Lesson Plan. Preliminary Planning

Lesson Plan Date: 01.20.15 Subject: Social Studies Grade Level: 7th Time Needed: 20 Mins. Preliminary Planning Topic/Central Focus: Examining the history and significance of the Day of the Dead Mexican holiday and how it contributes to the Mexican culture. Prior Student Knowledge: Prior to this lesson plan, students completed a lesson on the history of Thanksgiving in the United States. Students analyzed and explained how the tradition of Thanksgiving began, how different artists have interpreted this holiday through paintings, and then participated in a theatrical performance recreating the first Thanksgiving. This 7th grade class contains 24 students. There are 10 boys and 14 girls. Most of the students are white with 6 students being minority students that are African American, Hispanic, and/or Asian. 1 student (STUDENT A) has as IEP for an Auditory Processing Disorder. In this district, 70% of students are white and 30% make up minority students and/or culturally and linguistically diverse students including: African American, Hispanic, and Asian. 20% are low income students, 10% are English Language Learners, and 15% of students have disabilities/iep. Several students in this class are of Hispanic origin and have some level of familiarity with the Day of the Dead. Illinois Learning Standards addressed / Social Science : 18.A.3 Explain how language, literature, the arts, architecture and traditions contribute to the development and transmission of culture. Illinois Learning Standards addressed / Fine Arts : 27.B.3 Know and describe how artists and their works shape culture and increase understanding of societies, past and present. ELA Common Core State Standards addressed: CC.7.SL.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Illinois Social/Emotional Learning Standard (SEL) addressed: 1C.3a. Set a short term goal and make a plan for achieving it. 2B.3a. Explain how individual, social, and cultural differences may increase vulnerability to bullying and identify ways to address it. 2C.3b. Demonstrate cooperation and teamwork to promote group effectiveness.

Academic Language: Language Function: Examine Key Learning Task: Students will practice the language function when they talk in pairs about what they know about the Day of the Dead, identify the contributions made by Frida to the arts, create their own sugar skulls, and critique others sugar skulls. Additional Language Demands : Vocabulary: Day of the dead, deceased, faithful departed, altar, surrealism, sugar skull, art, analyze, identify, interpret, evaluate, characterize. Discourse : Pop culture connection to Frida Kahlo and Day of Dead, historical significance of specific art techniques, cultural norms that influence Day of Dead artforms, significance and meaning of sugar skulls, explain purposes of motifs, colors, and shapes used in sugar skulls, describe art category, impact on culture in Mexico and around the world, critique artwork by evaluating and interpreting color and balance of artwork in relation to typical sugar skulls. Language Supports: Modeling, think pair share, group discussion, open ending questioning, art illustration of sugar skulls, group critiques of artworks. Objectives: 1. Given a PowerPoint presentation and think pair share activity on the Day of the Dead, students will complete a ten question multiple choice quiz online with 80% accuracy. (2C.3b, 18.A.3) 2. After a short PowerPoint presentation about historical Mexican artist, Frida Kahlo, students will compare and contrast two self portraits and give 3 descriptions either comparing or contrasting of each on a worksheet with 80% accuracy ( 27.B.3, CC.7.SL.5) 3. After the students complete their sugar skull illustrations, students will critique a peer s artwork and list 2 positive points, 1 point for improvement, and 1 solution/strategy for improvement. Students will demonstrate a verbal critique of these points with 75% accuracy. ( 18.A.3, 27.B.3, CC.7.SL.5, 2B.3a., 1C.3a. 2C.3b.) Differentiation/Planned Support: Whole Class : We will be presenting by speaking and by showing presentations to appeal to both visual and auditory learners. The co teachers who are not presenting will circulate the classroom to monitor students, answer questions, and otherwise make themselves available to assist as needed. We will model proper use of language and discourse, particularly for the art critique. Students will also be engaged in a hands on activity with the sugar skull project. Students with IEP s or 504 plans: Accommodations for STUDENT A IEP for Auditory Processing Disorder (APD) One day before the lesson, provide STUDENT A with: an academic language list, a brief description of engage/launch/connect, and a brief description of activities #1, #2, and #3. Arrange for a classmate to help guide STUDENT A with activities #1, #2, and #3. Allow STUDENT A to record lesson to supplement

