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Deanna Boerstler

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.

Deanna Boerstler/September 26, 2013

Visual Art/8th Grade

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.

Differentiation: (specifically for student missing class) A PowerPoint presentation will be


accessible for the student via a class blog. This PowerPoint will guide the student through the
entire lesson (process more than content.) It will contain links to the videos and slideshow.
Because the students reading skill is low, the PowerPoint will be accompanied by voice
recordings discussing the material being presented. Noise blocking headphones (provided the
day before) will allow for the student to listen to the recordings and not become distracted.
Additionally, the slides will be set on a timer that provides the student with ample time for each
slide but ensures that the student continues moving throughout the lesson. The student will still
fill out the KWL chart. Some slides will have links to short progress monitoring quizzes for the
student to complete. These quizzes will provide immediate feedback for the student. Because the
Guggenheim video contains some advanced vocabulary, key words will be defined beforehand
(e.g. rectilinear, cantilever, Pantheon). A digital version of the Venn diagram exercise will be
provided along with the link and explicit instructions as to going about accessing the virtual tour
of Fallingwater. For this exercise, word banks will be provided as well as links to an online
dictionary and thesaurus. The directions will encourage using these resources if the student
becomes stuck along with how to go about using these resources. Finally, a checklist will also be
provided that includes all the tasks the student must complete. This will help the student monitor
her progress and know what she still has left to finish.

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:

Guggenheim Video: https://www.khanacademy.org/humanities/art-history/art-history1907-1960-age-of-global-conflict/architecture/v/frank-lloyd-wright--solomon-r-guggenheim-museum--new-york-city--1942-1959

Fallingwater Seasonal Virtual Tour: http://www.fallingwater.org/explore?to=1

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