24mar14+Class

include component="tagCloud" flat **Standards** [|CCSS.ELA-Literacy.RH.11-12.3] Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. [|CCSS.ELA-Literacy.RH.11-12.6] Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. [|CCSS.ELA-Literacy.RH.11-12.9] Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. =AIM= How is knowledge different with and without language? =Do Now= How would someone impart knowledge without using language? (obviously I'm not asking you to do so) =Homework= Find something that expresses knowledge without using language. =Mini-Lesson= The Impressionists speak to the immediate experience, the way light, sound, & touch hits our senses immediately. So they weren't looking for exact replications, rather they wanted to capture the instant image in their mind, the impression. They didn't want to communicate definitions but impressions. So when we look at a painting by Monet, we can compare it to the photograph of the lilly ponds where he painted. The impressionists attempted to express a knowledge without language. The art, the music, even their poetry doesn't focus on the tangible, as much as on the "way we see". Think of it as when we learn to do something with our hands. We can read the directions about how to mold clay, but until we feel the clay in our hands and work with it, we don't have the complete knowledge. The impressionists wanted to express this direct and inarticulate knowledge in their art. They attempted to express the initial impression without contemplation. Another impressionist, Manet, painted hundreds of paintings of the same haystack, to show the changes in the color of the haystack as the sun moved across the sky. =Class Activity= Let's look at these two images. The first is the actual lilly pond where Monet painted. The second is one of his paintings. As we observe these images, let's use a simple lens to analyze the images. __**OPTIC**__ Image 1 Image 2 Class will discuss each letter of the OPTIC lens to gain clarity on the two images. As we go through the OPTIC, we will discuss the difference between nomenclature & impression. =Closing Reflection= Describe the difference between the impressionist painting & the actual picture of the place. = Absence Make Up = In order to make up missed material, students need to do the following in their notebooks: Go to Previous Class Go to Next Class
 * ** O ** verview describes the image so that someone can imagine what is in the image
 * ** P ** arts describes individual elements of the whole picture (something that catches your eye).
 * ** T ** itle gives a title to the image.
 * ** I ** mages describes the interaction between the various parts of the image.
 * ** C ** onclusion describes the overall impression of the image.
 * 1) Complete the Do Now.
 * 2) Read the Mini-lesson.
 * 3) Look at the two images and then write a brief description for each of the letters in the OPTIC lens.
 * 4) Complete the Closing Reflection.

= Lesson Plan =

Please feel free to add comments about this lesson and how Mr. Van Nort can make them clearer and better. Use the Discussion button below and join in the discussion.