overview tcnj art edtpa learning segment plan big idea …

1Art Learning Segment Plan Template

TCNJ ART edTPA LEARNING SEGMENT PLAN

OverviewTeacher NameArtworkExample

LearningSegment Title

Identity Through Symmetry and Pattern

Central Focus(Visual ArtConcepts)

The concepts of color, line, pattern, and shape will be at the forefront of this lesson. Each student will use their favoritecolors and patterns, and the shape of their choice to work under the big idea of Identity. In creating their artworks, studentswill develop works of art and design, as well as utilize several opportunities for student choice. Allowing the students toselect their central shape of the composition as well as what patterns and colors to use will provide these opportunities forstudent choice. These choices will include how to fold their paper and draw their lines across the page to divide it intosections for patterns, as well as what patterns to create, and what shape and colors they would like to use. These choicesreflect each student’s identity through personal preference, as well as scientific associations with these elements of art.Having students carry out these choices individually will also promote their unique style to their work.

Art Form ✓ 2-D: ☐ 3-D: ☐ 4-D: ☐ Other:Grade Level 4Class Name All 4th Grade ClassesClass Size 3-25Time 30 Minutes Once every 6 Days 2 Total Lessons/ DaysClassDemographics

Majority Black, minority White and Asian

Big Idea and UnderstandingsBig Idea Identity

EssentialQuestions

● What is Identity?● Why is it important to understand our identities?● What is the relationship between identity, pattern, and symmetry?

EnduringUnderstanding

Identity refers to the ideas, qualities, characteristics, personality, and other aspects that make up an individual or group.Identity is a significant concept for students to examine and utilize because understanding one’s identity brings aboutself-confidence and comfort in knowing the self. Having students work with identity through their artwork can bring aboutquestions about what they believe in, and how they can celebrate who they are. Boosting self-esteem through thecelebration of identity and any differences between student’s identities is important for young students. Being confident andhaving a healthy self-esteem provides students with the foundation for mental well-being.

Key Questions● How does pattern influence art?● How can we use inspiration from Joyce Kozloff to make meaningful works of art?● What changes to the materials could we make to alter the meaning of the artwork?

Learning ObjectivesObjective Lesson # (when it will be

taught)1. The student will communicate ideas of identity through the use of symmetry, pattern, color

in their artwork.#1

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2. The student will be able to identify and use diverse patterns including regular and irregularin their artwork, as well as geometric and organic shapes.

3. The student will be able to address how color and pattern influence meaning in theirartwork.

4. The student will demonstrate preparedness for class in setting up and cleaning up for class.

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StandardsStandards Objective #

(aligned)New JerseyVisual ArtStandards

1.5.5.Cr3a.Reflect, refine, and revise work individually and collaboratively, and discuss and describe personalchoices in artmaking. (objective 1)

Integrated in learning segment: Students are prompted to discuss their usage ofpattern and shape in their artworks.

1.5.5.Re7a.Speculate about artistic processes, interpret, and compare works of art and other responses.(objective 2)

Integrated in learning segment:Students identify examples of irregular/regularpatterns, symmetry, and shapes.

1.5.5.Re8a.Interpret ideas and mood in artworks by analyzing form, structure, context, subject, and visualelements. (objective 3)

Integrated in learning segment:Students discuss as a class what they notice about thekey artists’ works, identify elements of art they recognize, and express how they feelabout it.

1.5.5.Cr2b.Demonstrate craftsmanship through the safe and respectful use of materials, tools and equipment.(objective 4)

Integrated in learning segment:Students work respectfully with their tools andmaterials to create artworks as instructed. All materials are appropriately put away at theend of every class.

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National VisualArt Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.Enduring Understanding: People create and interact with objects, places, and design that define,shape, enhance, and empower their lives.Essential Question(s): How do objects, places, and design shape lives and communities? How doartists and designers determine goals for designing or redesigning objects, places, or systems? Howdo artists and designers create works of art or design that effectively communicate?

VA:Cr2.3.4a- 4th, Document, describe, and represent regional constructed environments.Integrated in learning segment: Students will use their identity through pattern inorder to make meaning towards their community.

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.Enduring Understanding: Through art-making, people make meaning by investigating anddeveloping awareness of perceptions, knowledge, and experiences.Essential Question(s): How does engaging in creating art enrich people's lives? How does makingart attune people to their surroundings? How do people contribute to awareness and understandingof their lives and the lives of their communities through art-making?

VA:Cn10.1.4a- 4th, Create works of art that reflect community cultural traditions.Integrated in learning segment:Students will create their artwork related towardstheir identity through their learned knowledge of Joyce Kozloff and concepts ofpattern.

