Single
Subject Lesson Plan by Dawn Gernhardt and Erika Wanczuk
|
1. Beauty is
Truth 2-3 day lesson plan
|
2. English 9
(Freshman)
|
|
3A. STUDENT
INFORMATION: English language speakers and English language learners.
1.) Readiness Level: intermediate
2.) Learning Profile: do not enjoy handwritten assignments,
they need assistance with spelling, they don’t enjoy reading, they assessed
themselves as reading below grade-level and need help with comprehension,
they seldom pass English and therefore don’t like the subject. They are
visual learners who like the shared work/group concept.
3.) Interests: skateboarding,
video games, football, soccer, and hanging out with friends.
ELD proficiency level: early advanced (I + 1) = advanced |
3B. STUDENT
INFORMATION: Students w/ Special Needs
1.) Readiness Level: intermediate
2.) Learning Profile: attention
deficits, easily distracted, need help focusing, help with/copy of notes upon
request, individual test taking, using a computer instead of handwriting.
Kinesthetic and visual learners who like graphics to help them process the
information. Mostly like English and reading. They like working in groups for
shared workload and social aspects.
3.) Interests: Music,
football, surfing, soccer, and technology.
|
|
4. RATIONALE
A. Enduring Understanding: Most visual
compositions (advertisements, graphics, buildings, video games, movies) were
created using the theory of aesthetics to manipulate our sense of attraction
to their beautiful “product.” Beauty and truth have been discussed throughout
history because of how it makes people feel. There are several ways people
have tried to measure beauty and truth. One of those ways is called the Golden
Mean. Once students understand how the golden mean works, they can look at
everything in a new way. Additionally, they can use the Golden Mean in any of
their visual compositions for school, college, or work projects.
B. Essential Questions
·
What
is beauty?
·
What
is truth?
·
What
did John Keats, in his Ode on a Grecian
Urn, mean when he said, "Beauty
is truth, truth beauty, -- that is all Ye know on earth, and all ye need to
know” ?
·
What
is theme in short stories [as a sentence]?
C. Reason for Instructional Strategies
and Student Activities Students will consider what beauty and truth mean
to them. Everyone will be able to participate and draw upon their creativity.
The open-ended component of this activity will allow students to use their
multiple intelligences, interests and creativity to write about art using
descriptive language, read descriptive writing and draw their interpretation,
and locate the Golden Mean in art.
Instructional
Strategies provide content (think-pair-share, model of descriptive writing,
criteria for evaluation, PowerPoint), process (Quick write questions, Anticipation
Guide, and Grid transparencies), and product (Picture and writings Individual
Proof, Peer Review) supports.
Student
Activities provide supports for varied readiness levels (anticipation guide,
quick writes, reading story aloud, think-pair-share, golden mean activity, descriptive
writing activity, peer review graphic organizers, drawing), learning profiles
(drawing, mathematics, manipulatables, choose to work in groups,
individually, or in pairs, choose the grid you want to use, choose the partner
you want to read their descriptive writing and draw, formats), and interests
(students choose how to work, where to work, whom to work with, whom to share
their writing, whom to pair with to work through the reading and homework,
which manipulatables to use, how to draw from the descriptions, how to
describe the art, what they think and feel about beauty and truth.
|
|
|
5.
CA CONTENT STANDARD(S)
2.1 Write
biographical or autobiographical narratives or short stories:
b. Locate
scenes and incidents in specific places.
c. Describe
with concrete sensory details the sights, sounds, and smells of a scene and
the specific actions, movements, gestures, and feelings of the characters;
use interior monologue to depict the characters’ feelings.
e. Make
effective use of descriptions of appearance, images, shifting perspectives,
and sensory details.
|
6.
