Escolar Documentos
Profissional Documentos
Cultura Documentos
Monmouth University
School of Education
Lesson Plan
Context:
Cerebral Palsy
1. Teacher says class will combine everything they have learned about color,
shape, and Cubism together in order to learn their importance to each other in
art and every day life. Teacher defines combine with the class. Teacher asks
students to write or draw in any way they like what primary color, secondary
color, shape, and Cubism mean, and Think-Pair-Share with a partner, as way
to sum up the unit and put all of the elements together, as well as make sure
students comprehend all pieces (Anticipatory Set), (Combs, 2011). Pull up the
link to Picassos Self Portrait painting Error! Hyperlink reference not valid.
as a reference to what a self portrait is, ask students to open their notebooks
and write or draw what they think a self portrait is, and then Think-Pair-Share
with their partner (Anticipatory Set), (Combs, 2011). Tell students they can
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either choose to glue pre cut geometric shapes on a face template or draw
their own geometric shapes portrait. Ask students to raise their hands if they
want pre cut shapes, glue, and a face template, and pass them out to them
(cooperative learning) of two and then tells class they will each be choosing
their favorite of the five paintings, and will be making the one they choose by
using construction paper, pre cut shapes and glue, or drawing their own
Cubism style with correctly labeled shapes and colors as a way of assessment
to show comprehension on shape, color, Cubism, and how the elements all
painting of choice as a Cubism painting using shape and color and has class
their neighborhood and create their own Cubism work of art made of drawn
shapes, painted shapes, glued on objects, or cut and pasted shapes (UDL
Integration), (Ralabate, 2011). Teacher will pull up painting two Girl Before a
Mirror by Picasso on the computer and onto the projector screen and students
will write down or draw what shapes and colors they see. Then they will turn
to their partner and Think-Pair-Share about what they wrote, and a few
https://www.moma.org/media/W1siZiIsIjIwMzk0MCJdLFsicCIsImNvbnZlcnQiLCIt
cmVzaXplIDEwMjR4MTAyNFx1MDAzZSJdXQ.jpg?sha=ce18fbf31c41a4f0 Using
community for what they will use to create their own work of art, as a way of
getting them out in the community and using what it has to offer. Students
Central Focus: Students will combine what they have learned about the elements of
color, shape, and Cubism to develop a full understand of how they work together and
NJCCCS
1.1.2.D.1 Identify the basic elements of art and principle of design in diverse types
of artwork.
1.3.2.D.1. Create two- or three- dimensional works of art using the basic elements of
color.
1.3.2.D.3 Employ basic verbal and visual art vocabulary to demonstrate knowledge
of the materials, tools, and methodologies used to create and tell visual stories.
1.3.2.D.4 Explore the use of a wide array of art mediums and select tools that are
1.4.2.B.1 Observe the basic arts elements in performances and exhibitions and use
visual art.
1.4.2.B.2 Apply the Principles of positive critique in giving and receiving responses
to performances.
NJPST
1.1In-depth the subject matter they plan to teach and the relationship of that
2.1 How students construct knowledge, acquire skills and develop habits of mind and
4.1 How to plan instruction based on students needs, developmental progress and
prior knowledge.
assessments of student work) for evaluating how students learn, what they know and
are able to do, and what kinds of experiences will support their further growth and
development.
7.7 Meet the needs of all learners by using a wide range of teaching techniques to
10.1 How education research and other methods of inquiry can be used as a means
CEC
structures of the discipline, and tools of inquiry of the content areas they teach, and
4.1 Beginning special education professionals select and use technically sound
5.0 Beginning special education professionals select, adapt, and use a repertoire of
exceptionalities.
1.1, 2.1, 4.1, 5.1, 7.7, 10.1, CEC 3.1, 4.0, 4.1, 5.0 Outcome 1: Students will
be able to create their own Cubism self portrait using cut out or drawn shapes and
colors, and evaluate each others work by identifying the shapes and colors they see.
