Identifying and using technology to enhance the instruction process is something that effective educators do on a regular basis. Appropriate technology tools can help in introduci
Identifying and using technology to enhance the instruction process is something that effective educators do on a regular basis. Appropriate technology tools can help in introducing content, presenting content, and assessing learning.
For this assignment, use the unit plan that you created in Topic 4 and create an infographic to include technology tools for each lesson. In the infographic (Windows template, Piktochart.com, etc.) include the following:
The grade level, standards, and learning objectives the plan is designed to cover.
At least one technology tool intended to support students in gaining social studies content knowledge.
At least one technology tool supporting visual or performance art content knowledge.
At least one technology tool designed to help students self-assess their knowledge.
Explanation of how each tool supports assessment and the value each tool has in supporting learning and engagement in the inclusive classroom.
Support your infographic with a minimum of three scholarly resources.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines
GCU College of
Education
LESSON
UNIT
PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level: Grade 4
Unit/Subject: Social Studies/Art
Title of Unit and Brief Summary: This unit will integrate social studies and the arts to explore the cultural diversity in the United States. Students will learn about different cultural traditions and how they are expressed through art. They will then create their own artworks that reflect their cultural identities.
Classroom and Student Factors/Grouping: This classroom is diverse, with students from different ethnic and cultural backgrounds. There are also English Language Learners (ELL) and students with IEPs for reading and written expression. Some students are gifted in the arts and will require additional challenges. The lessons will be differentiated by providing graphic organizers for notetaking and sentence frames for ELL students. Small group instruction will be provided for students with IEPs. Gifted learners will be challenged through extension activities and advanced materials.
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Day 1 |
Day 2 |
Day 3 |
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National/State Learning Standards |
CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. VA: Cr2.2.4a: Describe how subject matter, symbols, and ideas are used to communicate meaning in works of art. |
CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. VA: Cr2.2.4a: Describe how subject matter, symbols, and ideas are used to communicate meaning in works of art. |
CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. VA: Cr1.2.4a: Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design. |
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Specific Learning Target(s)/Objectives . |
· Students will identify and describe different cultural traditions in the United States. · Students will analyze how artists express cultural traditions in their artworks |
· Students will compare and contrast different cultural artworks. · Students will analyze the use of symbols and subject matter in artworks to communicate cultural meaning |
· Students will reflect on their own cultural identities and express them through artwork. · Students will communicate the significance of their artwork in relation to their cultural backgrounds. |
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Academic Language |
Culture, tradition, symbolism, representation |
Compare, contrast, symbolism, subject matter, communicate |
Reflection, significance, cultural identity |
© 2021-2022. Grand Canyon University. All Rights Reserved.
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Unit Resources, Materials, Equipment, and Technology |
· Texts and articles about cultural diversity in the United States · Images of artworks that reflect cultural traditions · Graphic organizers for notetaking · Art materials such as paints, markers, and paper |
· Images of artworks from different cultural traditions · Venn diagram graphic organizer · Art materials for creating a collaborative artwork (e.g., large paper, paints, brushes) |
· Art materials of choice (e.g., paints, markers, clay) · Reflection boards |
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Depth of Knowledge Lesson Questions
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Level 1: What are some examples of cultural traditions in the United States? Level 2: How do artists use symbols to represent cultural traditions in their artworks? Level 3: How can we connect the cultural traditions represented in the artworks to our own experiences? Level 4: How can we use art to promote cultural understanding and acceptance? |
Level 1: How are the artworks from different cultural traditions similar? Level 2: What symbols and subject matter are used in these artworks? Level 3: How do the symbols and subject matter in the artworks communicate cultural meaning? Level 4: How can we use the knowledge gained from analyzing these artworks to create our own collaborative artwork that represents cultural diversity? |
Level 1: How do traditional and contemporary artistic practices learned reflect major historical events in America’s history. Level 2: What works of art and design are used to depict these major events? Level 3: How do the works of art and design communicate the historical and cultural meaning of these events. Level 4: How can we use the knowledge gained from analyzing these artworks and designs to develop our own artwork that represents an inspiring historical or cultural event? |
Section 2: Instructional Planning
