Content: Learn art themed vocabulary words and use them in art contexts. Apply words to works by Velázquez. Analyze Velázquez art.

Transcription

1 Day 1 of Unit Plan Lesson: Art vocabulary and Diego Velázquez Date: 12/10/11 Lesson Title: Introducción al arte Topic of lesson: Art vocabulary and Introduce Diego Velázquez Content: Learn art themed vocabulary words and use them in art contexts. Apply words to works by Velázquez. Analyze Velázquez art. Materials: Vocabulary PowerPoint (prepared by teacher) Vocabulary lists for entire unit Velázquez notes Video on Velázquez Velázquez worksheet for video Homework sheet (Las Meninas) Learning Objective: The learner will form statements using new vocabulary to describe Velázquez art. Communication 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Cultures 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Anticipatory set: Hola clase! Hoy vamos a aprender vocabulario nuevo del arte. Van a recibir una lista del vocabulario nuevo. Pero, primero, alguien sabe algo sobre una artista Española? First, the teacher will open the lesson by asking the class if they know of any famous Spanish artists. The class will open with this discussion for the first few minutes. Then, the teacher will introduce the new vocabulary with a PowerPoint (the students will also receive a list of the vocabulary words for their own study purposes). Then, the teacher will lead the class through a discussion about the words. At the end of the PowerPoint, there is an opportunity for a think pair share. The students will then translate sentences using their new vocabulary, and then

2 they will replace the words with direct and indirect object pronouns (which they ve been working on). Following the PowerPoint, the students will pair up with a different partner than the one they had during their think pair share and they will do a circumambulatory activity using their vocabulary sheets. They will have to describe a vocabulary word on the list by talking around it. They are able to use their lists since this is the first day with the new words. Then, the students will get a biography on Diego Velázquez, their first painter of study in this unit. The class will popcorn read the biography and then discuss his style and a few of his works (the teacher will have larger versions of his two works projected on the screen). They will also focus on some of the vocabulary that is specific to Velázquez (also on vocabulary list). The students will then watch a video (approximately 1.5 minutes long) on Las Meninas and they will follow along with a fill in the blank worksheet. They will go over it as a class and then they will be allowed to keep it to study. Finally, the class will play a little game pretending they are Velázquez. The teacher will describe a scene in Spanish and the students will have to draw the scene in a style that reflects Velázquez. They will not, obviously, all be artistic, but they may make labels (en Español!) if necessary. The teacher will pick a few students randomly after each scenario to describe what they drew and how they think Velázquez would have drawn it their way. At the end of class, the students will leave with a worksheet. The worksheet has the painting Las Meninas with thinking bubbles. The students must make captions for what the characters are thinking. They must use at least 5 vocabulary words and 3 direct/indirect object pronouns. Checking for understanding: The teacher will observe during the think pair share and during the circumambulatory vocabulary activity. The teacher will also observe fluency when the students are explaining their artwork during the game at the end of class. The teacher will support the student s language needs as necessary (prompts, pronunciation help, etc). Assessments: Las Meninas worksheet. Meeting the needs of all students: Meeting multiple intelligences by having visual/special, verbal/linguistic and interpersonal activity. Listening, speaking, reading and writing activities are all represented in today s activities.

3 Day 2 of Unit Plan Lesson: Art vocabulary and Salvador Dalí Date: 12/10/11 Lesson Title: El arte y Dalí Topic of lesson: Review art vocabulary, introduce Salvador Dalí, introduce conditional tense. Content: Continue to practice art themed vocabulary words and use them in art contexts. Apply words to works by Dalí. Analyze Dalí s art. Practice conditional tense. Materials: Painting to project for opening of class discussion Dalí notes Conditional PowerPoint (prepared by teacher) Homework sheet (conditional). Learning Objective(s): The learner will use art vocabulary words to analyze Dalí s art. The learner will write sentences in the conditional. Communication 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Cultures 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Anticipatory set: Buenos días, clase! Primero, vamos a mirar a la pantalla. Hay una obra de nuestro nuevo pintor para hoy. Describe lo que mira. Qué pasa? Qué nota? Toca apuntes sobre la obra por cinco minutos. First, the teacher will open the lesson by asking the class to look at a famous painting by Dalí ( La persistencia de la memoria ). The teacher can check homework while they do this. Next, the teacher will lead a discussion asking the students what they noticed about Dalí s painting or style. The teacher will write a list of characteristics on the board from the students feedback. This will lead nicely into the introduction to Dalí. The students will popcorn read Dalí s biography and look at the vocabulary words

