Teacher: Chelsea Ansari Date: 4/30/17

2017 LESSON PLANNER

Part 1: Classroom Information

Grade: 5 Content Area: Art-ELA Group Size: 32 Lesson Length: 60 minutes

Student Context:
Identified Student Accommodations During Instruction to Support
Needs Student Needs

Students with Special Needs (IEP Visual processing & Visuals to accompany key instruction, modeling,
and/or 504) Comprehension. repetition to determine comprehension of
instruction, text-to-speech during testing

Students with Specific Language
Needs (ELL)
English language Pre-teach core vocabulary used in the lessons
learners who speak a through examples and charting the vocabulary on
variety of English other a graphic organizer. The teacher helps make
than the language used connections between familiar language the
in the textbooks or student already knows and uses with the
lessons. language used in the textbooks or lessons.

Students with Other Learning Struggling readers, Shared & guided reading, direct instruction,
Needs (Behavior, Struggling struggling math monitoring, small group intervention
Reader, Struggling Math)

Part 1: Planning for the Lesson

A: Standards
i. Key Content Standard:
5.2.1: Use one-point perspective to create the illusion of space.

ii. Related ELD Standard (must be included when using an ELA Standard):
RI.5.2: Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.

W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and
information clearly

B. Objectives
 i. Learning Objective/Goal: The students will (DO __) to (LEARN ___).
Students will create their own art piece to learn the role that perspective plays in art
and architecture.

ii. Language Objective:

The students will explain the impact of perspective using appropriate visual and
historical vocabulary as well as conjunction words such as because, for this reason, etc.

C. Assessments:
i. Informal assessment strategies you will use during class
Assessment Strategy Evidence of Student Learning
Students are able to recall details that
Ask students what they remember about
they learned about from the previous
perspective
lesson
Students should be able to provide
Asking students vocabulary terms
definitions for terms

ii. Written assessment you will use to determine, for each individual student, to what extent
they have met your learning objectives. (What evidence will you collect?)
The quick write at the end of the lesson will be the assessment used to determine for
each individual students to what extent they have met the learning objective. The
quick write will be about the impact of perspective on renaissance art and
architecture. After reading and creating their own pieces of art students should be
able to pull from both experiences in order to explain the importance.

D. Lesson Resources/Materials:
Chapter 6 in readers
writing journals
Paper, pencil, black crayon, etc.
rulers
butcher paper
vocabulary word cards (for word wall)

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Introduction (_15_ min.):

Ask students what they remember about perspective from their reading of chapter 6 the
previous day.
Have students re-read Ch.6 in their CKLA readers, paying special attention to what the text
says about the development and power perspective had during the Renaissance period.
Have students take notes in their writing journals, pulling details, including quotations from
the text about perspective and some of the artists and works of art that incorporated one-
point perspective
 Ask for volunteers to share the information that they found and create a bubble map with
perspective in the main idea-bubble.
Discuss the excerpt from the chapter with the students:
The Power of Perspective
The architect Brunelleschi inspired Renaissance artists when he developed the
mathematical rules for perspective, a way of showing depth on a flat surface.
Brunelleschi observed that when we look at things, objects that are close look bigger,
while those that are far away look smaller. He also observed that if you stand between
two parallel lines that stretch into the distance, the lines appear to come closer
together until they meet at a point on the horizon. When the lines come together,
they seem to vanish so this point is called the vanishing point. Even today, artists used
these rules to create a sense of depth and space in their work. When applied, these
rules are a tool for directing the viewers eye to the most important subjects of the
painting.
Show students the image of Leonardo Da Vinci's painting The Last Supper provided to them in
their reader and ask them how one-point perspective was used in Leonardos painting.

