Detailed Lesson Preparation Guide

Elementary Education
Name: Cristina Chase Lane

Title: Arts Integration Lesson

Grade: 3rd

Concept/Topic: 2D Shape Math Mosaic

Time Needed: 55 minutes (during the Math Block)

Backward Design Approach: Where are you going with your students?
Identify Desired Results/Learning Outcome/Essential Question:
What relevant goals will this lesson address? What new understandings will the students have as a
result of this lesson? These goals must be measurable and connect to your planned assessment.
Consider the “Big Ideas” in which you will be helping students develop an understanding.
What questions will foster inquiry, understanding, and transfer of learning? Students will be able to
answer this question or questions as a result of this lesson.

Students will define what a mosaic is.

Students will apply knowledge of 2D shapes into an art piece.

Students will name quadrilateral rules.

Ensuring Lesson supports district and state goals

NCSCOS Standards:

3.G.1 Understand that shapes in different categories (eg. rhombuses, rectangles and other) may share
attributes (eg. having four sides) and that shared attributes can define a larger category (eg.
quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw
examples of quadrilaterals that do not belong in any of these subcategories.

3.CX.2.2 Understand how to use information learned in other disciplines, such as math, science, language
arts, social studies, and other arts in visual arts.

3.CX.2.3 Use appropriate collaborative skills to create a work of art

Mathematical Practices:

Standard 4 Model with mathematics

Standard 6 Attend to precision
Standard 7 Look for and make use of structure

Assessment Plan:
How will you know if the objectives/desired results have been met? What will you see and/or hear that is
evidence of student understanding? How will you know that students really understand the identified
“Big Ideas?”

This lesson includes a performance assessment on the unit of 2D shapes. In order to check for student
understanding, a rubric will be used. This rubric is derived from the C-mapp curriculum guide.

Scoring Rubric:
Level 3 Level 2 Level 1

● Student has no clearly

● Student has a rule they stated rule and/or
● Student has a clear rule
followed but isn’t stated picked a shape name as
stated.
clearly. their rule.
● All​ quadrilaterals
● Most​ quadrilaterals ● Some or None ​of
included in the mosaic
included in the mosaic quadrilaterals included
design match the stated
design match the stated in the mosaic design
rule.
rule. (1-2 incorrect) match the stated rule.

Meeting the student where they are:

Prior Knowledge/Connections:
What can target students be expected to know and/or understand about the concept/topic? How does
this lesson connect with other things that students may have learning or experienced? How will you help
students to make the connections between what they already know and what they will be learning in this
lesson?

This is the performance assessment for the unit on 2D shapes. Students already understand the
properties of 2D shapes. This lesson will take the student’s knowledge of 2D shapes that they have
developed over the course of the unit, and apply that knowledge into real-world application. Through
the real-world application of learning about how 2D shapes can be made into a mosaic, students will
learn about a prominent artist who uses the properties of a 2D shape into his artwork. The goal of this
lesson and task is for students to apply their knowledge of 2D shapes.

Differentiation/Same-ation:
How does my ONE lesson ensure engagement for all students? What is it about the presentation and
content of the lesson that makes it accessible to all students? This should be integral to the lesson and
not simply last minute additions or different work for separate groups. All students should be engaged
and a goal of mastery should be in place for all.

The main form of differentiation in my lesson involves English language support. I will provide written
sentence frames and verbal phrase repetitions throughout the lesson. My powerpoint will include
several pictures, as well as keywords to help ensure comprehension. For one student, I will give her a
personal copy of the sentence stems, as well as a word bank to support her in answering questions.

Lesson Introduction/Hook:
How will you focus, excite, engage, and/or elicit knowledge as you introduce this lesson? Think of ways
you can appeal to student interest and cause students to be excited about what they will be learning
about.

For the opening activity, use the “I wonder” art integration strategy. (5 mins)
● On the television, show a picture of one of Gaudi’s ​mosaics​. Students will examine this piece of
artwork, make observations, and then inquire about it.
○ First, ask students to look silently at the work of art on the screen.
○ Then, ask students: “What do you see?” Students should respond to this question using
the sentence frame “I see….” Time permitting, have every student make one
observation.
○ Lastly, ask students: “What does this work of art make you wonder?” Students should
respond to this question using the sentence frame “I wonder….” Have students turn and
talk about this. As students turn and talk, listen to what they are saying, then pick a few
to share based on what you heard.

