Self Portrait Lesson Plans
|
|
- Kory Murphy
- 7 years ago
- Views:
Transcription
1 Self Portrait Lesson Plans This lesson on self-portrait is prepared for 4 age groups: ages 5 to 7; 8 to 11; 12 to 14; 15 to 18. You can use any elements from any of the lessons for your group. You do not have to use the suggestions at all, if you have a different way you would like to present your lesson. Remember to consider the different modes of presentation students might need to access the information contained in the introduction. We have offered some suggestions for your presentation so that all students are included regardless of abilities. Self-portraits above, from left to right: Rembrandt ( ), Vincent Van Gogh (1889), Mary Cassatt (1878), Frida Khalo (1941), Pablo Picasso (1938)
2 The Self-Portrait for Ages 5 to 7 Discuss the following: What is a self-portrait? A self-portrait is a work of art that shows an image of an artist, made by the artist. When you make a self-portrait, you are showing people what you look like and something about you, too. Show students images of various self-portraits created throughout history and today, such as those by Rembrandt, Vincent Van Gogh, Mary Cassatt, Frida Kahlo, and Chuck Close. Show selfportraits by artists of the students cultures, if available. Discuss the elements in the portraits. Point out that some portraits will be of just the face of the subject, and other portraits will be of the whole body. The artist decides how he wants to look in his portrait. How does an artist know what she looks like? What can an artist use to help her see what she looks like? Answer: a mirror, photographs The teacher can decide whether to focus on portraits of bodies or faces. Suggested materials: Smooth white drawing paper or Bristol board Colored markers Oil pastels Crayons Handheld mirrors Activity 1: Preparation For portraits using whole bodies: Begin by leading some simple kinesthetic activities that focus on the body. First, have students stand with their arms and legs stretched out as wide as possible. Point out the area that their body takes up and where the various parts of their bodies are in relation to each other. Then, have them walk in slow motion and point out where the various parts of their bodies are in relation to each other and to the space around them. Last, have students sit cross legged on the floor and point out that now their bodies are folded in a smaller space, and different parts are touching each other. Tell them to look at their hands and feet and talk about where they are now as compared to when they were standing and walking. Students with mobility limitations can be encouraged to move in the ways that they are able and notice their bodies in space. For portraits using just the face: Have students look in the mirror and talk about their characteristics. What color are their eyes and hair? Is their hair long or short, curly or straight? What is the shape of their nose and their mouth?
3 Activity 2: Reflection Have students think about themselves: What they like, what they don t like, where they like to be, what are their favorite colors, anything else they might want to depict about themselves. They can brainstorm ideas as a group. Some students with communication differences might need picture cues to indicate their likes and dislikes and favorite colors. Activity 3: Creating the self-portrait Allow students to draw themselves in the way that works best for them. Most students at this age are not inhibited by the process and feel free to share things about themselves in drawings. Encourage the freedom and don t worry about proportions. Exaggerated features might enhance the message the students are trying to convey about themselves.
4 The Self-Portrait for Ages 8 to 11 Discuss the following, presented orally and in written text on the board and/or handouts (words in italics can be used as vocabulary): What is a self-portrait? A self-portrait is a work of art that depicts an image of an artist, made by the artist. When you create a self-portrait, you are creating a likeness of yourself and conveying a message to people about yourself. Show students images of various self-portraits created throughout history and today, such as those by Rembrandt, Vincent Van Gogh, Mary Cassatt, Frida Kahlo, and Chuck Close. Show selfportraits by artists of the students cultures, if available. Discuss the elements in the portraits. Some portraits will be of just the face of the artist, and other portraits will be of the whole body. The artist decides how he wants to portray himself. How does an artist know what she looks like? What can an artist use to help her see what she looks like? Answer: a mirror, photographs Activity 1: Reflection Have students think about what their self-portrait will say about them. Tell them it is not about what their parents or teacher or friends think about them, it is about who they think they are. Have them think about things that are particular to them, using a handout with questions and spaces to write answers. Present the material on the board, and with picture cue cards for students who are not reading. Some of the questions might be: What are the clothes you wear? What music do you like? Where do you live? What makes you laugh, and cry? Have students think of more questions. Once they have answered the questions, they can use some of the answers to help them think about what is important to them. Tell them in your self-portrait you need to be the real you. Activity 2: Creating the Self-portrait Have students choose the materials they want to use to express themselves in a self-portrait. For example, they can use various kinds of paints, collage, drawing, markers, and crayons. By allowing choice students will use the media that work best for them. Be sure that each has a handheld mirror. Allow students time to create a preliminary image or sketch if they choose, using newsprint or other drawing paper. Depending on the maturity of your group, you might want all students to complete preliminary images. When they are creating the self-portraits, refrain from suggestive comments about the images, but focus on what they are thinking and what they want to convey about themselves.
