Chapter 9


Lesson Planning


Preparation is the cornerstone of good teaching. Using the visual and performing arts to enhance literacy learning takes well designed planning especially when the student population has unique learning needs. This chapter offers some suggestions for how to begin the planning process in the design of lessons to present the content which deals with literacy.

When formulating plans for how to begin this process, the teacher has to adhere to the state and district standards in the instruction of reading and writing. Following the benchmarks and objectives of the district and state provides the foundation for all planning. Individual education plans address the specific needs of each student within the framework of planning and delivering literacy instruction. The objectives for students are written in measurable language and should be specific for assuring mastery in the content material.

Areas of curricular content to be addressed in the design of art
and literacy should include the language arts.



Chapter 9: Lesson Planning


Lesson Summary:

The lesson introduces a book of fiction or non-fiction that the students will
read over a one month period. The purpose is to enhance literacy learning.
by using written texts coupled with art instruction.


Pre-assessment:

Conduct conversations about select vocabulary.
Give oral quizzes to determine prior knowledge of student on the subject of
the text chosen


Instructional Procedures:

The instruction follows the phases which have been outlined in this text.
Differentiation of instruction is addressed within these phases.


Technology Connections:

Provide access to computers.



Sample lesson plans following

Plan 1

National Standards: NL – Eng. K – 12.4 - Communication Skills;
NL – Eng. K – 12.5 - Communication Strategies;
NL – Eng. K – 12.6 - Applying Knowledge.

I. Objectives

A. Students will employ a wide range of strategies as they communicate verbally and non-verbally with teacher and in front of peers about the text.

B. Students will use different writing process elements to communicate about the text.

C. Students will evidence knowledge of language structure and language conventions (e.g. spelling & punctuation, etc.) when writing about the text.

II. Expectations

A. Students will re-tell text story, using verbal and non-verbal communication strategies.
B. Students will use written language, as appropriate, to re-tell the text.
C. Students will re-tell text story, evidencing knowledge of language structure and conventions.

III. Materials

A. Text: fiction and nonfiction
B. background information on author
C. DVD of movie of text
D. CD of text
E. photos taken for vocabulary and concepts
F. Art materials for 3D dioramas
Styrofoam Boxes
Paint & brushes Fabric and trims
Markers Tissue paper
Plywood Environmental items
Glue


IV. Projects and Extension Activities

A. New vocabulary is presented with picture and label
B. Students ‘act out’ the word or concept
C. Students may draw a picture of the word or concept
D. Chapter summary done conventionally or with writing with symbols
E. Students use chapter summary for homework with parents for practice
and reinforcement
F. Students retell story, using appropriate prompts such as pictures,
writing with symbols, chapter summary, sentence strips, etc.
G. Students begin portfolios with drawings, labels or photos, sentence
strips or self-written sentences.
H. Students create 3D dioramas to illustrate scenes from story
I. Use fieldtrips to supplement and enrich vocabulary and concept
development
J. Produce student made videos of text chapters with sets and
costumes, etc.

V. Assessments

A. Weekly spelling test
1. independent spelling of vocabulary words
2. matching label to depiction of word
3. pick out orally read word from list
4. match word to word (cut and paste)

B. Retelling of chapter
1. build a 3D display of text chapter by chapter
2. independently retell using chapter 3D diorama
3. point to objects on diorama for single words or phrases
4. answer teacher made questions about chapter

C. Production of video of chapter summary

D. Roundtable discussion of text summary

E. Completion of individual portfolios

F. Classroom and hallway bulletin board displays