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Lesson Plan Outline University of Richmond

Lesson Plan Outline Introduction Lesson topic: Dada WebQuest Length of Lesson (estimated) 4 90 minute class periods VA Standards of Learning (Write out the portions of the SOL that will be addressed.) AII.13 The student will examine and discuss social, political, economic, and cultural factors that influence works of art and design. AII.14 The student will describe traditional and nontraditional media and subject matter in works of art in relation to historical and contemporary meaning. AII.15 The student will identify common characteristics of works of art and design that are presented as a series or sequence. Cognitive Objectives Write the objectives in terms of what students are expected to learn. Begin the objective list with the stem "Students will ". Each objective must begin with an action verb and include a clearly stated anticipated learning outcome. Use both the Curriculum Framework and Blooms Revised Taxonomy to help in writing these objectives. The students will: Research the history of the Dada movement and explain: -The political implications of the movement -The importance of the nonsensical -The influence on Postmodernism and Pop Art Create a gallery of Dada works complete with explanations and analysis of the works Use an artist's vocabulary when describing the works in their gallery -Analyze works from the Dada movement -Research the geographic movement of Dada

Assessment Describe and provide examples of how the evaluation of students' learning will be accomplished. Remember that assessment(s) must be directly related to the lesson objectives. Formative Describe how you will monitor student progress and understanding DURING the lesson. What will you look and listen for? What should students be saying, asking, and/or doing? During the lesson, I have installed several checkpoints that the students must complete before they are allowed to move on. This way I will know how that students are doing and if they need to go back and redo something. Additionally, their work is being submitted to me in real time as they are completing it so I can literally watch their progress. There is an Exit Ticket on Day 1 and Day 2 and a final reflection for Day 3. The students will also be giving two oral presentations. The first will be a formative assessment and the second will be a summative assessment. Summative Describe how you will determine that each student has met the lesson objectives. Describe how student work will be evaluated. Where appropriate, provide grading rubrics and/or answer keys. The main summative assessment is the gallery and that assesses the entire unit, but the timeline is also a summative assessment because it assesses two days worth of knowledge. Materials/Technology and Advanced Preparation List the books and/or texts, manipulatives, technology, visual aids, handouts (by title) and other materials that will be needed during the lesson. Additionally, describe any pre-lesson setup. All of the resources required for this lesson are linked into the WebQuest Teaching and Learning Sequence

Lesson Plan Outline University of Richmond

This portion of the lesson plan should be divided into the segments below. Each segment should contain a bulleted list of detailed steps. Write these steps in the imperative. Provide any student handouts used during the lesson or for homework purposes. Introduction/Anticipatory Set Outline how the lesson will begin. How will you focus student attention on lesson content, build on prior knowledge, motivate students to learn, etc.? Day 1: The students will read the introduction to Dada and the quote from the Dadaists and write a journal reflection This introduction to Dada sets the scope for the next three days and focuses the studen ts attention on the topic and the art movement. The quote is to help the students to start thinking about the mentality of the Dadaists and understand why the movement happened. The students will be reflecting on the things that the Dadaists said during the movement, which will prepare them to reflect on the artwork that was made during the movement. Day 2: The students will write a journal reflection to the quote on Process Day 2 The quote and reflection is to help the students to continue to think like Dadaists and get in their heads so that they can better understand the movement and the motivation behind it. Day 3: The students will write a journal reflection to the quote on Process Day 3 The quote and reflection is to help the students to continue to think like Dadaists and get in their heads so that they can better understand the movement and the motivation behind it. Lesson Development Outline the sequence to be followed in the development of the lesson. Describe in detail what the teacher and students will be doing. Pay particular attention to concept development and questioning. Day 1: Eleven minutes: Introduction/anticipatory set: reflection on an introduction to Dada and the quote. Students will be reading and then writing. The teacher will be circulating to ensure that the links are working and the students have properly set up their google doc and are working on the reflection Twelve minutes: The students will be reading about the origin of the word Dada and writing a second, short reflection in response to the guiding questions. The teacher will be circulating and the students will be answering questions. Thirty-five minutes: The students will be in groups reading an article on Duchamp and analyzing and reflecting on it and four guiding questions. The students will be working in groups and the teacher will be circulating and chec king the students progress. Twenty-two minutes: The students will be researching the techniques used to create the Dada art and taking notes using the guiding questions provided. The students will be working individually for this assignment and the teacher will be circulating and checking their progress. The students have a halfway checkpoint before they are allowed to move on to the second half. Ten minutes: The students will complete the exit ticket that is a short review quiz to ensure that they have retained the information they have learned that day.

Day 2: Ten minutes: Introduction/anticipatory set: The students will reflect on another quote from the dada movement and tie in information that they learned the day before and use their artists vocabulary. The teacher will be circulating and the students will be writing.

Lesson Plan Outline University of Richmond

Forty-seven minutes: The students will be creating their timelines in groups of two and researching online using the resources provided. The teacher will be circulating and making sure that the students are on task and checking off when students reach the checkpoints. Twenty-five minutes: The students will be presenting their timelines to the class. Two students will be presenting at a time and the students who are not presenting will be listening and the teacher will be grading the presentations. Ten minutes: The students will complete the 3-2-1 exit ticket and the teacher will be circulating to ensure that the students are on task.