5 The Self-Portrait for Ages 12 to 14 Most students at this age will be familiar with self-portraits. You can review with a discussion of the purpose of a self-portrait. A self-portrait is a work of art that depicts an image of an artist, made by the artist. When you create a self-portrait, you are creating a likeness of yourself and conveying a message to people about yourself. A self-portrait is an expression of your identity. Show students images of various self-portraits created throughout history and today, such as those by Rembrandt, Vincent Van Gogh, Mary Cassatt, Frida Kahlo, and Chuck Close. Show selfportraits by artists of the students cultures, if available. Discuss the elements in the portraits, and, if you want to extend the lesson, the lives and times of the artists and how those are reflected in the portraits. Some portraits will be of just the face of the artist, and other portraits will be of the whole body. The artist decides how he wants to portray himself. Activity 1: Reflection Have students think about what their self-portrait will say about them. Have them think of the things that express their identity, using a handout with questions and spaces to write answers. Present the material on the board, and with picture cue cards for students who are not reading. Some of the questions might be: What are the clothes you wear? What music do you listen to? What words do you write and images you create? What have you been through and what feelings do you have? What are the things you love and the things you hate? What are the places you like? Have students think of more questions. Once they have answered the questions, they can use some of the answers to help them think about what is important to them. Tell them in your self-portrait you need to be the real you. Activity 2: Creating the self-portrait Have students choose the materials they want to use to express themselves in a self-portrait. For example, they can use various kinds of paints, collage, drawing, markers. By allowing choice students will use the media that work best for them. Be sure that each has a handheld mirror. Have students create a preliminary image or sketch of their composition, using newsprint or other drawing paper, and discuss their plans with you. When they are creating the selfportraits, refrain from suggestive comments about the images, but focus on what they are thinking and what they want to convey about themselves.
6 The Self-Portrait for Ages 15 to 18 Most students will be familiar with self-portraits. Lead a discussion about self-portraits throughout art history, and what they convey about the artist and the times in which the artist lived. Show images of various self-portraits, such as those by Rembrandt, Vincent Van Gogh, Mary Cassatt, Frida Kahlo, and Chuck Close. Show self-portraits by artists of the students cultures, if available. Discuss the elements in the portraits, and reflect on what the artists might have been feeling or thinking. Discuss the media that were used and the possible media that can be used to create a self-portrait. Activity 1: Reflection Use reflections from the age 12 to 14 lesson, with focus on questions expressing feelings and reflections about their lives. Activity 2: Preliminary images* Direct the students to create several observational portrait sketches from mirrors on newsprint or drawing paper. Direct each student to pick a favorite drawing and photo copy it 5 times. Then, have each student make 5 different manipulations on the photo copied images. Students can manipulate the images using whatever materials they choose. Encourage manipulation as opposed to decoration. Encourage expressions of their thoughts and feelings and adding objects of personal interest. Again, have each student make 5 copies of each of the manipulations, and have them manipulate each of those copies. Have each student place all of the images in a grid for a group critique session. The session should focus on whether the images focus on what students are thinking and want to convey about themselves. Have each student then choose 1 to 3 images from the critique. Activity 3: Final work Direct the students to use their best image to manipulate some more. They can work directly on the manipulated image, or create a new work from the manipulated image for their final piece. * Ideas for this lesson are from Patty Knott, 3/19/2012.
*Supply students with paper and art materials when necessary.
Reflections/Refractions: Self-Portraiture in the Twentieth Century A lesson compiled by the National Portrait Gallery, Smithsonian Institution, for the exhibition Reflections/Refractions: Self-Portraiture
More informationRealistic Art & Proportion
Notes 9/8 Name: Period: Date: Realistic Art & Proportion Realistic art is art that shows recognizable objects; just like things you would see in real life. Sometimes, realistic art looks so real, it almost
More informationPosterizing Prints STUDIO. PROJECT 3 For use with Chapter 5. Objectives SUPPLIES
STUDIO PROJECT 3 For use with Chapter 5 Name Posterizing Prints Date Class Period Objectives Alter an original photo using a posterization filter in a photo editing program. Continue experimenting with
More informationPicasso Style Abstract Portraits
Picasso Style Abstract Portraits Pablo Picasso created more styles of art than any artist before or after him. Many of his abstract portraits are in a split portrait style, meaning that half of the face
More informationLesson Plan. Graphic Design & Illustration
Lesson Plan Course Title: Session Title: Graphic Design & Illustration Micrography Portrait Lesson Duration: Approximately five 90-minute class periods. [Lesson length is subjective and will vary from
More informationEmily Gallmeyer LESSON PLAN. Lesson: Andy Warhol and Silkscreen Pop Art. Length: Two-40 minute class sessions
LESSON PLAN Lesson: Andy Warhol and Silkscreen Pop Art Length: Two-40 minute class sessions Age or Grade Intended: Second Grade/ 7-8 Year Olds General Summary: The students will explore the works of Andy
More informationGRADE 3 CURRICULUM COMPANION - ACTIVITIES PANOPLY SCHOOL DAYS ~ STUDENT ART TENT
ACTIVITY ONE (BEFORE VISITNG PANOPLY SCHOOL DAYS) ART VOCABULARY Students will learn art related vocabulary words in order to better understand and evaluate what they observe in the Student Art Tent. Within
More informationMona Lisa Oil on panel 30 ¼ " x 21" Musee du Louvre, Paris
Revised Sept. 2011 FAMOUS ARTIST SERIES: LEONARDO DA VINCI (Kindergarten) Mona Lisa Oil on panel 30 ¼ " x 21" Musee du Louvre, Paris Supplies needed: * Framed print of Mona Lisa, and Mary Cassatt s Breakfast
More informationSelf-Portrait Painting
SUBJECT: VISUAL ART GRADE: 8TH TEACHER: CHRISTINA LOVERING Unit Overview: Self-Portrait Painting Introduction Students will engage in a 2-3 week unit in which the end result will be a self-portrait using
More informationElicit Me too and Me neither by asking students if they have a sister or brother (or dog, cat ) and then responding appropriately.
All about me. Topic: Personal interests, likes and dislikes Aims: To help students focus on fluency when speaking To develop students communication skills To develop students listening skills Level: Pre-intermediate
More informationContemporary Triptych Art Inspired by Gustav Klimt s Tree of Life
Contemporary Triptych Art Inspired by Gustav Klimt s Tree of Life A triptych is defined as a work of art in three sections. The history of triptychs dates back to the Middle Ages. Originally designed and
More informationRYMAN ARTS FOUNDATION OTIS CAMPUS SPRING 2016 INSTRUCTOR: CATHY STONE. SUNDAY, 1:00 4:30 EMAIL:cathy@cathystone.com
RYMAN ARTS FOUNDATION OTIS CAMPUS SPRING 2016 INSTRUCTOR: CATHY STONE SUNDAY, 1:00 4:30 EMAIL:cathy@cathystone.com COURSE DESCRIPTION. Foundation; studio class in drawing and composition will acquaint
More informationExpressive Objective: Realize the importance of using polite expressions in showing respect when communicating with others
QUARTER 4 - WEEK 1 Theme: My School and Friends TARGET SKILLS : At the end of the lesson the students should be able to: Expressive Objective: Realize the importance of using polite expressions in showing
More informationStep 1: Come Together
THE STORY FOR LITTLE ONES: Preschool LESSON GUIDE: Lesson 2 5 ABRAHAM FOLLOWS GOD Bible Basis: Genesis 12:1 9, 17; 21:1 7 Bible Verse: Abram believed the Lord. The Lord accepted Abram because he believed.
More informationLesson Plan. Playful Portraits
Early Childhood (Ages 3 5) Lesson Plan Playful Portraits Molleno Altar Screen Altar Screen, Molleno, About 1825 Overview Students will explore Molleno s Altar Screen to learn more about portraits. They
More informationWe Are Family A Musical Message For All Teacher s Guide
We Are Family A Musical Message For All Teacher s Guide What fun! In just a short time this program helped the kids understand the concept of family, diversity, and respect. It fit naturally into our curriculum
More informationStandard 1: Learn and develop skills and meet technical demands unique to dance, music, theatre/drama and visual arts.
ART CONTENT STANDARDS FOR VISUAL ARTS Grades K-5 Note: Each standard requires the application of the elements of art and principles of design. Strand: Visual Arts Standard 1: Learn and develop skills and
More informationRead the Directions sheet for step-by-step instructions.
Parent Guide, page 1 of 2 Read the Directions sheet for step-by-step instructions. SUMMARY In this activity, children will create their own family flag using colors and pictures that have personal meanings.
More informationEnglish lesson plans for Grade 1
English lesson plans for Grade 1 Lessons in this section 1.1 Vocabulary, listening and speaking: parts of the body and can 26 1.2 Vocabulary, listening and speaking: colours and parts of the body 29 1.3
More informationImagine It! ICEBREAKER:
ICEBREAKER: Imagine It! FOCUS: To develop creativity and increase participants comfort with acting in front of a group PURPOSE: To help participants relax before working on their public presentation skills
More informationWorksheets for Teachers. The Lowry
Worksheets for Teachers The Lowry Worksheets LS Lowry Worksheets for Primary & Secondary Pupils The following pages contain worksheets for you to use with your class. They can be photocopied for each person
More informationThe Painter s Eye Grades: 2 4 45 minutes This tour replaces Learning to Look at Art. Please disregard all older tour plans.
The Painter s Eye Tour 1 The Painter s Eye Grades: 2 4 45 minutes This tour replaces Learning to Look at Art. Please disregard all older tour plans. Procedures As with all tours, timing is critical. Therefore
More informationNick s Plan. My case study child is a young boy in the third grade. I will call him Nick. Nick is a
Jamie Oliver Nick s Plan My case study child is a young boy in the third grade. I will call him Nick. Nick is a student who has cerebral palsy. He remains in a wheelchair all day long while in school.
More informationReading: The Diverse Cultures of Ancient Egypt / Mummy Portrait 1
Contents PRE-VISIT ACTIVITIES Reading: The Diverse Cultures of Ancient Egypt / Mummy Portrait 1 Portrait Mask 2 Dionysos 3 Questions from the Reading Passage 4 VISIT ACTIVITIES Worksheet 1 5 Worksheet
More informationKing Solomon Asks to Be Wise
Teacher s Guide: Ages 2-3 Kings & Kingdoms Part 2: Judges through Esther Unit 9, Lesson 43 King Solomon Asks to Be Wise Lesson Aim: To know God helps us make good choices. THE WORSHIP Who God is: The King
More informationART/VCDMA PORTFOLIO TIPS
ART/VCDMA PORTFOLIO TIPS What is a portfolio? A portfolio represents your skills as an artist, including craftsmanship, technique, creativity, and the ability to communicate visual ideas. High school seniors
More informationModule 9. Building Communication Skills
Module 9 Building Communication Skills Essential Ideas to Convey To apply a facilitative approach to supervision, supervisors have to approach the people they manage in a different way, by using certain
More informationINTRODUCTION TEACHING TIPS. THE NURSERY CLASS Purpose
INTRODUCTION THE NURSERY CLASS Purpose Letter to Parents The purpose of the nursery class is to help children learn the restored gospel of Jesus Christ and live it. The nursery class should help the children
More informationGod is Eternal Lesson 1
Preschool Curriculum (4K / 5K) August 15 th & 16 th, 2009 God is Eternal Lesson 1 Divine Attribute: Heart Response: God is Eternal Be Amazed Memory Verse: Jesus Christ is the same yesterday, today and
More informationContextual Relevancy
North Carolina s Kindergarten Visual Arts Note on Numbering/Strands: V - Visual Literacy, CX Contextual Relevancy, CR Critical Response Visual Literacy K.V.1 Use the language of visual arts to communicate
More informationModel answer: Timeline
Teaching package: answer sheet Vincent van Gogh. An artist s struggle This graphic novel about the life of Vincent van Gogh can be used in lessons in a variety of ways and is an ideal introduction to a
More informationStandard 1(Making): The student will explore and refine the application of media, techniques, and artistic processes.
Lesson 9 Picasso and Cubism: Self-Portraits How are many sides of an object expressed at once? How is a subject reconstructed into planes, forms and colors? LESSON OVERVIEW/OBJECTIVES This lesson focuses
More informationCalifornia Treasures High-Frequency Words Scope and Sequence K-3
California Treasures High-Frequency Words Scope and Sequence K-3 Words were selected using the following established frequency lists: (1) Dolch 220 (2) Fry 100 (3) American Heritage Top 150 Words in English
More informationJames is a five year old boy and spends his days at the. spends time with each individually. One of activities James loves is to sit down on the
Sarah Neuhalfen Case Study Child Development May 12, 2006 James is a five year old boy and spends his days at the Manchester Early Learning Center. He is the average size for his age and has blond hair
More informationA Whirl of Colors: Seurat s Woman with a Monkey and the Color Wheel
Elementary A Whirl of Colors: Seurat s Woman with a Monkey and the Color Wheel Overview Students will learn the definition and relations of primary, secondary and complementary colors using Georges Seurat
More informationJesus and Nicodemus Lesson Aim: To know God loves the world.
Teacher s Guide: Ages 4-5 Kings & Kingdoms Part 1: The Life of Jesus Unit 2, Lesson 8 Jesus and Nicodemus Lesson Aim: To know God loves the world. THE WORSHIP Who God is: The King Who Serves THE WORD Bible
More informationCreative Curriculum Developmental Continuum Checklist
Social/Emotional Development: Prosocial Behavior Curriculum Objective: 13 Uses thinking skills to resolve conflicts Accepts adult solution to resolve a conflict Seeks adult assistance to resolve a conflict
More informationPhotography (ART221, 222, 225, 226) Curriculum Guide
Photography (ART221, 222, 225, 226) Curriculum Guide December, 2014 Visual Arts Curriculum, Instruction, and Assessment 2323 Grand Avenue Des Moines, Iowa 50312 P: 515-242-7619 visualarts.dmschools.org
More informationModule 2: Conflict Management
Module 2: Conflict Management Conflict management, like effective communication skills, is another important element of social competency. This module promotes the use of several forms of conflict management
More informationWeek 4 Lesson Plan. Pre-K. Animals in the Wild. Macmillan /McGraw-Hill. Extend. the Unit
Lesson Plan Extend Unit the Unit Pre-K Animals in the Wild Alphabet Time.....................2-3 Book Time.........................-5 Retelling Puppets................... 6 Content Area......................7-8
More information10 Body Language Blunders. 1. A Closed Body. 2. Clenched Fists. SalesHQ
10 Body Language Blunders SalesHQ 1. A Closed Body Whether sitting or standing, your body should be loose and open. Do not cross your arms. Do not cross your legs. While you may think it conveys a sense
More informationHow Do You Manage Money? Lesson 3a: How Do People Make Good Spending Decisions?
How Do You Manage Money? Lesson 3a: How Do People Make Good Spending Decisions? Adopted from lesson plans created by Jennifer Raeder for the San Francisco Unified School District s Kindergarten to College
More informationCAEA Lesson Plan Format
CAEA Lesson Plan Format LESSON TITLE: Give that Left Brain a Break! Blind Contour, a New Approach Name of Presenter: Mary Ann Davis Grade Level: Elementary, MS, HS, University, Special Needs (all) Background
More informationCopyright 1999 by Paul H. Brookes Publishing Co.
Ages & Stages Questionnaires : A Parent-Completed, Child-Monitoring System Second Edition By Diane Bricker and Jane Squires with assistance from Linda Mounts, LaWanda Potter, Robert Nickel, Elizabeth Twombly,
More informationBecome Independent with Daily Routines
Teaching Your Child to: Become Independent with Daily Routines Does this Sound Familiar? Nadine is a single mom with two young children ages 3 and 5. Her children attend preschool while she is working.
More informationPortage Guide Birth to Six Preschool Indicator 7 Child Outcomes Crosswalk. Outcome 2 Acquisition & Use of Knowledge & Skills
Portage Guide Birth to Six Preschool Indicator 7 Child Outcomes Crosswalk NPG Domains Outcome 1 Positive Social Emotional Skills Outcome 2 Acquisition & Use of Knowledge & Skills Outcome 3 Appropriate
More informationIntroduction to Sexual Health Education Classes
Title: Theme: Getting Started Introduction to Sexual Health Education Classes Time: Materials: 70 minutes Find Someone Who - Handout Anatomy Review - Teacher Guide Using The Question Box - Teacher Guide
More informationIdentity Box: Fred Wilson
Identity Box: Fred Wilson 12 Identity Box: Fred Wilson Using Fred Wilson s curatorial technique and the context of the Harlem Renaissance, each student will create an Identity Box assemblage that reveals
More informationxxx Lesson 11 1. Comprehend the writing process 2. Respond positively to the writing process
xxx Lesson 11 The Writing Process Overview: This lesson will focus on the writing process and how it relates to communication. Learners will be taught what the writing process is, its parts, and how they
More informationPurpose: To approach the world with a sense of trust and emotional security
Purpose: To approach the world with a sense of trust and emotional security The social and emotional domain includes the development of trust and emotional security, self-awareness, self-regulation and
More informationThought for the Day Master Lesson
Welcome and Introductions Lesson 2 LESSON 2 Thought for the Day Master Lesson Thought for the Day Education is not the filling of a pail, but the lighting of a fire. William Butler Yeats Overview: The
More informationUsing sentence fragments
Lesson 8 Descriptive Essays Description is not a distinct mode of writing, like expository, narrative, and persuasive, but the ability to write descriptively is essential to a host of writing genres. Many
More informationartist credit: Melba Cooper
What s Write About Art? Art Criticism is a field of study within the arts that is based in various philosophy of how we can gain insight and meaning from art works and arts experiences. The process leads
More informationNebamun goes hunting
Nebamun goes hunting Cross-curricular literacy activities Key Stage 2 classroom resource Nebamun goes hunting Introduction Introduction This resource pack contains instructions and resources for five cross-curricular
More informationCommunication Process
Welcome and Introductions Lesson 7 Communication Process Overview: This lesson teaches learners to define the elements of effective communication and its process. It will focus on communication as the
More informationThe Fruit of the Spirit is Love
The Fruit of the Spirit is Love Pre-Session Warm Up (Galatians 5:22-23) Today we are going to learn more about the fruit of the Spirit called, Love. What do you think of when you hear the word love? A
More informationModule 9. Making a Good Presentation
Module 9 Making a Good Presentation Module 9: Making a Good Presentation 9: 1 Module 9: Making a Good Presentation What we will learn during this session: 1. We will identify various ways of presenting
More informationWhy Can t We All Just Get Along?
