WOODLAND HILLS HIGH SCHOOL LESSON PLAN

SAS and Understanding By Design Template

Name B AMICK Date Dec21 Length of Lesson 5 weeksContent Area CALLIGRAPHY

Updated edline___x____

Updated webpage__x_____

STAGE I – DESIRED RESULTS
LESSON TOPIC:XU BING / BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill focus)
ARTS AND HUMANITIES STANDARDS: 9.1, 9.2, 9.3, 9.4
ANCHORS
MATH 11.B.2.3
R11A1.2
Students work will be checked for
• Stability
• Construction
• Neatness and correct use of tools
• On task
UNDERSTANDING GOALS (CONCEPTS):
Students will understand: Students will understand: Teacher will demonstrate creating the letters in a step by step process. Students then will be expected to work on the alphabet letter
Students will practice writing with a brush XU BIBG which is basically word play. It looks oriental but is actually english letters made to look Chinese / ESSENTIAL QUESTIONS: Relationship between calligraphy and everyday writing?

VOCABULARY: XU BING, brush strokes homemade paper, pulp recycled paper

/

STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):

dStudents are working on their own unique style of letters
Students will be able to:
They will practice the alphabet and creating the letters creating uniform and consistent letters
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK: Practice the letters then make words with the letters. students will look up a verse of WORDS OF WISDOM or CONFUCIUS sayings. They will create a border to go with their verse then draw it on fabric. The next step will be to BATIK the fabric- a process of waxing and dying fabric then ironing out the wax when completed / FORMATIVE ASSESSMENTS:
#1. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
#2. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
#3. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
Others: ) Completion of the project and met all requirements. Rolling interviews to see if students understand the concepts of the project:
STAGE III: LEARNING PLAN
INSTRUCTIONAL PROCEDURES:
Active Engagements used:
#1. Choose Active EngagementsNote-TakingGraphic OrganizersSummarizingHigher Level Thinking SkillsCooperative EducationPartneringWhole Class ResponseThink-Pair-ShareCompare & ContrastRandom Reporter
#2. Choose Active EngagementsNote-TakingGraphic OrganizersSummarizingHigher Level Thinking SkillsCooperative EducationPartneringWhole Class ResponseThink-Pair-ShareCompare & ContrastRandom Reporter
Others:
Describe usage: Cooperative learning- sharing ideas with each other, assisting in cutting, sponging and lining papers. Building on prior knowledge of nibladders and spacing. Think of how to layout the letters and phrases along with color combinations
group cooperation with this project,
Scaffolding used:
#1. Choose Technique:Graphic OrganizersGuided NotesBuild VocabularyBuild on Prior KnowledgeChunkingProvide Visual SupportTeacher PrompingK-W-L
#2 . Choose Technique:Graphic OrganizersGuided NotesBuild VocabularyBuild on Prior KnowledgeChunkingProvide Visual SupportTeacher PrompingK-W-L
Others:
Describe usage: Teacher will demonstrate creating the letters in a step by step process. Students then will be expected to work on the alphabet- practicing to make the letters uniform in size and shape and practice spacing the letters on the page.
Demonstrate step by step process
Other techniques used:
MINI LESSON:
practice letters / MATERIALS AND RESOURCES:
Handout on XU BING
CONTENT AREA READING:
Handout / INTERVENTIONS:
Students work will be checked for
• Neatness and correct use of tools
Individual assistance to those students that need it / ASSIGNMENTS:
Read materials about graffitti art