SURREALISM LESSON PLAN:
ARTISTS: Cadavre Exquis (French) with Yves Tanguy (American, born) France. 1900–1955), Joan Miró (Spanish, 1893–1983), Max Morise (French, 1900–1973) and Man Ray (American, 1890–1976)
|Subject Area:Interdisciplinary: Art 1, Art History, Beginner ESL, SPED||Specific Content:Surrealism/Past Tense ESL|
|Grade Level: 6-8th||Length of Lesson: 90 minutes (double block ART 1/ESL classroom)|
TEKS & NETS-Students Standards:
TEKS: Art 1
(2C) Creative Expression/Performance-The student is expected to demonstrate technical skills effectively, using a variety of art media and materials to produce designs, drawings, paintings, prints, sculptures, ceramics, fiberart, photographic imagery, and electronic media-generated art.
(3B) Historical/Cultural Heritage-The student is expected to describe general characteristics of artworks from a variety of cultures.
(2) (E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
(3)(G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
1. Creativity and Innovation:
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Learning Objectives: What skills, knowledge and understandings will be demonstrated to show that standards were met?
Students will use past tense verbs and describing words to explain the elements of Surrealism.
2. Students will use the newly learned language to describe Surrealism.
3. Students will work together in their jigsaw groups using the Prezi web system to create their presentations to share with home groups.
4. Students will create their own Surrealist Sketches for inclusion in portfolio.
Students will use the English language to describe an art form and the past events surrounding it. This will help students understand the foundations for past-tense forms of the English language in describing the events and culture from which an art form was born. Students will also gain a greater understanding of how to describe an art form to their peers using describing words.
Explain how this lesson is learner-centered.
This lesson will involve student-led groups and student presentations of the material through the jigsaw process. Students will be guided by their teacher into “home groups” and split off from those home groups into “jigsaw groups” to investigate information with the help of internet resources. They will work together in the discovery, creation, and teaching processes of the lesson. The students will drive the formation of the lesson, working together.
Identify the prerequisite knowledge (PK) skills, concepts, & behaviors required by students to engage in this lesson and how you will assess your students’ PK in this lesson. See CATS for ideas.
|Materials & Technology:3 Computers, Prezi, Web Service, 4 Ipads/Smart Device, bilingual dictionary.The Visual Organizer used in the lesson: We designed two visual advance organizers. One is for Pre-teach use and the other one is 5E lesson plan. The pre-teach visual organizer helps students have a clear idea about present tense verbs and past tense verbs. Students will use this organizer to observe the changes of verbs between present tense and past tense. In the 5E lesson plan organizer, it presents the step-by-step procedure on the left column and details on the right column. In the first step, Teacher asks students the essential questions to allow students having basic ideas about the topic.Identify student-use AND teacher-use of technology tools that would support this lesson including a justification of choice of tools based on the affordances they offer.The teacher will have students use the internet search tools to research their assigned parts of Surrealism. The teacher will help guide students to specific sites as they work in groups, but the use of the internet will allow students access to more information on their topics in the time allotted in class. Students will use the Prezi presentation system to create their visual presentations. The teacher will use the Prezi technology because it allows students to create a group visual together using multiple computers at the same time for convenience. The visual aspect of the Prezi couples well with reinforcing past tense word use and adjective meanings for beginning ESL and special populations students. The Prezi technology choice also provides the ESL and special population students an opportunity to demonstrate the application of the skills through summarizing information from the reading and research content. The Prezi integrates well with the jigsaw model because the expert group develops the assigned part of the Prezi and then the students use the Prezi when returning to the home group to teach the other students.|
|Model of Teaching: (5 E Lesson Plan) Procedures:Engage:The teacher will show pictures on the board of two works of Art from Surrealism.
Salvador Dali’s ‘The Persistence of Memory:”
Look at the pictures on the board as answer fill in the sentence starters in your journals:
1) In (Name of artist: possessive form) painting, I see (Three nouns/objects/ people/places) and they are (adjective).
2) I (like/don’t like) this painting because (reason statement).
STUDENT EXEMPLAR RESPONSE:
State the objective:
The students will create a Prezi presentation to teach the class about the who/what/where of Surrealism art.
Provide the rationale:
It is important that students have knowledge of different cultures and art forms. Through this lesson, students will be able to apply the adjectives and past tense language that they have learned in English to a part of art history.
Students will be placed into their “home” groups with 3 students in each group (there are 12 students in the ESL class). Students will look over the paintings that are on the board together and talk about them using the descriptive language stems that they used in their Engage activity.
Teacher pulls up a Przi on her shared IPad for students to watch. She demonstrated how to create a Prezi for this assignment and outlines the process. The teacher will then assign each student in each group one of 3 “Jigsaw” areas to explore Surrealism on their own.
The first jigsaw group will be the “Who” group and they will investigate three people to explore (Dali, Miro, and Margaritte).
The second “Jigsaw” group will investigate the “What” (they will choose three paintings from each of the three Surrealist artists to describe.
The third “jigsaw” group would investigate the “where” looking at Paris and the culture of the city during the 1920s where Surrealism began. The teacher will review the following past tense lesson and adjectives to the class to assist them in forming their explanations for the lesson:
- Was/Were sentence stems
- Adjectives (colors, art description words, etc.)
