2nd Lesson

Marie does such a thorough job in objectively describing exactly what occurred during the lesson! Sequentially, there is not much more for me to add. The debriefing notes that I took during the lesson correspond exactly to her account. I will add "teacher" comments that Marie may or may not be aware of that she is doing as she teaches. Marie has a natural "teacher" ability to intuitively assess student knowledge, which she may not be aware of!

Marie began the lesson again by tapping the students prior knowledge from the previous lesson, and reviewing it with the students. The initial response to "What 2 elements did we learn about the last time I was here?" was students answering random details about the elements. They hadn't organized the elements into 2 "main" elements in their minds so they answered random words which seemed to correctly answer her question to them such as thick lines, geometric, curvy lines, organic, straight lines.

These answers showed that they had absorbed the information, but hadn't organized it in a way that they would be able to access it. I suggested the graphic organizer of using umbrellas for the main idea and the drops under each for the details. I drew the umbrella for LINES and added the drops of straight, curvy, thick and so on; then another for SHAPES with the drops labeled organic and geometric. We have used this graphic organizer before to organize information in a logical way that the kids understand. Marie caught right on and used the same strategy for COLOR, adding 2 drops for primary and secondary, then putting smaller drops under each naming the specific colors. She continuously checked for understanding as and I rotated around the room looking at the student's sketchbooks. Again, the referencing to the literary concept that the students will be exposed to repeatedly, Main Idea and Details!

The lesson then moved on to The Gleaners. Marie's account of this is so thorough, I will just add some things from my notes that she didn't mention. Whenever opportunity arises, I am sure to connect the disciplines so the students are aware that the subjects they learn about are connected. We calculated the years, we referred to the geographic location of France, we connected to student experiences- he had 9 children, he liked to draw the area around where he lived, and so on. The painting we were viewing was "real"; we compared it to a Non-fiction piece of writing, because it was something he "really saw". Marie asked what kind of writing we would compare it to if it were something he had made up, and they quickly replied, "Fiction!"

She then compared artists to writers in that they first sketch (showed the sketch), then paint; whereas the writer first does a rough draft, then writes. He changed his mind, like writers do, etc. She asked if the Main Idea was the same in both, students understood and said yes. She then reviewed the elements of art learned that day, as it was close to dismissal. The final note I added was
ARTIST--Organizer-- SKETCH
WRITER--Organizer--4- square