PROJECT: CREATING A FLAG

TEACHER: MELISSA BABIN

SCHOOL: THIBODAUX ELEMENTARY SCHOOL

CONTENT: Language arts

GRADE LEVELS: 3rd

OBJECTIVES:
The student should be able to:

• Students will be able read and comprehend text with accuracy. (bloom’s cognitive; comprehension)

• Students will be able to create a personal flag using a variety of materials checking for accuracy. (bloom’s cognitive; synthesis)

TIME: 45-60 minutes

MATERIALS:
poster paper
assorted stickers
white copy paper
colors and markers
pipe cleaners
felt strips
text book
loose leaf paper
pencils
star stickers

INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will ask the students if they say the pledge every morning. (Response yes) Today’s story is about a boy and his dad; he tells him a story about being a soldier. We will read our story today and create a personal flag using art materials. Teacher will pre-test the students by having them answer questions about lines; such as what is a straight line, curvilinear line, implied line, what value of  a color is greater light or dark colors, what are warm and cool colors.)

ACTIVITY:
1a. The teacher will orally read the story to the students stopping to ask guided questions.

1b. The students in their groups will read the first five pages of the story together taking turns each child reading a page.(teacher will spot check formative assessment)

1c. The students will be given three questions to answer on the content of the story to check comprehension. Teacher will pick up the questions to check for 80% accuracy from all students.

2a. The teacher will show the students a picture of the American flag from the art book “The Annotated Mona Lisa”  on the projector and describe the different types of lines that can be used to create a flag. Definitions of straight lines, implied lines, value and warm and cool color will be introduced. The teacher will explain that different art materials can be used to create visual representation of an object.

2b. The students will be given a poster board at their table to draw a flag using implied lines and straight lines. The students will color the flag using dark and light colors.(teacher will spot check formative assessment)

2c. The students will be given a variety of materials (pipe cleaners, felt strips, and star stickers) to use to create a visual representation of their own personal flag. The teacher will check each student’s flag for accuracy.

Closure: The students will display their flags in the front of the classroom. The teacher will ask the students how they feel about their flags and what it means to them.  The teacher will give the students a post test of the same material on the pre-test to check students’ knowledge.

EVALUATION/ASSESSMENT:
Objective 1 will be assessed in 1c teacher will pick up the questions and check for accuracy. (summative assessment)
Objective 2 will be assessed in 2c teacher will look at each students flag to determine accuracy. (summative assessment)

ART CONTENT/CONCEPTS:
VA-CE-E1 Explore and identify imagery from a variety of sources and create visual representations

COMPREHENSIVE CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
GLE: 11 Connect ideas, events, and information identified in grade-appropriate texts to prior knowledge and life experiences in oral and written responses

MODIFICATIONS | ACCOMODATIONS:
To accommodate the visual impaired the teacher will have an example placed at their table.
To accommodate multi cultural students the teacher could bring in flags from different countries.(ex. Mexican Flag) 
To accommodate the learning impaired a peer tutor will be assigned.

TEACHER'S REFLECTION:
After implementing the lesson, I realized that there were a few things that I could change to improve the lesson. I should have incorporated more examples of flags in my lesson. I could have showed the class a picture of a Mexican flag, British flag, and Japanese flag to incorporate more cultural backgrounds in the lesson. If I would have showed my students more examples they would have had more ideas to follow when creating their own personal flag.

I feel that the lesson could have broken into two days. The first day of the lesson the teacher could read and question the students. The teacher could introduce lines, color, and value to the students. The second day of the lesson the students could do the actual art project. These would allow more time for creativity. Overall I feel the lesson was presented smooth and the students really enjoyed learning about lines and color.

REFERENCES:
“Standards, Assessments, and Accountability: Grade Level Expectations.” Louisiana Department of Education.  4 Feb. 2007 www.doe.state.la.us

Farr, “Harcourt Trophies”  Theme 1 Tell me a story. 

Strickland,Carol,PHD, “The Annotated Mona Lisa” page 173. Johns,”Three Flags”1958

DOWNLOAD POWERPOINT ON LINES

DOWNLOAD PRE AND POST TEST

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