SIOP Lesson Plan Template (Modified)

Date: 11/10/15
Name: Courtney Lastiyano
Grade/Class/Subject: Kindergarten, Art
Unit/Theme: Self Portraits
Lesson Topic: Colors/ Using art language
State Standards: Kindergarten, The Arts
Content Area: Visual Arts
Standard: 3. Invent and Discover to Create
Prepared graduates: Explain, demonstrate, and interpret a range of purposes of art and
design, recognizing that the making and study of art and design can be approached from a variety
of viewpoints, intelligences, and perspectives.

Concepts and Skills Students should master

i.
a. Use trial and error to create works of
ii.
art that arrive at a desired outcome
iii.
(DOK 1-4)
iv.
b. Use art materials safely and with
v.
respect in any environment (DOK 1)
vi.
c. Create visual narratives from familiar
vii.
stories and subject matter (DOK 1-3)

WIDA Standards: 2 - Language of Language Arts

Content Objective: Students can create a self portrait and write about it.
Language Objective: Students can describe what their portrait says about them, using (I, me, or my)
Using vocabulary that is specific to them-self identifying language like, (My hair, eyes, I am doing. ) Etc.

Key Vocabulary: I, me, or my.

Supplementary Materials: paper, coloring utensils/paints
Higher Order Questions: why did you choose to draw yourself this way,
what made you put this on your portrait?
Time:
5
minutes

Lesson Sequence / Activities

Motivation:
(Building background, links to experience, links to learning)
Anticipatory set (link to background knowledge):
1) Give a few examples of portraits and what they mean. Ask if theyve ever had a picture taken

or if theyve ever drawn a family member.

2) talk about why portraits are important and why it's important that we know how to explain them.
(Solicit student responses)
So, today were going to be talking about portraits and self awareness. Does anybody have an
idea of what a portrait is? (elicit student response)

Presentation:
(Language and content objectives, key vocabulary, comprehensible
input, strategies, interaction, feedback)
3) Standards: Introduce the content and language objectives for the lesson .
2
minutes

Content Objective: By the end of class today, you will be create

a portrait with key features about yourself
And, youll also be able to describe what you did using the past
tense and key vocabulary- so for example, youll be able to say,
I painted/drew myself.feeling xyz because. or I didnt
draw/paint myself xyz because.
4) Direct Instruction: Introduce the concept of portraits and materials.
Portraits are important to us, because without them we wouldnt be able to see things how they
were for different times, and to other people.
Modigliani Portraits for Kids (whole video)

6
minutes

Provide multiple models of dividing an object and give students the opportunity to use the term
orally for those who are comfortable.

Practice and Application:

(Meaningful activities, interaction, strategies, practice and application,
feedback)
(We Do)
Give students each a piece of paper, and ask them to pull our their pencil boxes (provide
additional utensils like markers or colored pencils.).

10
minutes

Ask students to draw the shape of their face, ask them what shape that is (oval)
Then have students fill in their faces.
To reinforce these concepts, students things that distinguish themselves from everyone else, like
I drew myself with curly hair, or I drew myself with my favorite stuffed bear. Key factors about
themselves that help you understand who they are.

Review and Assessment:

(Review objectives and vocabulary, variety of formative
assessments/checks for understanding)
Assessment (formative): To demonstrate their understanding, students will answer questions
about what key parts of a personal portrait are.
Review of language and content objectives: I will have students reflect on their mastery of the
language and content objectives, allowing students to demonstrate this for the class.

Extension/Differentiation:

8
minutes

For students who are ready, I will allow them to write the words onto a separate sheet of paper.
describing what their portrait means to them. I will also provide opportunities for students to make
additional portraits of themselves in different scenarios to provide additional support on the
content.
For students who need additional support, I will provide additional examples, and opportunities to
apply these concepts to other objects to reinforce the idea of creating a portrait. (macaroni and
clue, clay or finger paint.) .

SIOP Features (THIS IS FOR YOUR USE TO CHECK TO MAKE SURE YOU
HAVE THESE PORTIONS OF THE LESSON)
Preparation
_x Adaptation of content
_x Links to background
_x Links to past learning
_ xStrategies incorporated

Integration of Processes
_ Reading
_x Writing
_x Speaking
_x Listening

Scaffolding
x_
_x
_x
_x

Modeling
Guided practice
Independent practice
Comprehensible Input

Application
_x
x_
_x
_x

Hands-on
Meaningful
Linked to objectives
Promotes engagement

Group Options (You need some, not all necessarily)

_x Whole class
_ Small groups
_x Partners
_x Independent

Assessment
x_ Individual
_ Group
_ Written
_ Oral

Reflections: THIS IS WHERE THE REFLECTION (AFTER TEACHING YOUR

LESSON) WILL GO