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Day 1 |
Day 2 |
Day 3 |
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Anticipatory Set |
· View images of artworks that reflect different cultural traditions. Ask students to describe what they see. · Discuss the concept of culture. Ask students to share their own cultural traditions. |
· Display images of artworks from different cultural traditions and ask students to identify similarities and differences. · Use a Venn diagram graphic organizer to compare and contrast the artworks. Multiple Means of Representation: · Use visuals, such as images and videos, to present examples of artworks from various cultural traditions. · Provide a Venn diagram graphic organizer for students to visually analyze and compare the artworks. |
· View images of artworks that reflect different cultural traditions. Ask students to describe what they see. · Discuss the concept of culture and how it is intertwined with major historical events. Ask students to share their own cultural traditions, and any historical event they associate with their culture. |
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Presentation of Content |
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Multiple Means of Representation |
· Use videos, images, and texts to present information about cultural diversity. · Provide graphic organizers for notetaking and sentence frames for ELL students. |
· Use videos, images, and texts to present information about different cultural traditions. · Provide graphic organizers for notetaking and sentence frames for ELL students. |
· Use videos, images, and texts to present information about different cultural traditions. · Provide graphic organizers for notetaking and sentence frames for ELL students. |
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Multiple Means of Representation Differentiation |
ELL students will be provided with sentence frames for discussion and writing activities. Students with special needs will be given simplified instructions and extra time to complete their artworks. Gifted students will be given more advanced materials and techniques to create their artworks. Early finishers will be provided with additional materials and support on areas that they need to improve in their artworks. |
ELL students will be provided with sentence frames for discussion and writing activities. Students with special needs will be given simplified instructions and extra time to complete their artworks. Gifted students will be given more advanced materials and techniques to create their artworks. Early finishers will be provided with additional materials and support on areas that they need to improve in their artworks. |
ELL students will be provided with sentence frames for discussion and writing activities. Students with special needs will be given simplified instructions and extra time to complete their artworks. Gifted students will be given more advanced materials and techniques to create their artworks. Early finishers will be provided with additional materials and support on areas that they need to improve in their artworks. |
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Application of Content |
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Multiple Means of Engagement |
Storytelling and writing: Encourage students to write stories or narratives based on the social studies concept being taught. They can create fictional characters who interact with historical figures or describe their own experiences in a different time period (Eikeland & Ohna, 2022). |
Visual art projects: encourage students to create visual art projects related to the topic being studied. For instance, they can create murals or posters that depict historical events (Eikeland & Ohna, 2022). |
Role playing: Organize role-playing activities or skits where students can act out historical/cultural events studied (Eikeland & Ohna, 2022). |
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Multiple Means of Engagement Differentiation |
ELL students will be provided with textbooks to complete tasks related to the topic. Students with special needs will be provided with visuals such as images and videos, and braille to complete tasks related to the topic. They will be allocated additional time to complete their work (Smale-Jacobse et al., 2019). Students with gifted abilities will be provided with projectors and laptops to complete tasks related to the topic (Pozas et al., 2019). Early finishers will be provided with a choice board including activities related to the topic being taught. Each student will be given a copy and allowed to complete at their own pace. |
ELL students will be provided with textbooks to complete tasks related to the topic. Students with special needs will be provided with visuals such as images and videos, and braille to complete tasks related to the topic. They will be allocated additional time to complete their work (Smale-Jacobse et al., 2019). Students with gifted abilities will be provided with projectors and laptops to complete tasks related to the topic (Pozas et al., 2019). Early finishers will be provided with a choice board including activities related to the topic being taught. Each student will be given a copy and allowed to complete at their own pace. |
ELL students will be provided with textbooks to complete tasks related to the topic. Students with special needs will be provided with visuals such as images and videos, and braille to complete tasks related to the topic. They will be allocated additional time to complete their work (Smale-Jacobse et al., 2019). Students with gifted abilities will be provided with projectors and laptops to complete tasks related to the topic (Pozas et al., 2019). Early finishers will be provided with a choice board including activities related to the topic being taught. Each student will be given a copy and allowed to complete at their own pace. |