CA ELD STANDARD(S)
Cluster 3,
Level EA, Apply knowledge of language
to achieve comprehension of informational
materials,
literary texts, and texts in content areas.
|
|
7. LEARNING
GOAL(S) - OBJECTIVE(S)
(Cognitive,
Affective, Psychomotor, and Language Development)
After
considering what beauty and truth mean them, students will write about art
using descriptive language, read a peer’s descriptive writing and draw their
interpretation, locate the Golden Mean in art using grids, complete a
vocabulary graphic organizer, and read and comprehend the Beauty is Truth
short story.
|
8.
ASSESSMENT(S)
Formative:
The teacher will observe students working on their quick-write responses,
descriptive writing, partner work, drawing, peer feedback,
golden mean
analysis, short story graphic organizer, and short story reading and writing,
during the instructional period, the guided practice as well as independent
practice. The teacher will grade each product/evidence of learning.
|
|
9A.
EXPLANATION OF DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS
1.) Content
Content/Readiness,
Interest, Learning Profile: Teacher models descriptive writing.
Content/Readiness:
Students will listen to the definition and explanation of each of the terms
and select words (vocabulary development) from the short story that elicit
language structures and write down words or sample phrases for each term
using the scaffolding graphic organizer provided. (The vocabulary provided is
the content.)
Teacher
clarifies and models golden mean activity in PowerPoint.
2.) Process
Process/Readiness:
Teacher has the students to pair up for the reading to support ELLs.
Process/Readiness,
Interest, Learning Profile: Students will “think, pair, share” with a
partner.
Process/Readiness:
Students will listen to the definition and explanation of each of the terms
and select words (vocabulary development) from the short story that elicit
the following language structures and write down words and a sentence for
each term using the scaffolding graphic organizer provided. (The act of the
students writing the vocabulary on the graphic organizer is the process.)
Process/Learning
Profile: Students are asked to consider what beauty and truth mean to them.
3.) Product
Product/Learning
Profile: Teacher instructs students to view art, draft a descriptive writing
free write, exchange with a partner, draw a picture based upon the
descriptive writing, find the golden mea in the art, respond to writing
prompts and questions, read and respond to the short story.
Product/Interest:
Teacher instructs students to use a dictionary to look for definitions then
use that word in a sentence (academic language dev. for ELLs). Teacher
explains how descriptive writing and the golden mean works. Graphic
organizers help
scaffold the products. (Student engagement, kinesthetic, art and mathematics accommodating modalities and other content areas). |
9B.
EXPLANATION OF DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS
1.) Content
Content/Readiness,
Interest, Learning Profile: Teacher models descriptive writing.
Content/Readiness:
Students will listen to the definition and explanation of each of the terms
and select words (vocabulary development) from the short story that elicit
language structures and write down words or sample phrases for each term
using the scaffolding graphic organizer provided. (The vocabulary provided is
the content.)
Teacher
clarifies and models golden mean activity in PowerPoint.
2.) Process
Process/Readiness:
Teacher has the students to pair up for the reading to support special needs.
Process/Readiness,
Interest, Learning Profile: Students will “think, pair, share” with a
partner.
Process/Readiness:
Students will listen to the definition and explanation of each of the terms
and select words (vocabulary development) from the
short story that elicit the following language structures and write down words and a sentence for each term using the scaffolding graphic organizer provided. (The act of the students writing the vocabulary on the graphic organizer is the process.)
Process/Learning
Profile: Students are asked to consider what beauty and truth mean to them.
3.) Product
Product/Learning
Profile: Teacher instructs students to view art, draft a descriptive writing
free write, exchange with a partner, draw a picture based upon the
descriptive writing, find the golden mea in the art, respond to writing
prompts and questions, read and respond to the short story.
Product/Interest:
Teacher instructs students to use a dictionary to look for definitions then
use that word
in a sentence (comprehension for special needs). Teacher explains how descriptive writing and the golden mean works. Graphic organizers help scaffold the products. (Student engagement, kinesthetic, art and mathematics accommodating modalities and other content areas). |
|
10. INSTRUCTIONAL STRATEGIES
A. Anticipatory Set/Into
1.