1.1, 2.1, 4.1, 5.1, 7.7, 10.1, CEC 3.1, 4.0, 4.1, 5.0 Outcome 2: Students will
be able to relate what they have learned about shape and color to Cubism by
recreating a painting of their choice through drawing, pre cut shapes, or cutting their
Day 1:
Formative: Teacher observes and guides students as they create their own Cubism
Day 2:
pasting pre-cut shapes in Cubism style with correctly labeled shapes and colors as a
way of assessment to show comprehension on shape, color, Cubism, and how the
Academic Language:
Cubism together.
(Vocab) Self portrait Define self-portrait as a class
comprehension.
(Discourse) Through use of class discussion,
Duration: (provide overall time for class session AND include timing for
Day 9:
ak0.pinimg.com/736x/06/37/9b/06379b2ed6130eb556b92acfdd2dd992.jpg as
a reference to what a self portrait is, ask students to open their notebooks and
write or draw what they think a self portrait is, and then Think-Pair-Share with
(Ralabate, 2011). Teacher calls on a few pairs to share what they came up
with. (5 minutes)
remembers and is aware of what these terms mean and explain how we will
3. Tell students they can either choose to glue pre cut geometric shapes on a
face template or draw their own geometric shapes portrait. Ask students to
raise their hands if they want pre cut shapes, glue, and a face template, and
4. Tell students who want to draw their own, to take crayons from the supplies
face template and gluing a yellow triangle in the middle for a nose and writing
example, teacher takes a blank piece of construction paper, draws a big circle
with a crayon, draws one blue circle for an eye and cuts out another circle and
colors it blue for the other eye. Teacher pastes cut out circle on face
template. Teacher then writes My eyes are blue circles and writing primary
6. Teacher walks around and observes students while they work on their self-
portrait and writes notes in notebook about student progress and struggles.
(25 minutes)
students say what shapes and colors they see, in the format of (Students
8. Students put supplies away in supplies bin and teacher collects projects for
assessment. (2 minutes)
they choose. Students will then label the shapes and colors. For example,
My moms eyes are two green circles and writing secondary color.
Teacher tells students they can use a face template or draw their own and
hands out face templates to students who raise their hand that they want one.
Day 10:
1. Teacher says class will combine everything they have learned about color,
shape, and Cubism together in order to learn their importance to each other in
art and every day life. Teacher defines combine with the class. Teacher asks
students to write or draw in any way they like what primary color, secondary
75
(Ralabate, 2011) with a partner, as way to sum up the unit and put all of the
share and teacher redefines with the class what these mean. (5 minutes)
2. Teacher explains to class they will be revisiting paintings they looked at a few
days ago, this time evaluating them for shapes, since shape is important to
the computer and onto the projector screen and will start to name some
(Hermann, 2011).
4. Students will write down or draw what shapes and colors they see. Then they
will turn to their partner and Think-Pair-Share about what they wrote, and a
https://www.moma.org/media/W1siZiIsIjIwMzU0MCJdLFsicCIsImNvbnZlcnQiLCIt
cmVzaXplIDEwMjR4MTAyNFx1MDAzZSJdXQ.jpg?sha=17ce5f2f04cf5f05 (UDL
5. Teacher will pull up painting two Girl Before a Mirror by Picasso on the
computer and onto the projector screen and students will write down or draw
what shapes and colors they see. Then they will turn to their partner and
Think-Pair-Share about what they wrote, and a few students will be called on
to share
https://www.moma.org/media/W1siZiIsIjIwMzk0MCJdLFsicCIsImNvbnZlcnQiLCIt
cmVzaXplIDEwMjR4MTAyNFx1MDAzZSJdXQ.jpg?sha=ce18fbf31c41a4f0 Using
computer and onto the projector screen and students will write down and
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draw what shapes and colors they see. Then they will turn to their partner
and Think-Pair-Share about what they wrote, and a few students will be called
https://dnq5fc8vfw3ev.cloudfront.net/thumbnail/46000/46304/painting_page_8
00x/Kandinsky/Composition-VIII.jpg?ts=1459229076
7. Teacher will pull up painting four Abstract 17 by Picasso on the computer and
onto the projector screen and students will write down or draw what shapes
and colors they see. Then they will turn to their partner and Think-Pair-Share
about what they wrote, and a few students will be called on to share.
