May 23, 2023

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

ESD5853dayunitplanfinal.docx

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.

Day 1

Day 2

Day 3

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.

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.

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.

Academic Language

Culture, tradition, symbolism, representation

Compare, contrast, symbolism, subject matter, communicate

Reflection, significance, cultural identity

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

Depth of Knowledge

Lesson Questions

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

Day 1

Day 2

Day 3

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.

Presentation of Content

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.

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.