Lesson Plan: Friday, April 24, 2015 Prep Time ‘© Photocopy the Field Trip worksheets (18) © Get paper from the staff room for art © Staple the Math Rubrics to the projects of the students who are done Morning Routine Students are to hang up their book bags and jackets on the 8:10- 8:30 hooks outside the classroom and change their shoes. They are to bring their communication bags and lunch bags into the classroom. Lunch bags go on to the shelf and notes go in the communication basket on teacher's desk. Students are to take their communication bags to their seats and read their take home book until announcements. 8:30- 9:00 Health Class Ms. Miller comes in to teach 9:00- 9:50 Math Procedure: 1. Students will be working on their final projects for data analysis. 2. The students that are finished can either do: Sudoku, Xtra Math on the Ipads, Problem solving questions located in the problem solving box in front of the window, or create their own math journal. 3. With the last 20 Minutes of class the remainder of the students will present their bristol boards to the class. 4. The teacher will mark with the Data Analysis Math Rubric. As seen to the left. 9:50-10:20 Phys. Ed Students head down to the gym to meet Mr. Smith 10:20- 10:40 RECESS 10:40- 11:20 Lesson: Making Words Literacy Procedure: 4. Students come in and eat snack and while eating snack begin making words. 2. Teacher will put up the word St. Thomas on the board all mixed up and the students will try and not only guess what the full word is but also begin writing possible words found within those letters into their notebooks. 3. When students have around 15 words each begin to askthe table groups to give you a word that can be made and add it to the board 4. You can make it into a competition and each table can give a word and if they can not they are eliminated. 5. If the students cannot guess the entire word “St. Thomas” give them a few hints til they get it. g Test © Get the students to move away from each other and grab a spelling test sheet and stand up folder to help the students only look at their own work. . landscape climate satellite . population physical regions too to two 10. people OMNAARYONS 11:20- 12:15, Reading Buddies Grade 4 students come down to 4B to read with the students 12:15-12:55 LUNCH 1:00-1:40 Lesson: Art Gallery Field trip General Curriculum Outcomes: GCO 6: Students will apply critical thinking and problem-solving strategies to reflect on and respond to their own and others’ expressive works. NB Outcomes: 3.6.1 suggest reasons for preferences in art works 3.6.2 apply simple criteria to identify main ideas in original art work of others 3.6.6 recognize that people can respond emotionally to what they see Content to be taught: Students will be walking over to St. Thomas University to see the Artwork displayed by local artist Bruno Bobak Materials: Teacher will bring over pencils and the attached ArtGallery Question Sheet for each student Teacher will bring the class list Procedure: 1. Teachers will meet students with signed permission slips outside at the end of lunch recess. (Students without signed permission slips will be given work to do at the bench in front of the principal's office for the 40 mins) 2. Teacher and the class will walk over to St. Thomas University to Margaret Mccain Hall to the bottom floor 3. Teacher will pass out the worksheets and pencils. Remind the students to look at all the works of art before picking the three they will write about. 4. Collect the pencils and sheet when everyone is done and head back to the school 1:40- 2:50 Art Student Example of final product from the lesson Lesson: Using Perspective General Curriculum Outcomes: GCO 2: Students will be expected to create and/or present, independently and collaboratively, expressive products in the arts for a range of audiences and purposes. GCO 4: Students will respect the contribution to the arts of individuals and cultural groups in local and global contexts, and value the arts as a record of human experience and expression NB Outcomes: 3.5.2 view and discuss objects and images in their community 3.5.3 demonstrate sensitivity to and respect for others and the works they create 3.5.4 investigate artwork from the past (e.g. portraits, landscapes, social documentary) and relate it to their art 3.5.5 explore the relationships between natural and built environments Materials: ‘ SmartBoard File Bruno Bobak (All of the photos the students saw at St. Thomas are on the file) © White Paper e Pencils, erasers, rulers Water Color Paint Procedure: 4. Talk to the student about Bruno Bobaks life (The artists paintings they just got to go see at St. Thomas.) 2. Go through the questions on the attached sheet the students filled out while at St. Thomas. Ask for student[ volunteers to share their answers. 