https://www.chinaoilpaintinggallery.com/image/oilpainting/pablo-
picasso/abstract-painting-17.jpg
8. Teacher will pull up painting five Dora Maar in an Armchair on the computer
and onto the projector screen and students will write down or draw what
shapes and colors they see. Then they will turn to their partner and Think-
Pair-Share about what they wrote, and a few students will be called on to
share. http://images.metmuseum.org/CRDImages/ma/web-large/DT4263.jpg
(10 minutes)
9. Teacher puts students into groups (cooperative learning) of two and then tells
class they will each be choosing their favorite of the five paintings, and will be
making the one they choose by using construction paper, pre cut shapes and
10. Teacher asks students to raise their hands for which painting they choose and
gives them a print out of the painting. Teacher also passes out construction
paper asks students who want pre cut shapes and glue to raise their hands.
Teacher tells students who want crayons to take them from the supplies bin at
11. As example, teacher takes printout of Broadway Boogie Woogie and a piece
of construction paper. Teacher takes yellow crayon and starts drawing yellow
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primary color. Teacher then takes a pre cut blue square, glues it on
construction paper and labels The square is blue. Blue is a primary color
12.As students work on group project together, teacher walks around and
observes students and writes notes in notebook about student progress and
13. When groups are finished, teacher calls on various students to share their
picture and calls on students to evaluate each others picture for what shapes
14. Teacher collects projects and students place supplies back in the supplies bin
15. Teacher explains homework to the students. Students will go outside in their
neighborhood and create their own Cubism work of art made of drawn shapes,
painted shapes, glued on objects, or cut and pasted shapes. This work of art
can be of a post office, school, or whatever they choose. Students will label
their work of art with a title, a sentence about what their painting is about and
how it makes them feel, and labeling the shapes and colors they used. For
I play outside. The tree is a green triangle. Then labeling secondary color
(After reading this section, delete bullets and use this chart)
(Strength/Need)
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motor
skills
when
writing
and
coloring.
Help with
motor
skills
when
cutting
with
scissors
Autism (Strength (Strength) Allow student
Students buddy.
lines.
Needs
organizati
on
Students all have good cognitive abilities and therefore can complete these
accommodations
Teacher Materials
Day 9:
ak0.pinimg.com/736x/06/37/9b/06379b2ed6130eb556b92acfdd2dd992.jpg
2. Notebook
3. Projector screen
4. Pencil
6. Crayons
7. Glue
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8. Scissors
9. Face template
12. http://pablopicassoartvft.weebly.com
plans/animal-colors-and-shapes.cfm
Day 10:
1. Notebook
2. Computer
3. Projector screen
4. Pencil
5. Supplies bin
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cmVzaXplIDEwMjR4MTAyNFx1MDAzZSJdXQ.jpg?sha=17ce5f2f04cf5f05
https://www.moma.org/media/W1siZiIsIjIwMzk0MCJdLFsicCIsImNvbnZlcnQiLCIt
cmVzaXplIDEwMjR4MTAyNFx1MDAzZSJdXQ.jpg?sha=ce18fbf31c41a4f0
https://dnq5fc8vfw3ev.cloudfront.net/thumbnail/46000/46304/painting_page_8
00x/Kandinsky/Composition-VIII.jpg?ts=1459229076
https://www.chinaoilpaintinggallery.com/image/oilpainting/pablo-
picasso/abstract-painting-17.jpg
http://images.metmuseum.org/CRDImages/ma/web-large/DT4263.jpg
11. http://pablopicassoartvft.weebly.com
81
plans/animal-colors-and-shapes.cfm
Day 9:
1. Notebooks
2. Pencils
4. Crayons
5. Glue
6. Construction paper
http://www.mathplayground.com/index_geometry.html .
