Professional Documents
Culture Documents
Day 2
Technology Resources Lesson
This lesson has been adapted for a student that, due to cognitive delay, has difficulties
paying attention for long periods of time, remaining on task without the redirection of the
teacher, and progressing forward without the teachers approval. Because of this, it is difficult
for the student to complete long tasks. Additionally, the student reads below grade level and has
poor writing skills. Because of this, the student learns best through visually presented
information in an environment where distractions are limited and additional help is readily
available. This student will not be able to attend class due to a medical problem and will be
completing the following lesson at home.
PA Standards: 9.2.8.A: Explain the historical, cultural and social context of an individual work
in the arts; 9.4.8.C: Describe how the attributes of the audiences environment influence aesthetic
responses.
Essential Questions: How does a work of art change with the environment? Does the
environment change with a work of art?
Understanding: This lesson will allow students to experience how a work of art and the
environment around it interact with and change one another and articulate this interaction using
descriptive terms.
Objectives: Given an introduction, examples, and guided practice, students will be able to assess
how Frank Lloyd Wrights works affect the environment around them using descriptive terms.
Assessment: Students will complete a Venn diagram worksheet using descriptive terms to
articulate the changes in appearance that occur to Fallingwater from season to season.
Procedure: (regular procedure for all students in the class) Class will begin with a bell ringer
that asks the essential questions for the lesson. While students are contemplating this, a snow
globe from Florida will be passed around. Students will then discuss in small groups the contrast
of the snow (environment) and the palm trees (work of art). Each group will share what they
discussed. Students will then fill out K and W of a KWLQ chart using information about Frank
Lloyd Wright that was provided in the previous lesson and the information gained from the bell
ringer. The class will then fill out the L part of the chart based on the viewing of a video about
the Guggenheim Museum. Using key points from this video as a transition, class will move into
Deanna Boerstler
a discussion about FLW and how the viewing of Fallingwater changes depending on the season.
A seasonal virtual tour will be used as a visual reference and some describing words will be
brainstormed. Students will then choose two seasons, and create Venn diagrams of lists of
descriptors to show the differences in the artwork and the environment from season to season.
Class will conclude with students adding their descriptors to a class-wide list displayed on large
paper and be asked to share the changes they documented. This discussion will then be
connected back to the essential questions.
These resources will also be made available to other students in the class via the class blog in
case they wish to revisit the lesson. Additionally, the posters made in class will be photographed
and displayed on the blog.
Deanna Boerstler
Checking for Understanding: Within the classroom, students understanding will be assessed
through discussions and the successful completion of the Venn diagram activity. Outside of the
classroom, student understanding will be assessed via short internet quizzes throughout the
lesson and an internet version of the activity that will be submitted for grading.
Closure: (in class) Students will combine the results of their Venn diagrams on larger visual
displays and then participate in a discussion as to how Fallingwater changed in appearance in
relation to changes in the environment. (outside of class) Students will watch a short video
summing up key points of the lesson while connecting that information back to the essential
questions.
Resources: