ࡱ> GIF )bjbjcTcT 4.>>_!# # # # # 7 7 7 8o , 7 &  !!!&&&&&&&$W(*v&&9# #!!##&&# # _&8%8%8%## # &8%#&8%8%8% h%x7 .$8%%u&0&8%o+.$o+8%o+# 8%!L"68%>",j"*!!!&&&&$v!!!&####o+!!!!!!!!! : Lesson Plan Format Lesson Plan Name: Tanyas Renunion Your Name and School: Fran Tovar, mission elementary school Goal(s) for your lesson plan: a. to be able to make inferences about the personalities of the characters by paying attention to the details provided by the author coupled with their own experiences. b. to use different medias to clarify understanding of a topic. c. to understand differences between background, middle ground, and foreground, and use horizon and perception of distance. d. to recognize different types of figurative language used in poetry and songs. California State Standards addressed in lesson plan reading/theatre/visual arts) Visual Arts Standard: 4.3 Discuss how the subject and selection of media relate to the meaning or purpose if a work of art Reading R1.1 Read aloud fluently R2.4 Evaluate new information R 2.5 Compare and contrast information on the same topic R3.5 Define figurative language Duration: 6 days, 45 minutes per day Materials/preparation needed: 12x18 white construction paper, crayons, water colors, white tempera paint, sponges or sponge brushes, template of mountains, lyrics of Over the River and Through the Woods, selected art works of scenes that demonstrate background, middle ground, foreground % Co-taught with art coach % Observed art coach % xTaught independently Body of Lesson Plan: Introduction/Activation of Prior Knowledge: Day 1As a read aloud, I read the story The Patchwork Quilt by Valerie Flournoy which was the first story about our characters Tanya and her grandmother. Next we discussed family relationships, and students shared stories about their families. We used the vocabulary from the story to write our own story in a different context. In September, I had taught a lesson on primary, secondary, and tertiary colors using a color wheel made with food coloring and frosting. The students now understand about shades of color and complementary colors. We have also done a few projects using water colors. . Teaching the Lesson: Day 2 We read the story Tanyas Reunion, discussing the characters, making inferences about their personalities, comparing family reunions that the students had attended. Day 3 Since Thanksgiving was approaching, we talked about families getting together for the holidays. I wrote the lyrics to Over the River on chart paper. We discussed rhyme scheme, vocabulary, and landscape features mentioned in it. We tried different rhythms, speeding it up, making it a rap, and generally reading and singing it many times. The students made Venn diagrams comparing and contrasting the story with the song. Day 4I introduced the art terms of background, middle ground, foreground, horizon, and crayon resist. Using a template of mountains, the students outlined it with heavy crayon. They drew a horizon. We studied four paintings of barn scenes and observed how to make the perspective of distance. Then the students drew landscape and details about what they understood from the song, making their crayon marks dark. We cut out silhouettes of a horse and sleigh to paste on to their paintings. Day 5When they finished the crayon part, they used water colors to paint over the paper, using different colors for the background, middle ground, and foreground. They were instructed to use different shades of colors as well as complementary colors. They put their papers aside to dry. Day 6The next day they used sponge brushes to apply white tempera paint to make the snow. The tempera gave the painting some texture. Guided Practice: The students explained about their Thanksgiving with their family as either a personal narrative, a version of Over the River that would fit their own experiences, or as a picture using some of the techniques they learned. Conclusion: In the spring, we will have an Art Walk to