Why Can t We All Just Get Along? Why Can t We All Just Get Along? Key Faith Foundation: God s Plan for Handling Family Conflict Key Scriptures: Genesis 4:1-12; Psalm 133; Colossians 3:12-15 Bible basis
More informationAdvanced Light Modifiers
Advanced Light Modifiers W e all know about umbrellas, grids, and rectangular softboxes (if not, be sure to buy my book The Portrait Book: A Guide for Photographers). In addition to these everyday modifiers,
More informationFirst Grade: April Lesson 6: Night Landscape Oil Pastel and Watercolor
First Grade: April Lesson 6: Night Landscape Oil Pastel and Watercolor Objective: To create a resist painting showing a night landscape Technique: Drawing with oil pastels, adding a watercolor wash Set-up:
More informationFor this project, you will be using TORN PAPER to create a COLLAGE!
Torn Paper Collage For this project, you will be using TORN PAPER to create a COLLAGE! You can use virtually any kind of paper you can find. Magazines, newspapers, junk mail Artwork, sheet music, pages
More informationFun Learning Activities for Mentors and Tutors
Fun Learning Activities for Mentors and Tutors Mentors can best support children s academic development by having fun learning activities prepared to engage in if the child needs a change in academic/tutoring
More informationWeek 4 Lesson Plan. Pre-K. Our Neighborhood. Macmillan /McGraw-Hill. Extend. the Unit
Lesson Plan Extend Unit the Unit Pre-K Our Neighborhood Alphabet Time.....................2-3 Book Time.........................-5 Retelling Puppets..................6-7 Content Area......................8-9
More informationI wrote and illustrated The Dot and Ish as a way to help children and grown-up children be brave enough to make their mark.
f r o m t h e a u t h o r : I wrote and illustrated The Dot and Ish as a way to help children and grown-up children be brave enough to make their mark. While the books are about art, they really are about
More informationKindergarten Respect Unit Lesson Seven Respect The Environment
Kindergarten Respect Unit Lesson Seven Respect The Environment PURPOSE/OBJECTIVE Students will learn that respect must also be shown to the environment. Students will identify specific ways care and concern
More informationELEMENTS AND PRINCIPLES OF DESIGN
APPENDIX A1 4 T T ELEMENTS AND PRINCIPLES OF DESIGN Groups: 1. Select an advertisement. 2. Examine the advertisement to find examples of a few elements and principles of design that you are familiar with.
More informationCharacter Traits. Teacher Talk
Character Traits Teacher Talk What: (What are character traits, emotions and motives?): Characters are the people or animals in a story. When looking at characters, notice details about how they look,
More informationIf You Give A Moose A Muffin
If You Give A Moose A Muffin Skyler Harwood Comprehension Kindergarten Essential Questions How do we think while reading in order to understand and respond? How do we apply reading skills and strategies
More informationPushes and Pulls. TCAPS Created June 2010 by J. McCain
Pushes and Pulls K i n d e r g a r t e n S c i e n c e TCAPS Created June 2010 by J. McCain Table of Contents Science GLCEs incorporated in this Unit............... 2-3 Materials List.......................................
More informationAbraham s Call. Genesis 12:1 Leave your country and go to the land I will show you.
