Learning management Plan

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Learning Management Plan

Title: A Day at the Beach.

Year Level: Year One/Two.

Band Levels: Key Growth Point 3/Band 1.

Key Learning Area: Arts

1. What does the learner already know?

· It is assumed that the learner has already had experiences with art techniques and materials.

· In the first activity I will assess all of the children and their prior knowledge to give me a better understanding of what they already know.

2. What does the learner need/want to be?

As per the NT Curriculum framework, (2002) the learning outcomes within the Arts section demonstrates where the learners should be at the end of that teaching year.

I want my learners to know:

* That the use of different art materials will give different effects in their artwork.

* That their artwork can tell people a story.

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* The different art techniques i.e. Shading, thin/thick, wavy, straight or broken lines, open/closed shapes and the use of bright and dull colours.

I want my learners to be able to:

* Confidently tell a story through their art work.

* Create an array of pictures with different art materials and techniques.

3. How does the learner best learn?

This age group of students will learn best through the discussions on the mat, listening, visualizing and sharing their ideas will be the base of their art building knowledge.

4. What resources do I have at my disposal?

* Art supplies i.e. paper, paint, brushes, glue, cardboard, scissors.

* The mat and white board for brainstorming.

· Art books for activity ideas. Primary Art, Pages 6, 7 and 8(Sandcastles).

Belair early years: Art, page 25 (Fish Collages).

5. What will constitute the learning journey?

Sequence of learning

Lesson 1, Time frame: 15minutes on the mat and 30minutes for activity

· Discussion on the mat at the beginning of the lesson (Beaches and being sun smart, instructions of activity). Brainstorming as a group and writing shared ideas and instructions on the whiteboard.

· Complete activity.

· Discussion on the mat at the end of the lesson (How the learner felt doing the activity, different art techniques and supplies used).

Literacy skills used: listening (to teacher and peers), speaking (sharing ideas about the beach and being sun smart), writing (through their paintings) and reading (instructions on the whiteboard).

Lesson 2, Time frame: 15minutes on the mat and 30minutes for activity

· Discussion on the mat at the beginning of the lesson (about excursion and recap about being sun smart).

· Go on excursion.

· Discussion on the mat about excursion, what did you see, hear and feel?

· Brainstorming as a group and writing shared ideas and instructions on the whiteboard.

· Complete activity.

· Discussion on the mat at the end of the lesson (How the learner felt doing the activity, different art techniques and supplies used).

Literacy skills used: listening (to teacher, helper and peers), speaking (sharing ideas about the excursion and being sun smart), writing (through their drawings) and reading (instructions on the whiteboard).

Lesson 3, Time frame: 15minutes on the mat and 50minutes for activity

· Discussion on the mat at the beginning of the lesson, recapping about beaches and being sun smart.

· Brainstorming as a group and writing shared ideas and instructions on the whiteboard.

· Complete activity.

· Discussion on the mat at the end of the lesson (How the learner felt doing the activity, different art techniques and supplies used).

Literacy skills used: listening (to teacher and peers), speaking (sharing ideas about the beach and being sun smart) and reading (instructions on the whiteboard).

Lesson 4, Time frame: 15minutes on the mat and 50minutes for activity

· Discussion and recount of past lessons on the mat at the beginning lesson (Beaches and instructions of activity).

· Brainstorming as a group and writing shared ideas and instructions on the whiteboard.

· Complete activity.

· Discussion on the mat at the end of the lesson (How the learner felt doing the activity, different art techniques and supplies used).

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Literacy skills used: listening (to teacher and peers), speaking (sharing ideas about the beach and being sun smart) and reading (instructions on the whiteboard).

Lesson 5, Time frame: 15minutes on the mat and 30minutes for activity

· Discussion on the mat at the beginning lesson (Beaches, being sun smart and worksheet).

· Brainstorming as a group and writing shared ideas on the whiteboard.

· Complete activity.

· Discussion on the mat at the end of the lesson (sharing answers for worksheet).

Literacy skills used: listening (to teacher and peers), speaking (sharing ideas about the beach and being sun smart), writing (worksheet) and reading (worksheet).

6. Who will do what?

· Teacher and helper will organise all resources.

· Teacher will discuss activities with the children and write instructions on white board.

· Children and teacher will brainstorm together.

· Children will complete activities with the assistance and guidance of teacher and helper.

7. How will I check to see my learner has achieved the defined learning outcomes?

* Observation of the learner during the activities and with final artwork.

· Usage of different art techniques and materials to create different effects.

· How the learner works in groups i.e. sharing information and art supplies, listening to others.

· Contribution with discussions on the mat.

· The usage of artwork to tell a story.

8. How will I inform the learner and others of the learner's progress?

· Verbal, positive feedback whilst on the mat and throughout activities either individually or as a group.

* Visual by showing the learners work to the class and explaining how they used techniques and supplies in their artwork.

* For the parents of the learner the artwork will be evident in the learner's portfolio.

LUKE & FREEBODY Winch et al. (2006) pp 46-47.

CODE-BREAKING PRACTICES

While working on the mat and whiteboard, the code breaking practice will be used by the children. The children will hear and look at the words and sounds and recognise some of the text and possibly break up the text that is not known to them. The children will question what type of text? How can I crack the code of this text? What can I see that I already know?

TEXT- PARTICIPANT PRACTICES

Throughout the activities, whether on the mat discussing and brainstorming or at their desks performing the activity the children will call on their prior knowledge and experiences to make sense of the text or task that they are carrying out. Subconsciously they will ask themselves, What do I already know about this topic?

