Subject: ART
ART Standards
Lake Myrtle Elementary School
Lori Cooper and Mary Hensel
Grade 4 & 5
Dates: Week of 1/7 and 1/13
Unit Essential Question:
How do artists use form to create 3-dimensional artwork?
VA.4.S.3.2 Plan and
produce art through
ongoing practice of
skills and techniques
Lesson Essential Question:
I can use form & repetition to create art inspired by Wayne Thiebaud
VA.5.F1.2 Develop
multiple solutions to
solve artistic problems
and justify personal
artistic and aesthetic
choices.
Acceleration/Previewing: (Key Vocabulary)
Repetition: repeated design
Horizon: where the sky touches the ground
Form: 3-D shapes; sphere, cylinder, prism, pyramid, cube
Halation: outlining with a bright color
View Ppt on Wayne Thiebaud art
VA.4.S.1.4 Use
accurate art vocabulary
to discuss works of art
and the creative
process.
VA.5.S.1.4 Use
accurate art vocab to
communicate about
works of art and artistic
and creative processes.
VA.4.S.2.2 Demonstrate
the ability to recall art
procedures and focus
on art processes
through to the end of
production.
VA.5.S.2.2 Identify
sequential procedures
to engage in art
production.
Core Curriculum
Standards(Math,
Reading, Language Arts)
Math: 3-D shapes
Science: texture
Extending & Refining
Activities:
Evaluate and improve
and reevaluate artwork.
Materials:
paper, pencils, crayons, Thibeaud handouts, tempera paint, markers
Teaching Strategies:
View/discuss Ppt; handout with Thibeaud art examples
Guided practice drawing step-by-step various desserts/forms.
Distributed Guided Practice/Summarizing Prompts:
Students will paint desserts with tints of tempura paint utilizing
shading to create the 3-D effects.
Students will outline the desserts with markers of many colors.
Summarizing Strategies:
Students will edit, improve, and evaluate their artwork using
appropriate vocabulary.
Assessment:
rubric applied to final
painting.
Student self-assessment
Instructional/ESOL Strategies
Developing Critical Thinking Skills
o
categorizing
x sequencing
o
classifying
x summarizing
o
predicting
o
Modifying for Comprehensible
Instruction
o
Adapt to English proficiency
level/paraphrase
o
Advance organizer/text-to-graphics
o
Concrete concepts presented then
abstract
o
Heritage language support(e.g.,
dictionary)
o
Highlighting/underlining essential details
o
Leveled reader/other leveled resource
o
Manipulatives/hands-on resources
 Media resources (e.g., video, podcasts)
o
Pictures/realia/visual representations
o
Pre-reading/writing/viewing activities
o
Read aloud/guided reading
o
Simplify grammar and vocabulary
o
Supplemental ESOL instructional
materials
o
Vocabulary instruction (e.g.,Frayer
Model)
o
Word choice and sentence
structure/order
o
Reinforce study skills such as:
o
Cooperative grouping – ELL
o
Individualized instructional focus
o
Learning Centers
o
Small Group instruction
o
Graphic Organizers for Cognitive
Development
o
Cause – Effect
o
Chart/graph/table
o
Compare and contrast
o
Decision tree/flow chart
o
K-W-L/idea organizer
o
Map/visual representation
o
Process/sequence/time-line
o
Word web/concept definition map
o
Checking for Student Comprehension
o
Cloze activities
o
Drawings and illustrations with captions
o
Journals/learning logs/reading logs
o
Key Learnings handout/student unit map
o
Note-taking(e.g.,Cornell, two-column)
o
Outlines-guided with support framework
o
Role-plays/dramatization/enact learning
o
Sentence starters- speaking/writing
o
Summary-guided with support framework
o
Modification/Accommodation of
Assessments
o
Adapt to English proficiency level of ELL
o
Demonstration
o
Drawing/labeling of illustrations
o
Fill-in/word bank
o
Heritage language support (e.g.,
dictionary)
o
Open book/open note assessment
o
Oral report or presentation