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Arts Ed & SELFramework

CR/SoA Social Awareness and CreateVA Indicator 02- Organize and develop artistic ideas and workSEL Indicator 09- Demonstrate an awareness of the differences among individuals, groups andothers’ cultural backgrounds.

Integrated in learning segment: Students will learn that different patterns can createdifferent meanings and artists like Joyce Kozloff use their identity to make patterns.

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InterdisciplinaryConnections(Non-Art NJStandards)

Standards for WritingProduction and Distribution of WritingNJSLSA.W4.

Produce clear and coherent writing in which the development, organization, and style areappropriate to task, purpose, and audience.Integrated in learning segment: Students will develop ideas of what symmetricalshapes they will be creating by writing down examples of shapes.

Standards for MathematicsGeometry NJSLSA 4.GDraw and identify lines and angles, and classify shapes by properties of their lines and angles.

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Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicularand parallel lines. Identify these in two-dimensional figuresIntegrated in learning segment: Students will be creating shapes in which they willdetermine the category (geometric or organic) as well as determine how to makethose shapes symmetrical.

21st CenturySkills

● CreativityIntegrated in learning segment:Students use their creativity in this learning segment to come up with their own patterns,and are allowed personal choices with the different aspects of the project.

● CommunicationIntegrated in learning segment:Students are prompted to discuss the vocabulary, what they already know, and have oneon one conversations about their artistic choices.

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Materials and ArtistTeacherInstructionalMaterials

● Examples of step by step for instructional use● Overview worksheet (as a resource)● Artworks printed with the key artist’s name for each table in the classroom.

TeacherArtworkExample

● Miss Coward’s Artwork: Pattern Frenzy● 8.5x11in● paper, black marker, pink marker● Made 2/27/21● I had so much fun creating the patterns for this piece, working with both regular and irregular patterns I was able to

create a contrast between the background and the shape in the foreground. I enjoyed being able to create my ownpatterns as an expression of what I was feeling. Some stress and anxiety definitely influenced the way I chose to drawmy irregular pattern for the background.

● Ms. Rogers’s Artwork: Patterns at Play● 8.5 x 11in● paper, black marker, and colored pencils● Made 2/27/21● While creating my artwork I really enjoyed how relaxing and calming the process was. It made me slow down for a

little bit and contemplate how I'm feeling and check in with myself to make sure I’m on task with my otherassignments. I used a mix of organic and structured patterns trying to find the balance between negative and positivespace. I added cool colors because the pattern I made reminded me of my favorite place: the beach.


StudentMaterials

● (2) 8.5” x 11” sheet of paper● pencils/ black marker● scissors● glue stick● colored pencils, crayons, or markers (whatever colorful art materials they have with them or at home)

Key Artist andArtwork

Joyce KozloffIf I Were a Botanist: The Journey I, 2014Mixed media on canvas54 × 361 in

Joyce KozloffMitla, 1974Pattern and Decoration, Textiles

Joyce KozloffHidden Chambers, 1976Pattern and Decoration, Quilt

Joyce was born in Somerville, New Jersey. Her parents were Lituanian (Poland and Sweden), and she uses her heritageand ancestry to make meaningful works of art. She is a contemporary artist and still makes art!

Vocabulary and Language AcquisitionVocabulary ● Identity- the characteristics and personality of yourself

● Shape- a symbol that is made up of lines● Organic shapes- freeform unique shapes


● Geometric shapes- precise freeform shapes● Pattern- a shape or line repeated many times in an organized manner.● Symmetrical-something that has equal sides; reflection● Irregular- predictable repetition of designs● Regular- unpredictable repetition of designs

LanguageFunction(Choose only one)

☐ Explaining- The students explain the different kinds of patterns they can use and how to draw each, as well as whatsymmetry means and different symmetrical shapes. The students participate in a group discussion about what patterns areregular or irregular, and what shapes are symmetrical.

LanguageLearning Task

A line of prompting questions begins conversations during both lessons about the vocabulary, key artist, and howstudents can use different elements discussed in their artworks. From asking simple questions like “who can tell me whatsymmetry means?” prompts a discussion from students to give their own definitions and examples of symmetry andsymmetrical shapes. Holding up examples of different patterns to describe as regular or irregular as a class is another wayof having students explain the pertinent information of the learning segment.

