<p> WOODLAND HILLS HIGH SCHOOL LESSON PLAN SAS and Understanding By Design Template</p><p>Name B AMICK Date Dec14 Length of Lesson 5 weeksContent Area CALLIGRAPHY Updated edline___x____ Updated webpage__x_____</p><p>STAGE I – DESIRED RESULTS LESSON TOPIC:XU BING BIG IDEAS: (Content standards, assessment anchors, eligible content) objectives, and skill focus)</p><p>ARTS AND HUMANITIES STANDARDS: 9.1, 9.2, 9.3, 9.4 ANCHORS MATH 11.B.2.3 R11A1.2</p><p>Students work will be checked for • Stability • Construction • Neatness and correct use of tools • On task</p><p>UNDERSTANDING GOALS (CONCEPTS): ESSENTIAL QUESTIONS: Relationship between calligraphy and everyday writing? Students will understand: Students will understand: Teacher will demonstrate creating the letters in a step by step process. Students then will be expected to work on the alphabet letter Students will practice writing with a brush XU BIBG which is basically word play. It looks oriental but is actually english letters made to look Chinese</p><p>VOCABULARY: XU BING, brush strokes homemade paper, STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES): pulp recycled paper dStudents are working on their own unique style of letters Students will be able to: They will practice the alphabet and creating the letters creating uniform and consistent letters</p><p>STAGE II – ASSESSMENT EVIDENCE FORMATIVE ASSESSMENTS: PERFORMANCE TASK: Practice the letters then make #1. Portfolios words with the letters. students will look up a verse of #2. Pre-Assessment WORDS OF WISDOM or CONFUCIUS sayings. They will #3. Open Ended Questions create a border to go with their verse then draw it on fabric. Others: ) Completion of the project and met all requirements. The next step will be to BATIK the fabric- a process of Rolling interviews to see if students understand the concepts waxing and dying fabric then ironing out the wax when of the project: completed</p><p>STAGE III: LEARNING PLAN INSTRUCTIONAL MATERIALS AND INTERVENTIONS: ASSIGNMENTS: PROCEDURES: RESOURCES: Students work will be Read materials about Active Engagements used: Handout on XU BING checked for graffitti art #1. Cooperative Education • Neatness and correct #2. Higher Level Thinking Skills use of tools Others: CONTENT AREA Individual assistance to those READING: students that need it Describe usage: Cooperative learning- sharing ideas with each Handout other, assisting in cutting, sponging and lining papers. Building on prior knowledge of nibladders and spacing. Think of how to layout the letters and phrases along with color combinations group cooperation with this project, </p><p>Scaffolding used: #1. Build Vocabulary #2 . Build on Prior Knowledge Others: </p><p>Describe usage: Teacher will demonstrate creating the letters in a step by step process. Students then will be expected to work on the alphabet- practicing to make the letters uniform in size and shape and practice spacing the letters on the page. Demonstrate step by step process</p><p>Other techniques used:</p><p>MINI LESSON: practice letters</p>