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CHMS
Date: March
Grade Level: 7th
Content
Lesson
Page 1
This means:
1. The students can think critically about materials and how to use them.
2. The student can problem solve through experimentation and reflecting
upon those experiences.
3. The students learn to use tools in different ways to better express their
ideas.
4. The student can use visual arts to connect and reach people in unique
impactful ways.
List of Assessments: (Write the number of the learning target associated with
each assessment)
1. Understanding how to plan and organize ideas to complete a task efficiently.
a. Students are given a handout to guide their thinking through planning
their print.
2. Understand how to create a print using the given materials.
a. Meeting with groups of students and having them tell me how to create
a print after viewing my demonstration.
b. Scanning the room and checking for confusion by circling the class
while their working.
3. Understand how to connect words with imagery.
a. Have students come up with words when viewing images as a class.
Page 2
Printing on a Page
The purpose of this lesson is to get students to think in a new ways
about resources, materials, text, and imagery. Recreating a short verse
or poem from the words in a text the students are critically thinking
about different ways words can be used. This lesson also shows
students how to use resources in non-traditional ways. Instead of
reading a text we are manipulating it in to art. This lesson shows
students the connection between art and life experiences through
viewing book covers, posters, and movie covers.
I expect this lesson to take Four class periods. The first class dedicated
to the introduction of printmaking and the project. The second class
will be dedicated to organizing ideas and planning out their
composition. The third class will be dedicated to creating their print.
The fourth period is for rapping up the lesson.
Materials will include
- guided worksheet for each student.
- Pages from a text
- Drawing utensils (pens or pencils) for each student.
- Foam board
Ink
- Ink trays
- Rollers
Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To hook the students for this lesson I will start with a power point
presentation introducing the concept of printmaking. I will show
examples of prints I have created with the printing plate while I talk
about the process. I will show book covers, movie covers, and posters
when talking about connecting words with imagery.
Page 3
To engage the students during the introduction I will show them work I
have done and let them feel the grooves the plate. I will also connect
the lesson to their lives outside of school by using examples of familiar
posters, books, and movies.
Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Day 1
-Greet class and go over agenda of the class
-Introduce printmaking with power point and examples
-
Day 2
-
Day 3
- Greet class and go over over agenda for the class
- Demonstrate print making
- Students work on their print
Page 4
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
How do you intend to engage your
students in thinking during
CLOSURE?
Why are you using it at this point in
your lesson?
Differentiation
To modify: If the activity is too advanced
I will have a gallery walk with there work set on the tables and have the
students turn over their poems. As the students walk around I will have
them think about what could have been the poem of each artwork they
view. After a few minuets we will talk about 2-3 prints and poems as a
class.
There are no students in the class that need a modified lesson but if
there were I would have a page set aside for them and have them
Page 5
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.
choose a subject, a verb and a describing word. And have examples for
them to choose from.
For the more advanced learners I will encourage them to choose more
than one color and to create a composition that works with the colors
they have chosen. In printmaking that we will be doing the colors will
be vertical or horizontal only so they will need to critically think about
where to place their subject matter.
I will use the guided worksheet as an assessment tool side by side with
the print and reflect on the students ability to follow instruction on
process and creative thinking. The student will be given a grade based
on effort, using time wisely, and critical thinking.
Page 6
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