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Names: Jessica Petrocelly Subject: Art

Lesson Topic: Book making Grade: 7th and 8th Level(s):


Beginning

This lesson is the first day of a new project on book making. This lesson will include a
skill building activity where students will make a mini book out of one sheet on computer paper.
They will then fill the pages of this book with the elements of art in a calligraphic style to
represent the meaning of the word through symbolism. The following project will be a larger
version of this foldable book, that will be a biography they will write and illustrate based on
research they have done about an artist of their choice.

Standards
Literacy Standard(s):
RST.6-8.2: Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
Content Area Standard(s):
7th grade (will be met at the end of the week when they make a larger book and illustrate a
biography about an artist that they will write based on research they have found.)
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts
Students analyze the role and development of the visual arts in past and present cultures
throughout the world, noting human diversity as it relates to the visual arts and artists.
Role and Development of the Visual Arts
 3.1 Research and describe how art reflects cultural values in various traditions throughout
the world.

8th grade (will be met at the end of the week when they make a larger book and illustrate a
biography about an artist that they will write based on research they have found.)
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts
Students analyze the role and development of the visual arts in past and present cultures
throughout the world, noting human diversity as it relates to the visual arts and artists.
Role and Development of the Visual Arts
 3.1 Examine and describe or report on the role of a work of art created to make a
social comment or protest social conditions.
English Language Development (ELD) Standard(s):
ELD.P2.7.C.6.EX: Connecting and Condensing Ideas
Connecting ideas
Combine clauses in an increasing variety of ways (e.g., creating compound and complex
sentences) to make connections between and join ideas, for example, to express a reason (e.g.,
He stayed at home on Sunday in order to study for Monday’s exam) or to make a concession
(e.g., She studied all night even though she wasn’t feeling well).

ELD.P2.8.C.6.EX: Connecting and Condensing Ideas


Connecting ideas
Combine clauses in an increasing variety of ways (e.g., creating compound and complex
sentences) to make connections between and join ideas, for example, to express a reason (e.g.,
He stayed at home on Sunday to study for Monday’s exam) or to make a concession (e.g., She
studied all night even though she wasn’t feeling well)

Lesson Objectives & Supports


Content objectives:
SWBAT fold a paper into a book by following step by step directions

Project objective:
SWBAT talk about why an artist is important in the art world by researching information about
the artist.

Literacy objectives:
SWBAT decorate the book with art element vocabulary words by understanding what each
element is and then creating an example of that.

Project objective:
SWBAT research an artist and write about the most important parts.

Academic vocabulary:
Tier II (General)
 Color
 Line
 Shape/ form
 space
 texture
 value
Tier III (Domain specific)
 Elements of art: visual (substance)
 Color- produced when light, striking an object, is reflected back to the eye.
 Line- a point moving in space
 Shape/ form- an enclosed space, the boundaries of which are defined by other elements
of art (form is a 3d looking version of shape)
 Space- distances or areas around, between, and within components of a piece.
 Texture- the surface quality in a work of art. ... Texture that is created to look like
something it is not, is called visual or implied texture.
 Value- The lightness or darkness of tones or colors
Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed
Academic Instruction in English):
 One of Roberto Marzano’s 9 effective instructional strategies is:
Non-Linguistic Representations- incorporate visuals, images, piktographs, and
pantomimes to enforce concepts and vocabulary.
 Another Roberto Marzano effective instructional strategy is Questions, Cues, and
Advance Organizers
Use questions, cues, and advance organizers to help students tap into their background
knowledge to make sense of information.
Assessment: How will you know if students met your objectives?
For EACH content and literacy objective listed above, indicate how you will evaluate if students
met the objective. These assessments might include formal and informal assessments, individual
or group assessments, oral or written assessments, in- and out-of-class assessments, etc.
 Teacher will view each element mini book to make sure each student correctly completed
the assignment and included appropriate symbolism for each word.
 Teacher will grade each book, while each student presents their book to the class, making
sure that the results from their research is satisfactory.

