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LESSON PLAN

Name: Ashley Mustaki


WGU Task Objective Number:
Competency 602.4.21: Teaching MethodsVisual and Performing Arts - The graduate integrates
visual arts and music into the elementary curriculum.
Objective 602.4.21-03: Teach an art lesson that includes different media.
GENERAL INFORMATION

Lesson Title & Subject(s): Art


Topic or Unit of Study: Art - Fall
Grade/Level: 2nd grade
Instructional Setting:
(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement,
bulletin board displays)
The instruction will take place in an art resource room with a typical 2 nd grade inclusion class. The class
has 18 students of mixed ability. Three of the students have IEP's. There are six long tables with six
chairs a piece that the students will sit at to complete the artwork. Student work is placed throughout the
room. The room is also covered with examples of the current skill the art teacher is working with the
students on which is shading.

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):


To view standards: Go to TaskStream Standards Manager under Programs & Resources. Then go to
Browse Standards (Standards Wizard). Select your state. Select standard(s).
2.4 The student will create works of art inspired by a variety of concepts, themes, and literary
sources.
2.5 The student will identify and use the following in works of art:
1. Colorsecondary
3. Linevertical, horizontal, diagonal
4. Shapegeometric, organic
2.9 The student will create works of art from observation.
2.17 The student will interpret ideas and feelings expressed in personal and others works of art

Lesson Goals:
(A statement describing the overall purpose of the lesson; what the students are expected to know or
do at the end of the lesson)

At the end of the lesson the student will understand how to use different types of media to create a
cohesive piece of art.

Lesson Objective(s):
(Your objective(s) should align with the knowledge and skills taught as well as with the assessment
chosen for this task. All learning objectives must include a Specific Behavior, Condition, and
Measurable Criteria)
At the end of the lesson, the student will be able to create an art piece using different types of media.
The student will be expected to score an 8 on a rubric.
MATERIALS AND RESOURCES

Instructional Materials:
Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note
templates)
-paper
-scotch tape
-watercolors
-water
-tissue paper in the colors red, orange and yellow
-colored pencils
-extra paper towels
-Teacher example of the process of tape resist watercolor painting (attached)
-poem

Resources:
Supplementary information and/or places where you found information for the lesson
Poem found in a Google image search:
http://1.bp.blogspot.com/wqQEu7s8w58/UpFTPVE_w9I/AAAAAAAABrM/tXlQi5QzgRE/s1600/Autumn+Tree.jpg

INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events (provide description and
indicate approximate time for each):
1. Identification of Student Prerequisite Skills Needed for Lesson:
(e.g., anticipatory set, schema, purpose of lesson for students, connections to previous
learning, definitions of terms reviewed)
Time: 5 minutes
Anticipatory set:
The teacher will tell the students that today they will create a piece of art inspired by the colors
of fall.
The teacher will begin the lesson by reading the poem The Autumn Tree.

The teacher will ask the students how the Fall season makes them feel?
-Does it make them feel warm and cozy because of the fall colors or does it make them
sad that leaves are falling off the trees and summer is over?
The teacher will explain to the students that they will use these emotions they feel about Fall
when creating their artwork. They can convey this emotion through the use of color, the use of
lines for the shape of the tree and the pattern of the leaves.
The teacher will post photos of fall trees for the children to observe. The teacher will point to a
picture of a bare tree with all the leaves on the ground. The teacher will ask the students how
the bare tree makes them feel? How would it make them feel if it were against a dark blue
background?
-The students should respond cold and dreary or sad.
The teacher will point to a picture of a tree covered in fall colored leaves with a bright and
sunny background. The teacher will ask the students how this picture makes them feel?
-The studetns should respond with warm and happy.
The teacher will point out that the difference is the use of line, color and pattern. In the first
picture, the tree is very bare and has many twisting branches with dark colors which made
them feel sad. The other picture has thicker branches that look more full of life, with bright
patterns of color in the leaves and brighter colors making them feel happier. The students will
be asked to keep this in mind when creating the emotion in their artwork.
Connections to previous learning:
The students will use the skills of shading, painting with watercolors. The elements of line and
color will be important in this lesson.

