Silas Beasley

EDU 600
Dr. Mangrubang
Wednesday
Lesson subject: Lifespan: Schooling, Values, Partnerships, Career
Grade: 5th
Duration: 3.5 hours
State Standards Addressed:
FINE ARTS - Standard 4: Understanding the Cultural Dimensions and Contributions of
the Arts Students will develop an understanding of the personal and cultural forces that
shape artistic communication and how the arts in turn shape the diverse cultures of past
and present society
Unit/Content Goal:
Students will identify figures from the Western Hemisphere and explain their
contributions in government, community, and culture.
Student Learning Objectives:
Cognitive objective: Using the library search engine and an approved web browser,
students will gather information about the background of their artist with at accurate
sources, recording all information on a worksheet and in personal notebooks all of the
time.

Affective objective: While conducting research in the library, students will navigate the
space quietly and respectfully by allowing their peers to complete work, putting books
back on the appropriate shelves, and logging off of the computers when finished all of the
time.

Materials/ Resources/Technology:
Classroom
World map
Students
Notebook
Writing utensils
USBs/Flash drives
Library
Computers with internet access
Suggested websites:
http://washburnarts.k12.edu/library/search
http://www.ducksters.com/history/art/
http://www.mapsofworld.com/south-america/culture/art.html
 http://arthistoryresources.net/ARTHamericas.html#general
http://arteducationdaily.blogspot.com/2011/09/famous-north-ameri
can-painters-students.html
https://www.moma.org/calendar/exhibitions/397?locale=en
Books on artists, history, culture, government, and related topics
Worksheets

Prepare the Environment/Audience

Library research time will be arranged with the library staff ahead of time so that
necessary assistive devices are available and compatible with the library
technology. At the beginning of the class, the teacher will greet the students and
provide them with a plan for the day. Students will be shown how to use library
resources. The aide and teacher will provide support and encouragement as well
to help motivate the students. Lastly, the teacher will tell the students what they
expect out of them as individuals and as a whole class.

Procedures
a. Preparation:
Introduction (9:00AM to 9:30AM)
This prezi will be projected on the board before class. Students will be greeted individually as
they enter the room. When all students have entered, they will be greeted as a class.

Good morning, everyone! So, yesterday, everyone gathered information about their artists
background. Lots of different countries and time periods in here! Thats very exciting. Last night,
you should have completed the worksheet we started yesterday if you didnt complete it while we
were in the library. If you didnt complete it last night, thats fine, but it may be a little harder to
work today since we have another worksheet well need to finish, and today is the last day well
be in the library.

Quick review of yesterday:

What systems of government has your artist lived under?
What do those systems mean? How is the country run?
What is something interesting that happened when your artist was there?
What are some interesting facts about that country?

So, today, youll be focusing more on the your artists lives and identities. Some of your artists
preferred to work alone, and others had partnerships. Some never wanted to be artists, and for
some it was always a passion!
This is the worksheet well be using today.

[Pass out worksheet -- attached to end of lesson plan.]

Were going to go to the library to get information about our artists lives.

Okay, everyone have a worksheet? Grab a pencil and your notebooks so you can write down any
extra information you need. Well be staying until lunch, so if youve packed one, go ahead and
bring that -- but remember: no eating or drinking is allowed in the library. Lets line up!
Remember: single file line, and try to keep quiet so other classes can keep working.

b. Presentation:
Library Set Up (9:45AM - 10:00AM)

Greet the librarian upon entrance and guide students to the tables near the computer lab in the
back of the library. When all students are seated, the teacher will address the class.

Okay, same drill as yesterday, people! Were going to look up information about our artists
lives. This includes a lot of information such as their personal beliefs, art and political
movements they were involved in, and any interesting facts about their family and work history.
If you dont remember how to search the library database, dont be afraid to ask!
Show students how to pull up the library website to search for subjects, topics, and
specific titles.
Show students how to check whether a book is available or not, and where to find it
using the Dewey Decimal System.
Show students the structure for the powerpoint -- clarify they only need to fill out the
information they currently have.

Remember, everyone: When you find a website thats helpful, write the URL down in your
notebook. If theres a book here you would like to check out, write the title and author down
before you look for it. If you checked out a book yesterday, remember the library has a limit of
two you can have out at any time. This will be important to compile our source lists.

Continue to work on your presentations today. Fill in any information you havent already.

Everyone do your best to focus on this!

c. Application:
Individual Work (10AM to 12:15PM)

All students will have begun filling out the worksheet given. Completion is not expected, but all
must begin and compile sources.

Wrap-Up (12:15-12:30PM)

Alright everyone, its almost time for lunch! Please write down any links or book titles you need
now and start logging off the computers. Place your worksheet in your notebook and pass them
up -- make sure your name is on them! -- and Ill make sure theyre safe while were eating. Ill
be checking to make sure you have started the worksheet and have your sources written down.
Dont forget your USB!

Push your chairs up and put away any books youve gotten. If youd like to check one out, bring
it to the front desk and talk to the librarian. I can hold onto this during lunch, too, if you prefer.
Remember to thank the librarian for helping!

[Students will tidy the library area they have worked in and form a line to exit the library to head
to the cafeteria.]