ESL Students will also be directed to use their bilingual dictionaries as needed.
Before students are sent on their own to create their Prezi presentations and do research, they meet with their “home” group and are assigned roles for each jigsaw group (The Who, The What, and The When groups). They then break into their jigsaw groups to go to the computers and investigate their topics. The teacher will check with groups one-by-one for understanding during the investigation and creation part of the lesson. The Jigsaw groups create their Prezi designs on the classroom computers that they will share with their home groups.
The teacher will have students go back to their “home” groups that they were in at the beginning of class and share the Prezi they made with their “jigsaw” group and their findings. Each home group will have a class IPad to use to share their ideas with their group.They will use the past-tense language and adjectives they reviewed at the beginning of class in their presentations. to their home group. The teacher will use the participation rubric attached in the Assessment form of this lesson plan to evaluate the students participation for a grade.
|Prezi: SurrealismClickabove to view the Prezi.Modifications:The teacher will use the following differentiation/strategies along with all IEP recommendations and LEP strategies:
ESL: The sentence frames will be reviewed by the ESL teacher at beginning of class and students will use them in their presentations. Students will also use their ESL resources (bilingual dictionaries) to assist them on the project. The teacher will be working very closely with each of them during the process.
SPED: All IEP requirements will be followed for SPED students. In this lesson, extra time and small group accommodations will be made during the lesson.
PRE-AP: The focus of the lesson is a jigsaw in the form of a research project –learning with Computers, Smart-devices, IPads and Prezi use. The teacher will use these elements in the lesson to meet those students who are able to go on to more abstract concepts and express them in the project.
GT: Advanced vocabulary can be used by those students who are advancing in certain areas of the language, and art history terms. Additionally, GT students can further develop their Surrealist sketches into detailed drawing or painting. The teacher will support these students during the independent work time of the lesson, and provide assistance/guidance as needed.
Additional Video Resources for Surrealist Drawing:
How will you address students’ various learning preferences in this lesson (visual, auditory, kinesthetic, tactile, other)?
Write these regular verbs in past tense:
I like art class. _____________________________
She draws with her sister.____________________
He wants to be in the art competition._________________________
You work fast.____________________________
I make sculpture._____________________________
She looks funny in the photograph.___________________________
Circle if the sentence is written in Past Tense or Present Tense:
She started art class yesterday. (Past tense/Present Tense)
We looked at art work. (Past tense/Present Tense)
I paint in class with my friends. (Past tense/Present Tense)
We traveled to a museum last year. (Past tense/Present Tense)
Write down an example for the following questions:
Look at the colors on the board. Write down the name for each color.
For the Formative Assessment, the teacher will walk around the room during the student’s Explore and Explain time and ask the students for the following sign that they feel they are on target with the work:
- Thumbs up= we feel good about where we are in the assignment and understand the task. We currently do not need help.
-Thumb sideways= We have some questions and need clarification about a few things, but we are on task and feel okay about where we are in the assignment.
-Thumbs down= we are need of help and do not understand the assignment.
The teacher will re-direct students as needed based on this assessment.
Levels of Questioning: Costa’s question stems
Students will use the following question stems to ask questions about the assignment. They are following Costa’s three levels of questioning which include the following levels:
Level 1- Gathering
Level 2- Processing
Level 3- Evaluating
Level 1- What does ___________ mean?
Level 1: Who/What/Where is ________?
Level 2: Can you compare and Contrast _________ to ________? How?
Level 2: How would you classify __________ based on the categories show here?
Level 3: Imagine if ____________ happened instead of ____________. What would the world be like?
Level 3: Predict the future opinions of __________. What would they be?
Analytic Rubric: Adapted from: http://academics.uww.edu/cni/webquest/Fall04/russian/PDFs/PresRub.pdf
|ContentDid the presentation have valuable material?||Presentation contained little to no valuable material.||Presentation had moments where valuable material was present but as a whole content was lacking.||Presentation had a good amount ofmaterial andbenefited theclass.||Presentation had an exceptional amount of valuable material and was extremely beneficial to the class.|
|CollaborationDid everyone contribute to the presentation? Did everyone seem well versed in the material?||The teammates showed little to no evidence to have worked from others’ ideas.It seems as though only a few people worked on the presentation.||The teammates sometimes worked from others’ ideas. However it seems asthough certain peopledid not do asmuch work asothers.||The teammates worked from others’ ideas most of the time. Seems like everyone did some work,but some people are carrying the presentation.||The team mates always worked from others’ ideas.It was evident that all of the group members contributed equally to the presentation.|
|PresentationDid the presenters Speak clearly?
Did they engage
the audience? Was it obvious the material had been rehearsed?
|Presenters were unconfident and demonstrated little evidence of planning prior to presentation.There is no evidence of past tense forms or adjectives used in the presentation language.||Presenters were not consistent with the level of confidence/preparedness they showed their home group but had some strong moments.There is some use of past tense forms and some use of adjectives in the presentation.||Presenters were occasionally confident with their presentation, however the presentation was not as engaging as it could have been for the home group.There is strong evidence of appropriate use of past tense verb forms and at least 5 adjectives in the presentation.||Presenters were all very confident in delivery and they did an excellent job of engaging their home group. Preparation is very evident. There is appropriate use of past tense verb forms and more than 5 adjectives used in the presentation.|
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