2. Presentation of New Information or Modeling:


(e.g., term definitions, concepts, processes and/or approaches)
Time: 5-7 minutes
The teacher will begin by showing the students the example of the artwork they will be creating
in art class. The teacher will explain to the students that today they will be making this picture
in art class today.
The teacher will guide the students over the process that she went through to create the
picture.
The teacher will show the students the example page that has tape stuck in the form of a tree
with watercolors in the background and over the tape. The watercolors are more saturated up
top and gradually get lighter as it approaches the bottom of the page. The colors also go from a
dark blue to a lighter blue. The teacher will explain to the students that each student will use
the tape to make a tree form shape like in the example. Next, the students will paint watercolor
on top of the paint and on the entire piece of paper. When the watercolor is dry, they will
remove the tape to reveal a tree. The teacher will remove part of the tape from the example to
show the students.
Next, the teacher will show the students that they will cut strips of tissue paper and tear them
into little rectangles. The teacher will model crumbling up the small pieces of tissue paper and
glue them to the branches of the tree, on the ground or inbetween the branch and the ground
as if they are leaves falling.
Lastly, the teacher will model for the students how to make marks on the tree to make it more
realistic. If the students like, they may do the same or they can leave the tree plain.

The teacher will remind the students to incoporate the use of shading and be adventurous with
colors when using the watercolor.

3. Guided Practice:
(e.g., teacher directed, scaffolding, check for student understanding including any questions
to ask or anticipate from students)
Time: ~7 minutes
The teacher and students will practice creating a piece of art similar to the example shown in
modeling.
First, the students and teacher will work together to use the tape to create the image of a tree.
The teacher will call students up to each put a new branch on the tree, with the teachers help if
needed.
Next, the students and the teacher will decide on a color to use for the background of the
picture. The teacher will paint the paper.
The teacher will now remove the tape from the paper to reveal the image of a tree.
The teacher will hand out some pieces of tissue paper, the students will work together to cut up
the pieces of tissue paper until each student has a small rectangle. The students will crumble
up the tissue paper into a leaf form. The students will come up to the board and will work with
the teacher to glue the leaf to the tree.

4. Independent Student Practice:


(e.g., teacher monitored, check for student understanding including any questions to ask or
anticipate from students)
Now the students will make their own tree. The activity will be broken up into steps as follows:
Taping the tree 5 minutes
Painting with watercolor and blotting for drying if necessary 7 minutes
Cutting up tissue paper and gluing the tissue paper 7 minutes
Last minute modifications (more color, painting the tree, etc.) 5 minutes

5. Culminating or Closing Procedure/Activity/Event:


(e.g., review terms, concepts, and/or learning process; establish connections to the next
lesson; check for student understanding including any questions to ask or anticipate from
students)
Time: ~7 minutes
When the students are done with their artwork, they will leave them on their table face up. The teacher
will explain to the students that they will now walk around and observe their classmates work. They
should focus on the shape of the lines of the tree, the use of color and the pattern created by the leaves.
While the students are observing the classmates' work, the students should take notice of the emotion
that they feel while looking at the art and how that connects to the feelings of fall.
The students will walk around and observe all of the works of art created by their classmates while noting
the emotion that the artwork has made them feel. The students will return to their desks.
The teacher will share that while observing the student's create their artwork, she could sense the warmth
of fall through their use of warm colors, the colors of all the leaves on the ground and the winding lines of
the trees.
The teacher will call upon a few students to share the emotions that the artwork conveyed to them and
how this emotion relates to Fall.

The teacher will congratulate the students on their artwork and thank them for being so cooperative and
working so hard.

Pedagogical Strategy (or Strategies):


(e.g., direct instruction, cooperative learning groups, partner work)
Modeling direct instruction
independent practice cooperative learning as the students will be working in small groups at a table

Differentiated Instruction:
Describe accommodations for such groups as English Language Learners, hearing impaired, learning
disabled, physically disabled, and/or gifted/accelerated learners.
Students with ADD/ADHD will be given more support on the steps needed to create the artwork. The
support will come in the form of teacher prompting.

Student Assessment/Rubrics:
Describe how you will know if students have met the objective(s) for this lesson (include pre- and
post-assessment plansformal and/or informal, summative and/or formative, etc.).
Students work will be assessed based on the attached rubric. The students will be expected to score
an 8 on a rubric.
Rubric is attached in another document.