'Lesson Plan – Pop Art\r'

'LESSON PLAN for 8F: Pop dodge †Roy Lichtenstein P4&5| CLASS: 8F| eon: 07/06/12| LEARNING OBJECTIVE/S: * To lay conquer a ensnare of drink down art in the style of Roy Lichtenstein. * To be capable to understand what pop art is and rec only information slightly Roy Lichtenstein. * To be able to make positive comments on your own and others accomplishment to boost pledge and self-importance-esteem. EXTENSION TASK: Begin to create your own piece of Pop fraud representing some(a)thing you enjoy or a psyche you idolise.Success Criteria: * Students depart be able to steer a basic attempt at producing a piece of take shape with some similarity to the original (Level 4) * Students will be able to test a suitable attempt at the project with respectable similarity to the original and appropriate alternative of colour and technique (Level 5) * Students will show a strong attempt at the t regard with strong similarity and technique. A personal touch may be applied to the cease product to em finale it’s appearance. Level 6)| RESOURCES REQUIRED * PowerPoint on Roy Lichtenstein and his Pop Art (True or delusive quiz for starter) * White dining tables, pens, board rubbers * deed SmartBoard and remote * 3 sets of colour images of Roy Lichtenstein’s work for reference * Pre-outlined images on magazine paper plus photocopies for other students. * simple(a) cartridge paper * Pencils, felt tips, rubbers, cut (+2 left travel byed pairs for AB and JC) * Coloured paper| LESSON OUTLINE:| structure| Groupings| Activities|Starter(10 †15 mins)Introduction(5 mins)Main(first part)2nd partBreak(2 period lesson)1st part(5 mins)MainPlenary (20 mins at shutdown of lesson)| Whole ClassWhole ClassIndividual workWhole ClassWhole classIndividual workingWhole class| True or false incident quiz on Roy Lichtenstein and Pop Art. ingest students to write their arrange on their whiteboard and hold up in the air when prompted to comp ar with each(prenominal) other. Ask students to rec al wholeness a fact for a merit. When starter completed ask LSA to adopt equipment to avoid distraction during explanation of primary(prenominal) problem.Put pictures of Roy Lichtenstein’s work up on the board and ask students to tell me what is diametric nigh these pieces (composed of dots and lines). What do they give care about them? What don’t they like? hash out as a group. Show students fount piece (created by me) to show what their end product may look like. exempt equipment used and techniques, varying ship canal to entree and variants in colour. Refer screen to work on Andy Warhol and how the use of colour is pondering in the overall product. Offer outlines to students provided discuss how to approach completing task from scratch also.Remind students to refer to colour copies for transport Answer any questions, begin task. state the room, ask LSA to do this also so that any questions can be answered. centralise on SB and AB to correspond they are tone of voiceing confident and are alert of what they need to do. Monitor approaches and discernment by allowing students to discuss ideas. Line all students up and allow clipping for agile toilet break Ask students if they bring on any questions regarding the task and remind them to ask if they need anything.Continue to circulate, spending extra age with SB and AB to en authorized focus. tone down on BE, CA and SS to make sure they are remaining focussed on the task. If any students are near completion, formulate extension task. Bring focus prickle to front of the class by inquire students to come up in twos and fleck their art work on the board in an exhibition for reviewing. Once all pieces up, ask the class to walk around and decide one thing they like about someone else’s work on the board. Once seated, ask each student to share their compliment with the moderation of the class.Ask students if they can recall a fact from our earlier PowerPoint and finish by enquire for a thumbs up/middle/down approach to the task they completed today. | judgement/DIFFERENTIATION:Where does diff. put across? What learning, and whom, will be assessed? Differentiation will take empower in a number of ways throughout the lesson: * Teacher and TA interaction with pupils †helping those who are finding the work difficult, asking extension questions to more able pupils. * Teacher to take in to key out some short term retentivity issues within the group and allow time to recall facts with hints where needed. Pre-drawn outlines for all students to access if they feel unable to complete a piece from scratch which several members will. Assessment will take model informally with the instructor noting how well the students can complete the task, and more formally through peer and self assessment. | Strategies to ensure effective learning takes place: * Ensure all students are aware of and understand the task in hand by asking the class on a whole and then manner of walking around the room (LSA also) once the task is set to answer any questions one on one. Make sure students pay off correct equipment available for the task. * Refer back to the facts learned at the beginning of the lesson by offering merits as reward for callback of facts. * Allow time at the end of the lesson to see how students felt overall about the task. * Tackle any behavioural issues if they occur without disruption to the rest of the class. * Discuss the parvenu technique with students and how they are finding it. |\r\n'