OBJECTIVES:
The student should be able to:
•French
From memory, the learners will be able to know and understand the meaning of words related to the sub-marine animals. Therefore, they will be able to use them appropriately in the right context. They will also master the spelling of those different words. This is a chance for them to practice their writing skills (print or cursive).
• Visual art
The learner will perform art work on sub-marine animals using colors, paint, pencils and papers. The learner will then conceive an exhibition poster disposing the different animals in a sub-marine ecosystem. Beforehand, the background work should have been done to show a deep blue ocean. This needs dexterity and application from the students to use colors, scissors and lines to get neat pictures, thus, proving their artistic skills and knowledge.
TIME: (3) 55 minute class periods
MATERIALS
A poster of sub-marine animals
French is Fun: animals
Animals coloring sheets
Colors
Paint
Pencils
Scissors
Board and construction papers
A set of lap top, LCD projector, and Elmo projector on a cart
A PowerPoint presentation on sea ecosystem
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The study of sub-marine enforced by this art work as a fact of true life will offer a necessary load of knowledge to the students who will be able to use it in their daily activities. The learning of animals in general and sub-marine animals in particular will give the students enough notion on animals and their species. The enforcement with visual art will give them more sensitivity and apprehension on the beauty of nature. They will therefore be able to use their knowledge in class or at home with French speaking or learning friends. The students will be able to easily identify animals in their kinds and colors.
ACTIVITY:
Day 1: French curriculum
Set Induction: The teacher set the class before the students arrived. He set the poster of sub-marine animals on the board. He also set the laptop with the powerpoint to be used. These tools were ready to go once everybody came inside the classroom. He then let the students get into the class, take their sits. They said the pledge in French before he started brainstorming, showing some pictures of zoo, farm, or wild animals. This should be followed by questions like:
C’est quel animal?
Est-ce un animal de zoo?
Montrez-moi un animal de ferme !
Comment s’appelle cet animal ?
Est-ce qu’il est dangereux ou amical?
Ou habite cet animal?
He/she then should come to the poster of the day and present the environment of the animals to be learned. This introduces the class to the notion of sub-marine animals when the teacher starts calling some students, asking to know the place of habitat of those animals.
Then he projects the powerpoint to draw the class’s attention onto the displayed poster to show the image of different kinds of sub-marine animals.
Teaching/Modeling: The teacher brainstorms the class by showing the animals showing what the lesson is going to be about. He then pronounces each name of animal while he shows it. He says all the names while the students remain silent and listen. At the end, he finally asks them to repeat each name after him. This can be done for about three times after which he asks individual students to repeat the same thing. Mispronunciations are corrected on the spot for every body to get the right one. The teacher proceeds thus for about ten minutes so that each student gets his chance to say the words and understand the correct pronunciation and the animal that is named.
Guided Practice: He will then ask groups of students to say the different words taught so far after him. The wrong pronunciations are detected and corrected immediately. He can also ask the groups to say them while he shows the animals pictures. Still, the mistakes are corrected to avoid their repetition. Finally, individuals do what the groups have just finished to do with the teacher still showing the pictures and the students saying their names.
Independent Practice: At the level of individual practice, the students should be able to say the name now by themselves. The teacher point to an image and the students say its name. He can also ask them to come to the poster and go over it using a pointer and saying the names of each picture they point to. This will go on until everybody has taken his turn. Those who cannot say them in a whole will take after the good students who said everything correctly.
This will be a chance for the students to be rewarded. Anybody who says the whole words correctly gets a treat.
Closure: This is the closing part of the lesson when the teacher passes out pictures of sub-marine animals to the students. Each student should be able to tell him the name of his picture. When everybody is done, he then calls the pictures names one by one and the students have to bring them to him.
Day 2: Integration with Visual art
Teaching/Modeling: The teacher will have to review for about five minutes the names of animals taught the previous day as a warm up activity. This will introduce the class to the activity of the day which is based on art work.
The teacher will then move onto the activity of the day which is mainly art work. He will talk about art and its items that the students will have to use for the day. Thus, he/she will teach the characteristics of colors, shapes, curvilinear, rectilinear concepts and dexterity in art work.
He then will have to hand out pictures of animals to be colored or painted. This is to be done in a very approximate way meaning right colors for the designated animal. He/she walks around to make sure he sees and corrects mistakes and redirects those who fail to understand the right thing to do.
He/she will also have to pick a group of students who will be working on the background sheet. These students will have to paint the ocean, the sky above and the sandy shore.
Closure: The closing part of Day 2 lesson plan can be achieved by checking the art components that the students used in their work. It will be about colors, shapes and lines here. This will also be a chance for the class to see what has been done be every single person. The teacher can review the character of colors again with the students: prime colors, secondary colors and tertiary colors or talk again about shapes such as curves, lines, circles, triangles, squares and rectangles.