Instruction: What you’ll teach, and how


Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
 Gives time reminders for warm-
ups to students

 Complete 5 minute warm up


drawing of peter pan
 Students consider what peter pan
has to do with our next project.
Possibilities include book making,
Disney themes, cartoon theme,
 Ask students why they think we character development, etc.
are drawing peter pan for our  Share with the class
warm up? It has to do with our
next project, so what do they
think our next project is going to
be?
Lesson Body
Time Teacher Does Student Does
 Pass out a piece of computer
paper and scissors to every
student.
 Teacher demonstrates paper  Students follow directions for each
folding exercise. fold
 Fold paper in half, hot dog style,  Fold paper in half, hot dog style,
then unfold then unfold
 Fold paper in half, hamburger  Fold paper in half, hamburger
style, then unfold. style, then unfold.
 Fold the two outer edges of the  Fold the two outer edges of the
paper (top and bottom) inward to paper (top and bottom) inward to
meet on the middle hamburger meet on the middle hamburger
fold. Then unfold. fold. Then unfold.
 You should now have the paper  You should now have the paper
creased in half long ways, and in creased in half long ways, and in
fourths wide ways fourths wide ways
 Ask How many times are you  Fold the paper in half hamburger
going to fold the paper? style, on the crease that you just
 Fold the paper in half hamburger made.
style, on the crease that you just  Take a pair of scissors, and cut
made. half way down the hot dog fold
 Ask where are you going to stop crease, perpendicular to the
cutting? hamburger crease,
 Before students cut, have them  Stop cutting when you reach the
hold the crease that they will cut outer fourths of the page, so that
between their fingers while the when you unfold the paper, there
teacher walks around the room to is a cut just in the middle of the
check that they know exactly page.
where they will cut.  Unfold the paper
 Have students watch you before  Fold paper again, in half along the
they cut. hotdog crease
 Take a pair of scissors, and cut  Pull the layers of paper apart that
half way down the hot dog fold are cut, so that each middle fold
crease, perpendicular to the will bend away from each other
hamburger crease, and the paper will now form a plus
 Stop cutting when you reach the shape
outer fourths of the page, so that  Bend all four ends together so that
when you unfold the paper, there it forms a book
is a cut just in the middle of the
page.
 Unfold the paper
 Fold paper again, in half along the
hotdog crease
 Pull the layers of paper apart that
are cut, so that each middle fold
will bend away from each other
and the paper will now form a
plus shape
 Bend all four ends together so that
it forms a book

 Ask how many elements do we


have?
 Ask What type of materials would
be good to represent each element
on it’s page?
 Have students lightly write the
elements of art on each indicated
page, show examples
 Give students the rest of the class
to create their cheat sheet booklet
 Ask Are there any questions?
Lesson Closure
Time Teacher Does Student Does
 Clean up
 Ask what are some times that we
 Clean up
will be able to use this booklet?
 Students answer these questions
 Can you use it for future projects?
with a partner, and talk about how
 Can you use it to study for a test?
they will use this book in the
 Can you use it to analyze or talk future.
about art?

Materials
 Paper
 Scissors
 Pencils
 Colored pencils
Differentiation:
Indicate how you could adapt this lesson for each of the following groups of students.
Adaptations might include additional literacy supports or scaffolds, texts written at multiple
levels, etc.
English learners:
Students could write the words in Spanish with the English version under it.
Striving readers:
Students can use their art dictionary to better understand each word.
Students with special needs:
Students can create a more simple design to represent the words.
Advanced students:
Students can create a more complex design for each word.
Important Questions:
a) introduction of the lesson- why do you think we are drawing peter pan for our warm up? It has
to do with our next project, so what do you think our next project is going to be?

b) questions you want to use to elicit responses from students during the body of the lesson to
check for understanding- where are you going to stop cutting? How many times are you going to
fold the paper? Are there any questions?

c) questions you want to use when you want students to explain what they are learning and what
they still need to learn- how many elements do we have? What type of materials would be good
to represent each element on it’s page?

d) questions for supporting students using new information in novel situations and with novel
problems-

e) questions to close the lesson- what are some times that we will be able to use this booklet?
Can you use it for future projects? Can you use it to study for a test? Can you use it to analyze or
talk about art?