Teacher walks through questions regarding beauty and truth on a graphic
organizer. Teacher walks around, checks for understanding, and provides
one-on-one assistance. (20 minutes)
2.
Teacher walks through anticipation guide and instructs students to agree or
disagree with “before reading” statements regarding beauty and truth on a
graphic organizer. (15 minutes)
B. Instruction, Guided Practice,
Independent Practice/Through
3.
Teacher brainstorms descriptive writing with the class. Teacher models
descriptive writing with art. Teacher shows students the art and evaluates
how well she described the art with the descriptive writing. Teacher gives
each student one work of art and instructs students to use descriptive words
to describe art. After 15 minutes, teacher has students pair up, switch
writing, and draw an interpretation of each other’s words. Teacher walks
around, checks for understanding, and provides one-on-one assistance. Teacher
instructs students to give each other feedback about their descriptive
writing. (30 minutes)
4.
Teacher presents the golden mean presentation, shows 6 minute video, and
models finding the golden mean in art. Teacher has students take out their
art. Teacher gives each student one at a time of the three golden mean grid
design transparencies and instructs students to see if the artist who drew
their artwork was using the golden mean in the design. (35 minutes)
5.
Teacher previews and hands out vocabulary homework (on a graphic organizer),
due the next class. The next day, teacher reviews vocabulary words, meanings,
and sentences as a group. (50 minutes)
6.
Teacher does a guided reading of the Beauty
is Truth short story. Teacher models and instructs students to take notes
on a graphic organizer with partners, individually, or in groups. (50
minutes)
E. Closure
7.
Teacher instructs students to complete a quick write regarding beauty and
truth and provide an example from the descriptive writing activity and golden
mean exercise. (15 minutes)
8. Teacher walks through anticipation guide
and instructs students to agree or disagree with “after reading” statements
regarding beauty and truth on a graphic organizer. (10 minutes)
F. Beyond
9. Teacher asks students to continue
to look for the golden mean, consider beauty and truth everywhere you look. (1
minute)
|
11. STUDENT ACTIVITIES
A. Anticipatory Set/Into
1.
Students listen and watch then respond to questions regarding beauty and
truth on a graphic organizer. (20 minutes)
2.
Students listen and watch then agree or disagree with “before reading”
anticipation guide statements regarding beauty and truth on a graphic
organizer. (15 minutes)
B.
Instruction, Guided Practice, Independent Practice/Through
3.
Students watch and listen to brainstorm and model. Students verbally evaluate
how well the teacher described the art. Students receive a work of art.
Students free write while using descriptive words to describe art. Students
exchange descriptive writing with a partner. Students read the descriptive
writing of their partner and interpret it through drawing. Students give each
other feedback about their descriptive writing. (30 minutes)
4.
Student watch and listen to the golden mean presentation, watch a 6 minute
video, and find the golden mean in art. Students take out their art. Students
use one or more of the three golden mean grid design transparencies and see
if the artist who drew their artwork was using the golden mean in the design.
(35 minutes)
5.
Students complete vocabulary homework (on a graphic organizer), as homework
and bring it to the next class and review as a group. (50 minutes)
6.
Students read and listen to the Beauty
is Truth short story. Students watch modeling and take notes on a graphic
organizer with partners, individually, or in groups. (50 minutes)
E. Closure
7.
Students complete a quick write regarding beauty and truth and provide an
example from the descriptive writing activity and golden mean exercise. (15 minutes)
8.
Students listen and watch then agree or disagree with “after reading”
anticipation guide statements regarding beauty and truth on a graphic
organizer. (10 minutes)
F. Beyond
9. Students continue to look for the
golden mean, consider beauty and truth everywhere they look. (1 minute)
|
|
12. RESOURCES
·
Anticipation
guide
·
Quick
write questions with graphic organizer
·
Golden
Mean PowerPoint
·
Golden
Mean transparency grids
·
Vocabulary
graphic organizer
·
Story
note-taking graphic organizer
|
|
No comments:
Post a Comment