MEANINGFUL MATH

JOSIE MEYER
GRADE LEVEL:

This lesson plan has been created and

focused around fourth grade.
WHAT YOU WANT STUDENTS TO KNOW:

1. Visual Art: The students will learn about Frank Lloyd Wright by creating their
own stained glass pieces made up of geometric lines, angles, and shapes.
2. Literacy: The students will write a personal story about where they would put
their stained glass piece and why. The students will also explain why they chose
the certain palette of colors to color in their artwork and what emotion is was
representing.
3. Geometry: The students will know about different geometric lines, angles,
and shapes. They will be able to identify different geometric lines, angles, and
shapes.
ESSENTIAL QUESTIONS:

1. How do our personal aesthetics determine where we put

decorations/artwork?
2. How can we determine a persons current feelings/emotions
through color?
3. Can one feeling/emotion be determined easier than others by
looking at the color a student is using at the time?
WHAT YOU WANT STUDENTS TO DO:

1. Visual Art: The students will be able to identify Frank Lloyd Wright and his
stained glass windows. Students will also be able to cute and draw geometric lines,
angles, and shapes within a geometric shape and then color the white spaces in with
a palette of colors.
2. Literacy: The students will be able to write a personal narrative about where
and why they would put their geometric stained glass art piece in their home, room,
bathroom, and playroom, etc.
3. Geometry: The students will be able to identify geometric lines, angles, and
shapes. Students will also be to create their own shape and include lines,
angles, and shapes of their choosing within the geometric shape.
CONTENT AREAS INTEGRATED:

1. Visual Art (Inspiration Artist: Frank Lloyd Wright)

o Stained glass: students will create a geometric shape that resembles a stained glass
window consisting of perpendicular, parallel, and intersecting lines, and also different
angles and shapes. They will also color in the stained glass artwork with a palette of colors
that reflect the students feelings/emotions.
2. Literacy: Visual literacy & communication
o Write personal narrative about students preference of where and why they would put
their geometric stained glass artwork.
3. Geometry: Lines, angles, and shapes
o Geometric lines: students will learn about perpendicular, parallel, and intersecting lines.
ANTICIPATORY SET: GAINING ATTENTION

The opening activity will consist of the students in the class observing
stained glass windows created by Frank Lloyd Wright. I will ask the
students questions such as have you ever seen stained glass
windows, where might have you seen stained glass windows,
what images do you see when you look at these stained glass
windows, can you see any of the shapes or angles we have learned
so far in math in the stained glass windows. After the students and I
have had a constructive discussion about stained glass windows, I will
inform the students that we will continue to learn about geometry, but
will now be focusing on geometric lines.
SUMMATIVE ASSESSMENT STRATEGY:

After the students were able to complete their art piece, the
students will write a personal narrative about where they would
prefer to put their geometric stained glass art piece. I will assess
their grammar, if they followed the directions of the assignment,
and if they actually completed the writing assignment. I will also
review each of the students artwork to assess if they successfully
included the different lines we have been learning about, angles,
and shapes that they are knowledgeable about.
EXAMPLE: