English ITU Lesson 2

8/12/2019 English ITU Lesson 2

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MARINA SKENDZIC 1

MARINA SKENDZIC

Spring 2014

TITLE OF LESSON

Exploring The Human Condition: Art Production

Lesson 5 in a six week unit on exploring the human condition

CURRICULUM AREA & GRADE LEVEL

English / Grade 11

May be adapted for any high school grade level

DATE OF LESSON

TBA

CA COMMON CORE STANDARD

W.11-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generatedquestion) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject,demonstrating understanding of the subject under investigation.

CA ELD STANDARDS

C. Productive / Emerging: 10b. Writing: b) Write brief summaries of texts and experiences using complete sentences and keywords (e.g., from notes or graphic organizers).

BIG IDEA ADDRESSED/ENDURING UNDERSTANDING:

Students will understand that the similarities between all human beings far outnumber the differences (i.e. were all redinside).

ESSENTIAL QUESTIONS1. How does understanding the human condition help you to be a self-actualized human being?2. How does understanding the human condition help you to be a tolerant, understanding, and global citizen?

OBJECTIVE(S) OR LEARNING GOAL(S)

Cognitive: Students will be able to answer questions on how social justice, art work, and the human condition are interrelated aftercompleting an Art Splash to illustrate their ideas and then completing a Think-Tac-Toe activity.

ASSESSMENTS

Diagnostic - entry level & Formative - progress-monitoring: Art Splash (performance/presentation) and handout (attached)

PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL

This is a very abstract idea for young students and may be hard to grasp at first. They may not have ever heard of thehuman condition, so the topic needs to be introduced properly and thoroughly.

INSTRUCTIONAL STRATEGIES: What the teacher does

Anticipatory Set

Greet class & take roll. Pull up Google on projector and type in art splash on the image search selection. Show studentsdepictions of what an art splash looks like (5-7 minutes).

Instruction

Tell students they will have 45 minutes to do their own art splash. Instruct students that they are to use their self-generatedideas/reactions &/or quotes/excerpts on the human condition as it relates to global thinking, tolerance, acceptance, & social

justice. Students are allowed to use ANY resources and handouts in ANY content area to collect information/image ideas for

their art splash. Ask if students have questionsand to take out these resources (5 minutes).

Guided Practice

Instruct students to brainstorm in their pre-selected groups and draw a sketch of the art they transfer to an art splash (10minutes). Explain to students to make this brainstorm quick!

Next, have students go somewhere on campus to do their art splash. When finished, they should take a picture of it an email itto the teacher for display after the chalk in gone. (45 minutes)

Independent Practice


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MARINA SKENDZIC 3

MARINA SKENDZIC

Spring 2014

o Interests: Familyo Learning Profile: Visual, shy, does not like presenting in front of the class

Student 7o Readiness: CELDT Scaled Score: 587 Intermediate. Level 3.o Interests: Soccer (playing & watching)o Learning Profile: Audio-kinesthetic, works well in small groups

DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS - choos e area(s) as necessary based on informat ion above

Content: Students will learn the same content as the rest of the class.

Process: I will approach these students to make sure they are not stuck on any steps.

Product: Students will produce the same product as the rest of the class.

INFO ABOUT STUDENTS W/ SPECIAL NEEDS

Student 1 (IEP)o Disability Category: Autismo Learning Preference: Visual learner, friendly, aims to pleaseo Modifications: extended time on tests, extended time on long assignments, break larger assignments into smaller

units, access to safe room, alternate setting for tests (Room 317), needs 1-1 help at times, needs to be told explicitlythe expectations.

o Processing Deficits: theory of mind, executive processing, auditory/memory deficits.o Academic Ability: Difficulty with inferencing and higher level comprehension (abstract thinking). Writes an essay well

but needs help editing & adding details.

Student 2 (IEP)o Disability Category: Specific Learning Disability.o Learning Preference: Multi-modal.o Modifications: extended time on tests, alternate setting for tests, clarify directions.o Processing Deficits: visual & motor processing, short-term auditory memory.o Academic Ability: Reading & writing skills are at the Advanced level.

Student 3 (IEP)o Disability Category: Autism.o Learning Preference: Multi-modal; speech & language services.o Health Concerns: glasses, history of asthma, & was born with a right club foot.o Modifications: extended time on tests, clarify directions.o Processing Deficits: Expressive & receptive language delays.o Academic Ability: At times, struggles with comprehension of grade-level material. Able to write a 5 paragraph essay

with a thesis statement & supporting details, but may lack flow and consistent use of details.

Student 4 (IEP)o Disability Category: Specific Learning Disability.o Learning Preference: No specified.o Health Concerns: General health is good.o Modifications: extended time on tests, clarify directions.o Academic Ability: Reading in the average range and functioning close to grade level. Write in the low average range

but close to grade level.

Student 5 (IEP)o Disability Category: Autism.o Learning Preference: Multi-modal; speech & language services.o Health Concerns: wears contactsno current medications.o Modifications: Preferential seating, extended time of long assignments, alternate setting for tests (Room 317).o Processing Deficits: Executive functioning/theory of mind, speech-articulation/rapid speech.o Academic Ability: Strength is reading. Written expressionlow average. Does very well despite low test scores.o Other: Has a tutor at home, he is a great golfer, can get stressed out because he wants all As.

DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS- choos e area(s) as necessary based on informat ion abov e

Content: Students will learn the same content as the rest of the class.

Process: I will approach these students to make sure they are not stuck on any steps.

Product: Students will produce the same product as the rest of the class.

RESOURCES:

Graphic organizer handout


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MARINA SKENDZIC 5

MARINA SKENDZIC

Spring 2014

Name: _____________________Date: ______________________Period: _____________________

THE HUMAN CONDITION: THINK-TAC-TOE

Directions

Choose three questions to answer from the Think-Tac-Toe below. You must answer three questions in a row to get Think-Tac-Toe! Cithe questions you want to answer, then answer them on the back side of this handout.

What does your art idea sayabout social justice?

Should we care for the weak&/or poor, or let themfend for themselves?

How does studying thehuman conditionhelp you to be moretolerant?

What is a natural environ-ment, equality orhierarchy?

How should society treattheir environment?

What is the best way tolive together?

How is curiosity related toideas of the humancondition?

How does studying thehuman conditionhelp you to be moreunderstanding?

Is civilizations positive ornegative?


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6 [MARINA SKENDZIC]

MARINA SKENDZIC

Spring 2014

Think-Tac-Toe: Questions Answered

Selected QUESTION 1:



English ITU Lesson 2

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