Micro teach 1 Lesson Plan Direct Teach Template

(Revised January 2014)

Name: Urooj Khan Grade Level: 2rd

Subject: Art Unit Title: Abstract Art

Lesson Title: Mondrian Squares Estimated Time: 40

Florida Standards http://www.cpalms.org/

V.A.2.S.3.1 Manipulate art materials and refine techniques to create two- and/or three-dimensional
personal works.
VA.2.F.3.3 Use time effectively while focused on art production to show early development of 21st-
century skills.
VA.F.2.F.1 Identify work based on artist or designer.
VA.2.S.1.4 Use accurate art vocabulary to discuss art.

Learning Goal: The students will create an assimilation of Composition ll Red, Blue, and Yellow. Piet Mondrian.

Objective(s):
o Students will identify and describe the works of the 21st Century Artist Piet Mondrian.
o Students will classify, and identify Elements of Design such as line, space, shape, value, texture, and
color in a graphic organizer
o Students will define key terms in graphic organizer, and illustrate overlapping, abstract art, primary
colors, composition, and geometric by performing their recreations of Mondrians piece.
o Students will identify what the primary colors are by using specific color theory in the recreation
art piece.

Essential/Guiding Question(s): [3 pts.]

What elements do you need to make art?
Is this Art?
Did you know there are many different types of art?

Content: [3 pts.]
Recap on what the Elements of Art?
Play Elephant painting video and ask if this is art?
Did you know there are many types of art?
Introduce Abstract Art and define
Compare and contrast realism and abstract
Introduce Piet Mondrian and his work
Complete a chart with underlined key terms What was that word again?
Handout additional graphic organizer on Composition.
Show a slide for each term, definition, and characteristics.
Quick group exercise tracing their hands and overlapping them
Recreate Mondrian piece using overlapping, primary colors, and geometric shapes
Assess your peer check off list
Exit slip

Key Vocabulary: [2 pts.] We will discuss and scaffold the key terms and write them in our graphic organizer.
Abstract Art, Primary Colors, Composition, and Geometric
Procedures: [7 pts.] Insert ESOL accommodations for Edith, Edgar and Tasir in BOLD, CAPITAL LETTERS [3
pts.]

1. Activate prior knowledge/Anticipatory Set/Hook: Prior to this class they will have trifold of Elements
of Art terms. For review I will ask class what elements do you need to make art? And present correct and
incorrect terms through power point slide, similar to a this or that game. And say Do you know that just by
using these elements you can be an artist. Actually theres elephants who have some amazing artwork
because they use the simple ingredients to make it.
2. Input:
a. To elaborate on the underlined key terms, we will construct a graphic organizer/Frayer model as a
trifold and define, explain, and show an example of what the word is and isnt.
b. As a class we will discuss and scaffold content on power slides building a better understanding of what
abstract is. We will view artworks and compare and contrast abstract vs realism. Then introduce the
artist Piet and his development of abstract work. Practice reading strategies of looking for clues to find
what the three underlined terms on the slide could mean. Then breakdown each term with visual
examples and definition. Present a video on one of the terms, Primary Colors. And create a trifold on the
key terms based on the Frayer Model.

EDITH: Edith will have a Frayer Model trifold done for her with vivid examples area such as a color wheel
in the color example.
EDGAR: Will have his Frayer model done as well except the visual examples of what the word is and is not.
TASIR: Will make his own organizer like the rest of the class.

3. Modeling:
For the assignment phase I will be performing each step and using key terms.
Place your card board square on your paper so that it is straight and the lines match the edges of
your paper
Trace your square with your black colored pencil.
Then, move your template to overlap your traced shape and continue tracing to create more squares
and rectangles across your paper.
(Remember all lines must be horizontal and vertical)
Now look at your overlapped squares and find the small squares and rectangles you made and color
them in with your primary colors. (Try not to use the same colors next to each other)
Leave all L shaped areas white also known as negative space.

EDITH, EDGAR, TASIR: During the modeling phase I will demonstrate how each step is done. Also, I will
use my key words repetitively and point to the graphic organizer to reference the word.