Abraham s Call Teacher Pep Talk: God called a man named Abraham to leave his homeland and to go to the land He would show him. God promised Abraham that He would make him into a great nation; that He would
More informationTitle. Student Target. Materials. Warm-Up. Kindergarten Three-dimensional shapes
Title Kindergarten Three-dimensional shapes Student Target Timeline: Kindergarten Big Idea 2: Describe shapes and space Body of Knowledge: Geometry Math Benchmarks: MA.K.G.2.3: Identify, name, describe,
More informationJesus Knows Us Scripture: John 1:43-49 Lesson Focus: Jesus knows all about us. Memory Verse: The Lord is my helper. Hebrews 13:6
LESSON 9 Jesus Knows Us Scripture: John 1:43-49 Lesson Focus: Jesus knows all about us. Memory Verse: The Lord is my helper. Hebrews 13:6 Teacher Devotional 1 Getting Ready for the Bible For children to
More informationMindfulness. A simple way of relating to our experience, which can have profound impact on painful, negative experiences we encounter.
Mindfulness A simple way of relating to our experience, which can have profound impact on painful, negative experiences we encounter. Characteristics of mindfulness Involves: o Stopping o Paying attention
More informationDrawing Portraits. Instructional Modifications
Drawing Portraits Instructional Modifications Focus on Grade Six Indiana Art Standards Cathy Bullington Visual Arts Instructor Bedford Middle School Dear Teacher: I am an art teacher at Bedford Middle
More informationJesus Chooses His Disciples
Jesus Chooses His Disciples Teacher Pep Talk: This is a great lesson about how Jesus began His ministry and chose His disciples. You will get to teach about the first disciples and how He told them He
More informationTHE WORSHIP Who God is: The King Who Teaches. THE WORD Bible Story: Luke 10:30-37 What He has done: Jesus taught about a man who was a good neighbor.
Teacher s Guide: Ages 2-3 Kings & Kingdoms Part 1: The Life of Jesus Unit 6, Lesson 32 The Good Samaritan Lesson Aim: To show kindness to others. THE WORSHIP Who God is: The King Who Teaches THE WORD Bible
More informationVAK Learning Styles. Whether you realise it or not, we all have preferences for how we absorb information, analyse it and make decisions:
What is Your Learning Preference? VAK Learning Styles Whether you realise it or not, we all have preferences for how we absorb information, analyse it and make decisions: Some people like to see what you
More informationMedian, Mode, and Range Active Lesson
Median, Mode, and Range Active Lesson Teacher Candidate: Cory D Wilson_Dates: October 2007 Cooperating Teacher: Dr. Lori Engstrom Coop. Initials: Group Size: 25 students Allotted Time: 15 minutes _ Grade
More informationDifferentiated Instruction Strategies
Miss Taylor Brooke Stancil s Differentiated Instruction Strategies Choral Response: Choral response is a very simple technique in which the teacher asks questions to the class as a whole and the students
More informationPurpose: To acquire language and the ability to communicate successfully with others
Purpose: To acquire language and the ability to communicate successfully with others The language development and communication domain involves the development of the ability to use language to communicate
More informationDr. Lisa White lwhite@sfsu.edu
Dr. Lisa White lwhite@sfsu.edu edu Associate Dean College of Science and Engineering San Francisco State University Purpose of a Poster To communicate/publicize to others your research/experiment results
More informationKindergarten Number Sense Lesson Plan
Amy Roman/EDUC 527 1 Kindergarten Number Sense Lesson Plan Introduction Topic: Counting Backward from 10 Length of Lesson: 30-45 minutes VA Standards of Learning: K.4 The student will a) count forward
More informationPRESCHOOL ART EDUCATION PROGRAM
PRESCHOOL ART EDUCATION PROGRAM PROGRAM RECOMMENDATIONS This program is currently not offered by the art department. It is our recommendation that the following model be adopted and taught by certified
More informationJesus is God s Son. Unit 2 Jesus is God s Son. Text. Key Quest Verse. Bible Background. Luke 2:41-52. Jesus is the Son of God (John 20:31).
Jesus is God s Son By: Linda Carlblom Text Luke 2:41-52 Key Quest Verse Jesus is the Son of God (John 20:31). Bible Background Jesus is the only begotten Son of God. He is both Son of God and Son of Man.
More informationHEARING. With Your Brain
HEARING With Your Brain Better Hearing with Both Ears Experience A NEW FREEDOM Your brain is responsible for processing everything you hear and needs accurate sound information from both ears. When you
More informationMY PLAN. This module is designed to help students gain perspective on themselves and their planning journey as they use MyRoad s My Plan feature.
