Instruction and Management Plan
- Sequence and Organization of the Unit:
Lesson 1: Super Identity part 1
- In the first lesson students will be explore the idea of identity through a self-portrait. Students will be making a collage portrait by using images and personal drawings to communicate aspects of them. They will be working with elements of collage like placement, color and exaggeration to express their identity.
- Once students have identified talents and aspect of themselves and have assigned themselves a super power they will create a symbol that will represent them as a superhero. They will make a print of their symbol by creating a mono-print of their drawn symbol using markers on Plexiglas. The symbol must include shapes and designs that connect to their superhero identity.
- Students will take their new super identities and create a costume design to complement their new powers and show off their symbols. Using fabric and mixed materials students will create a part of their costume that they can wear. They will explore different methods of attaching pieces including tape, hot glue and sewing.
- As a class we will discuss our community. We will have students talk about how their super powers can help their community. Then the students will record a video stating who they are, what theirs powers are, and what they do for the (school) community. They will write a script addressing these questions before recording their video.
- Students will pretend they are their superhero’s biggest fan and create a collection of objects/artifacts of the super hero including a representation of their symbol, a small painting or drawing showing their superhero in action with a caption similar to an image in a newspaper article and another object they pick specifically relating to their superhero. This will all be assembled on a bulletin board.
- Methods for Integrating Literacy, Numeracy, Technology and Other Relevant Subjects:
Literacy:
Throughout our unit plan we incorporated literacy into each of our lessons. In the majority of our lessons the students included some form of writing in their planning process. They listed ideas about their identities and while brainstorming for their superheroes. When the students learned about famous artists in our lessons they had to compare and contrast artists and their work, helping them determine similarities and differences in both art and their daily lives. While creating their artist statement videos, the students first had to read the questions they will be asked and write down the answers they wanted to respond with in their videos. Discussion was also a big form of literacy that we used in each lesson. Not only did they discuss their artistic decisions in their videos but also at the end of each lesson they had the opportunity to discuss their ideas and artwork and their thoughts on their classmates artwork as well.
Numeracy:
We integrated numeracy in our lesson plans. In our second lesson the students were creating mono-prints which incorporated multiple forms of numeracy. With the process of creating mono-prints there is a specific sequence that is necessary to create a successful print. The students were able to follow the sequence to create their art. Problem solving is also an important form of numeracy that the students used this semester. Many of the processes and techniques we used required trial and error as students were experimenting and using these materials. Students made discoveries while persevering through these processes and had the opportunity to explain to the class how they used problem solving to create this discovery.
Technology:
We integrated technology in our lesson through using PowerPoint presentations to introduce new concepts as well as review previous concepts we had covered earlier in the semester. We used these presentations as a way to make the learning more interactive with moving images and as a way to direct questioning. The students also had a way to directly interact with and use technology in our fourth lesson. The students had to learn how to use the Flip Cameras and work together to create these digital works of art.
Throughout our unit plan we incorporated literacy into each of our lessons. In the majority of our lessons the students included some form of writing in their planning process. They listed ideas about their identities and while brainstorming for their superheroes. When the students learned about famous artists in our lessons they had to compare and contrast artists and their work, helping them determine similarities and differences in both art and their daily lives. While creating their artist statement videos, the students first had to read the questions they will be asked and write down the answers they wanted to respond with in their videos. Discussion was also a big form of literacy that we used in each lesson. Not only did they discuss their artistic decisions in their videos but also at the end of each lesson they had the opportunity to discuss their ideas and artwork and their thoughts on their classmates artwork as well.
Numeracy:
We integrated numeracy in our lesson plans. In our second lesson the students were creating mono-prints which incorporated multiple forms of numeracy. With the process of creating mono-prints there is a specific sequence that is necessary to create a successful print. The students were able to follow the sequence to create their art. Problem solving is also an important form of numeracy that the students used this semester. Many of the processes and techniques we used required trial and error as students were experimenting and using these materials. Students made discoveries while persevering through these processes and had the opportunity to explain to the class how they used problem solving to create this discovery.
Technology:
We integrated technology in our lesson through using PowerPoint presentations to introduce new concepts as well as review previous concepts we had covered earlier in the semester. We used these presentations as a way to make the learning more interactive with moving images and as a way to direct questioning. The students also had a way to directly interact with and use technology in our fourth lesson. The students had to learn how to use the Flip Cameras and work together to create these digital works of art.
- Strategies for Classroom Management Plan relevant to Lesson Taught in the Unit:
During this semester routines were a main component of our classroom management because it is important for students to have structure in the classroom so they know what to expect and what is expected of them. Part of our main routine was to have a power point presentation to introduce what we would be working on that day in class. During this time we involved the students in discussion by asking the students questions of new concepts and also as a review for things we had covered before. This was a way for us to see what prior knowledge students had about the concepts as well as to make sure that students understood previously taught concepts.
Another component of our routine was to make sure students had a visual of how the clean-up process should go. This was a way for us to talk about what responsibilities they had. Also when someone didn’t know what to do we just told them to look at the board and then they could find it themselves. Having a clean-up visual was especially important on day one of our third lesson. This was because students were given the opportunity to work in stations and to make sure they got enough time to work at both the clean-up in between had to go smoothly. Since we already had established a routine of the clean-up process being on the board it made the transitions on this day most successful.
Giving demonstrations of the process the students would be working with was also established as part of our routine. This was important for our classroom because we used new processes and materials that students hadn’t had an opportunity to work with yet. When giving a demonstration we made sure to allow students to ask questions at any time as long as they raised their hand. Also during demonstrations we made sure to point out any safety concerns we had to the students. We also made sure to tell them the correct way to be safe while using all materials.
Also during this semester we used the attending skills system that Brittany already had in place in her classroom. This meant that anytime during the class session that we or student wanted to get the attention of the class they would ring a bell that was placed on Brittany’s desk. This was a symbol that meant everyone needed to stop what they were doing and give their full attention to the speaker by the bell. Also when students would get off topic during a presentation we would count down from five and this would signal that everyone needed to stop their conversations and bring their attention back to the presentation. These were very helpful tools that Brittany already had in place in the classroom that helped us be successful at classroom management.
Another component of our routine was to make sure students had a visual of how the clean-up process should go. This was a way for us to talk about what responsibilities they had. Also when someone didn’t know what to do we just told them to look at the board and then they could find it themselves. Having a clean-up visual was especially important on day one of our third lesson. This was because students were given the opportunity to work in stations and to make sure they got enough time to work at both the clean-up in between had to go smoothly. Since we already had established a routine of the clean-up process being on the board it made the transitions on this day most successful.
Giving demonstrations of the process the students would be working with was also established as part of our routine. This was important for our classroom because we used new processes and materials that students hadn’t had an opportunity to work with yet. When giving a demonstration we made sure to allow students to ask questions at any time as long as they raised their hand. Also during demonstrations we made sure to point out any safety concerns we had to the students. We also made sure to tell them the correct way to be safe while using all materials.
Also during this semester we used the attending skills system that Brittany already had in place in her classroom. This meant that anytime during the class session that we or student wanted to get the attention of the class they would ring a bell that was placed on Brittany’s desk. This was a symbol that meant everyone needed to stop what they were doing and give their full attention to the speaker by the bell. Also when students would get off topic during a presentation we would count down from five and this would signal that everyone needed to stop their conversations and bring their attention back to the presentation. These were very helpful tools that Brittany already had in place in the classroom that helped us be successful at classroom management.
Unit Lesson Plans:
For further documentation of student learning and art work please visit the class blog.