3. Show the students a few art pieces from Bruno that show Perspective and depth. Define and explain what both terms mean. 4. Show students both these photos: “The Birthplace of Herbert Hoover was painted by Grant Wood in the Midwest region of the United States. The Bicycle Race, 1938, was painted by Antonio Ruiz at about the same time in Mexico. Both artists have uses perspective techniques to create the illusion of depth in their pictures.” : 5. Show the students both of these photos and ask them to The Birthplace of a. Find an object that overlaps and covers part of a Herbert Hoover second object b. Find an object that seems to be close to you. Find an object that seems to be far away c. Find an object with very clear details. Find an object with few details. d._ Find objects that are painted with bright colors. Find objects that are painted with dull colors. e. Find lines that seem to be getting closer together as they move away from you mn 6. Tell the students then that these are the six perspectives The Bicycle Race techniques: (Draw a brief sketch on the smartboard next to each perspective) a. Overlapping: When one object covers part if the second object, the first seems to be closer to the viewer. b. Size: Large objects seem to be closer to the viewer than small objects. c. Placement: Objects placed near the bottom of a picture seem to be closer to the viewer. Objects. that lack detail and have fuzzy outlines seem to be farther away from the viewer. d. Lines: Parallel lines seem to move toward the same point as they move farther away from the viewer e. Color: Brightly colored objects seem closer to the viewer. Objects with pale, dull colors seem to be farther away. 7. Students will then be ready to start their own perspective artwork. Go through the steps together with the class (Teacher drawing their own version on the board while the students are completing the steps on their paper). When done the steps allow students to then add their own creative details.How to Draw One Point Perspective Drawing: ‘Steps from: anata 1. Begin with the horizon line in the middle 2. Draw a dot in the middle (vanishing point) and make an *X” from comer to comer (or close enough) passing through the dot 3.draw the sidewalks first from the vanishing point 4. Draw the trees starting on the bottom on the “X” all the way to the vanishing point, descending towards the middle. Tell them to draw organic shaped trees, not round Que-tip lollypop trees! Make sure the trees are straight and parallel to the side of the Paper. Watch students for this before they spend 20 minutes drawing 8 beautiful but very leaning trees and have to erase all of them! 5. This is the lingo | use to teach the buildings, We all say, “One, straight out, two diagonal down, three, straight down to the ground, four straight down again, and five, bring it in along the side!” 6. When | show them the windows we start with the side with the door facing the street. The lines on the tops and bottoms of the windows ABOVE the horizon line are parallel to the top part of the "X”... ....below that, when you PASS the Horizon line, the lines on the tops and bottoms of the windows are parallel to the BOTTOM part of the “X" which is now the sidewalk. The top of the door is also parallel to the sidewalk. below: RED parallel to RED and BLUE parallel to BLUE The windows on the OTHER side of the house are normal right angle squares or rectangles. 7. Now erase the “X” and the parts of the horizon line that. overlap the trees and buildings 8. Finish windows and add details. Some students made it into a river instead of a road. Now that the basic foundation is drawn, the possibilities for creativity are ENDLESS!! Cars, trucks, planes, restaurants, people, bridges, parades, parks, pedestrians, lights, etc, etc. 9. Paint! 8. Have students volunteer to share or present their completed artworks to the class once completed. 2:50 Dismissal After School Prep: Mark students persuasive essays using the rubric e Start working on the rubric for the students social studiesName: e Date: Work of Art #1: Sketch: 1.What do you see? 2. How does this work of art make you feel? 3. What do you think this work of art is about? 4. If there is a title, what is it? If there isn’t a title would YOU title it? 5. Does anything you see in this work of art remind you of something else you have seen or experienced?Work of Art #2: Sketch: 1.What do you see? 2. How does this work of art make you feel? 3. What do you think this work of art is about? 4, If there is a title, what is it? If there isn’t a title would YOU title it? 5. Does anything you see in this work of art remind you of something else you have seen or experienced?Sketch: © Which is your favorite or least favorite work of art in this gallery? Why do you like it, or not like it? ‘ Which work of art would you like to take home, and why? Where would you put it? Which work of art do you think was the most fun for the artist to make?