MY PLAN This module is designed to help students gain perspective on themselves and their planning journey as they use MyRoad s My Plan feature. Lesson Plans: MY1: In Toward a Self-Portrait, students use
More informationMy Favourite Room: One-Point Perspective Drawing
Visual Arts Lesson Plan 2 Year level: Year 3 (AusVELS Level 3) Lesson duration (mins.): 4 x 40 minute sessions My Favourite Room: One-Point Perspective Drawing Learning Outcomes and specific purpose: Adaption
More informationDo Not Worry Lesson Aim: To know God takes care of everything.
Teacher s Guide: Ages 4-5 Kings & Kingdoms Part 1: The Life of Jesus Unit 6, Lesson 30 Do Not Worry Lesson Aim: To know God takes care of everything. THE WORSHIP Who God is: The King Who Teaches THE WORD
More informationOn Your Marks: Under-5s Day 2 Jesus heals Bartimaeus Mark 10: 46-52
On Your Marks: Under-5s Day 2 Jesus heals Bartimaeus Mark 10: 46-52 Simple Story An enlarged copy of the 'Bart' picture on A4 card; three extra faces (available as a web download: Day 2 resource sheets
More informationThe Ideal Classroom Community Member: Establishing Expectations for Classroom Behavior
The Ideal Classroom Community Member: Establishing Expectations for Classroom Behavior Collaborative rule making promotes mutual respect, cooperation, self discipline and personal responsibility while
More informationI Miss My Pet: A workbook for children about pet loss
I Miss My Pet. Unpublished workbook, Katie Nurmi 2002 1/30 I Miss My Pet: A workbook for children about pet loss Illustration by Joseph, age 6, The Solid Foundation Association, State College, PA. Developed
More informationPractical aspects of drawing and painting the portrait
Practical aspects of drawing and painting the portrait A portrait can be a representation of the whole or part of the figure or even just the face. Either way the practical mechanics of drawing the figure
More informationCompiled By: Pat Elliott, Resource Teacher & Dale Mays, Grade 4 Teacher Simcoe County District School Board Ontario Canada
Compiled By: Pat Elliott, Resource Teacher & Dale Mays, Grade 4 Teacher Simcoe County District School Board Ontario Canada Literacy Circles There is no one right way to conduct literacy circles. The manner
More informationMT. DIABLO UNIFIED SCHOOL DISTRICT COURSE OF STUDY
COURSE TITLE: ANIMATION I COURSE NUMBER: 4435 CBEDS NUMBER: 2908 DEPARTMENT: Visual Arts or Visual and Performing Arts LENGTH OF COURSE: One Year CREDITS PER SEMESTER: 5 GRADE LEVEL(S): 10-12 REQUIRED
More informationNorman Public Schools VISUAL ART ASSESSMENT GUIDE FOR GRADE 7
Norman Public Schools VISUAL ART ASSESSMENT GUIDE FOR GRADE 7 2013-2014 VISUAL ART NPS ARTS ASSESSMENT GUIDE Grade 7 This guide is to help teachers incorporate the Arts into their core curriculum. Students
More informationWebelos Scouts will use old and new media in this adventure to bring stories to life as movies. Lights! Camera! Action!
MOVIEMAKING RATIONALE FOR ADVENTURE Webelos Scouts will use old and new media in this adventure to bring stories to life as movies. Lights! Camera! Action! TAKEAWAYS FOR CUB SCOUTS Creating projects with
More informationLesson 5: School Bus Safety
Time: approximately 40 minutes Lesson 5: School Bus Safety LESSON PLAN: Lesson 5 This curriculum does not cover every possible scenario that a child may encounter as a pedestrian, but instead addresses
More informationSimple things you can do to help your child grow, develop and learn. An introduction to the Minnesota Early Childhood Indicators of Progress.
EVERY DAY IS A GREAT DAY FOR YOUR CHILD TO LEARN Simple things you can do to help your child grow, develop and learn. An introduction to the Minnesota Early Childhood Indicators of Progress....p.3...p.4...p.5
More informationTeaching Children to Praise
Teaching Children to Praise Thinking About Praise Discuss one or two of the following questions with a partner. When did you last praise God in a heartfelt way? What were you doing at the time? What effect
More informationHave several sets of truck pieces (see below for list of truck pieces) cut out for the group.
TEACHER S GUIDE III Grades: 3rd and 4th Grade The exercises below are meant to inspire greater creativity with more complex tasks and reasoning. Students are required to pay attention and follow instructions
More information