LanguageDemands

1. Vocabulary (or Key Phrases)- Students will explore the works from key artist Joyce Kozloff, and identify elements inher works that are relevant to the learning segment. Using pattern and symmetry the students will execute artworks underthe bigger idea of identity, taking inspiration from how Kozloff does this herself. Class discussions about what identitymeans, how we can use it in our artwork, as well as definitions and examples of the vocabulary create a basis for theartmaking activity. Students will be given individual as well as group opportunities to respond to prompting questionsabout the vocabulary to demonstrate their understanding.2. Discourse or Syntax- Students will participate in active discourse as a class to build knowledge for the artmakingactivity. Through responding to examples of exemplar work and works by the key artist, as well as visual examples of thevocabulary, students will use syntax in the learning segment.

LanguageSupports

Language function- By using familiar terms and language, students will be able to build on their prior knowledge.Vocabulary- For vocabulary, examples and demonstrations of each term are given when appropriate. Students areprompted to give initial definitions of the basic terms before they are given specific definitions for the learning segment.Repetition or review solidifies their knowledge of the vocabulary.Discourse demands- The students are given examples of the key artist’s artworks to examine themselves, and a classdiscussion is held about the emotions evoked, what elements the students see, etc. in the artworks. Students can then drawconclusions about making meaning in their own artworks in a similar way.

Considerations (for Effective Instruction)Students PriorKnowledge andConceptions

Students can use their knowledge of warm and cool colors, shapes, and patterns to build upon during the lessons. Byidentifying information they already know (ex. stripes are a pattern) they build their knowledge to use it in their artwork.In the lessons the students will learn about two types of patterns, regular and irregular, as well as what symmetry meansin relation to shape. Knowledge they need to use in this lesson includes basic shapes, ability to identify patterns, and theability to name and use colors.

Building onStudent Assets

Personal Assets: Students will bring their different unique identities into their artwork using pattern and color in ameaningful way. They will be able to use their own interests and general knowledge of color, shape, and pattern in theirworks of art.Cultural Assets: Students bring their own identities, including that of cultural background, heritage, worldviews, andknowledge of art to utilize in their artworks.Community Assets: The students bring their elementary knowledge from their experiences in class, and theirknowledge of the community and area. The artist is relatively local (within the State), allowing for a tie to their locationin New Jersey.

Common ErrorsorMisconceptions

A misconception in this lesson would be if a student didn’t connect their patterns and choice of color towards theiridentity. No matter what pattern or color a student makes it will come from their identity because any choice the studentmakes is an internal choice.Some common errors students make could include: making too many lines, being confused about the parameters forpatterns, running out of different pattern ideas, how to hold the paper directionally, where to place their hand on thepaper, or what directions to draw in.

Student Choice Students will be able to choose what type of pattern their background is. They have to choose either a regular or anirregular pattern. The type of regular or irregular pattern is up to their decision. Students are also given the choice onwhat symmetrical shape they want to make. They can either choose a geometric or organic shape. Once they choosewhich category they want it is up to their decision on what type of geometric or organic shape they will make. They arealso given the choice on what colors to use on their symmetrical shape as well as where to paste it on their background.

Higher OrderThinkingQuestions

● Why does Joyce Kozloff use the types of patterns she uses in her artwork?● What is the relationship between your identity and the patterns you made?● In what other ways can artists use their identity to create meaning in their artwork?

GroupingStrategies

Students are divided up into pairs according to where the Art Teacher placed them previous to the class. Students with504s and IEPs who need prioritized seating are given seats towards the front.

Learning Tasks ✓ Lecture ☐ Critique ✓ Discussion ✓ Demonstration✓ Sketch ✓ Artmaking ☐ Game ✓ Experiment☐ Worksheet ☐ Quiz/Test ☐ Modeling ✓ Reflection


☐ Activity ☐ Collaboration ☐ Individual Instruction ☐ Other (describe):Appropriatenessof LearningTasks

Vygotsky’s Theory about the “Zone of Proximal Development” is in use when we activate students’ prior knowledgeabout shape and patterns to build upon with new information.Reinforcement of new knowledge through class discussions is backed by theory surrounding operant conditioning (B.F.Skinner).

Accommodations (to support learners)Students withIEP or 504s

Developmental Delays● Break down tasks into manageable units● Refocusing and redirection● Provide visual supports- handouts of objectives and steps● Extended time on projects● One on one discussions● Multisensory approach● Frequent check for understanding

Specific Learning Disabilities● Simplify tasks directions, repeat clarify or reword● Use sentence completions to elicit response● Break down tasks into manageable units● Refocusing and redirection● Assistance with organization of materials● Provide visual supports● Extended time● Frequent check for understanding

Adaptations andAccommodations

Differentiate Instruction/teaching● We will use demonstrations for visual learners. Students will have a step by step outline of what is to be finished in

class as well as a vocabulary list with definitions.● There can be a hands-on project for bodily-kinesthetic learners where they can show examples of how their body

creates symmetry. This could be bending and twisting different ways. There could also be a more moveablediscussion about different types of patterns in the room by moving about the room to find certain patterns.

