ONU Lesson Plan Template

Date: March 3, 2015 / Grade Level: 2nd / Subject: Art / Lesson Duration: ???
Title of Lesson: Symmetry Design
Text used and pages:NA
Standards:
26B. 1d– Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building and imagination.
26A 1e– Identify media and tools and how to use them in a safe and responsible manner when painting, drawing and constructing.
VA Cr2.2.2– Demonstrate safe procedures for using and cleaning art tools, equipment, and studio spaces.
Central Focus:The students will be creating patterns of symmetry that could reflect an emotion that they choose to express after they analyze other images that express symmetry. The students will demonstrate this understanding of symmetry while mastering the ability to use oil pastels.
Lesson Objectives:
TLWBAT draw a design with lines and shapes on ½ of a paper.
TLWBAT transfer the previously stated design to the blank ½ of the paper to create symmetry.
TLWBAT color the paper with oil pastels solidly.
TLWBAT color the paper to make it symmetrical.
Management/Safety Issues: The students may throw the oil pastels. The kids may draw on themselves.

Materials/Resources/Equipment required to teach the lesson

Supplied by the teacher / Supplied by the students
  • Oil pastels
  • 80# Paper
  • Pencil
  • Black Crayon
  • Black Sharpies
  • Photos of art examples of symmetry (from Computer)
  • Elmo
/ NA

Prior academic learning/experiences… why is this lesson appropriate for your students?

The Children have previously learned how to make different lines and designs using crayons and pencils. They have also already mastered the use of oil pastels and coloring shapes in solidly.

Cultural/ home/ community… what personal background do your students bring to the class that connects them to this lesson?

The children will be challenged to express an emotion through the design that they create for the symmetry lesson. This emotion can be any of their choosing and can express the type of situations that they partake in during their lives in their culture, home, or community.

Research/ Theory… Use research and/ or theory to support the activities in your lesson plan.

Mary Dana Hicks also believed that it was important to emphasize the principles of design so students would have a better command over the material and would be capable of producing more successful works of art.

Knowledge of Students Complete the chart for the appropriate students in your class: IEP’s, 504’s, Gifted/ Talented, ELL’s, Struggling, Social/Emotional, ect. Describe what is needed during the lesson.

List here / # of students / Students needs / Specific adaption(s) to lesson to help student
Gifted/ Talented / These children exceed at their artistic abilities and need to be challenged in new ways. / These children will be challenged to add additional shapes and lines.
Struggling / These students struggle with the tasks given to them and need additional aid or instruction / The children will be given additional aid and instruction. They will be allowed to create a simple design.
Academic Language Function
See planning commentary template (content specific) / Additional Language Demand
Syntax or Discourse (pick one)
Analyze- The students will be analyzing images that demonstrate symmetry. / Discourse- The students will engage in a class discourse with the teacher where they will demonstrate an understanding of symmetrical objects.

Content Specific Vocabulary/ Symbols including targeted support (specific definitions)

Composition- The overall placement and organization of the project.
Line- a long narrow mark on a page
Symmetry- looks the same on two sides.
Transfer- making one image

Hook/Motivator/Attention GrabberHow will you grab the student’s attention so they are interested?

Gooooddd after noooooooon Class. How many things have you seen in life that can line up if you fold them exactly in half? Very good. Show examples of things that are symmetrical. Does anyone know what word describes all of these objects? Its called Symmetry. Does this look like anything to you? Does it make you feel any certain way? Why? Did you know that you can show different feelings by making different pictures? If I want to make a picture that makes me feel happy what kinds of lines can I use? Very Good! If I want to make a picture feel angry what kinds of lines can I use? Very good! Today we are going to make a project that shows symmetry and also shows an emotion. What emotions can you show in a design using lines and shapes? Very good. Introduce project.

Instructional Procedures/ Learning Task – Provide specific details of lesson content and delivery include questions and/or activities that inspire higher order thinking (not yes/no questions)

Discuss symmetry- in art or from objects. (Show some pics)
Pass out 9x12 paper and fold it carefully (either way)
While folded, draw designs on ½ of the paper with a pencil. Draw different kinds of lines, have some lines touch the edges of paper.
Trace the designs dark with a black crayon.
Fold the other half of the paper over the designs.
Rub the paper hard with the end of a black sharpie to transfer the designs onto the clean ½ of the paper
Open the paper and trace over the transferred marks with black crayon.
Color the design with different colored oil pastels. (solid + dark) Use the same colors on both sides of the paper.
Retrace the design with black oil pastels.

Closer

After clean up. Who can tell me the word that is used when an object or pattern that lines up when you fold it in half? Very good. Who remembers some objects that we see in life that are symmetrical? Does anyone want to share what emotion they expressed though their art work?
Informal Assessments Student monitoring – include specifically what you will be looking for / Formal Assessments Classwork, Homework, Projects, test- include how/where feedback will be given
Observing and questioning the individual students as they work and talk among themselves. / The projects will be graded to a rubric.

Next Lesson – briefly describe how this lesson will support the students to proceed with the next lesson

The students will be able to build onto the skills of transferring lines to make a symmetrical object. They will also be able to better use oil pastels for future art projects. Who wants to share what emotion they were expressing when they drew their lines and shapes? That’s awesome! How did you show that emotion? Very good! All of the projects look beautiful and show very strong emotions. Did you all have fun showing you emotions through the symmetry project?

The following should be filled out after the lesson is taught

Reflections/ Future Modifications – if I teach this again… what would I do differently to help teach the central focus?

Through out the lesson plan I added many areas where the children used symmetry, lines and shapes to express an emotion. When I actually taught the lesson I excluded these elements because the other classes had previously been told to simply draw random shapes and lines. If I choose to use this lesson again in the future I will include the areas where the children expressed an emotion and I would also attempt to find new ways to connect this work to the kids. I would also find more objects to show them that represent symmetry. After talking to and observing Ms. Dudley I have decided I would also want to add more interactive learning as I am explaining symmetry. I would like to have the kids come up and draw on the board partake in interactive learning.