Lesson+Plan

Micro Teach C&I 707: Theories Models and Research

This lesson will incorporate basic foreign language skills and basic art interpretation skills. The goal of the lesson is for the student to use Spanish to express their observations and feelings of artwork.

Goals : 1) Building spanish vocabulary 2) Building basic vocabulary for describing visual art 3) Reflection: How does art make you feel?

Models: The Picture-Word Inductive Model, Humanistic Model, and Cooperative Learning Model

Activity:
 * Students will be placed in cooperative groups
 * Students will view a painting
 * Students will identify what they see in the picture in spanish: colors/descriptive adjectives and how the picture makes them feel
 * Students will review the spanish vocabulary words provided in a word bank
 * Students will practice pronouncing the words in spanish
 * Students may add words to the word bank if they desire
 * Students will generate sentences in spanish
 * Students will share their thoughts (in spanish) with the rest of the class

Evaluation: Instructor will encourage the students to verbalize their observations and feelings with the artwork and indicate specific examples by pointing as they speak. Instructor will listen to students' vocabulary, sentence structure, and observe the students' direction toward examples. Formative assessment will consist of pronunciation and accuracy feedback while student speaks. summative assessment will evaluate overall success of the lesson in building vocabulary and identification of art attributes.

Picture-word inductive model: • "Students construct knowledge about printed language and develop the skills of extracting and organizing information" (Joyce, Weil, & Calhoun, 2009 p.129). Students engage with an artifact or a real life experience and identify relevant attributes. Using a word bank, the student then selects the most appropriate word to explain that attribute. The process of connecting the real-life phenomenon with a particular word reinforces the meaning of that word in the student's mind. For example, pointing to the color blue while selecting, saying, and writing the word blue, combines all three experiences into one connection. First the student must understand that they are dealing with a color, and then a specific color. This means that there is a taxonomy process occurring, a sorting of concepts (colors) from other concepts (everything else), and then a more specific taxonomy of specific colors (blue) from all the others. The key, according to these authors is that the student make the connections and construct their own meaning. • It is assumed with the picture-word inductive model that students "need to become inquirers into language, seeking to build their sight vocabularies and studying the characteristics of words, trying to build generalizations about phonetic and structural characteristics" (Joyce, Calhoun, Newlove, & Jutras, 2006, p. 4)