Connect.

Tel: 323-450-4650 | Mail: info@corita.org


AITT Lesson Plans
Lesson Plan: Patterns
April 14, 2007

Subject: Advanced Placement English Literature and Composition
Grade Level: 12

Objectives: In this lesson students will:
1. explore random drawing with a set of points;
2. participate in a free-writing activity in preparation for poetry writing;
3. utilize various poetic devices, such as assonance, onomatopoeia, alliteration, and imagery;
4. compose their own free verse poems

Lesson Duration: Two class periods

Rationale: Traditionally, students do not enjoy a poetry unit. They believe poetry is difficult to understand, impossible to analyze, and challenging to write. This unit eases students into the world of poetry by having them use visual arts in correlation to composition. Rather than begin the lesson with a focus on specific poetic structures, students will be encouraged to explore poetry using a free association technique, writing and connecting words and phrases as they think of them. The resulting poems will be in free verse

Day One: Students will receive a handout of the “random dots” worksheet. They will connect the lines into whatever they please for fifteen minutes. Once they are finished, we will come together as a whole group to discuss the patterns and pictures they created. Notes on poetry will follow this, as well as analysis and discussion of the following examples of free verse:
• “Winter Poem,” Nikki Giovanni
• “I Dream'd in a Dream,” Walt Whitman
• “Fog,” Carl Sandburg
For homework, students will be given the following free verse poems to read, and for each they will complete a SOAPStone analysis:
• “Do Not Go Gentle Into That Good Night,” Dylan Thomas
• “The Fish,” Marianne Moore
• “I Too,, Sing America,” Langston Hughes

Day Two: After discussing the homework, students will spend fifteen minutes composing their own free verse poems. One they are finished, they will pair-share. After, we will meet back as a group to share the poems and discuss.
E-mail Print
Lesson=Shapes in Pattern

# Students will drawing selected shape(s) in a sequential or random pattern in order to create a geometric/artistic figure/design.

*Objective= students will develop an enhanced learning {understanding, experience} about various geometric shapes, and how patterns can be used in the creative process {thinking, creation}.

*Standards= 1) art- 2.0: creative expression,
2) math- 3.0: measurement and geometry

*Materials= pattern activities handouts, handout of geometric shapes, examples of artistic pattern creations, art/drawing supplies.

*Directed Lesson=
1) Shapes: teach students how various geometric shapes are made
and classified( squares/ rectangles, diamonds/ stars, triangles/ circles).
2) Patterns: teach students what patterns are and how to apply them
(number sentences, shape sequences, artistic creation examples)
3) Shapes & Patterns: distribute ‘pattern art’ activities and examples;
teacher and students study/discuss how shapes are used in repetitive
and random patterns to create an artistic creations.

*Group Activity= Lesson Work:
students complete various ‘set’ activities(handouts). Following the
completion of these activities, students will select their preferred
shapes and pattern styles{ higher level students can chose to use a
random pattern style}. They will also select what ‘artistic creation’
they will attempt to create.

*Independent Activity= Project Work:
students will work and complete their individual ‘projects’. Teacher
will observe student work, assist/ suggest as needed.

 

*Assessment Activity=
students will critique each others project, making written
observational comments and ask specific/general questions derived
from their observations.
(as the project work progresses, teacher will create observational
guidelines=what to look for, what questions to ask).

Morgan Lawrence
Arts Integration Lesson

Lesson Theme/Subject:
Fibonacci Sequence

Grade: 4th and 5th grade

Objective:
Students will understand the Fibonacci sequence, its various patterns, and applied the recursive math pattern to an arts project.

Standards:
1.2 Identify patterns in a given sequence of numbers
2.0 Creative expression
5.0 Connections and applications

Supplies:
Geometric shape/pattern worksheet (provided by Natalie Ambrose)
Markers
Optional:
Sunflower
Strawberry
Cactus
Photo of Greek architecture

Vocabulary:
Fibonacci, pattern, recursive, sequence, term

Direct Instruction:
1. Teacher will discuss the Fibonacci sequence with students.
2. Teacher will provide several examples of patterns within the Fibonacci sequence.
3. Teacher will use realia to reinforce the Fibonacci sequence.
4. Teacher will give explicit instructions for art activity using verbal and written step by step directions.

