NAME:Craig Ashton OPTION:Inner City

Math Equity/Language Arts/Visual Arts Lesson Plan

Dates: Tuesday, Dec. 18, 2008 and Wednesday, Dec. 19, 2008

Title: Geometry and Islamic Arts

Grade: 8 Special Ed

Timing: 2 x 40 Minutes

Overview: With the reading, discussion and reflections in Language Arts of “Girl Interrupted”, honour killings in the Islamic faith, specifically Aqsa Parvez (Toronto Life, November, 2008), this Math Equity/ Language Arts/Visual Arts lesson will open the student’sminds to many unknown aspects of the Muslim culture and the Islamic Faith ending with the beauty of their art and architecture. Through interesting content students at this level (Special Ed) will make a strong connection to the geometry they have been using this year to a very interesting and captivating religious sect. This should be fun and stimulating while keeping theirattention.

Specific Curriculum Expectations:

LANGUAGE ARTS:Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a variety of strategies to construct meaning; Reflect on and identify their strengths as readers, areas for improvement and the strategies they found most helpful before, during, and after reading.

VISUAL ARTS:

Knowledge of Elements: Distinguish between formal (symmetrical) and informal (asymmetrical) balance in compositions.

Creative Work: Produce two dimensional works of art that communicate a range of thoughts, feelings and experiences for specific purposed and to specific audiences.

Critical Thinking: Identify ways in which the visual arts affect various aspects of society and the economy; explain how the principals of design are used to organize a work, communicate feelings, and convey ideas, using appropriate vocabulary and terminology.

MATH:

Geometric Properties: Investigate and describe applications of geometric properties (i.e. properties of triangles, quadrilaterals, and circles) in the real world.

Assessment Strategies:
Process: Product: Product:
Observation
Anecdotal Notes
Checklist/Rubric
Interview/Conference
Presentation/Performance / Sketchbook/Journal
Portfolio Review
Self-assessment
Peer-assessment
Interview/Conference / Presentation/Performance
Critique
Checklist/Rubric
Other:
Planning for Learning Differences:
Type:
Physical Challenges
Learning Disabled
Behavioral
ESL
Gifted / Accommodations:
Increase time for lesson
Increase space available
Written Instructions
Oral Instructions
Visual Instructions / Peer Tutor/Partner
Modify Materials
Modify Tools
Extend Lesson
Other:

Space: Regular Classroom with round tables and chairs.

Materials & Tools:

Isometric Grid Paper in 11 x 17 sheets (25 copies to allow for extra if students make a mistake)

Crayons

Pastels

Pencil Crayons

Markers

Pencils

Erasers

Examples of Islamic Art to use as exemplars

Research Geometry in Islamic Art and prepare outline

Islamic Music to play during exercise

Artists/Artwork: Various examples of Islamic Art in architecture from all over the world. Some of the examples found are anonymous.

Set-Up: Will need 5 minutes at the end of previous period to set supplies out on tables. The materials will be prepared before school day begins.

Homework/Communication with Parents/Guardians: No homework necessary but their finished pieces will be displayed in the hallway for parent’s night and then moved at a later date to decorate the classroom.

Notes: Music will be played for the two periods that they are working on this project and this will bring a very relaxed environment for them to work in. The idea for this lesson was found at AskAsia.org

Delivering the Language Arts Lesson

Over two 40 minute classes the Special Ed class in the Reading/Literary Circlewill read (AT suggested reading the article to the class) the Toronto Life article by Mary Rogan called “Girl, Interrupted”, the story and murder of Aqsa Parvez. In the circle, while the article is being read to the students, they will circle all vocabulary they did not understand to be discussed in a future class. There will be an in depth discussion of the issues and events, they will complete the Big Question Summary (Who, What, Where, When, Why) and they will complete the story summary. (This work will continue after my practicum is over). For their refection they will be asked three questions:

  1. Knowing what you know from the magazine article so you think there could have been a good outcome?
  2. If you were Aqsa’s friend what could you have done differently that her friend’s did not do? Is there someone in the community that could have helped? If so, who?
  3. Do you feel her father need to be punished?

Delivering the Math Equity/Visual Arts Lesson

Timing / Grouping

2:00WSharing the Objectives

So we have just finished a very disturbing article in Language Arts about “Honour Killings” in the Muslim culture and the Islamic faith. I would like to move forward into a very different aspect of this culture which is also linked to the Islamic Faith. Here are some examples of beautiful art from the Islamic culture which are present all over the world.

Timing / Grouping

10:00WBody of the Lesson (Step-by-Step)

Background: As we have just observed Geometric shapes were popular with Muslim artist and designers in all parts of the world; they were used to decorate every surface such as walls, floors, pots, lamps, book covers, and textiles. As Islam spread throughout the world artists combined their love of geometry with pre-existing traditions; this art expressed the logic and order in the Islamic vision of the universe; one explanation was that Mohammad has warned against the worship of idols. Can someone tell me who Mohammed was? This was understood as a commandment against representation of human or animal forms; in Islamic art repeating patterns represent the unchanging laws of God, of Allah; Muslims are expected to observe the strict rules of behavior set forth by Mohammad in the 7th century.

