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White FB 2 LP Weaving Le Revised 1
White FB 2 LP Weaving Le Revised 1
Title of Unit/Lesson:
Lots of great teaching going on here! You need to simplify this a bit more for the 5-7 year
olds and make sure that you teach about color and texture… help them learn about the
concept and give them words for what they are learning. See feedback in text.
Lesson, Segment, or Unit Title
Goals/Central Focus of the Lesson, Segment, Unit
Rationale
Big Idea /Meaning Making
NAEA Standards
Local/State Standards
G
Class1 Class2 Class3 Class Class Class Class 7 Class 8
4 5 6
What are the characteristics of your learners? Learners in the early elementary group have a wide
range of characteristics, but some common ones are as follows: They need a slower pace for
working so they can think and process the information, as well as work slowly to develop gross and
fine motor skills. They are industrious and like to accomplish things. They are moving toward
acuity and control.
How do these characteristics fit in with your lesson? The Weaving lesson allows students to work
at their own pace, with supportive guidance from an adult. The weaving process is engaging and it
results in a useful, and aesthetically pleasing outcome, which give the students a sense of
accomplishment. This lesson supports their cognitive and physical learning as they develop
expertise and control of the materials.
What is the social, cultural, educational, environmental, etc… context of your learners? These
learners, in this specific context are learning at home and are getting limited virtual and remote
learning from their school sites.
How have these contexts impacted your reasoning for teaching this lesson? This unit lesson gives
them the opportunity to integrate and apply learning in many subjects, extending their opportunity
to learn. It also teaches them about how weaving is a world wide art that transcends time and place.
In what ways is this lesson meaningful to your student? It is meaningful in its integration of art,
social studies, math, and music.
In what ways does this lesson involve student choice? The students have a choice in their design,
their color choices, and their textures.
In what ways does this lesson develop creative thinking? This lesson develops the ability for
students to make creative connections between subjects, cultures, and their own development of
design to create a functional, aesthetically effective artwork.
National Standards:
Creating
VA:Cr1.2.1a
Use observation and investigation in preparation for making a work of art.
VA:Cr1.2.2a
Make art or design with various materials and tools to explore personal interests, questions, and
curiosity.
VA:Cr1.2.3a
Apply knowledge of available resources, tools, and technologies to investigate personal ideas
through the art-making process
VA:Cr2.1.1a
Explore uses of materials and tools to create works of art or design.
VA:Cr2.3.1a
Identify and classify uses of everyday objects through drawings, diagrams, sculptures, or other
visual means.
VA:Cr2.3.2a
Repurpose objects to make something new.
Presenting
VA:Pr5.1.2a
Distinguish between different materials or artistic techniques for preparing artwork for presentation.
Responding
Connecting
Enduring/BIG IDEA:
Weaving is all around us.
Meaning Making: How will students make meaning through this lesson?
The unit on weaving is meaningful in the presence of weaving and wovens in our experience, and in
its integration of art, social studies, math, and music.
Student Learning Goals for Learning Segment (group of lessons), Unit, or Lesson:
The learners will know how to Plan and Design a Weaving
Each lesson (1-?) includes all of the components below, for instance if
you are doing a small unit or learning segment on the Day of the Dead,
there might be 5 lessons that fall under the above Standards, Big Idea,
Meaning, etc., but each lesson will have its own set of objectives,
questions, instruction steps, assessments and
accomodations/modifications:
Instructional objective(s) [Cognitive, Affective, Social, Physical]: (LWBAT)
Make personal decisions about on which colors they would like to use
Fill a Weaving Bag with their three found objects, yarn, material, string to get ready for
weaving
Decide on how far apart of close together the strings would be
Essential Questions:
Cardboard Loom (about 7 x 9”) with 1” slots cut at top and bottom of loom.
Sketchbook or a blank piece of white paper (any size big enough to sketch)
Pencil
Eraser
Set of Colored Pencils, crayons or makers
Bag of any kind – used for scavenger hunt
Academic Language-– these strategies should show up in the appropriate place in the
procedural steps of your lesson plan:
Underline planned support for learning of the objectives, i.e., Will have students recall prior
learning about Vincent VanGogh in a discussion about the expressionist style of art
Be very detailed. Explain how you will engage students, facilitate their learning, teach the
objectives, ask questions, plan support for learning, and assess formally and informally during the
lesson.
Introduction (MOTIVATION):
Today we are going to plan out our weaving. We are going to look at some different materials,
textures and colors that you could possibly include into weaving
Then we’re going to go on a scavenger hunt!
First, you will need a bag (of any kind) to put your weaving treasure in! Once we are done with our
hunt, we will pick out some colors that we want to use, how thick we want our strings, what order
we want to put it in and then lay it out.
Develop a rubric or other assessment that aligns with the objectives and gives evidence that
every student achieved or did not achieve the objective. After assessing students reflect on
how you would change your planning, instruction, and/or assessment.