Follow-up Activities (re: wrap up)

Wrap-Up (12:15-12:30PM)

Alright everyone, its almost time for lunch! Please write down any links or book titles you need
now and start logging off the computers. Place your worksheet in your notebook and pass them
up -- make sure your name is on them! -- and Ill make sure theyre safe while were eating. Ill
be checking to make sure you have started the worksheet and have your sources written down.
Dont forget your USB!

Push your chairs up and put away any books youve gotten. If youd like to check one out, bring
it to the front desk and talk to the librarian. I can hold onto this during lunch, too, if you prefer.
Remember to thank the librarian for helping!

[Students will tidy the library area they have worked in and form a line to exit the library to head
to the cafeteria.]

(After lunch, 1:00PM - 1:45PM)

[Students will enter the classroom and take their seats.]

Good job today, everyone! Remember to complete your worksheet tonight if you werent able to
today. Tomorrow, anyone who didnt complete their presentation will work on it in class, but try
to finish it tonight if possible so youll have time for a fun project well get to do tomorrow.

Remember that signed permission slips for the class field trip are due tomorrow. If you dont
bring it in by the end of the day, you will not be allowed to attend the field trip. You will still
need to come to school to give your presentation, however!

Lets talk a little about what we learned today.

What kind of family life did your artist have?

Were they poor, rich, or middle class?
Did your artist grow up with their parents? Did they have siblings?
Did their family support them becoming an artist?
Did your artist go to an art school?
Did your artist work with any other artists?
What styles did your artist use?
Examples: Cubism, surrealism, realism
What themes did your artist like to use?
Examples: family, religion, love, friendship, etc

The cultures were surrounded by and grow up in impact everything we do. Our art reflects who
we are as a whole person; you can see this in any artist you study.

Lets put away our USBs and get on with the rest of our class day.

d. Evaluation:
Pre-Assessment: Questions during the classroom introduction and library introduction.
Formative Assessment: rubric scale, behavior checklist, inquiry during lesson, and observations
during individual work.
Post-Assessment: Completed worksheet for homework.

Assessment for cognitive objective 3.1:

Category 5 4 3 2 1

Accurate The student The student The student The student The student
 and was able to was able to was able to was able to was unable to
appropriate find valid find at least find at least find either find any
source-gathe resources. All two Internet one Internet one book or books or
ring information is resources and resource and one Internet Internet
valid. one book. All one book, All resource. All resources, or
information information information sources had
is valid. is valid. is valid. inaccurate
information.

Notetaking: The student The student The student The student The student
worksheet completes the completes at completes at completes at completes
and worksheet with least 80% of least 50% of least 30% of less than 30%
notebook completely the the the of the
accurate worksheet, worksheet, worksheet, worksheet, or
information with most with most with most no sources
and has sources listed sources listed sources listed are listed.
sources listed in notebook. in notebook. in notebook.
in notebook.

PowerPoint The student The student The student The student The student
presentation completed completed at completed at completed at completed
what was least 80% of least 50% of least 30% of less than 30%
necessary for what was what was what was of the work
the day, necessary for necessary for necessary for necessary for
including the day, with the day, with the day, with the day.
sources and most of the most of the most of the PowerPoint
images. sources sources sources has either not
PowerPoint is needed. needed. needed. been started
accessible. PowerPoint Powerpoint is PowerPoint is or is not
is accessible. accessible but accessible, accessible.
needs but needs Few, if any,
improvement. improvement. sources have
been listed.

Affective objective 3.1

Student Name # of times engaged # of times # of times Any other behavioral
in conversation or disruptive to getting out of comments:
loudness in hallway peers walking line
down hallway inappropriately
Affective objective 3.2

Student Name # of times off task in # of times disrupting Behavioral notes:

library (i.e., on peers (inappropriate
non-project related conversation or Did the student keep
websites/books) playing) their workspace tidy
and out of the way of
peers?

Did the student put

books away after
finishing them?

Did the student push

their chair in after
finishing at a
table/computer?

Did the student log

off of the computer?

Did the student

engage politely with
the librarian and
teacher? (I.e.,
please/thank you,
and yes/no
sir/maam.)
Adaptions & Modifications: Students who use text-to-speech software will be provided
headphones and access to ebooks if necessary. The aide will help them with the worksheet,
with clarification from instructor.

Name: ___________________________________________________
Date: ________________________

Directions:
Using the approved sources given, research the background of the artist you have chosen.

Where did this persons family come from? What socioeconomic class did they belong to?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Where did this person learn art? _______________________________

(Name any important teachers they had and any schools they studied at.)

Did this person have other jobs? If so, what?

____________________________________________________________________________
____________________________________________________________________________
_____________________________________________________________

Name at least 2 art movements this artist was associated with. Define these movements.
____________________________________________________________________________
__________________________________________________________________

What themes were present in this persons artwork? Why did they use these themes?
____________________________________________________________________________
____________________________________________________________________________
_____________________________________________________________

Did this person work with other artists? Who? What did they do together?
____________________________________________________________________________
____________________________________________________________________________
_____________________________________________________________
_______________________________________________________________________