for Blue Dog - New Orleans) or subject specific
(i.e. color songs for the color unit)
Reflections/Notes: This section of each lesson plan is a place for my observations concerning the progress, challenges and success of the lesson.