http://www.faspaints.com/uploads/4/7/2/6/47269167/7909843_orig.jpg
15. http://pablopicassoartvft.weebly.com
plans/animal-colors-and-shapes.cfm
Day 10:
1. Notebooks
2. Pencils
3. Construction Paper
5. Crayons
6. Glue
7. Scissors
https://www.moma.org/media/W1siZiIsIjIwMzU0MCJdLFsicCIsImNvbnZlcnQi
LCItcmVzaXplIDEwMjR4MTAyNFx1MDAzZSJdXQ.jpg?sha=17ce5f2f04cf5f05
https://www.moma.org/media/W1siZiIsIjIwMzk0MCJdLFsicCIsImNvbnZlcnQi
LCItcmVzaXplIDEwMjR4MTAyNFx1MDAzZSJdXQ.jpg?sha=ce18fbf31c41a4f0
https://dnq5fc8vfw3ev.cloudfront.net/thumbnail/46000/46304/painting_pag
e_800x/Kandinsky/Composition-VIII.jpg?ts=1459229076
https://www.chinaoilpaintinggallery.com/image/oilpainting/pablo-
picasso/abstract-painting-17.jpg
http://images.metmuseum.org/CRDImages/ma/web-large/DT4263.jpg
http://www.mathplayground.com/index_geometry.html .
http://www.faspaints.com/uploads/4/7/2/6/47269167/7909843_orig.jpg
83
22. http://pablopicassoartvft.weebly.com
plans/animal-colors-and-shapes.cfm
Day 9: Students will go home and draw a geometric shaped elf portrait of a family
member using markers, crayons, or whatever they choose. Students will then label
the shapes and colors. For example, My moms eyes are two green circles and
writing secondary color. Students can sue face template or draw their own.
Day 10: Students will go outside in their neighborhood and create their own Cubism
work of art made of drawn shapes, painted shapes, glued on objects, or cut and
pasted shapes. This work of art can be of a post office, school, or whatever they
choose. Students will label their work of art with a title, a sentence about what their
painting is about and how it makes them feel, and labeling the shapes and colors
they used. For example, Title: Backyard, This is a picture of my backyard. I feel
happy when I play outside. The tree is a green triangle. Then labeling secondary
Resources
http://www.edulink.org/lessonpl
ans/anticipa.htm
http://exclusive.multibriefs.com/content/the-importance-of-guided-practice-in-
the classroom/education
Ralabate, P. (2011). Universal design for learning: meeting the needs of all students.
84
meeting-needs all-student
Rose, D. & Meyer, A. (2002). Teaching every student in the digital age: Universal
design for
Name:
Face Template
Use pre cut shapes or draw your own, to create your own self-portrait.
In full sentences, write what shape and color each part of your face is,
and label whether it is primary or secondary color.
85
Day 9 Schedule
Visual Aid
86
Share.
2. Class discussion.
identify as a class.
4. Self-portrait project.
5. Class critique.
7. Go over homework.
Name:
Directions: One group member will sort or draw shapes, while they
other group member makes a list of colors and shape they see in the
87
Name:
Directions: One group member will sort or draw shapes, while they
other group member makes a list of colors and shape they see in the
painting. On a piece of construction paper each group will use your
choice of pre cut shapes and glue, or draw your own shapes with
crayons to recreate this painting. Each group will work together to
recreate the painting using shapes, crayons, and glue. Using complete
sentences, one group member with label each shape, one member will
label each color, and you will both decide whether it is primary or
secondary.
Example: The square is yellow. Yellow is a primary color
Name:
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Name:
Abstract 17 by Picasso
Directions: One group member will sort or draw shapes, while they
other group member makes a list of colors and shape they see in the
painting. On a piece of construction paper each group will use your
choice of pre cut shapes and glue, or draw your own shapes with
crayons to recreate this painting. Each group will work together to
recreate the painting using shapes, crayons, and glue. Using complete
sentences, one group member with label each shape, one member will
label each color, and you will both decide whether it is primary or
secondary.
Example: The square is yellow. Yellow is a primary color
91
Name:
Day 10 Schedule
Visual Aid
Share.
2. Class discussion.
3. Think-Pair-Share painting
activity.
project.
5. Class critique.
93
7. Go over homework.