● On-going formative assessments can be had as students need to reach certain checkpoints of the lesson. This can berecorded on a separate document.

● An open-ended activity that could take place is a general question about why the students specific identity relatestowards their artwork.

● To scaffold the student’s learning during the lessons, we gave them prompting questions using familiar and knownlanguage and vocabulary, as well as provided physical examples of the assigned artwork, and printed images of thekey artist’s work.

● Students are encouraged to choose whatever pattern and shape they want that falls into the category of regular orirregular shape and geometric or organic shape. They are also allowed to choose what colors to put on their shape.

● We will vary the pacing for the lesson in accordance to the students speeds of understanding. Students who need morehelp will get one on one attention and classes that are Special Education will be provided with in depth descriptions.

Enrichment andExtensions

Students can create a more intricate pattern and symmetrical shape. They can write a paragraph on how their patternconnects to their identity.

Activity for EarlyFinishers

For early finishers in the first learning students can write out or draw shapes that they might want to use for theirsymmetrical shape with pencil. They can also free draw if time permits. For the second lesson students can add morecolor to their symmetrical shape and/ or free draw.

Assessment (Objective Driven)Attach copies of assessment and evaluation criteria/rubric

Lesson # Objective # Title and Description ofAssessment

Evaluation Criteria: Describe how this assessmentstrategy provides evidence of student understanding ofthe objectives/concepts being taught. Describe how youwill provide feedback to students on this assessment.

Pre-Assessment 1 Question and Responses Students are asked what they know previous to theclass about pattern and identity.

Pre-Assessment 2 Question and Responses Students are asked what they learned in the last classabout pattern and identity. They are also askedquestions about their knowledge on symmetry andshape.

Formative 2 One On One Discussions Students will have one on one discussions at the end ofthe last lesson in order for the teacher to check forunderstanding on how identity, pattern, and symmetryconnect to each other and their artwork.


Summative 2 Rubric- will evaluate how wellstudents demonstrated anunderstanding of each objective. Seeappendix.

The rubric will assess how much the studentsunderstand about the project, how they engaged inclass to questions, and how well they understand thelesson and big idea.

References and Sources● Harrison, Judith R., et al. “Educational Accommodations for Students With Behavioral Challenges: A Systematic Review of the Literature.”

Review of Educational Research, vol. 83, no. 4, Dec. 2013, pp. 551–597, doi:10.3102/0034654313497517.

● Kurt, Serhat. “Vygotsky's Zone of Proximal Development and Scaffolding.” Educational Technology, 18 Aug. 2020,educationaltechnology.net/vygotskys-zone-of-proximal-development-and-scaffolding/.

Lesson #1: First Day (Introduction)Instructional Strategies and Learning Tasks

Lesson 1Summary

Students will be learning Joyce Kozloff and how she uses Identity and Pattern in her artwork. This is what thestudents will be exploring in the lesson. They will know the difference between regular and irregular patterns. Theyare instructed to make the background using the color black to create either a regular or irregular pattern filling theentire page.

Focus of Lesson 1(choose one)

☐ Create Visual Art ☐ Present Visual Art ✓ Respond to Visual ArtStudents will be reflecting on ideas of identity and how they utilize that with pattern. They will also be introduced toartist Joyce Kozloff who deals with this idea of identity and pattern.

Component(s) ofLesson 1 (choose 1-2)

✓ Interpreting art (analyzing art-making approaches, theories, art forms, genres, etc., used to convey meaning)✓ Developing works of art/design (using techniques, methods of experimentation, or investigation)

☐ Relating art to context (personal, social, cultural, or historical perspectives)

☐ Making personal choices (of content, methods, or styles)Students will be interpreting why pattern and color identifies with different emotions and ideas of identity. Theywill also be starting to develop their artworks creating their background of either a regular or irregular pattern..

