The document provides a lesson plan for a 30-35 minute art and craft class where students will learn about and create patterns using curves and loops. The lesson involves defining curves and loops, comparing them to zigzags, and having students create their own patterns in groups of different time limits. The teacher will assess pattern replication skills.
The document provides a lesson plan for a 30-35 minute art and craft class where students will learn about and create patterns using curves and loops. The lesson involves defining curves and loops, comparing them to zigzags, and having students create their own patterns in groups of different time limits. The teacher will assess pattern replication skills.
The document provides a lesson plan for a 30-35 minute art and craft class where students will learn about and create patterns using curves and loops. The lesson involves defining curves and loops, comparing them to zigzags, and having students create their own patterns in groups of different time limits. The teacher will assess pattern replication skills.
The document provides a lesson plan for a 30-35 minute art and craft class where students will learn about and create patterns using curves and loops. The lesson involves defining curves and loops, comparing them to zigzags, and having students create their own patterns in groups of different time limits. The teacher will assess pattern replication skills.
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UNIT THREE: WEEK THREE: February 5 -February 9, 2024
Lesson Plan 3 of 4 Class: Standard 2 No of boy Students: 24 Theme: My Country: The Environment of T & T – Land
Exceptionalities: One child has symptoms of ADHD, not diagnosed.
Tiers: Students will be tiered into three levels according to their reading, writing and comprehension abilities. Subject: Art & Craft Duration: 30 to 35 minutes Topic: Make patterns using curves and loops Context/Big Idea(s): CONSIDERATION It is crucial to teach young students how to create patterns using curves H.F.L.E.: and loops in order to foster their creativity and spatial awareness. By Effective participating in such activities, one might develop critical thinking Communication abilities by exploring different shapes and sequences. Students who Critical Thinking master curved patterns have a deeper awareness of symmetry and Literacy repetition, which lays the groundwork for mathematical mastery. Reading Students gain critical problem-solving skills that are transferable to ❒ Writing many academic fields through the process of creating patterns. Oral Prior Knowledge: Communication Students have knowledge of: ❒ Literary How to draw Appreciation How to make lines ❒ Media & Borders Information What a pattern is Literacy Numeracy Ministry of Education Expectations: ❒ Problem Solving 1.1.1 Understand the concept of space, texture and form Critical thinking through construction activities. Communication 2.1.1 Become aware of the elements of layout and design in Representation poster making ❒ Reasoning 3.1.1 Understand the concept of size, space, form and colour ❒ ICT Skills through construction activities. Differentiated Outcomes: Instruction At the end of this learning experience, students will: Assessment All tiers: Pre-Assessment Given the set induction with the items, students will describe Summative the characteristics of curves and loops Assessment Given the content, students will compare the zigzag lines with curves and loops Tier 1: Given the content, students will create a pattern only using curves and loops in 5 minutes Tier 2: Given the content, students will create a pattern only using curves and loops in 7 minutes Tier 3: Given the content, students will create a pattern only using curves and loops in 10 minutes Essential Questions: What is a curve? What is a loop? Introduction/Set Induction: The teacher would have different items depicting curves and loops and ask the students to describe the items. Resources: Whiteboard markers Whiteboard Pencils Colours Paper Items with curves and loops Visual Representation of zigzag, curve and loop Materials to replicate the given curves/loops
Teacher Activities Student Activities
Teaching Point 1 1) The teacher will ask students to Students will observe what is being done, ask describe the characteristics of curves questions when needed, answer the questions and loops asked, and build on each other’s answers when possible. (V.C.C.E.) What is a curve? What is a loop?
Teaching Point 2 1) Teacher will have visual Students will observe what is being done, ask representations of zigzag lines and questions when needed, answer the questions curves and loops side by side. asked, and build on each other’s answers 2) The teacher would ask students to when possible. (V.C.C.E.) compare the lines (shape, form, size, what stays the same, what changes) Teaching Point 3 Tier 1s would have 5 minutes to create a 1) The teacher will instruct students to create pattern using only curves and loops a pattern using only curves and loops with Tier 2s would have 7 minutes to create a Tier 1s having 5 minutes time and Tier 2s pattern using only curves and loops having 7 minutes time and Tier 3 having Tier 3 would have 10 minutes to create a 10 minutes time pattern using only curves and loops
Accommodations: Accommodations that specific students may need to access learning are as follows: Presentation Accommodations Explicit and concise instructions Response Accommodations Increase or decrease wait time as needed Tier 2s have the option to request help either from teacher or peers Timing/Scheduling Accommodations Time extensions would be allotted accordingly When writing their notes, students would be timed Setting Accommodations Adequate classroom ventilation Clean and well-lit classroom Inclusive and welcoming atmosphere Seating arranged in pairs Savannah area to dance/march Management Strategies: To manage time and disruptive behaviour, the following strategies will be used: Positive Reinforcement- Students will be consistently praised for their correct responses and appropriate behaviours. Teacher Helper- Tier 3 students will assist the teacher Extended Practice: Content will be extended into future lessons. Closure: A verbal recap would be done where students would state one (1) thing they remember from class Assessment: Pattern Replication Task: The teacher would give students a sample pattern made with curves and loops and ask them to replicate it using paper and/or drawing materials provided. The teacher would assess their ability to reproduce the pattern accurately, paying attention to details such as spacing and symmetry. Reflection: The replicating activity was fun and funny. Some boys were replicating as though they were famous artists that look at something and draw or sculpt it. Then it had the boys who were having fun after making their replication and making joined loops and curves into some shapes. Lesson Plan Key Integrated Subjects – Red Questions – Green Formative Assessments – Orange Activities/Strategies – Blue
