Teacher: Miss A. Tahzib Date: 8th Dec. 09

Period: 1 2 3 4 5 6

Class Code: If setted, Set: N/A

out of: NOR: 22Present:

Other Adults Present:

Yes/No

Status:Art teacher SW

Room:ST1

Subject: ArtYear 7: Making designs for their final relief’s based on different countries in the Olympic’s.

Topic: Unit 65:Visual skills

Literacy (Key Words):

Design

Creative

Original

Layout/Composition

Accuracy

Detail

Relief: a 3D form that has more than one layer: show examples on SW wall.

Promoting Creativity/ Use of Multiple Learning styles (VAK):

Creativity: Visual Recording: Learners will be encouraged to think about how to creatively design a dynamic design from their images completed from h/w about the Olympic sports in different countries.

Visual: Learners will be shown visually different examples of different countries and the images to represent that country.As well as relief’s from last year and what they should be aiming for.

Auditory: Learners will be asked questions when showing these different images to help to understand them further and to make links with the key words.

Kinaesthetic: Learners will have the opportunity to design their own flags

Assessment opportunities:Starter – Wordsearch on key wordsQ & A to reinforce prior learning and use of specialist vocabulary.

Social: Contribution to group discussion/Listening skills

Rewards Criteria:

Gold Slip 1: Good contribution to discussions

Gold Slip 2: Dynamic/creative design.

Gold Slip 3: Accuracy in design

Resources:

Wordsearch : 17 copies (1 between 2)

2 examples of 2 countries China and Great Britain-photocopy 5 copies for each student who havn’t done their h/w.

Writing frames for pupils who have dyslexia

Pencils

Paper

Rulers

Rubbers

Colouring pencils

Pastels

Lined paper

A4 paper

Context of this Lesson (Summary of groups’ learning over past 3 weeks):

Pupils have been learning about using the colour wheel in their work. As well as primary, secondary and tertiary colours. Furthermore, using watercolours to create tints, shades and different ways to make the colour brown. Last week w/b 1/12/09 was when they started to design their own symbols and designs based on looking at flags from different countries. Their homework was to choose a country who is participating in the Olympic and chose different images that could represent that country.

Students with Identified SEN/Gifted and Talented/EAL:Name Identification Reason Differentiation strategies to support

student

Statement

QT syndrome

School/Early Years Action.

Severe Learning Difficulty.

Literacy and Numeracy

Long QT syndrome

Behaviour, Emotional and

Social Difficulty.Behaviour issues in

the past can be

Having writing frames and extra time if needed. Repeat instructions.

Not to raise voice suddenly as he can have a heart attack.

Make behaviour expectations/rewards clear. Try to encourage when on task and producing good work.

School/Early Years Action+

School/Early Years Action+

Severe Learning Difficulty

Statement

inconsistent. - Low self esteem.

Moderate Learning Difficulty. Reading & Comprehension

Specific Learning Difficulty.Dyslexic.

Literacy and Numeracy

Behaviour, Emotional and Social Difficulty.Cannot cope with new people and unfamiliar situations very well and lacks confidence

Have a writing frame if doing writing exersize.

Help to spell words and write clearly on board.

Have a writing frame.

Make behaviour expectations clear encourage with rewards, credits, gold slips when on task and producing good work.

Planning for Beginning of Lesson (Overview and prior learning):5mins Register and WordsearchTiming Learning Objectives: By the end of the lesson pupils will…

Be able to: Creatively design their own designsUnderstand: how to layout and select colours to design their final relief’s.Know: how to use the colour wheel to help them in their colour choice

Timing Aims/Learning Outcomes: by the end of the lesson...All students should have completed designs in pencils. Most will have started to colour it in.

Timing Home Learning (H/W):To research different art relief’s to get inspiration about how your ideas can be made into a 3D design. And to think about why you have chosen it.

Deadline:Next lesson

Planning for Main Body of Lesson:Timing

10

5-10

10

10

5

15

10

15

5

10

Starter activity: Have books layed out on the table as well as wordsearches.

Register and Wordsearch (partner voices)

-Summary of prior learning: See above-Aims and key words explained as well as expectations of the day (behaviour/rewards).Ask student to read out.Ask them to write this in their books: Title: Creative Designs for reliefs, date and key words: have writing frames for some pupils

Ask a few students to show h/w and ask:1) Which country they have chosen and which images

they have chosen and why..?

Show them some images of China and GB and say why I have chosen them. Ask them to keep hands up if they havn’t got an image and I will hand it out to them.

Show them an example of what they are going to be doing and how to think about their designs/layouts of images from homework.

1) How can I make sure that I capture all the detail?Answer: by spending time on the drawings and not rushing.2) Where am I going to arrange each image on the page:

Where does each image look the best on the page?3) What colours am I going to be using…primary,

secondary…etcThey should bear this in mind when drawing out their designs

Draw on the board what they should be doing:Split the page into 4 using a ruler. Make sure to spend time not rushing drawing out each part of there h/w sheets….

Start to draw/design their flags individually

AFL: Consolidate and reflect on what has been learnt so far: Each student to walk around: each to think of one that they think is particularly successful and why it is?

Students to carry on in pencil designing their logos. If they have finished they should start to think about the colours they are going to use for their releif’s using colouring pencils or pastels to show this: remind them of primary colours: secondary colours etc

Each student on each table to chose the design they think is the best and why...refer to key words and lesson objective.

Clearing up (a few people in each table to clear up) and gold slips and credits and register.

Gp/Pair/Ind

Ind/pair

Ind/gp

Gp

Gp

Ind

ind

Gp

Ind

Gp

Gp

Planning for End of Lesson Review:Timing Plenary & links to future learning

Included in the above:

2 AFl

Gp/Pair/Ind

Evaluation:

Teaching

Learning