TEXT-USER PRACTICES

On the mat the children will use the text-user practice as the interaction with others about the activity and text will be achieved here. This practice is used by children to achieve the texts social purpose i.e. train timetable, recipes or newspaper. Students will consider what is the purpose of this text? What activities can I and others do around this text?

TEXT-ANALYST PRACTICES

While we discuss on the mat about the topics be the text-analyst practice will take place among some of the students, they will analyse whose interest is being served in the text, what the text is trying to make me feel or think? It is here that the teacher can explain that we all have different opinions and views on or about all topics.

Rationale:

Throughout the rationale you will observe supportive information that is relevant to the unit of work that follows. It will give details why each part of the work was included and how literacy is interlinked throughout the art activities. On the completion of the unit the children will be expected to have the ability to differentiate between the arts technique i.e. painting, drawing, gluing and cutting. They will also be competent to recount events, sharing and listening to each other's ideas and stories and be able to read step by step instructions. Literacy is a major part of the art unit as the children will read, speak, listen and write through a variety of ways i.e. oral language, images, music and writing systems. Literacy is made up of reflection, activity and text, in classroom environments literacy is happening all of the time whether it is in a lesson, playing on the mat, show and tell or the teacher reading a story to the children. Within the art lessons that I have planned there is a lot of visual literacy, it is in brainstorming on the board, the children's art work and when the children are recounting what they have done throughout the lesson.

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All of my lessons begin and finish on the mat, it is in this section of the lessons that the children will use and learn a majority of their literacy skills. In the beginning of the lesson the children and I will discuss the activity (what the lesson involves, brainstorming on the white board their ideas and it is here that they share their own experiences about the topic). At the end of the lesson we regroup on the mat and discuss what we all have just completed (was it easy/hard? Textures and art techniques used). Within this section of the lesson the children are using the three cueing systems of language; past experiences that children have had will enable them to develop graphonics, semantic and syntax knowledge. While brainstorming as a group and throughout the discussion about beaches the children are able to listen to the sounds of the words and use their prior knowledge of letters, letter clusters and blends to make visual sense of the written text on the white board (graphonics). Throughout the patterns of written text on the white board the cueing system syntax is developed, the grammar of English used in the sentences and words and their arrangement will define the meaning of the text. The semantic system is used the most in this section as it is the student's prior knowledge and experiences that will assist in their construction of text and text meanings.

Bloom's Taxonomy is very helpful for teachers to understand the learning process, throughout the activities planned Bloom's taxonomy is sighted and used (Winch, 2006). Brainstorming on the mat shows the ability to remember or recall (Knowledge), when returning to their desks to create their art work they have the ability to interpret, understand and use what was communicated (Comprehension). The students will use the new information and apply it in their artwork (application), by brainstorming, discussion and mind maps. On the mat the students can break down the information and recognise structure (analysis) and put elements together to create a whole (synthesis). At the end of each activity back on the mat the students then use the evaluation category to make judgment of what they have just completed. In Allen Luke and Peter Freebody's table it is described how effective readers use text to achieve their purposes in the world (Winch, 2006); in the table below I have used the four practices to describe how students would perceive my activities. My main aim in the lesson plans is to keep the students engaged, without engagement there is no learning. For students to learn a teacher needs to take into account their prior knowledge and the context of their cultural and social backgrounds.

Activity:

Painting

On a piece of white cardboard paint a picture of the beach.

* Place white card board on desk.

* Using different art supplies and techniques with yellow paint begin painting sand at the bottom of the page.

* Mix blue and green paint together, this is the water at the beach.

* Again using different art supplies and techniques paint the blue/green paint above your sand.

* With your fingers make a wavy pattern in the blue/green paint.

* Using other colours, paint other items that you might see at the beach i.e. bucket, spade, people, birds, boats.

Activity 2-Parent Help Required-Excursion

After excursion to Mindle Beach and discussion on the mat, the children will draw a picture of their experience at the beach.

* Place white cardboard on desk.

* Using different coloured crayons and techniques draw your favourite thing about the excursion.

Activity 3 - Fish collage

· Paint a blue back ground on white cardboard.

· Cut out wavy patterns on green card board.

· Cut out fish shapes.

· Use cellophane, silver patty pans and googly eyes to decorate fish shapes.

· Glue all finished components together to create fish collages.

Activity 4 - Portfolio Piece-sandcastle picture

· Paint white cardboard blue and add wavy detail on the page.

· Glue a large piece of sand paper onto the bottom of blue painting.

· With a lead pencil trace sandcastle template onto the sandpaper and cut out.

· Glue sandcastles onto the background piece.

· Draw a bucket and spade onto coloured paper, cut out and glue onto sandcastle.

· Glue shells onto the sandcastle picture.

Activity 5 - Portfolio Piece-English Assessment.

· Read worksheet as group on the mat.

· Re-read worksheet on your own at your desk.

· Answer questions

Examples of questions:

1. Colour things that you used to make your picture i.e. crayons, sandpaper, paint, tissue paper, paper shells.

2. Circle the part of the activity that you enjoyed most i.e. painting the sea and sky, tracing the sandcastles, gluing or decorating the sandcastle.

3. Why did you enjoy this part the most?

4. Circle items that may protect you from the sun i.e. hat, sunglasses, umbrella.

5. Draw a picture of you wearing sun-protective clothing.

References

Sterrett, D. (2007). Primary art: (book B). Greenwood, Western Australia.

Whiteford, R. (2006). Belair early years: Art. Brookvale, New South Wales.

Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2006). Literacy reading, writing and children's literature (3rd ed.). South Melbourne: Oxford University Press.