Lesson 1 Beginning/Introduction (2 minutes)pattern- accelerated decelerated, irregular, regular patterns

InstructionalMethods

Good morning everyone!If you don’t remember me from zoom I’m Ms. (Rogers or Coward)In the next two art classes we’ll be doing a project about Identity through Symmetry and PatternToday we’ll be focusing on Pattern and Identity

● Hook: After the class settles into their seats the class will begin. First we will introduce the artist Joyce Kozloff.First, explaining that she is a New Jersey based artist in Somerville, NJ. Then leading into how she uses herIdentity (coming from a European family from Lithuania) in her artwork using patterns. Also mentioning that shewas influenced by Pre-columbian art. We will pass out handouts of Kozloff’s artwork for students to get a closerlook.

● The Day’s Activitieso For the first part of the lesson students will be working only the background. They need to be aware and

remember the three things their background should have: “ You can only use the color black (markers, coloredpencils, crayon, or pencil if that’s all they have), Use either a regular or an irregular pattern, and fill the entirepage with the pattern.

Introduction andInstruction is merged intoone section

Instruction (15 minutes)● Instruction Steps:

o Only use Black (colored pencil, crayon, marker, or pencil if they don't’ have anything else)o Create a regular or an irregular patterno Fill the entire page with the pattern

First let’s learn about an artist, her name is Joyce KozloffEveryone repeat her name “Joyce Kozloff’ the class repeatsJoyce is an artist who was born in Somerville, New JerseyWhich is so close to us!Joyce uses her Identity in her artwork.Does anyone know what an Identity is?*Students respond**Teacher responds to students accordingly*She was inspired from her family history in Lithuania, which is in Europe and near PolandIn Lithuania there are a lot of patterns used in their art.Joyce was inspired by this and made patterns that showed her family history through emotionsLet’s talk more about patternCan anyone give me a guess to what pattern is? or does anyone know a definition for pattern?

(Questioning/ Lecture)

https://doi.org/10.3102/0034654313497517


*Students respond**Teacher responds to students accordingly*Pattern isToday we’ll talk about two types of pattern: regular and irregularA regular pattern has a predictable repetition we know what is going to come after the line or shape outside of theshape*draws regular patterns on whiteboard while explaining*We can have straight lines, criss cross lines, wavy lines, and a repetition on shapesLet’s play a little gameI want everyone to look around the room for regular pattern for a couple of minutes then I’ll ask everyone what theysaw*waits 2 minutes**asks a few students what regular pattern they can see in the room**Teacher responds to students accordingly*Now there is another type of pattern and that is irregularIrregular pattern is the opposite of regular pattern, it has a unpredictable pattern and is also more organic*draws regular patterns on whiteboard while explaining*Irregular patterns could be overlapping organic shapes, different sizes of shapes, or unpredictable linesOne thing an irregular pattern is NOT is a scribbleCan anyone guess why an irregular pattern is not a scribble*Student responds**Teacher responds to students accordingly*A scribble is all over the place and is very messy, and irregular pattern is more controlled and there is a purpose tothe organic lines

Structured Practice and Application (15 minutes)Now that we went over some vocabulary and new information let’s get into making something todayToday we will be making our patterned backgroundThere are three things we need to remember while making our backgroundsFirst, you are only using a black marker, colored pencil, crayon, or pencil if you have nothing elseSecond, you are only going to choose to make either a regular pattern OR an irregular patternThird, you need to fill the entire page with this pattern, edge to edgeI’m going to hand out everyone’s paper and I want everyone to get their black marker, crayon, colored pencil, orpencils out*hands out paper*Make sure you write your name on the paper first so I know which one is yours for next classRemember you can choose one pattern to focus on either regular or an irregular patternDoes everyone have any questions? Do we know what we are doing today?*Repeat three steps again**Teacher goes around and asks everyone what pattern they are doing*WORK TIMEIf students finish early they can draw a shape they might want to use in the next class with a pencil on the back ofthe paper. They can also free draw.*teacher collects the papers at the end of class*

(Independent practice/Questioning)

Clean-up and Closure (5 minutes)● Students will put their supplies in their bags and I will collect their papers for next class. Additional materials that

were used in class are put away in their respected areas.

Let’s review some thingsWhat was the name of the artist we learned about today?*Students responds**Teacher responds to students Joyce Kozloff*What are the two types of patterns we discussed today?*Students responds**Teacher responds regular and irregular pattern*Can anyone tell me the difference between a regular and an irregular pattern?*Students responds**Teacher responds to students accordingly*Let’s look around the room again for regular and irregular patterns. Once you find one, raise your hand and tell mewhere it is and what type of pattern it is.*Student responds**Teacher responds to students accordingly*Great job everyone! you all did so well today with your patterned background. Next class I was you all to bring glueand scissors so we can make a symmetrical patterned shape!