(It should be noted that this script is for my knowledge base and since there are many Muslims in class I will be asking for their knowledge and input on these subjects. The outcome will be noted in the reflection section)

These laws are known as the “Five Pillars of Faith” Who can name some of these Pillars of Faith?

  1. Pronounce the creed (chanting an affirmation of the existence of one God and that God is Allah).
  2. Praying, in a precisely defined ritual of words and motions, 5 times a day.
  3. Giving alms.
  4. Fasting during Ramadan.
  5. Making, during a lifetime at least one pilgrimage to Mecca.

An interesting point is that the geometric shapes which you saw in the examples are two dimensional.

They preferred to create an art that represents spiritual truth; the star was chosen for many decorations because it is equal in all directions from a central point.

In class you have been using geometric shapes this year. Who can tell me some of the shapes you have learned this year?

Rhombus, Parallelogram, Trapezoid, Triangle, Hexagon, Rectangle, Square

Timing / Grouping

25:00W/IActivity(give students the option of working in pairs or independently)

So now it is your turn to try and create some art based on the Islamic examples and the geometric shapes your learned this year.

The paper in front of you is called the Isometric Grid. Can anyone tell me if they see any shapes in this graph?

Here is an example of all the shapes possible in this Isometric grid. (Show them my grid with the pencil shaded shapes)

Here is an example of what my Islamic art looks like. (Show them my completed grid)

Remember no design is wrong; if you make a mistake and need to start over I have extra sheets.

Try and find some symmetry with your shapes.

If you are worried about coloring in shapes and making a mistake in placement or color use a pencil to map out your graph and then use color.

Most importantly….. Have fun!

During lesson go around to individuals and get them to show me the different shapes.

If they are having difficulties guide them to some possibilities.

Try and find out how they feel while they are finding and coloring shapes.

Timing / Grouping

2:00WCloser

Give them positive reinforcement of the excellent level of work today.

Can anyone tell me how it felt to make art using these grids?

Can you see there is so much that can be done inside these grids?

Please put all of your supplies away and place your grids on the counter.

We will work on these tomorrow and finish up the project and then we will display your work on the board outside the class. You will have the opportunity to show your parents at parent teacher night.

*Grouping: W = Whole class; S = Small group; I = Independent

Extensions: This lesson was integrated into a Language Arts lesson where we talked about the death of Aqsa Parvez who was murdered by her father and brother for adopting the ways of her peer culture and not wearing her hijab. We had many discussions of Islamic culture and the students produced very heart felt reflections. This Special Ed reading group consisted of half of the math class which was the following period. The art/lesson then allowed me to show a beautiful side to the Muslim culture and Islamic faith. It could very easily be added into a unit for history and social studies.

Reflections

1. With the incredible diversity of Nelson Mandela Park PS I wanted to choose a topic which was socially relevant and show different sides of an issue. When I read the article about the life of Aqsa Parvez I was in a state of shock and deeply saddened. This started my journey to investigate the tradition of honour killings in the Muslim culture and the Islamic Faith. It was my first time hearing about an issue like this and I thought my students might no have any idea of what it would be like to reject your own culture and the outcome of such an act. I thought of what it would be like for me to have a tragedy like this happen to one of my friends.

2. With most of these students being MID and Behavioural I knew that I must choose a topic that was stimulating for them. I must always keep them engaged during the lesson plan and really help them to understand the severity of this issue. While reading I must constantly explain what things mean and also give them time to reflect on the tragedy of this. With their being at least one Muslim girl in the class that I knew of, I assumed there would be a level of discomfort for her, so I tried to always see how she was feeling.

3. I was amazed how well the whole class took to this lesson and the level of participation. It did feel rushed in 2 periods and I would have liked to take more time on the Islamic Faith/Muslim culture. Even though I had my notes on the faith and culture the class was very well spoken, informed and excited about the subject. With guided questions they gave me the facts and I wrote them on the board. The most incredible conversations were happening while they were coloring and the music was playing. This relaxed environment sparked many topics like credit cards, employment, Obama as President, police brutality, child birth and raising children. There was one girl who was crying at the end of the article and all of the students had questions for the one Muslim girl in class. This student who rarely spoke to anyone was very vocal in her responses and it was amazing for all of is to hear her speak so reflectively about her culture. I got to see a very different side of these students with diagnosed MID than I did during regular math and language arts classes. Not many found the symmetry and most were fascinated by the star motif. I feel that not many people get to see this special side of these troubled teens and even their regular teacher was surprised by their level of work.

Three things I did well:

  1. Really involved all the students in meaningful insightful conversation.
  2. Communicated in a very personal way to build trust with the students.
  3. Praised their extraordinary insights and artistic work.

Three things the students did well:

  1. Communicated
  2. Worked together
  3. Listened

If I taught this lesson again, I would change:

  1. With more time I would teach them how to construct their own Isometric Grid.
  2. I would suggest that they map out their tile in pencil before using color therefore giving them more of a chance to find the symmetry in their tiles.
  3. For some, the 11 x 17 sheets were too much space for them to color in the two periods. More time on this unit would have allowed them to finish the 11 x 17 tile.

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