4 that are pertinent to his work. The teacher will also prompt them to discuss any modern artists that they know who use styles similar to Dalí s. After that, the class will play a little game (same as yesterday with Velázquez), this time pretending they are Dalí. The teacher will describe a scene in Spanish and the students will have to draw the scene in a style that reflects Dalí. They will not, obviously, all be artistic, but they may make labels (en Español!) if necessary. The teacher will pick a few students randomly after each scenario to describe what they drew and how they think Dalí would have drawn it their way. The teacher will then segue into an introduction to the conditional using a PowerPoint. The students should pick this up pretty quickly, especially since they already know the irregulars from learning the future tense, but the teacher will review the irregulars anyway and give the students a chance to translate some sentences conjugating in the new form of the verb. Then they will play the If/then game to practice using the conditional tense properly. The students will have one minute to write an if statement on one piece of paper (using the past subjunctive, which they already know), and a then statement on another piece (using the conditional which they have just learned). The teacher will then collect the if statements in one basket and the then statements in another. The students will take turns drawing one of each and then putting together a funny sentence. The students will read these sentences for the remainder of the class. Checking for understanding: The teacher will observe and ask questions during the discussions to check for understanding. The teacher will also observe fluency when the students are explaining their artwork during the game at the end of class. Finally, the teacher will observe confidence level with using the conditional when the students are reading the if/then statements. The teacher will also support the student s language needs as necessary (prompts, pronunciation help, etc). The teacher will also be able to check for understanding when the homework is graded the next day. Assessments: The students will have a homework sheet on the conditional. Meeting the needs of all students: Meeting multiple intelligences by having visual/special, verbal/linguistic and interpersonal activity. Listening, speaking, reading and writing activities are all represented in today s activities.

5 Day 3 of Unit Plan Lesson: Frida Kahlo Date: 12/12/11 Lesson Title: El arte y Kahlo Topic of lesson: Review conditional tense, introduce Frida Kahlo Content: Continue to practice conditional tense. Read and write about Frida Kahlo. Use Kahlo as an example to reflect on own experiences. Materials: Battleship templates Kahlo notes Kahlo video Discussion questions (to project on board) Blank paper for reflection activity Homework (blank paper) Learning Objective(s): The learner will write a diary entry as if they were Frida Kahlo. Communication 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Cultures 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Anticipatory set: Buenos, clase. Vamos a repasar la tarea, pero primero, para empezar, vamos a escribir en una tabla de Battleship. Tienen un minuto para escribir verbos en el columna a la izquierda y los terminaciones en la columna arriba. Necesitan usar por los menos 3 verbos irregulares. First, the teacher will open the lesson by asking the class to fill out a Battleship template for later on in the class. They can pick any verbs they want, but three of them have to be irregular. This should not take long; they need to choose verbs quickly and then write the endings across the top of the template. When they are finished, they can place their boats. Next, the teacher will lead the review of the homework sheet. The teacher will also ask for volunteers to share their paragraphs from part C. After the

6 homework review is complete, the students will review the conditional again by playing Battleship with a partner. After playing Battleship, the teacher will move on to the third and final artist of this unit: Frida Kahlo. The students will get the biographical notes sheet and they will read it popcorn style in small groups. Then, the class will watch a short video on Kahlo. After the video, the students will have a chance to discuss some questions from the video in small groups. Once they ve finished the questions, the whole class will come back together to share their thoughts. Finally, the teacher will conclude the class by reemphasizing Kahlo s reflective style. The students will have a chance to reflect on their own lives, difficult situations, proud moments, etc. and they will have a chance to draw their own selfportraits with a certain instance in mind. They are then to write three sentences describing the picture. For homework, the students are to finish the self portraits and write a journal entry of 8 sentences as if they were Kahlo right after her accident. Checking for understanding: The teacher will observe and ask questions during the discussions to check for understanding. The teacher will also monitor the accuracy of conjugating the conditional when the students are playing Battleship. The teacher will also support the student s language needs at all times and as necessary with scaffolding like prompts, pronunciation help, etc. The teacher will also be able to check for understanding when the diary entry is graded the next day. Assessments: For homework, the students are to finish up their self portraits and write a journal entry as if they were Frida Kahlo right after her accident. Meeting the needs of all students: Meeting multiple intelligences by having visual/spacial, verbal/linguistic and interpersonal activity. Listening, speaking, reading and writing activities are all represented in today s activities.