Guided Practice:
1. Teacher will pass out art materials.
2. Teacher will guide students through the determination of how many shapes to color starting from the inner most point (think of the center of a sunflower)

Independent Work:
1. Student will finish the art activity by completing the Fibonacci sequence
2. Teacher will monitor student progress on stamping and cutting and assist as needed

Assessment:
1. Teacher will review the Fibonacci sequence by asking how many shapes have been shaded in each layer to complete the pattern.
2. Teacher will use whole group discussion and review art projects to assess student understanding.

Lesson Theme: Geometry
Grade: 4 (may be adapted for other grades)

Objective: Students will identify geometric examples as seen in magazines, newspapers, the internet, or through photographs of their neighborhoods

Standards: Math 3.0, Math 3.1, Math 3.5

Materials: Paper, Pictures from magazines, newspapers, Photographs

Vocabulary: geometry line, ray, segment, polygon, angle

Into (Directed Lesson): As our study of math continues, students will be expected to identify various geometric forms. The initial lesson will involve examples found in our math textbooks.

Through (Guided Practice): Working in small groups of 3 or 4, students will be asked to find examples of these geometric concepts in our classroom. Given a list of these forms (ray, polygon, line, segment, angle), each group must find at least one example of each.

Beyond (Independent Practice): Students will then be asked to complete an independent, out-of-class assignment. Over the period of one week, students will take their study of geometry out into the world, looking for everyday examples. A drawing, photograph, or printed picture must accompany each item. (See attached assignment sheet).

Assessment: Students will present their geometric findings to the class. Each student will be responsible for collecting at least ten geometric examples and correcting labeling them.

Connections/Extensions: Students will use their study of geometry and apply it to sketching. What landscapes can be created using rays and segments? What structures can be created using various polygons? After creating these sketches (which students may choose to color), students will write a short story or description. For example, where is this city? What businesses are housed in that particular building?


Focus/Topic/Title: Visual Literacy/Collage
Content Area: Language arts/Visual Literacy Grade: 5
Duration: 60 min
Essential Questions:
Why use collage to assess learning?
Can students use collage to reinforce literature?
Can students accurately portray the curriculum through visual arts? Standards: Assess their own works of art, using specific criteria as individuals and in groups to assess works of art.
Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.
Objectives/Learning Outcomes:
Students will be able to create a collage that represents their learning of a text.
Students will be able to infer meaning from a text and create a collage. Benchmarks:
Students will read grade level appropriate text
Assessment (formative/summative):
Student presentation of collages, whole group discussion Differentiation: Students will be provided with examples of collage themes, pre-cut magazines if necessary

The Lesson
Activating Background Knowledge:

Time 10 min
Whole group discussion of 4 previously read texts in Voyager Passport curriculum

Instructional Strategies:

10 min
Model collage making, provide simple steps for collage making process

Hand out materials (card stock, magazines, glue sticks, scissors/Exacto knives, Voyager Passport texts)

30 min
Monitor students progress

Walk around classroom answering student questions

Whole group discussion, presentation of collages

10 min
Resources and Materials.
card stock, magazines, glue sticks, scissors/Exacto knives, Voyager Passport texts Differentiation:
Students will be provided with examples of collage themes, pre-cut magazines if necessary
Closing/Summarizing:

Ask for student feedback of activity

Notes/Reflections:

My students really enjoyed this activity. It seems that every time art is involved in learning, the students are much more engaged. The biggest triumph was probably teaching the students how to collage. None of them had ever done it before, so they were very eager to learn. Once I modeled the process, the students were very confident in knowing what to do. So, the collage making process was very easy.

I noticed that I had to make more accommodations than I expected. Some of the students felt confused about what kinds of images I wanted them to collect. Since the students had been reading a series of expository text on geese, seasons, and migration, I wanted them to pick a theme to collage. I gave them examples like finding images of summer, winter, fall, or spring, birth to death, geese environments, etc. Some students needed me to pick for them- they just couldn’t do it on their own.