Give students the lesson objective: I can create a work of art using perspective and explain its
importance
Have students turn and restate the objective to their partner

Body of the Lesson (_35_ minutes):

Vocabulary Review:
 Review the lesson vocabulary, posted on the classroom word wall:
Second language support: Have students turn and tell the definition to their partner
One point perspective: is a drawing method that shows how things appear to get
smaller as they get further away, converging towards a single 'vanishing point' on the
horizon line. It is a way of drawing objects upon a flat piece of paper (or other drawing
surface) so that they look three-dimensional and realistic.
Vanishing point is that spot on the horizon line to which the receding parallel lines
diminish
Depth is defined as the distance from top down or front to back, or the intensity of
color or sound.

Directed Draw
Tell students they will be doing a directed draw, creating a scene of the Venetian canal in Italy,
where much of the Renaissance took place, using one-point perspective. Show students
sample work:

Provide students with drawing paper, pencils and rulers.

Follow the below steps, having students mirror your drawing.

Steps
1. Begin with the horizon line in the middle

2. Draw a dot in the middle (vanishing point) and make an X from corner to corner (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 Q-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! Tell student their trees dont have to be exactly like yours and they
can have fun making whichever type of trees they desire.

5. Begin drawing the buildings.

Support: use the lingo (say rhythmically), One, straight out, two diagonal down,
three, straight down to the ground, four straight down again, and five, bring it in along
the side! to guide students as they draw the buildings
6. Next begin drawing the windows. Tell students that you/they will 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. Tell students they may make the canal if they wish. Motivate
students to be creative and add detail to their little Italian neighborhood.
 Support: for students who are struggling to come up with their own ideas give some
suggestions for details they may add : cars, trucks, planes, restaurants, people, bridges,
parades, parks, pedestrians, lights, etc. Provide a directed drawing of the objects if
students struggling to draw the details

9. Have students now go over their lines with BLACK crayon. Tell students they will be painting
their pictures tomorrow with watercolors and note why we use crayon instead of leaving the
lines in pencil (crayon is water-resistant).

Closure ( 10_minutes):
Think-pair-share: What did we learn to do today?
Turn and tell a partner: Why do you think perspective is such an important concept?
Ask students to take out their writing journals and respond to the prompt: What do you think
was the impact of perspective on renaissance art and architecture? Pull evidence from
readings and your experience today to support your conclusion.
This is the written assessment for this lesson

Part 3: Incorporating Academic Language

1. Describe the rich learning task(s) related to the content learning objective.
Students will be involved in creating their own piece of art that reflects perspective. It is
through this task that students will experience first hand the importance of perspective and the
effect that it has on a piece of art. This activity will reinforce learning from a previous lesson
where students were engaged in reading text based on the renaissance. After creating their own
piece of art students will then demonstrate their knowledge through a quickwrite where they can
pull evidence from their experiences in today's lesson as well as text that they had read thus far.

2. Language Function: How will students be communicating in relation to the content in the learning
task(s)? Identify the specific function (purpose or genre) you want to systematically address in
your lesson plan that will scaffold students to stronger disciplinary discourse.
Explain

3. Language Demands: Looking at the specific function (purpose or genre) your students will be
using, what are the language demands that you will systematically address in this lesson?
Vocabulary: Tier II and Tier III
 Key to this lesson: explain, one-point perspective, parallel lines, vanishing point,

Syntax1: Explain
Perspective is and it was important because...
During the renaissance perspective
Perspective shaped the

Discourse2: Written and oral

4. Language Objective: What is/are the language objective(s) for your lesson?

The students will explain the impact of perspective using appropriate visual and historical vocabulary
as well as conjunction words such as because, for this reason, etc.

5. What does your language objective sound like/look like for different levels of language learners?

Emerging Expanding Bridging

Perspective is and it Perspective is and it
Perspective is... shaped... shaped because...

6. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent
practice?
Instruction Guided Practice Independent Practice
-review of vocabulary terms -repetition of steps during the -leaving vocabulary word bank
using visuals art lesson on the board for students to
-Having students turn to a -teacher modelling the use in the quickwrite
partner and talk process as students follow -allowing students to use
along notes from previous lessons to
-supports included in the inform their quick write
teacher model