7 Day 4 of Unit Plan Lesson: Repaso Date: 12/13/11 Lesson Title: Repaso del artistas Topic of lesson: Review art vocabulary and three artists from Mon. Wed. Content: Review art vocabulary and Velázquez, Dalí and Kahlo. Materials: Script for vocabulary review activity (prepared by teacher) Script for Quién soy yo? review activity (prepared by teacher) Rubric for presentations Learning Objective(s): In groups, the learners will make a talking tableau of a work of art studied previously in the week. Communication 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Cultures 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Anticipatory set: Hola, clase. Hoy vamos a jugar un juego de vocabulario. Voy a describir las palabras del vocabulario y necesitan dibujar lo que dije. Pero, ten cuidado: solamente dibujan lo que dije! First, the teacher will begin with a vocabulary review. The students will have to listen to the scenes that the teacher describes, using vocabulary words, and then the students will have to draw what the teacher says. After each scene in the activity is over, the teacher will call on a table or student to share what they drew. Everyone s drawing should look the same, somewhat, in terms of where they placed things. Next, the students will have to listen to various statements, again, read by the teacher, and answer which artist the statement is describing. This is to help them review for a section of the text that is very similar to this. Students are encouraged to take notes during this part.

8 After that, the teacher will introduce a skit and review activity. The students are to get into groups of five, assigned by the teacher. They are going to be assigned a work of art that was studied earlier in the week. Then, they are going to make a tableau of the work. Tableaus are normally unable to speak, but in this case, they are going to have to say whatever is on the character s mind that they are representing. For example, if the students were assigned Las Meninas by Velázquez, the person representing La infantíl Margarita could stand on his or her knees in the middle of the tableau (where she is in the painting) and say things like Hola, me llamo Margarita y soy una princesa y una enana, etc. The students in the audience will have white boards and they are all to put the name of the work of art being shown on their whiteboard. The students will also get this information on a rubric so they can see how they are going to be assessed before they present in front of the class. For the remainder of class, the students will play a game of around the world with miscellaneous information from the test. They are encouraged to take notes this can only help them study! Checking for understanding: The teacher will observe all of the review activities to see where the information is lacking. The teacher will also monitor the students use of the white boards to make sure they are listing the paintings correctly. Assessments: The teacher will assess the tableau/dialogue/skits with a rubric. The only homework today is to study for the exam tomorrow. Meeting the needs of all students: Meeting multiple intelligences by having visual/spatial, verbal/linguistic and interpersonal activity. Listening, speaking, and writing activities are all represented in today s activities.

9 Day 5 of Unit Plan Lesson: Test day! Date: 12/14/11 Lesson Title: El exámen Topic of lesson: Examen 1: Arte Content: Spanish art/artist test. Materials: Test Learning Objective(s): The learners will take a written test on the material taught during the week. Communication 1.3: Students present information (to the teacher in the form of a test), concepts, and ideas to an audience (teacher) of listeners or readers on a variety of topics. Anticipatory set: Hola, clase. Por favor, escriben el nombre y apellido en los exámenes y usen los sesenta minutos. Bueno suerte! Por favor, pídeme con preguntas. Today, the students will take the unit test. During the unit test time, the teacher will finish up planning for the next week, where the students will go further into Spanish art with three new artists: Diego Rivera, Pablo Picasso and Joan Miró. Checking for understanding: The teacher will be able to check the understanding when grading the tests. Assessments: Unit test. Meeting the needs of all students: On the test, there are different ways to express knowing the material. Fill in the blank, short answer, matching, and essay questions are all represented on this test. In addition, the teacher encourages questions and will scaffold the information as best as possible without revealing the answers. If the students need extra time to complete the test, they are allowed to come in on their lunch or after school of that same day.