student notes. Allow STUDENT A to sit where he learns best. Allow extra time for the student to process oral information and directions. Repeat or rephrase key information throughout activities #1, #2, and #3. Instructor will stand near STUDENT A and speak clearly and slowly. Repeat questions and answers when STUDENT A lifts their index finger. Work with STUDENT A intermittently during activities and assess if student is on task and meeting objectives. Formative Assessment (Process): 1. Self Assessment Students will give themselves a number 1 10 to indicate how much they already know about the Day of the Dead. 1 indicating they know nothing about it and 10 indicating they are experts (pre assessment). 2. Think Pair Share Students will talk with a partner about what they know about Day of the Dead and then share this information with the whole class (pre assessment). 3. Discussion We will ask targeted questions and informally record student responses. 4. Art Project Students will complete an illustration of a sugar skull and respond to peer s work through verbal critique. Summative Assessment (Product): 1. Quiz on the history of the Day of Dead 2. Artwork Rubric Preparation: Make copies of informational text for activity 1 (history), activity 2 (artist), and sugar skull illustration. Prep art trays with colored pencils, markers, and pencils, scissors, and magnets. Markers on hand. Whiteboard cleaned. Technology used: PowerPoint and projector Instructional Plan Engage, Connect, and Launch: 1. Engage: Show a picture of a sugar skull. Say, This is a sugar skull. It is used in the Mexican holiday Day of the Dead, where people remember family and friends who have died. 2. Connect: Say, Many of us have lost friends or families. Day of the Dead celebrations have spread around the world. This may be because few cultures have a special day for remembering the dead. 3. Launch: Say, Keep that in mind as we learn more about this holiday. Transition: Say, Now, please give your attention to Katie who will tell us more about the Day of the Dead. Activity #1: PowerPoint presentation about Day of the Dead. This presentation gives direct instruction about the Day of the Dead, giving students background information they need to examine the topic and for subsequent activities. (2C.3b, 18.A.3) (Objective 1) (5 minutes)

1. Project first slide of PowerPoint presentation. 2. Student with IEP/Auditory Processing disorder will sit up front, instructor will monitor for issues with hearing, processing and understanding. Give this student a copy of PowerPoint presentation for note taking (if this has not been done before the start of class). 3. Ask students to write down a number 1 10 describing how much they know about Day of the Dead. 1 means I have never heard of it and don t know anything about it, 10 means I am a Day of the Dead expert. Tell them to hold these up for instructors to see. 4. Tell students to spend about the next thirty seconds talking with the person next to them about what they know about the Day of the Dead. 5. Ask for volunteers to shout out their responses in just one word or phrases. Co teacher will write some of these keywords on the board. 6. Tell class I will now present to them some information about the Day of the Dead. 7. Co teacher will circle any of the words on the board that come up during presentation. 8. Advance to next slide and then continue through the complete presentation. 9. Throughout presentation monitor Student A to see if clarification is needed or if anything needs repeating. 10. If time permits, review the words that were circled after presentation is over. Transition : Okay now my co teacher, Mr. Messina, will continue with our 2nd activity. Activity #2: PowerPoint presentation about Frida Kahlo. The Powerpoint will give a brief description about Frida and her contribution to art and Mexican culture. ( 27.B.3,CC.7.SL.5,2C.3b) (Objective 2) (5 minutes) 1. Begin PowerPoint presentation 2. Ask, So, has anyone here heard of this artist, Frida Kahlo? 3. Say, Frida is a major influence in Mexican art and culture, and her work is still highly respected today. Many people use her art and portraits when putting together pieces for their Day of the Dead celebrations. 4. Continue through each Powerpoint slide, describing the pictures and text on the screen 5. Approach Student A, and ask is there are any questions regarding the Powerpoint. If the student is having difficulty understanding, ask the student if they would like me to repeat any of the slides. 6. After Powerpoint is completed, ask questions to students to gauge understanding. 7. Pass out compare and contrast worksheets 8. Switch Powerpoint to slide comparing Van Gogh and Frida 9. Say, So, on the board, I have two self portraits. I want you to take a few minutes, compare and contrast the paintings, and write three descriptions in each column about the paintings. The descriptions can either compare the two paintings, or contrast them. 10. Give students time to complete the worksheet 11. Approach Student A before transition and ask if there are any questions they would like answered before moving to activity 3

Transition: Say, Great job everyone! Now, to complete our discussion on Day of the Dead, we are going to do a fun activity that involves creating your own sugar skull. Activity #3: Sugar Skull Illustration. Student will use background knowledge on the history of Day of Dead in order to complete the illustration using color balance and color choice reflective of Day of Dead. ( 18.A.3, 27.B.3, CC.7.SL.5, 2B.3a., 1C.3a. 2C.3b.) (Objective 3) (10 minutes) 1. Hand out art trays to groups. 2. Show students an example of the art project. 3. Demonstrate and tell students how to complete the art project. 4. Make eye contact with STUDENT A to ensure they are listening, then repeat the instructions if necessary. 6. Go from group to group ensuring everyone is on task and nobody has any questions on what they should be doing. 7. Tell students to switch their illustration with the student next to them. 8. Tell students to participate in a verbal critique with their peer. 9. Tell students to state 2 positive points, 1 area for improvement and offer 1 solution/strategy for the improvement. 10. Walk around to each table and participate in the mini critique session. 11. Work with STUDENT A intermittently and assess if student is on task and completing the illustration. Transition: We are at the 5 minute mark which means it is time to clean up. Closure: 1. Tell students, Now that we ve examined the history and significance of the Day of the Dead Mexican holiday and how it contributes to the Mexican culture, what are some things that you ve learned? List 2 facts and 1 opinion on the exit slip provided and turn them in before you leave class. 2. Tell students, For your homework assignment, complete the online quiz on today s lesson. 3. Does anyone have any questions on the homework assignment? If you have any questions, please email me before 6 pm. Assignment: 1. Students will complete online quiz.