Nichole Thompson DAE 305 Standard Based Lesson Plan Impressionist Drawing 4-5 Grades I.

Outcome VA Standard 1: All students will apply skills and knowledge to perform in the arts. VA Standard 3: All students will analyze, describe and e aluate works of art. !"A Standard 1: All students will read and comprehend general and technical material. Student will also be able to recognize an impressionist painting. Students will be creating their own #mpressionist art using e$amples of %laude &onet. II. Benchmark: A'(.#.VA.!".1 )se materials, techni*ues, media technology, and processes to communicate ideas and e$periences. A'(.###.VA.!".1 +eneralize about the effects of isual structures and functions, and reflects upon these effects in personal work. "A,+)A+!.#.!"A.!".1 )se reading for multiple purposes, such as en-oyment gathering information, and learning new procedures. Objective/Outcome:

III.

1.) Actively investigate and accurately interpret with supporting evidence the artwork of Claude Monet. 2.) Vividly communicate a deep understanding of Impressionism. 3.) Accurately reflect upon learning.
IV. Anticipatory set/Motivation: Students are moti ated to see e$amples of impressionist work. (he pre ious day we went o er what the word impressionist means and its origin. (oday the students get to see works from %laude &onet. As # hand out the paper each student will get four color pencils, they will get to make there on impressionist drawing. # will place a photograph of a garden up on the pro-ector, they then ha e ten minuets to use the photo being presented and make a impressionist draw from it. Model the Process:

V.

Criteria: After looking at the images students will choose three color pencils and with the white paper # ha e handed out they will make there own #mpressionist drawings. (hey will ha e appro$imately ten minuets to complete their drawings. After each student has completed their drawing, they will tape them all up on the board to discuses how is your artwork similar to &onet.s artwork/ 0ow is it different/

Task Analysis: Students will use the e$amples of impressionist painting being presented and through class discussion will get a better understanding of what impressionist painting is. Vocabulary: #mpressionist, %laude &onet, and 1lending. Materials: 3 images of %laude &onet.s work, #mage of garden, 2hite paper, %olor pencils. Demonstration: 1. 'e iew the definition of impressionist. 1. 0a e the students look at images of %laude &onet work. 3. # will ask each student to e$plain what he or she sees in the paintings and what impressionist means to them. 3. # will then put up the images of a garden. 4. (he white paper will then be handed out to each student. 5. Students will choose four6color pencils. 7. # will gi e a brief e$ample on ho do there impressionist drawing. 8. Students will ha e ten minuets to complete drawing. 9. Students will then tape their drawing up on the board so they can be discussed. VI. heck !or "nderstandin#: 1. 0ow is your artwork similar to &onet.s artwork/ 3. 0ow is it different/ 3. 2hat is impressionist painting/ Monitor and Adjust: As the students work, teacher obser es and assists. Accommodations: When teaching a child with A.D.H.D. I would accommodate them by sitting the child near the front as close to me as possible. I would reiterate and redirect their attention back to the assignment. I would also give this student a break and allow them to stand when needed. Accommodations for the child with hearing disabilities would be to sit the child in front of room, so the child could read lips. Also give student a list of written instructions. lean up: &ake sure enough time is allowed at the end of pro-ect. losure and Assessment: At the end of the lesson students will be able to recognize an impressionist painting.

VII. VIII.

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