Role:
You are a valued member of an elementary school faculty and the lead teacher for your
grade level.
Audience:
Your target audience is your colleagues that teach at this grade level.
Situation:
You have been asked to develop and demonstrate a model unit for social studies content
integrating the arts. These two lessons will be representative of the type of learning experiences
you have planned for students in this unit of study.
Product:
You will create a lesson that addresses History/Social Science and a second lesson that
addresses Visual and Performing Arts Content Standards of the California Department of
Education for your selected grade level. The lessons must include all elements of the Mount St.
Mary’s College Lesson Plan format.
Unit/Theme:
Visual Arts
Lesson Topic:
Visual arts in past and present cultures throughout the world and how human diversity relates
to the visual arts and artists.
Objectives: You must include content objectives and language objectives as indicated below.
(What will students be able to do at the end of the lesson?)
Content:
- Students will be able to explain how different artists use their art work to share their
experiences or communicate ideas, messages that are hidden in the art piece
Language:
- Students will demonstrate how they are able to recognize and use vocabulary of art to
compare and contrast human diversity to visual arts/artists
Assessment:
(How will you know if all students learned both the content and the language objectives? What informal and/or
formal methods will you use to gather evidence?)
I will know if students learned the content by having them present 2 different artists (Aaron
Douglas and Kara Walker) that we had talked about in the lesson. I would want the students to
explain the two artists they chose and explain how that artist’s work shares their experience or
how they communicate their ideas. In regards with language, I will have students integrate the
different vocabulary that was learned to be used in their presentation, I would observe if the
student understood the vocabulary if the students used the vocabulary properly in their
presentation.
Key Vocabulary:
Warm colors
Cool colors
Shadow
Supplementary Materials:
(What resources, “realia”, visuals, documents, or manipulatives will you use?)
- different art
- pictures of different artists of the art shown
- worksheets
Anticipated Misunderstandings/Difficulties:
(What areas of confusion or difficulty do you anticipate students might encounter with this material? How will you
address them?)
Students may not understand the different art vocabulary, because not all students like or
understand art. There may also be confusion in the different art meaning of art pieces because
everyone does interpret art differently. I will address the vocabulary confusion by having a
worksheet where students can write down the definitions as they are being explained in the
lesson. And in referring to the different art interpretation meanings, I would help the students
decipher what they interpret from the art, and I would explain the artist’s true meaning, and I
would explain also how everyone can interpret art differently.
Element Rationale
Describe what will happen. Why did you choose to do it this way?
Introduce the Lesson: I chose to do this lesson because it is a
(Clearly identify the objectives for the lesson. Also, how will
connecting lesson to a previous history
you ensure students are engaged and can access the content?
lesson that the students learned about the
-How will you link information to student’s lives? What will
you do to teach unknown vocabulary?)
importance of being educated with
The lesson will pertain to myself introducing to the diverse cultures. Students will be able to
kids the different art pieces (5-8), in which I will choose 1 to 2 different art pieces that
introduce the different artists who drew or painted they could use to make a presentation on
those art pieces. The students will also get the art and artist, while using vocabulary,
important vocabulary pertaining to the different art in which will be a clear demonstration to
pieces, and will also get a summary of each artist me if the students understood the
and how they show culture, diversity in their art. I vocabulary that was given to them.
will make sure students are engaged by asking
them what the art piece is trying to say based on
hearing the author’s summary, but not explaining
the meaning behind the art piece until the have all
given their opinion. Students can access the
content that was presented to them by having them
take notes and draw pictures of the different art
pieces to help them recall the information from the
art piece. I will link the information to student’s
lives by having them connect or recall a memory
relating to the art piece.
Differentiating Instruction for EL focus student: (How do your choices support this student?)
My choice supports the student by
(Describe the challenges and ELD goals of this EL student.
What will you do specifically support this student for this
having a visual of what to write after
lesson?) student has already heard the information
EL student could have trouble with the vocabulary, once, instead of just not focusing and just
and not knowing what to write down on his trying to write everything down.
vocabulary worksheet. I will help this student by
writing the overall summary of the vocabulary
words on the board one at a time.
Differentiating Instruction for a focus student with (How do your choices support this student?)
Special Needs: My lesson overall is a lesson that just
(Describe student(s) special need and relevant IEP goals. requires students to listen, and speak
What will you do specifically to support this student for this their opinion. It is not a hard lesson
lesson?) where they have to write or read long
For students with special needs there would be pieces. This student will enjoy being able
many visuals available for them, and if they to express themselves through art and
needed help writing down notes, I would have a explaining their meaning to their own art.
buddy help them.
(What will you do for those students who already "get it"
and need to be challenged in different ways?)