Lesson Plan
Teacher:
Margaret Welch Fall
Content Area:
Visual Art, VTS;
English/Language;
Technology
Grade Level:
3
Date:
October 17,
2016
Day:
1
ALEX Objectives:
ALEX: Arts Education, Grade 3, Visual Arts, 2006
AED(3)
5. Demonstrate appropriate safety, care, and use of art materials and equipment.
7. Identify symbols and signs depicting specific ideas, moods, feelings, and emotions
generated by a work of art.
8. Identify ideas and feelings expressed by individual artists in works of art.
9. Contrast artistic styles of various cultures, times, and places.
ALEX: Language Arts Education, Grade 3, 2015
ELA2015(3)
Writing Standards
Text Types and Purposes
22. Write opinion pieces on topics or texts, supporting a point of view with reasons.
[W.3.1]
a. Introduce the topic or text they are writing about, state an opinion, and create an
organizational structure that lists reasons. [W.3.1a]
b. Provide reasons that support the opinion. [W.3.1b]
c. Use linking words and phrases (e.g., because, therefore, since, for example) to
connect opinion and reasons. [W.3.1c]
d. Provide a concluding statement or section. [W.3.1d]
23. Write informative or explanatory texts to examine a topic and convey ideas and
information clearly. [W.3.2]
b. Develop the topic with facts, definitions, and details. [W.3.2b]
Production and Distribution of Writing
25. With guidance and support from adults, produce writing in which the development
and organization are appropriate to task and purpose. (Grade-specific expectations for
writing types are defined in standards 22-24 above.) [W.3.4]
Research to Build and Present Knowledge
28. Conduct short research projects that build knowledge about a topic. [W.3.7]
Speaking and Listening Standards
Comprehension and Collaboration
31. Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on Grade 3 topics and texts, building on others
ideas and expressing their own clearly. [SL.3.1]
a. Come to discussions prepared or having read or studied required material;
explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion. [SL.3.1a]
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful
ways, listening to others with care, speaking one at a time about the topics and texts
under discussion). [SL.3.1b]
c. Ask questions to check understanding of information presented, stay on topic, and
link their comments to the remarks of others. [SL.3.1c]
d. Explain own ideas and understanding in light of the discussion. [SL.3.1d]
Presentation of Knowledge and Ideas
36. Speak in complete sentences when appropriate to task and situation in order to
provide requested detail or clarification. (See Grade 3 Language standards 37 and 39 for
specific expectations.) [SL.3.6]
Language Standards
Skills and understandings that are particularly likely to require continued attention in higher
grades as they are applied to increasingly sophisticated writing and speaking are marked with
an asterisk (*).
Conventions of Standard English
37. Demonstrate command of the conventions of Standard English grammar and usage
when writing or speaking. [L.3.1]
38. Demonstrate command of the conventions of Standard English capitalization,
punctuation, and spelling when writing. [L.3.2]
a. Capitalize appropriate words in titles. [L.3.2a]
b. Use commas in addresses. [L.3.2b]
c. Use commas and quotation marks in dialogue. [L.3.2c]
e. Use conventional spelling for high-frequency and other studied words and for
adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [L.3.2e]
f. Use spelling patterns and generalizations (e.g., word families, position-based
spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
[L.3.2f]
g. Write legibly in cursive.
h. Consult reference materials, including beginning dictionaries, as needed to check
and correct spellings. [L.3.2g]
Knowledge of Language
39. Use knowledge of language and its conventions when writing, speaking, reading, or
listening. [L.3.3]
a. Choose words and phrases for effect.* [L.3.3a]
b. Recognize and observe differences between the conventions of spoken and
written Standard English. [L.3.3b]
ALEX: Technology Education (2009) Grade 3-5
TC2(3-5)
1. Use input and output devices of technology systems.
2. Use various technology applications, including word processing and
multimedia software.
5. Practice safe use of technology systems and applications.
NON ALEX:
Students will become familiar with how to look at and examine various works of art through
observation and critical thinking.
VTS uses art to teach visual literacy, thinking, and communication skills, listening and skills to
express one. Growth is stimulated by several things: looking at art of increasing complexity,
answering developmentally based questions, formulate questions, and participating in peer
group discussions carefully facilitated by teachers. The students will also be able to orally
express their thoughts and ideas and any revisions they had to make based on their level of oral
proficiency. They will also engage in critical thinking out loud as they share what they think of
critical discussion questions in whole class and in pairs.
Four steps to explicit instruction:
I Do, We Do, Yall Do, and You Do
Five components of active literacy: read, write, talk, listen, and investigate (T.W.I.R.L)
DBAE Discipline:
Discipline-Based Art Education (DBAE) is an approach to arts education developed and
formalized in the early 1980s by the Getty Center for Arts Education (later known as the Getty
Education Institute), a division of the J. Paul Getty Trust, which is a private foundation dedicated
to the visual arts and the humanities.