● Students are dismissed differently based on what their teacher expects of them. All students must have a cleanwork area. In combined classes one class will be asked to line up first when their teacher is present and then thesecond class. A class with one class will be asked to line up when their teacher arrives.

(Questioning)


Lesson #2: Second Day (Artmaking)Instructional Strategies and Learning Tasks

Lesson 2Summary

Students will be learning about symmetry. They will use symmetry to create a shape for their project, and recallinformation about patterns to fill the shape with either a regular or irregular pattern. They are instructed to create asymmetrical shape to fill with pattern and color, and cut and paste it to the background.

Focus of Lesson 2(choose one)

✓ Create Visual Art ☐ Present Visual Art ☐ Respond to Visual ArtThis lesson focuses on creating the artwork. The use of paper, scissors, glue, and coloring markers. pencils, or crayonsare used here to complete the second part of the project: the symmetrical shape.

Component(s) ofLesson 2 (choose 1-2)

☐ Interpreting art (analyzing art-making approaches, theories, art forms, genres, etc., used to convey meaning)☐ Developing works of art/design (using techniques, methods of experimentation, or investigation)

✓ Relating art to context (personal, social, cultural, or historical perspectives)

✓ Making personal choices (of content, methods, or styles)The student will create a symmetrical shape of their choice to fill with pattern and colors of their personalpreference.

Lesson 2 Beginning/Introduction (10 minutes) InstructionalMethods

Good morning everyone!Who remembers what we did last class? What part of our project did we make?*Allow students to respond*Yes, we created the Background! Today we are going to do the next step, which is to create a shape on top of ourBackground. By the end of class we should have a finished artwork.We’re going to be using Shape and Symmetry to do this!

● Hook: After the class settles into their seats the class will begin. First we will review what we did last class. Thenlead into the main vocabulary through their use in our project, setting up the expectations for the class.

● The Day’s Activities: For the first part of the lesson students will be working on folding their paper, drawing theirshape and cutting it out. They follow instructions to fold their paper in half and watch a demonstration on where todraw their shape and how big on the page before doing so themselves with a pencil. We walk around and examineeach student's work before they cut it out, and once they have done so they fill their page with colorful patterns.They are instructed to glue their shape to their background and should have finished their artwork by the end ofclass.

Instruction (5 minutes)So who knows what symmetry might mean?*Students respond**Teacher responds accordingly*Symmetry is something that has equal sides, where one side is a mirror image of the other. *using visual example offolded shape to demonstrate two sides*Here we have one side of the shape, and if we open up this page, the other side is just a reflection of the other! This isa symmetrical shape.Can anyone find some symmetrical shape in our classroom?*Students respond**Teacher responds accordingly*Great job fourth grade! So we found some good examples around the room of symmetry. Some others could be a star,a square, a rectangle, or a triangle.

Since we are making symmetrical shapes today, can anyone tell me what shape means?*Students respond**Teacher responds accordingly*Yes, great job! A shape is a flat area that is 2D or it has two dimensions!Let’s go around to each student and everyone can tell us a shape they know.*Teacher facilitates shape discussion of examples from students*Yes, those are all examples of shapes!

(Questioning/Independentpractice)

Structured Practice and Application (15 minutes)For our project, we are going to be creating symmetrical shapes. The first step is to fold our paper in half!*Hand out paper*Watch me! We are going to hold our paper long-ways, or laying down. Then, we take the two sides we are holding thepaper with, and bring the edges together *Demonstrate* Make sure you line up the edges of your paper together.Press the crease of the paper to fold it!Once you're finished folding, hold up your papers so I can see!Great job!*visit students who need help*Now, we can draw half of our symmetrical shape, just half, on our paper, next to the crease where we folded our paer.

Guided andIndependent Practice


Look here, I’ll show you*Demonstrate drawing shape on the side with the fold*So you want to draw half of your shape with the two edges of the line on the top and bottom from your shapetouching the fold of your paper, like this.Don’t start cutting out your shapes yet, I will come around and once I approve your shape you can cut it out!*Visit each student and approve them to move on**Students cut out their shapes* Throw away your scraps when you are finished cutting out your shape!

Now that we all have our symmetrical shapes cut out, we can fill our shape with patterns and color!Just like the background, we can use either a regular or irregular pattern to fill our entire shape, but this time we canuse color to fill in the white spaces we create with our pattern.So we are filling our shapes with pattern, then coloring them, and we can then glue our shape onto our background.Does everyone know what we’re doing? Put a thumbs up so I know you understand what we’re doing!*Students respond**Teacher responds accordingly*WORK TIME

● If a student is struggling to finish their project, we will ask them to finish the project at home for homework Ifthey would like. If students finish early they are encouraged to start making a second one or to freedraw. Forstudents struggling instructions will be repeated regularly. Students are encouraged to ask questions or commentduring this time.