Day 3: Five minutes: Anticipatory set: The students will be reflecting on another quote by the Dadaists and they will be writing in their journals and the teacher will be circulating to answer questions and ensure that the students are one task. Seventy-eight minutes: The students will create their galleries in groups of three. Each student has been assigned a different role and will be working to complete their section of the gallery. The students will be researching and working and the teacher will be circulating and following up on checkpoints to ensure that the students are on task. Seven minutes: Closure: The students will be reflecting on the quote on the Day 1 process page. The students will be writing and the teacher will be circulating

Day 4: Seven minutes: Anticipatory set: The students will be reflecting on the process of putting together a gallery for a reception. The students will address the difficulties of the process and what went well. The students will be writing and the teacher will be circulating. Five minutes: Students will be gathering their final thoughts to present their galleries to their peers. The teacher will be circulating. Seventy-two minutes: Gallery Reception: Each group will take turns presenting their gallery to their peers. The students will answer questions about the works selected and the artists that have been featured. The students will either be presenting or answering/asking questions. The teacher will be grading the presentations and observing the reception and asking questions. Six minutes: The final conclusion is a reflection on the importance of gibberish to the Dada movement. The students will reflect on this quote as their final activity. The students will be writing and the teacher will be circulating.

Closure Outline how the lesson will be concluded. How will you summarize, review, reinforce, enrich, and/or encourage students to reflect on what they have learned? Homework must be assigned and described (to students) here. Day 1: The students will complete an Exit Ticket review quiz to show what they have learned. It touches on the most crucial information of that day Day 2: The students will complete a 3-2-1 exit ticket. This one is much more student directed because the second day is more of an independent research day where each student will be focusing on different things

Lesson Plan Outline University of Richmond

Day 3: The final exit ticket ties back into the first day of the WebQuest and the task that was assigned then and requires the students to reflect on the entire process.

Homework If homework will be assigned, list the assignment here. If the students do not finish the gallery creation on day 3, it will be homework for day 4 References Reference any and all materials used in the creation of this lesson plan. References should be formatted th according to the style outlined in the 6 Edition of the APA Publication Manual.

References Dada and dadaism : History of the Dada movement. (n.d.). Dada and Dadaism : History of the Dada Movement. Retrieved from http://www.dadart.com/dadaism/dada/020-history-dadamovement.html Dada (art movement). (n.d.). Encyclopedia Britannica Online. Retrieved from http://www.britannica.com/EBchecked/topic/149499/Dada From Dada to surrealism - review. (n.d.). The Guardian. Retrieved from http://www.theguardian.com/artanddesign/2011/jul/19/dada-to-surrealism-dagen-review Hannah Hoch - Photomontage Gallery. (n.d.). Hannah Hoch - Photomontage Gallery. Retrieved from http://www.yellowbellywebdesign.com/hoch/gallery.html Kurt Schwitters. (n.d.). Kurt Schwitters. Retrieved from http://www.artchive.com/artchive/S/schwitters.html Making Sense of Marcel Duchamp. (n.d.). Making Sense of Marcel Duchamp. Retrieved from http://www.understandingduchamp.com/ NGA-DADA - Introduction. (n.d.). NGA-DADA - Introduction. Retrieved from http://www.nga.gov/exhibitions/2006/dada/cities/index.shtm The University of Iowa Libraries. (n.d.). International Dada Archive -. Retrieved from http://www.lib.uiowa.edu/dada/ Venetian Red Art Blog. (n.d.). Venetian Red Art Blog. Retrieved from http://venetianred.net/2010/01/16/hannah-hoch-the-good-girl-with-big-scissors-part-i/
Appended Materials

Lesson Plan Outline University of Richmond

Attach the following forms and resources to the completed lesson plan. Student Handouts, Homework, etc. Lesson Organizer Curriculum Framework Document Attach the appropriate pages from the Curriculum Framework guide and highlight information most relevant to the lesson.

Lesson Plan Outline University of Richmond

Lesson Organizer Prior Knowledge and Instructional Content The prior knowledge in this class is that it is assumed that the students have a basic artists vocabulary which includes works like form, shape, pattern, rhythm, repetition, color, hue, tone, value, symmetry, asymmetry, balance, etc. It is expected that the students will use this vocabulary when analyzing the work of the Dadaists and when writing reflections to the quotes. The students are provided with a list of vocabulary for their reference. The instructional content in this unit is the entire Dada art movement. But this content is discovered, instead of taught. The students will be exploring carefully chosen websites for themselves and learning about the Dada movement. They will learn where and why it began and ended. What artists were the major players in the Dada world. They will learn about the different techniques used to create art during the movement. They will learn about all of the cities involved in the Dada art movement.

Instructional Modifications to ASSIST Students To assist students, the resources have already been chosen. The students also have many checkpoints and exit tickets throughout the process to ensure that they are on task and understanding the material. The teacher will also be constantly circulating to answer any questions that the students might have about the WebQuest.

Main Events of Instruction The main events of instruction are contained within the WebQuest under the Process tab and have been organized into Day 1, Day 2, and Day 3. These events of instruction are also included in the above lesson plan sequence.

Instructional Modifications to CHALLENGE Students To challenge students, they will be required to think critically and analyze. Differentiation has been built into the WebQuest through the self-directed nature of the activity and in the final project, the students can be given different tasks based on their ability levels. The most difficult is the analysis and the student who needs the most challenging will be assigned that role. A student who isnt as strong of a writer will be the curator because then they can focus on the images and collaboratively answering the FAQ section.