KCTCSLesson Planning Document

Lesson Plan #2 Student Intern: Elliott Durbin Professor: Wendy Fosterwelsh

Lesson Title: Pointillism

Part of what unit? Quarter 1, Unit 2

Grade level: 3rd grade

Time Required: Block 2 (10:00-11:45)

KY State Standards: VA:Pr7.1.3 Speculate about processes an artist uses to create a work of art. VA:Re8.1.3 Interpret art by analyzing use of media to create subject matter, characteristics of form, and mood.

Common Core: CCSS.ELA-LITERACY.W.3.2.A: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

Language Objectives (SIOP): Pointillism: a technique of painting using tiny dots of various pure colors, which become blended in the viewer's eye. It was developed by Georges Seurat with the aim of producing a greater degree of luminosity and brilliance of color. Optical mixing: is a phenomenon that happens when a viewer perceives color in an image as a result of two or more colors that are positioned next to, or near each other. Primary Colors: Red, Yellow, Blue

Instructional Setting: I am a third grade teacher at a multicultural elementary school where grades Kindergarten-4th are taught. I am the student intern of our homeroom teacher, Brett Rackoff. There is one para-professional/educational assistant present for (at least) the first forty-five minutes of class to assist 1-2 of our 7 students with IEP’s. We have 21 students; ten girls and eleven boys. Our classroom is on the third floor. The desks are arranged in 3 groups of 7. There is one desks with 3 chairs arranged in the front of the classroom set up for the para professional/educational assistance and students. This para table was purposefully designed to prevent distractions of other students during instructional time when some children need extra one-on-one guidance. The ClearTouch screen is at the front of the room near the main dry erase board and door exit.

Pre-Planning: According to MAP data, our class as a whole, is low in the subjects reading and writing. For those who are exceeding grade-level objectives, I will pre-plan a differentiated worksheet on the Purposeful Practice: Critique that will allow them to be challenged and have productive struggle with their writing. For those whom already struggle with the subject of reading and writing, our class will primarily be split into 3 groups with the help of 1 teacher per group, or if I am the only teacher that day, I will be floating.

Accommodations/Differentiation: • Intentional grouping • Differentiated worksheet

Learning Objectives: When given the Purposeful Practice Worksheet, the students will correctly interpret with the average accuracy rate of 80%.

Summative Rubric 0 = Did not attempt to complete objective 1 = Attempted the task, but has limited understanding. 2 = Partial understanding/completion 3 =Adequate understanding/completion 4 =Full understanding and completion

Within these 4 points:

1. Student should be able to interpret art by analyzing use of medias characteristics of form; pointillism and optical mixing. (Worth 1 out of 4 points).

2. Student should be able to distinguish the significance of the technique and exemplify how that is done through their own art work. (Worth 1 out of 4 points).

3. Write narratives to develop personalized illustrations that are relevant to todays topic; pointillism and optical mixing. (Worth 2 out of 4 points).

Materials: • Purposeful Practice: Pointillism Handout (Independent Practice) • Video: https://youtu.be/D4hqKPX6d68?t=1s • Muffin Pans sharpie • Washable Paint (Crayola) drying rack • Paper • Q-tips • Plastic Cups • Paint Mats • Clipboards • Pencils

Featured Artwork Referenced: Sunday Af-ternoon on the Island of La Grand Jatte (1884-86)

Students will get this empty picture of Sunday Afternoon on the Island of La Grand Jatte to replicate their own piece.

Differentiation Continued… Differentiation: Make 2 different handouts BUT all should have the same directions. The only difference with the handouts would be the amount of space they have to write. The lines are smaller or are more spaced out.

- More difficult copies for (8 students need; About 14 total of EACH differentiated worksheet):

- John - Lana - Lucille - Betsy - Tillie - Joe - Bailey - Jacob

Groups: Immediately send students to their group tables after lesson. Let them get started and then dive in with additional help and support. (G1, G2, & G3 listed below)

Prepare a clipboard and a space for Matias, Tillie, Gerald to work independently on carpet so they are able to stay on task.

G1: Lillie, Kanyiah, Malachi, Javon, Jacob, Bella; Tillie on . Start with these kids to take sure they aren’t struggling with directions, then move to G3, then check G2 last. G2: Lana, Bailey, Aliyah, Millard, John, Aiden, Betsy G3: Da’Vontae, Alexey, Aisha, Lucille, Joe; Matias and Gerald on the carpet

Integration of Technology: Students and teacher will use the ClearTouch within the classroom collaboratively with students as a way to engage the audience and provide visual supports.