DBAE seeks to impart a well-rounded view of art by studying any given work or type of work
using four different disciplines, tailored to specific ages and grade levels, which is commonly
applied to the visual arts in a classroom setting:
1. Art Production Students learn skills and techniques in order to produce personal,
original artwork.
2.
Art History Students study the artistic accomplishments of the past and present as
motivation, examples of style or technique, and as discussion topics, especially in
relation to cultural, political, social, religious, and economic events and movements.
3. Art Criticism Students describe, interpret, evaluate, theorize and judge the properties
and qualities of the visual form, for the purpose of understanding and appreciating works
of art and understanding the roles of art in society.
4. Aesthetics Students consider the nature, meaning, impact and value of art, are
encouraged to formulate reflective, educated opinions and judgments about specific
works of art, and examine criteria for evaluating works of art.
Daily Outcome:
VTS uses art to teach visual literacy, thinking, and communication skills, listening and skills to
express one self.
Growth is stimulated by several things: looking at art of increasing complexity, answering
developmentally based questions, and participating in peer group discussions carefully
facilitated by teachers.
Students will demonstrate an understanding of original work of art using Visual Thinking Skills;
Continue examining art of different styles and media, and developing a
personal connection with it;
Understand that art objects tell stories, and to determine possible meaning of
these stories through extended looking and sharing of observations and opinions;
Develop fundamental thinking skills by answering structured questions that
encourage problem-solving through observation, brainstorming, and evidence building;
Strengthen communication skills and respect for various points of view
through facilitated group discussion;
Strengthen all of the Language Arts domains: Speaking, Listening, Writing, and Reading;
Strengthen students skills to compose questions;
To extend the discussions into a writing exercises.
Collaboration with peers.
VTS uses art to teach visual literacy, thinking, and communication skills, listening and skills to
express one. Growth is stimulated by several things: looking at art of increasing complexity,
answering developmentally based questions, and participating in peer group discussions
carefully facilitated by teachers.
Assessment:
Work products
Class participation
Quick Write
3-2-1
Classroom Observational data
Students will be assessed based on whole class participation, pair groups, and the completion
of their Literary Journals. Complete their work according to the following standards:
Students will demonstrate an understanding of original work of art using Visual Thinking Skills.
Understand that art objects tell stories, and to determine possible meaning of stories through
extended looking and sharing of observations and opinions.
Answering structured questions that encourage problem-solving through observation,
brainstorming, and evidence building.
Communication skills and respect for various points of view through facilitated group discussion.
Visual Thinking Strategies (VTS), is a research-based teaching method that promotes critical
thinking skills through interaction with visual art. VTS encourages a deeper level of thinking and
sharing of multiple perspectives. These strategies are useful for almost any subject, including:
looking at artwork, exploring poetry, observing science, investigating math concepts, and
introducing new topics. The routines in this lesson help students make careful observations and
thoughtful interpretations while stimulating curiosity.
Artwork: Gold by Neo Rauch,; printer to print artwork from Power point slide; Prezi to display
artwork and questions to answer, students literary journals, scissors to cut out artwork and glue
to glue artwork in journals.
Attachment: Prezi for displaying art image and questions; Power Point image for students to for
literary journals; and artist biographies.
http://prezi.com/w1tp6canzedl/?utm_campaign=share&utm_medium=copy&rc=ex0share
Before
During
After
Purpose
Purpose
Purpose
Hook/Engagement.
To connect prior knowledge to
new knowledge; organize
information; provide a
structure (ART) for conversing
about a topic; provide
opportunities for critical
thinking and discussion.
Strategy
Strategy
Strategy
3-2-1
Activity:
Students must complete the
following information before
exiting the classroom.
1. List 3 words that they
associate with the piece of art.
2. Describe 2 differences
3. Ask 1 question
Procedure
Procedure
Procedure
Grouping Arrangements:
Grouping Arrangements:
Grouping Arrangements:
Whole Group
References
Cambridge Dictionary | Free English Dictionary, T. (2016). Cambridge
Dictionary | Free English Dictionary, Translations and Thesaurus.
Dictionary.cambridge.org. Retrieved 18 October 2016, from
http://dictionary.cambridge.org
Neo Rauch. (2016). En.wikipedia.org. Retrieved 18 October 2016, from
https://en.wikipedia.org/wiki/Neo_Rauch
New This Month in U.S. Museums. (2016). Artnet.com. Retrieved 18 October
2016, from http://www.artnet.com/magazine/news/ntm3/ntm12-1-5.asp
Farthing, Stephen. 1001 Paintings You Must See Before You Die. New York,
NY: Universe, 2007. Pg.927.Print.
"Neo Rauch David Zwirner". Davidzwirner.com. N.p., 2016. Web. 18 Oct.
2016.
Villarreal, Ignacio. "Artdaily.Org - The First Art Newspaper On The Net".
Artdaily.org. N.p., 2016. Web. 18 Oct. 2016.