Lesson Development:
Provide a detailed description of how the lesson will progress. What will you do as the teacher? ​This
should be a detailed step by step account of how a lesson unfolds from beginning to end.

Antoni Gaudi (5 mins)

Transition: “This work of art is a ​mosaic​ by a Spanish Architect Antoni Gaudi. Since I told you this is an
example of a mural, what do you think a mosaic is?”
● A mosaic is a picture or pattern produced by arranging together small pieces.
Use the powerpoint on Gaudi
● Antoni Gaudi (1852-1929) is an ​architect​ from Spain. ​An architect designs buildings.
● He designed buildings with “bright tiled mosaics of plants, flowers, and animals.”
● His designed are based on nature.

Quadrilateral Brainstorming (10 mins)

Transition “Today, you’re going to make your own mural using quadrilaterals.”​ ​Remind class what a
quadrilateral is. Quickly have volunteers name some quadrilaterals.
In table groups, have students brainstorm ways in which they can categorize quadrilaterals. They should
try to come up with several different rules. Then, as a whole class, review quadrilateral rules.
● Examples of Quadrilateral Rules:
○ Rhombuses, rectangles, parallelograms, squares, trapezoid are categories of
Quadrilaterals.
○ One set of lines of equal distance apart ( 1 set of parallel lines).
○ Two sets of lines of equal distance apart (2 sets of parallel lines).

Creating the mural (20-30 mins)

Students should choose one rule they came up with that they want to apply to their murals. They should
write this rule on the back of their paper. This activity will be introduced in steps.
● Model for students how to first write their rule on the back of their paper. Have students
complete this step after the model.
● Then, show student how to draw an outline of a shape. Have students create their own outline.
 ● Finally, show students how to use the materials provided to them to trace the shapes that
follow the rule within their object.
● Students can use pattern blocks to trace quadrilaterals that match their rule/ mosaic
design.
Students should color and add details to their mosaic design.
After finishing their mural, on a notecard, students will explain their mosaic design and rule.

Concluding the Lesson/Closure/Debriefing: (5-10 mins)

How will you wrap things up and tie together the ideas presented? How will you help students make
meaning from their experiences?

Students will bring their mosaic designs with them to the front carpet. A few students will be chosen to
share their mosaic designs under the document camera, the remainder of the class will guess what rule
each student’s mosaic design represents. Emphasize the quadrilateral rule, point out shapes in the
mosaic that follow the rule.

Specific Questioning:
Student questioning should be planned ahead of time. Think about your students and their needs. Plan
questions that will challenge all students.

How does your design fit your rule?

How can we answer some of your “I wonder” statements by just looking at the work of art?
What in this work of art made you wonder that?

New Vocabulary:
List and define all new vocabulary that students will need to understand in order to have optimal success
with desired learning results. How will you use this vocabulary in the context of the lesson?

Mosaic = a picture or pattern produced by arranging together small pieces.

In the lesson this students will learn what a mosaic is through examples of famous artwork.
Then, students will create their own mosaic using the knowledge they have acquired about 2D
shapes.
Architect = someone who designs buildings

Materials/Resources:
List everything that is needed to deliver the lesson. Cite any materials that you used in crafting the
lesson. Be specific and review this as you rehearse.
Powerpoint
White Construction Paper
Notecards
Student Art Boxes (markers, colored pencils, crayons)
Pattern Blocks

Teaching Behavior Focus:

What is the goal for my teaching behavior and/or actions? See TBF List for suggestions.
My teaching behavior focus for this lesson is meeting the needs of every learner. I am concerned about
reaching every student and their needs, especially regarding English language support. In place during
the lesson, I have several visual cues as well as sentence starters. I hope these accommodations will lead
to comprehension of the task.

Follow-Up Activities/Parent Involvement

Lesson extensions discussed here. What will student do to utilize this new information? How can you
involve parents in the process of lesson extension in the home?

After the unit, students can take home their murals and share with their parents/guardians what they
learned about murals as well as quadrilaterals. As a teacher, I can also encourage my students to
research some of their “I wonder” questions. If a student does choose to do this, they can report back to
the class their findings.