● Students will start to finish drawing what they are focusing on to lead towards the next section: clean up andclosure.

Clean-up and Closure (5 minutes)● Students will put their supplies in their bags and I will collect their papers for next class. Additional materials that

were used in class are put away in their respected areas.

While we are finishing up, let’s review what we learned todayWhat kind of shape did we create?*Students respond**Teacher responds to students about symmetry*Very good! And where did we place our symmetrical shape?On our….“Background” *Students respond*Yes, very good job class.

● Students are dismissed differently based on what their teacher expects of them. All students must have a cleanwork area. In combined classes one class will be asked to line up first when their teacher is present and then thesecond class. A class with one class will be asked to line up when their teacher arrives.

One on OneDiscussions

Post-Teaching Reflection and AssessmentReflection Julia

● I was surprised at how our lesson evolved over the couple of days we taught it. We began to realize what needed morework and what was really working for these kids. At first we had high expectations for this lesson but after observing theclasses we quickly realized that we needed to lower our expectations and simplify the lesson. The most challenging partof this learning segment was determining how to write a thorough lesson with the limited supplies students had. Studentswere only allowed to use materials they brought with them which became problematic at times. I would improve thislearning segment by allowing more time for students to reflect on why they chose such patterns and how it specificallyrelates towards their identity. I really enjoyed the amount of discussions this learning segment brings. It allows students touse their eyes to find different types of patterns and to apply what was taught.The students in the classes were on a lowerlevel of expectations. Students were expected to sit straight and listen quietly which helped the class run smoothly.Although, the type of lesson we were able to create was simple due to such a level of expectations. Students knew whatwas expected of them because it was repeated regularly which was successful. Our students understood and learned whatwe intended them to. They were able to answer questions at the end of each class which checked for their understanding.Using the assessment data for the next time teaching this lesson I will be more aware of using a teacher voice and workon that part of my teaching. By assessing our students orally instead of with tests we were able to open up students whodid not feel inclined to participate. They felt more welcomed in discussions and almost all of the students in every classparticipated and felt confident in their answers.

Assessment ● Pre-Assessment (Learning Segment #1) - Students were able to communicate their ideas of identity through the use ofregular and irregular patterns in their artwork. They demonstrated this visually through their drawings of the backgroundpattern and verbally through prompted discussions about their artistic choice. Students were able to identify both regularand irregular patterns in examples as well as in their own artworks. They succeed at completing the background with theproper materials, but some create patterns that stray from the target goal. This informs our teaching and planning for thenext classes to clarify the definitions of the patterns we discuss and aim to use. We also created and demonstrated moreexamples of what to do and what not to do so students understand the project thoroughly. Most students were prepared forclass with materials and all students used their tools and materials appropriately. Those who did not have the materials weregiven them from the classroom.


● Formative Assessment (Learning Segment #2) - Students communicated ideas of identity through the use of symmetry,pattern, and color in their artwork. At this stage, the students already have an understanding of both types of patterns wehave taught, and can recognize them in examples and define them. Asking general questions to the class, as well asindividually, about what they recall and about their personal choices in their artworks successfully assesses their knowledgeof the vocabulary and content. Introducing symmetry was not as easy as the students did not have as much prior knowledgeto work from. Using the classroom definition also seemed a bit confusing, so we altered this for future classes. Students aresuccessful at folding their paper, creating shapes, and cutting them out by themselves. Only a select few make the mistake ofdrawing their shape on the side without the fold (creating two halves), this is easily mended and clarified more distinctly ininstruction for following classes. Most students were prepared for class with the proper materials, and all used themappropriately.

● Summative Assessment (Learning Segment #3) - Students generally were able to identify both types of patterns, symmetryand define the vocabulary terms in their own words and gave examples when prompted. Class discussions about the contentsuccessfully reinforce the information, and the students are able to review the content at the end of the classes. The majorityof students come prepared and all use their materials and tools appropriately. Settling into the classroom and cleaning up atthe end of class is easy and natural. The most common results that could be altered are students making their patterns verysmall or elaborate and not being able to finish. For revising this lesson, it could be mentioned to make the pattern not toosmall so as to work within the time frame given. Common confusions came from the definition of what irregular patternslook like, and it had to be clarified that irregular patterns, while unpredictable, are not just scribbles on the page. This wasnot too big of an issue and we easily remedied this by clarifying what the patterns mean and look like. The word“controlled” and stressing taking one’s time were able to clarify irregularity in patterns. If teaching this lesson again, wewould most likely work on chunking each section so they flow easily into each other, and the knowledge builds better ontoitself throughout the lessons.