display their works.. Extension Activities: Use Robert Frosts poem Stopping by the Woods on a Snowy Eve and discuss what it is like to be in snow. Also can discuss how transportation has changed since this poem was written. Assessment: Formal: Houghton Mifflin theme skills tests; assignment of their own Thanksgiving story; 4 point rubric of their painting Informal: use of vocabulary in different context; art work to show understanding of vocabulary and content of song; Venn diagrams; Research Reference:  HYPERLINK "http://www.kinderart.com/landscape" www.kinderart.com/landscape resist painting I am willing to share this lesson plan with: (check all that apply): %78MNs    $ * < U { | I J } ~    Ž{uoghETVCJaJ hs0J& hK0J&hKhK0J& h5P0J&hKhsCJaJhl*CJaJhKCJaJh5PCJaJhhCJaJhCCJaJhsCJaJhKhKCJaJh0JCJaJhK0JCJaJhKhK0JCJaJhh-@ hKhK'8t< | J ~  8 d " # V`gdO\gdKgd-gdKgdKxgd hA i ! 68:`bdf"b~ "&ƹƹƭvme\hl*5CJaJhKCJaJhKhK0J&hhCJaJh6CJaJh 5CJaJhO\CJaJhKhKCJaJ hKhKhETV0JCJ^JaJh-h-0JCJaJh-h-0JCJ^JaJ$h-h-0JCJOJQJ^JaJh5PCJaJhCCJaJhCJaJ$&T5CV[";yDEJ Aeij457NOƾ𮨮ƠzhETVhKCJaJhKhNhK0J& hh0J(hzCJaJh CJaJ hK0J&hKCJaJhhCJaJhETVCJaJhCCJaJhl*CJaJhbQCJaJhl*5CJaJh 5CJaJhO\CJaJhsCJaJ,VEe8v(((((((((()), dgdg[ ^`gdzgdK`gdO\ONm+,\]^yz((((0(2(4(6(d(h(t(v(x(((ȼتؔ~~rfff[hKhKCJaJh!-CJOJQJaJhzCJOJQJaJhKCJOJQJaJUh!-CJaJhLhK0J(hPhh0J2CJaJ#jhPhhCJUaJjhhCJUaJhLCJaJh3]CJaJhhCJaJhzCJaJhKCJaJ hETVhKhETVh 0J("% xOther DREAM teachers %x Any interested teacher % No one % Other: ______________________________________     Coaching teachers ((((((((()))hKhKCJaJhVIIh>mjh>mU ))))gdK21h:p-@/ =!"#$%  DyK www.kinderart.com/landscapeyK ^http://www.kinderart.com/landscapeyX;H,]ą'cf3 666666666vvvvvvvvv66666686666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XVxOJQJ_HmH nH sH tH F`F KNormald_H mH sH tH  K Heading 1B@&M ONOOOPOQO5;@B*CJ\aJph~@~ K Heading 2B@&M NOPQ;@CJaJh@h K Heading 3#,@&NOOO;@B*CJaJph$?`hh K Heading 4#,@&NOOO;@ B*CJaJph6_\\ K Heading 5,@&PO;@ B*CJaJph6_\\ K Heading 6,@&PO;@ B*CJaJph6_RR K Heading 7 ,@&;@ B*CJaJph6_JJ K Heading 8 ,@&;@ CJaJL L K Heading 9 ,@&6;@ CJaJDA`D Default Paragraph FontRiR 0 Table Normal4 l4a (k ( 0No List XX KHeading 1 Char#5;@B*\phq OHH KHeading 2 Char;@q DD KHeading 3 Char;@B*ph$?`D!D KHeading 4 Char;@ B*ph6_D1D KHeading 5 Char;@ B*ph6_DAD KHeading 6 Char;@ B*ph6_DQD KHeading 7 Char;@ B*ph6_DaD KHeading 8 Char;@ CJaJFqF  KHeading 9 Char6;@ CJaJB"B K0Caption5B*CJ\aJph6_F>@F KTitle;@ B*CJ4KHaJ4phOHH K Title Char;@ B*CJ4KHaJ4phONJN KSubtitle d;@ B*CJaJphYYYJJ K Subtitle Char;@ B*CJaJphYYY*W * K`Strong5\8X`8 K@Emphasis;@B*ph$?`>>  K No Spacingd>> KNo Spacing CharCJaJ@@ K List Paragraph !^m$,, #KQuote"6]:1: "K Quote Char6CJ]aJll %K Intense Quote'$NO OO ]^a$6B*]phOTQT $KIntense Quote Char6B*CJ]aJphOFaaF K0Subtle Emphasis6B*]ph$?`N!qN KPIntense Emphasis5;@ B*\ph$?`HaH KSubtle Reference5B*\phOR!R KIntense Reference56;B*\]phO<!< K Book Title56@ \]6 6 Kp TOC Heading+@& B@B -g[0Header,dH$66 ,g[0 Header CharCJaJB B /g[0Footer.dH$66 .g[0 Footer CharCJaJVV 1g[0 Balloon Text0dCJOJQJ^JaJNN 0g[0Balloon Text CharCJOJQJ^JaJ6U@!6 h Hyperlink >*B*phPK![Content_Types].xmlj0Eжr(΢Iw},-j4 wP-t#bΙ{UTU^hd}㨫)*1P' ^W0)T9<l#$yi};~@(Hu* Dנz/0ǰ $ X3aZ,D0j~3߶b~i>3\`?/[G\!-Rk.sԻ..a濭?PK!֧6 _rels/.relsj0 }Q%v/C/}(h"O = C?hv=Ʌ%[xp{۵_Pѣ<1H0ORBdJE4b$q_6LR7`0̞O,En7Lib/SeеPK!kytheme/theme/themeManager.xml M @}w7c(EbˮCAǠҟ7՛K Y, e.|,H,lxɴIsQ}#Ր ֵ+!,^$j=GW)E+& 8PK!Ptheme/theme/theme1.xmlYOo6w toc'vuر-MniP@I}úama[إ4:lЯGRX^6؊>$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! 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V LESSON PLAN FORMAT Title P _PID_HLINKS_AdHocReviewCycleID_EmailSubject _AuthorEmail_AuthorEmailDisplayName_PreviousAdHocReviewCycleID_ReviewingToolsShownOnceA%%#http://www.kinderart.com/landscape* ZDREAM lesson 1Fran.Tovar@oside.k12.ca.us Fran TovarWʮ !"#$%&'()*+,-./012345789:;<=?@ABCDEHRoot Entry Fx%xJData 1Table o+WordDocument4.SummaryInformation(6DocumentSummaryInformation8>CompObjy  F'Microsoft Office Word 97-2003 Document MSWordDocWord.Document.89q