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Assessment of Content |
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Multiple Means of Expression |
Concept maps: Ask students to create concept maps that visually represent the connections between key ideas or events learned. Visual presentations: Assign students to create visual presentations that incorporate artwork, such as infographics or slideshows detailing the key events or ideas learned (Pozas et al., 2019). |
Exit Tickets: Use quick art-based exit tickets to assess students' understanding at the end of a lesson. Ask them to draw or illustrate a significant historical figure or event discussed in class. Historical Artifacts: Ask students to create or replicate historical artifacts using art techniques. |
Concept maps: Ask students to create concept maps that visually represent the connections between key ideas or events learned. Creative writing with visuals: Have students write essays or narrative about an historical event or figure that fascinates them. Encourage them to include accompanying illustrations or drawings to enhance their storytelling (Eikeland & Ohna, 2022). . |
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Multiple Means of Expression Differentiation |
ELL students will be provided with textbooks to complete tasks related to the topic. Students with special needs will be provided with visuals such as images and videos, and braille to complete tasks related to the topic. They will be allocated additional time to complete their work (Smale-Jacobse et al., 2019). Students with gifted abilities will be provided with projectors and laptops to complete tasks related to the topic (Pozas et al., 2019). Early finishers will be provided with a choice board including activities related to the topic being taught. Each student will be given a copy and allowed to complete at their own pace. |
ELL students will be provided with textbooks to complete tasks related to the topic. Students with special needs will be provided with visuals such as images and videos, and braille to complete tasks related to the topic. They will be allocated additional time to complete their work (Smale-Jacobse et al., 2019). Students with gifted abilities will be provided with projectors and laptops to complete tasks related to the topic (Pozas et al., 2019). Early finishers will be provided with a choice board including activities related to the topic being taught. Each student will be given a copy and allowed to complete at their own pace. |
ELL students will be provided with textbooks to complete tasks related to the topic. Students with special needs will be provided with visuals such as images and videos, and braille to complete tasks related to the topic. They will be allocated additional time to complete their work (Smale-Jacobse et al., 2019). Students with gifted abilities will be provided with projectors and laptops to complete tasks related to the topic (Pozas et al., 2019). Early finishers will be provided with a choice board including activities related to the topic being taught. Each student will be given a copy and allowed to complete at their own pace. |
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Extension Activity and/or Homework |
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Students will prepare a simple artwork that expresses the varied cultural traditions learned. |
Students will write a reflection on the collaborative artwork by describing the symbols and topic and explain how it represents cultural diversity. |
Students will research and share artworks from different cultural traditions that inspires them. |
Rationale:
I would work collaboratively with other content areas, special education and/or general education teachers on a cross-curricular social studies and arts unit for the inclusive classroom. I like the idea of collaborating with other teachers and doing cross circular planning. For example, at theme time my students are learning about the presidents of the United States of America, and later in the day my students have music. The music teacher will then play songs about the presidents of the United States of America in a catchy tune that will help reinforce what they have already learned about those presidents. The best thing about collaborating with other professionals is that you can do this with other content areas. For example, you could teach a lesson on the Industrial Revolution and in art class the teacher can have the students color pictures of machines and the inventors from that time period. The same kind of thing can be done when the students are learning about people from different art periods, like the Baroque period. The students learn how those people lived their lives and their lifestyles. When those same students have art class they can paint pictures based off what they learned about the Baroque Period and reinforce their knowledge in that subject.
References:
Eikeland, I., & Ohna, S. E. (2022) Differentiation in education: a configurative review. Nordic Journal of Studies in Educational Policy, 8(3), 157-170. https://doi.org/10.1080/20020317.2022.2039351
Pozas, M., Letzel, V., & Schneider, C. (2019). Teachers and differentiated instruction: exploring differentiation practices to address student diversity. Jorsen. https://doi.org/10.1111/1471-3802.12481
Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence. Frontiers in psychology, 10, 2366. https://doi.org/10.3389/fpsyg.2019.02366
© 2021-2022. Grand Canyon University. All Rights Reserved
© 2021-2022. Grand Canyon University. All Rights Reserved
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