EDU 155/255 Social Studies and the Arts

Opportunity Task #1: Social Studies and Arts Lesson Plans

Goal:
Your task is to create two lesson plans that will be learning experiences in the
instructional unit you have been designing. These lessons should demonstrate your knowledge of
state-adopted content area curriculum in History/Social Science and the Visual and Performing
Arts.

Role:
You are a valued member of an elementary school faculty and the lead teacher for your
grade level.

Audience:
Your target audience is your colleagues that teach at this grade level.
Situation:
You have been asked to develop and demonstrate a model unit for social studies content
integrating the arts. These two lessons will be representative of the type of learning experiences
you have planned for students in this unit of study.

Product:
You will create a lesson that addresses History/Social Science and a second lesson that
addresses Visual and Performing Arts Content Standards of the California Department of
Education for your selected grade level. The lessons must include all elements of the Mount St.
Mary’s College Lesson Plan format.

Standards and Criteria for Success:

Your product must meet the following standards:
1. Two lesson plans that are effective and engaging.
● Students will know where they are going, why, and what is required of them.
(goals, reason for learning, performance requirements and evaluative criteria)
● Students will be hooked – engaged.
● Plan will provide adequate opportunities to explore/experience big ideas and
instruction to equip students with knowledge and skills required.
● Students will have sufficient opportunities to rethink, rehearse, revise and/or
refine their work based upon timely feedback.
● Students will have an opportunity to self-evaluate their work, reflect on their
learning and set future goals.
● Plan is tailored and flexible to address the interests and learning styles of all
students.
● Plan is organized and sequenced to maximize engagement and effectiveness.
2. You will teach one of these lessons in class
 Lesson Plan Format for
Specially Designed Academic Instruction in English (SDAIE)
with SIOP Elements

Grade/Class/Subject: 2nd grade/ Art Teacher: Vanesa Herrera

Time/Duration of the lesson: 45 minutes- 60 minutes

English Language Proficiency of Students: (Emerging)

Students will be able to use the vocabulary taught to them of art to describe art objects from various cultures, and
will understand how artists used their work to share experiences or communicate ideas.
Standards:
3.1 Explain how artists use their work to share experiences or communicate ideas.
3.2 Recognize and use the vocabulary of art to describe art objects from various cultures and time
periods.

Unit/Theme:
Visual Arts

Lesson Topic:
Visual arts in past and present cultures throughout the world and how human diversity relates
to the visual arts and artists.

Objectives: You must include content objectives and language objectives as indicated below.
(What will students be able to do at the end of the lesson?)

Content:
- Students will be able to explain how different artists use their art work to share their
experiences or communicate ideas, messages that are hidden in the art piece

Language:
- Students will demonstrate how they are able to recognize and use vocabulary of art to
compare and contrast human diversity to visual arts/artists

Assessment:
(How will you know if all students learned both the content and the language objectives? What informal and/or
formal methods will you use to gather evidence?)

I will know if students learned the content by having them present 2 different artists (Aaron
Douglas and Kara Walker) that we had talked about in the lesson. I would want the students to
explain the two artists they chose and explain how that artist’s work shares their experience or
how they communicate their ideas. In regards with language, I will have students integrate the
different vocabulary that was learned to be used in their presentation, I would observe if the
 student understood the vocabulary if the students used the vocabulary properly in their
presentation.

Key Vocabulary:
Warm colors
Cool colors
Shadow

Supplementary Materials:
(What resources, “realia”, visuals, documents, or manipulatives will you use?)
- different art
- pictures of different artists of the art shown
- worksheets

Technology in Support of Learning:

(What type of technology would you and the students use in this lesson? Remember to explain how it will be used
with in your plan.)
- Powerpoint
- Videos

Anticipated Misunderstandings/Difficulties:
(What areas of confusion or difficulty do you anticipate students might encounter with this material? How will you
address them?)
Students may not understand the different art vocabulary, because not all students like or
understand art. There may also be confusion in the different art meaning of art pieces because
everyone does interpret art differently. I will address the vocabulary confusion by having a
worksheet where students can write down the definitions as they are being explained in the
lesson. And in referring to the different art interpretation meanings, I would help the students
decipher what they interpret from the art, and I would explain the artist’s true meaning, and I
would explain also how everyone can interpret art differently.