●Artwork Examples (Artifacts):A. Exemplary (strongest) example:

This student grasped the concepts welland executed the project successfully.The background is filled with a mostlyuniform regular pattern, and thesymmetrical shape is carefully cut out,filled with pattern and color, andpasted to the background

B. Great/Good (average) example:

This student grasped the basics ofthe project well, but did not executethe background exactly asinstructed. The pattern strays fromthe goal and does not fill the spacecompletely. The symmetrical shapeis successful.

C. Satisfactory or Unsatisfactory(weakest) example:

This student did not seem to grasp theconcepts of the patterns well, and inexecuting the background createdrandom drawings throughout. Thesymmetrical shape is somewhat to theinstruction, but does not seem to be cutout or pasted with care.


Appendix

RUBRICObjective/Criteria Exemplary (A)

(or point system-10 points)

Good (B)(or 9 points)

Satisfactory (C)(or 8 points)

Needs Improvement(or 7 points or below)

1. The student willcommunicateideas of identitythrough the use ofsymmetry, pattern,and color in theirartwork.

The student showed extremecraftsmanship in how theyused their identity throughspecific color, symmetry,and/ or pattern.

The student showed decentcraftsmanship in how theyused their identity throughspecific color, symmetry,and/ or pattern.

The student showed littlecraftsmanship in how theyused their identity throughspecific color, symmetry,and/ or pattern.

The student showed nocraftsmanship in how theyused their identity throughspecific color, symmetry,and/ or pattern.

The student activelyparticipated duringdiscussions in class onidentity, symmetry andpattern.

The student participatedduring discussions in classon identity, symmetry andpattern.

The student somewhatparticipated duringdiscussions in class onidentity, symmetry andpattern.

The student did notparticipate duringdiscussions in class onidentity, symmetry andpattern.

2. The studentwill be able toidentify and usediverse patternsincluding regularand irregularpatterns in theirartwork, as well asgeometric andorganic shapes.

The student successfully usedeither a regular or irregularpattern for their background.

The student used either aregular or irregular patternfor their background.

The student somewhat usedeither a regular or irregularpattern for their background.

The student did not useeither a regular or irregularpattern for theirbackground.

The student successfullymade a geometric or anorganic symmetrical shapewhich has a pattern on it.

The student made ageometric or an organicsymmetrical shape whichhas a pattern on it.

The student somewhat madea geometric or an organicsymmetrical shape whichhas a pattern on it.

The student did not makea geometric or an organicsymmetrical shape whichhas a pattern on it.

3. The student willbe able to addresshow color andpattern influencemeaning in theirartwork.

The student showed excellentunderstanding on how theirartwork addresses color andpattern and how it influencestheir artwork.

The student showed someunderstanding on how theirartwork addresses colorand pattern and how itinfluences their artwork.

The student has a littleunderstanding on how theirartwork addresses color andpattern and how itinfluences their artwork.

The student showed nounderstanding on how theirartwork addresses colorand pattern and how itinfluences their artwork.

The student can activelyexpress how their artworkaddresses color and patternand how it influences theirartwork.

The student can brieflyexpress how their artworkaddresses color and patternand how it influences theirartwork.

The student can somewhatexpress how their artworkaddresses color and patternand how it influences theirartwork.

The student can notexpress how their artworkaddresses color and patternand how it influences theirartwork.

4. The student willdemonstratepreparedness forclass in setting upand cleaning upfor class

The student will bring allmaterials to class that areneeded, including: pencil,colored pencils, crayons,markers, scissors, and glue.

The student will bringsome materials to class thatare needed, including:pencil, colored pencils,crayons, markers, scissors,and glue.

The student will bring a fewmaterials to class that areneeded, including: pencil,colored pencils, crayons,markers, scissors, and glue.

The student will bring nomaterials to class that areneeded, including: pencil,colored pencils, crayons,markers, scissors, and glue.

The student will thoroughlyclean their work station whenclass is almost over.

The student will clean theirwork station when class isalmost over.

The student will somewhatclean their work stationwhen class is almost over.

The student will not cleantheir work station whenclass is almost over.

Total Points or Grade:

Teacher Comments:


SUPPLEMENTAL MATERIALYou may combine the supplemental material (e.g., handouts, PowerPoint Slides (with 6-9 on a page) and handouts) as an attached pdf file.

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