Strategies for students requiring additional assistance: (WI Teacher Standard #3)
Be specific! Include specific domains that will be addressed in your strategies:
Cognitive, Socio/emotional, Physical
The following explanations may help you in completing your lesson plans.
STANDARDS: national, state, and/or local
WI State Standard A.12.2: Know advanced vocabulary related to their art
BIG IDEA/ENDURING IDEA – a statement that connects the lesson to ideas that are universal-
Artists throughout time and across cultures use many different tools to create art.
MEANING MAKING: Why is this relevant and meaningful to students… go back to the rationale.
STUDENT LEARNING GOAL - a general statement that expresses what students should know or
understand…
The students will know the names and uses of specific brushes.
Academic Language – these strategies should show up in the appropriate place in the
procedural steps of your lesson plan:
Explain how you will develop academic language through:
Language Function (describing, comparing, explaining, critiquing, analyzing, interpreting,
evaluating):
INSTRUCTIONAL OBJECTIVE – LWBAT: learners will be able to…. a specific statement that
describes what the student will be able to do—this should be observable and assessable.
Consider Cognitive, Affective, Social, Physical objectives---based on your rationale
The students will be able to
-identify angular, round, and flat brushes
-choose the appropriate brush for the desired painterly effect:
Flat: massing in color
Angular: edging
Round: blending
Refer to WI Model Academic Standards in the content area you are teaching for specific standards you will
be teaching. http://www.dpi.state.wi.us/standards/pdf/art&design.pdf#search='WI%20state%20standards
%20visual%20art'
ESSENTIAL QUESTIONS:
These can be overarching and also focused… i.e.,
How does the art of different cultures illuminate the beliefs of a culture? A more focused question that
can help to answer this larger question might be: What are some of the reasons masks are created and
used in different cultures?
MATERIALS NEEDED - a listing of everything intended for use in a particular lesson, i.e., books (with
page numbers), transparencies, handouts, computer programs, manipulatives, reference materials, etc.
TIME NEEDED - An approximation of the total length of time needed for the lesson.
PROCEDURES - specifics on introducing, developing, and ending the lesson; these should be brief, but
very clearly stated in sequential order. Beginning each statement with a verb helps to make this more
concise.
Underline planned support for learning of the objectives in the procedures of the lesson, i.e.,
Will have students recall prior learning about Vincent VanGogh in a discussion about the
expressionist style of art
Introduction
What will you do to motivate the student(s)? (During this stage, the teacher presents
the concepts to be learned and students find out what they are going to learn, how to do it,
why, and when it is useful.)
2. Developing the Lesson
This is a step-by-step process in which you list/explain everything you plan to do to reach
each outcome.
What will the student(s) do to practice the skill or strategy? (student engagement)
3. Closure
What will you do to summarize the lesson?
ASSESSMENT - the strategy used to determine if students have met intended goal/objective.
• What will you use to determine if student(s) met the outcome, e.g., written work,
presentation, completion of a project, etc.)
OVERVIEW (actual assessment to be attached to lesson plan; student samples of assessment with student names
covered required):
Quiz with images: Brush name: visual pictures for each with space for labeling
Completion of a process: Exploration: student uses the flat brush effectively to mass in color and blend one color into
another; Angular brush is used precisely and effectively to edge shapes; Round brush is used to effectively add and
blend color.
ADDITIONAL STRATEGIES - alternate procedures for assisting students who did not meet the criteria. Be specific
in regards to aspects of the special need and how you will adapt for differing challenges.
LESSON PLAN
PLANNING CRITERIA/Self-assessment
Using the following criteria, evaluate your lesson plan carefully prior to teaching it. When you are
satisfied that you have met each criteria, check it off. This will help you to decide if any
components of your lesson plan require additional work or clarification.
2. Did you modify your original plan? If so, how did you adapt the plan and why.
3. If you were to teach this lesson over, what would you do differently?
6. What did you do to motivate learners? Explain. Consider communication and social
interaction skills. (Refer to Social Interaction Abilities)
7. What did you find most difficult about teaching this lesson? Explain. (Refer to Social
Interaction abilities)
8. What insights do you have about student learning from the assessment?
9. How did you use the cooperating teacher's expertise in planning this lesson?
10. What teaching ability or skill will you work on next time?
11. What planned supports would you add if you taught this lesson again?
12. How would you adjust the use of Academic Language to make the lesson stronger?
COOPERATING TEACHER ASSESSMENT
AE392/393/480 NON-OBSERVED LESSON PLAN (circle one)
Cooperating Teacher Comments Regarding Lesson Plan and Implementation of Lesson – the
cooperating teacher uses this form for the lessons that only she/he observes; the Triadic Assessment
form is used for the lessons that both the cooperating teacher and college supervisor observe.
Cooperating teacher: The student should share his/her lesson plan with you prior to teaching it. Please
indicate when the student shared the lesson plan with you.
The field student shared the lesson plan with me prior to teaching it.
The field student did not share the lesson plan with me prior to teaching it.