Element Rationale
Describe what will happen. Why did you choose to do it this way?
Introduce the Lesson: I chose to do this lesson because it is a
(Clearly identify the objectives for the lesson. Also, how will
connecting lesson to a previous history
you ensure students are engaged and can access the content?
lesson that the students learned about the
-How will you link information to student’s lives? What will
you do to teach unknown vocabulary?)
importance of being educated with
The lesson will pertain to myself introducing to the diverse cultures. Students will be able to
kids the different art pieces (5-8), in which I will choose 1 to 2 different art pieces that
introduce the different artists who drew or painted they could use to make a presentation on
those art pieces. The students will also get the art and artist, while using vocabulary,
important vocabulary pertaining to the different art in which will be a clear demonstration to
pieces, and will also get a summary of each artist me if the students understood the
and how they show culture, diversity in their art. I vocabulary that was given to them.
will make sure students are engaged by asking
them what the art piece is trying to say based on
hearing the author’s summary, but not explaining
the meaning behind the art piece until the have all
given their opinion. Students can access the
content that was presented to them by having them
take notes and draw pictures of the different art
pieces to help them recall the information from the
art piece. I will link the information to student’s
lives by having them connect or recall a memory
relating to the art piece.

Develop Understandings (Instruction): The students will enjoy observing and

(How will you make input comprehensible – scaffold the learning about different artists because
content-, convey information to be learned, and integrate the their attention will be caught as the
concept and language objectives?)
lesson, with vocabulary is taught
I will make input comprehensible by using the new
vocabulary, I will have students give examples as
to how to properly use the vocabulary words. By
also having a diverse amount of art and artists to
be taught, it will keep students engaged in being
introduced a different culture and artist, rather than
the same culture and artists who are all the same.
Practice/Application: The layout worksheets will help guide
(What activities will help students grasp and practice the students know what they need to
concepts/skills? How will students be grouped?) write because it is important. And with
Students will be given worksheet layout, in which presentations, students will be able to
they can use to draw the art piece that connects introduce their connections to the art and
with the vocabulary. The art pieces and their artist they chose to write.
meanings can also inspire or have students recall if
the message of that art piece is a meaning that
relates or impacts them for their certain reason(s).
Students will be grouped to present from the art
pieces they choose, and together they will each
explain why they chose that piece, what is the
message that is being seen in the art piece, and
why that message is important to them personally.

Wrap-up: This is just a recap of the information

(Review objectives and have students assess progress.)
I will review the different vocabulary once more,
and how they observed the different messages that
different artists portrayed in their art, and how they
can do that too themselves.
just to in a way close off the lesson, and
praise students for learning something
new.

Extension: This is a fun activity that students would

(How might this lesson be extended into future lessons or
other content areas?)
An extension of this lesson can be by having the
students create their own art piece based on their
culture, and have a meaningful message in their art
that is significant to themselves.
enjoy, rather than just hear me and others
just speak. The students will get a chance
to have fun drawing or painting, and
creating their masterpiece that they will
be proud of and in which it will have
meaning to it.

Differentiating Instruction for EL focus student: (How do your choices support this student?)
My choice supports the student by
(Describe the challenges and ELD goals of this EL student.
What will you do specifically support this student for this
having a visual of what to write after
lesson?) student has already heard the information
EL student could have trouble with the vocabulary, once, instead of just not focusing and just
and not knowing what to write down on his trying to write everything down.
vocabulary worksheet. I will help this student by
writing the overall summary of the vocabulary
words on the board one at a time.

Differentiating Instruction for a focus student with
Special Needs:
(Describe student(s) special need and relevant IEP goals.
What will you do specifically to support this student for this
lesson?)
For students with special needs there would be
many visuals available for them, and if they
needed help writing down notes, I would have a
buddy help them.
(How do your choices support this student?)
My lesson overall is a lesson that just
requires students to listen, and speak
their opinion. It is not a hard lesson
where they have to write or read long
pieces. This student will enjoy being able
to express themselves through art and
explaining their meaning to their own art.

(What will you do for those students who already "get it"
and need to be challenged in different ways?)