Day 3: Setting up the project
The final step of the integration
The teacher will have to review for about ten minutes the different art items used by the students the previous day as a warm up activity. By doing this, he/she will be able to go over the different animals studied and refresh the students’ mind on their names as well as the names of the art items used for the project. This will introduce the class into the third and last section of the lesson on sub-marine animals in visual art.
With his/her help, the students will have to dispose their colored or painted pictures on the blue-ocean background in such a proper way that they come out with a perfect sub-marine ecosystem. On it, it should be very easy to recognize le requin (shark), la baleine (whale), la tortue (turtle), les poissons (other kinds of sub-marine fishes), le serpent (snake), le corail (corals), la pieuvre (octopus)…
Closure: The art work poster can be exhibited in front of the class for a general comment by the students. The teacher asks questions on anything dealt with during the three days lesson plans. The easier they answer the questions the better the lesson has been. But if there are more difficulties to figure out the answers related to the elements of the visual art they have used so far, a need to modify the content of the activity becomes thus compulsory.
EVALUATION/ASSESSMENT:
Day 1:
Formative: The assessment of the students’ knowledge at the level will consist in spreading the pictures of animals on a table and asking each student to come and arrange them with the right name under each picture.
Summative: On a worksheet with a picture of a sub-marine animal, the teacher can ask the students to find the right name underneath and write it on the right animal image. It can also be a scrambled list of animals’ names that the students are going to unscramble and write correctly. Finally, the student can match names to pictures. It can also be a multiple choice test format showing a picture with three names. The students have to circle the right one that represents the picture.
Day 2: Assessment/Evaluation
The assessment of the students’ knowledge at this level will consist in spreading the pictures of colored animals on a table and asking each student to tell the names of art work done on each one. It can also be a verbal description of the animals by the students.
Day 3: Assessment/Evaluation
Summative: On a worksheet with pictures of sub-marine animals, the teacher can ask the students to color or paint the images according to the prescriptions underneath each picture. Therefore, they will have to use the visual art elements described under each picture to decorate color or paint it.
He/she can also make a list of colors and ask his/her students to classify them appropriate group of warm, cool or neutral.
ART CONTENT/CONCEPTS:
none provided
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
CM-1-B4: Identifying familiar people, events, places, animals and things based on oral and/or simple written descriptions.
CM-2-B3: Exchanging basic information about people, events, places, animals, and things through description or by asking and answering simple question questions.
CM-2-B4: Exchanging opinions and preferences about people, events, places, animals, and things.
VA-CE-E1: Explore and identify imagery from a variety of sources and create visual representations.
VA-CE-E2: Explore and discuss techniques and technologies for visual expression and communication.
VA-AP-E3: Explore the beauty in nature and discern images and sensory qualities found in nature and art
MODIFICATIONS | ACCOMODATIONS:
Slow retaining students can be awarded more time to memorize the names of submarine animals and art work elements. Those who fail to be good enough at coloring and painting can be given the chance to start over on new pictures by watching what the good ones are doing. The teacher can even associate them with the students who have good and quick thinking skills who can help them say the words do the art work. For a better practice of the notions, the teacher can keep the poster available for them to see and then do the work. That can help them memorize easily..
VARIATIONS | ENHANCEMENTS:
none provided
TEACHER REFLECTION:
The decision to teach art work to students was a great idea in a class where the teaching of French and percussion music always alternate. It was something totally new to them and the excitement was vivid. In order to be able to cover the different sections of the project, I put the students into four groups.
Three groups were in charge of cutting out the bulletin board paper into the needed size. Then each of the three groups will take care of painting the beach, the ocean or the sky. The fourth group composed of the majority of the class got two different pictures of sea animals from me to paint or to color then to cut out for the project.
At the start, the groups worked fine. But there were some problems that prevailed that need to be pointed out here.
Some students having learnt a few skills from their kids’ art classes wanted to profit from the occasion to show their knowledge to the others creating some conflicts.
Everybody wanted to be responsible of an activity such as leading a group, bringing some paints to different groups, taking care of the main painting, passing out colors and scissors… Those who did not get one were frustrated and manifested their sadness during the work time.
Teaching the notion of colors to the young kids created a huge problem of understanding. They could not understand that black, white and gray have no quality of colors and that green and blue are cool colors. The debate was so harsh that I had to ask them to go and check on the net.
But in all, everything went right and the students were very happy to know that they can perform a painting work expressing their own ideas of creativity.
REFERENCES:
Louisiana Foreign Language Content Standards. Bulletin 1966. Baton Rouge, 1997.NDEO. Arts Education: State and National Standards. Compiled by Lafourche Parish School Board, 2006.
www.yahoo.com
www.coloring.ws
www.dtlk-kids.com
http://www.education.vic.gov.au/languagesonline/french/french.htm
www.frenchimmersion.org
www.edhelper.com
GALLERY
|
EXHIBITS |
K-12 |
STUDENT TEACHERS | HOME
|