Adaptive Technology: None

Teacher Use: ClearTouch, Powerpoint on ClearTouch, Teacher Microphone

Student Use: ClearTouch

Lesson Design: (1)Mini Lesson/Review, (2) Watch Video: https://youtu.be/D4hqKPX6d68?t=1s (3) Painting

(4) Purposeful Practice: Critique Handout

Lesson Overview/Pacing: 1. Mini Lesson: Review prior and new knowledge (15 minutes max)

2. Watch Video: https://youtu.be/D4hqKPX6d68?t=1s (Only watch up to 0:01-2:30)

3. Painting (15 minutes)

4. Purposeful Practice: Pointillism Handout (10 minutes; More time provided if necessary)

Anticipatory Set (1-3 minute focusing ): Deep Breathing, Letting go of the “arrow”

Attention Signal: Class Class— Yes, Yes., Calling on good models

Anticipatory Set: Students can signal me for a fidget, or an Exersilence.. If the entire class gets too out of hand, play a round of Ms. Durbin says. Make Sure to be very explicit with expectations at the beginning of each lesson plan design (listed above) as well as before transitions are made.

Access/Review:

Walk around while students are working on their Purposeful Practice Handout

I will informally assess the students a few times throughout the week on what they have retained about Pointillism and Optical Mixing at the beginning of Block 2.

Steps: • I would call my students to the floor and get them seated in their ClearTouch (an electronic

whiteboard) spots. • I would explicitly tell the students that today, we are going to learn about pointillism,

Optical mixing, through the lease of George Seurat. • I would start by showing them the artwork, Sunday Afternoon on the Island of La Grand

Jatte (Seurat, 1884-86) on the ClearTouch slide. • I would ask the students to evaluate the art work and build a bridge with their carpet

neighbors and discuss what is different about this piece. • I would bring them back together and we would make a list on the Cleartouch of what they

noticed and anything they missed I would say through thinking aloud. • I would then teach them the authentic terms pointillism and optical mixing. • After teaching them the terms, I would get them to repeat the definitions with me. • Next, I would ask the class to give me a fist to five on their understanding of the terms

(Listed under SIOP). • I would give my students a brain break. We would all get a bit of movement in for about 2

minutes. • I would get the students seated back in their clear touch spots and we would watch the

youtube video on pointillism (2:30 minutes long) • After the video I would tell them to have a silent moment of reflection on what they just

learned. • I would let them know that they will get the opportunity to replicate their own original

piece using an empty framework of the picture Sunday Afternoon on the Island of La Grand Jatte.

• As they are being dismissed to their seats, I would ask for a few volunteers to help me pass out the materials.

• Students will be instructed to do the whole painting in red, yellow and blue in tiny little dots.

• Students tables are grouped at their desks (3 groups of 7) to work on this painting. • I will have a 2 muffin pans sitting on each desk. Both pans will have 6 clear plastic cups

resting inside of them. • The 6 cups will consist of red, blue, yellow, orange, purple, and green paint. All of which

will be pre-mixed solely using primary colors. • Paint mats will be passed out to cover the students desks, as well as a plastic cup of Q-tips

and another empty plastic cup that the students can dispose their used tips in. • Timer will be on for them to complete their painting. As students complete the painting,

they will raise their hands to show we they are done. • I will give them a sharpie to place their artists signature and give them a purposeful practice

handout that would assess what they remember from the lesson. • I will continue to take all of the paintings to the drying rack until everyone has completed

their painting and at least began their handouts which we can finish alter if there isnt enough time remaining.

Formative Assessment: • Bridge Partners: Think, Pair, Share

• Fist to Five (Comprehension)

• Analyze Student Work (Small groups, Worksheet)

• Strategic Questions (Mini Lesson/Review)

Summative Assessment: • Mini Quiz (Friday)— We will have a brief quiz on George Seurat that also tests them on

their knowledge of what pointillism is, what it looks like, how to do it, and they will have a chance to give one example of optical mixing with their choice of the primary colors.

Assessment accommodations: • Provide students with extra time, if needed. • Clip boards • Silent work areas

Assessment differentiation: For those who need more time to complete their Purposeful Practice Handout, they will have a chance to do it during Bulldog time (At the end of the day if they are Tier 1. If they are T2 or T3, we will just finish the assignment the next day.)