4. Check for understanding

Repeat the steps as well as repeat key terms and informally ask yes or no questions pertaining to the key
terms and steps. In addition, observe that the graphic organizers are done. As well as the quick overlapping
hand technique. Enforce ask 3, 1-2 of your neighbors then me.

5. Guided practice: The students will practice overlapping by tracing their own hand then passing it to the
next person in their group for the next person to trace their hand overlapping the other hand prints using
the entire space of a wipe board.
EDITH, EDGAR, TASIR: I will point to the term and show an example of overlapping and demonstrate the
activity by tracing my hand on the board.
Independent practice: Create an assimilation of Mondrians abstract piece.
6. Closure: How will you assist your students in organizing the knowledge gained in the lesson?
Exit Slip:
a. Name or draw three elements of design?
b. What are the three Primary Colors?
c. How can you tell is a work of art is Abstract art?
EDITH: Will have Yes or No questions
a. Is Blue a primary color?
b. Is Piet Mondrian a Artist ?
c. Is a square a geometrical shape?
Squa
re

EDGAR: Fill in the Blank

1. Primary Colors are Red, ______, and Yellow. (Purple, Pink, Blue)
2. Piet ___________ was an artist. (Khan, Edgar, Mondarin)
3. Abstract is not _________. (Realism, Art)
TASIR: Will have the same exit slip as the class.

Assessment and Monitoring: [3 pts.] How will you assess the students attainment of the lesson objectives? The
assessment must be stated in measurable terms (condition, performance, criteria).
Formative Assessment: Students will assess each others work by identifying the elements noted in
their graphic organizer checking each. They will take their peers organizer and place a check mark in
the boxes and then hand it back to them. Also, I will assess them by performance, monitoring their
process to completion and ensuring all directions are being followed throughout the lesson.

Materials/Resources: [2 pts.].
Projector
PowerPoint
12 x 18 White Paper
7 x 7 Square cardboard Stencil
Black Colored Pencil
Red, Blue, and Yellow crayons
Power Point
Provide Organizer for Edith and Tasir
Exit Slip Print Outs
2D and 3D examples

References: [1 pt.]
http://www.kinderart.com/arthistory/mondrianabstract.shtml
https://www.youtube.com/watch?v=UoCvLIdXS8U
https://www.youtube.com/watch?v=mCu0l1vBw_k
http://www.swcta.net/teachers/tomme/graphicdesign1_projects/composition/composition.html
Adaptations for Unique Student Needs: [6 pts.] (EL, Special Education, Gifted, Students who lack support for school)
Explain EL accommodations made for Edith, Edgar and Tasir. Explain why the accommodation was made; how it
will help the EL student.
EL Accommodations:
Graphic Organizers:
Edith will receive a personalized graphic organizer and will involve having more visual aids with sensory
feel areas that will provide more of an understanding of the terms.
The personalized graphic organizer for Edgar will have his all filled in by me except for the example of what
it is and isnt so that he can independently experience how to create that term visually. Which hopefully will
help him differentiate the correct way of using the term or performing it.
During the modeling phase:
I will repeat and point to my key terms while demonstrating the act such as overlapping, primary colors,
and geometrical shape. Resulting in the comprehension of the word as well as using their graphic organizer
as a guide for themselves.

During the Exit Slip:

Edith will write Yes or No since she isnt verbally advanced. It will also contain visual clues to help her with
the three questions.
Edgar will have a fill in the blank so that he can recall to learn them. He will also be given a word bank to fill
in the answers. This will also increase his spelling and writing skills along with some abstract thinking
which will strengthen his comprehension.

Special Needs
Ensure Plenty of space for wheelchairs and keep walk ways clear to provide a safe inclusive environment.
Use slant boards as needed for better positions to create.
Use tape to secure the paper canvas to ensure the materials are stable.
Instead of coloring or outlining shape I will provide already made, cut out shapes which they would simply
glue down in their own way to create a distinct art piece. In case motor skills arent advanced so that they
can see amazing results through the independent skills of assembling and composing their piece.