Kristyn Lariviere

ECED 372 Section 2

11/3/15
Lesson Plan Rough Draft

Fall 2015
Sem I-ECED372

LESSON PLAN OUTLINE

JMU Elementary Education Program

Kristyn Lariviere
Mrs. Aimee Anderson, Kindergarten, WW Robinson Elementary School
Monday, November 16th
Date written plan is submitted to the practicum teacher- Monday, November 9th (one week in
advance)

TITLE OF LESSON Sponge Paint Turkeys

CONTEXT OF LESSON
This activity is age appropriate for a kindergarten class (ages 4-6). It involves skills that are within
their range of ability, and it allows the students to have some creativity in how they paint their
turkeys.
I have observed the students in art class, which has indicated that they have the ability to paint/ use
paint and paint brushes properly and responsibly. They also seem to enjoy painting, and I have heard
some of them say that they wish they could paint more. I have seen them do water color painting, and
finger painting, but I havent seen them do sponge painting so I hope that this is a different experience
for them to broaden their painting skills.
OBJECTIVES AND ASSESSMENT
Developmental Objectives
1. The students will use sponges
effectively to paint the feathers on
their turkeys.

2. The students will refer to cue cards

for direction when necessary as they
complete the art activity.

Plan for Assessment

I will observe how the student uses the sponge to paint: dabs it on
paper, or wipes/smudges across paper with it. I will keep track of
which technique they initially use, and take note if they adjust their
technique based on indications around them, such as how their
peers paint with the sponge, or what the directions show to do.
I will try to pick up on if the student notices the cue cards, and
follows the instruction from them. If there is a lack of
understanding, I will point out the cue card and see if they figure
out what to do once the cards have been addressed. If there is still a
misunderstanding, I will explain the step in the process to them so
that they are confident about what they should do.

COLLECTION OF ASSESSMENT DATA

See attachment.
RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS
(Preschool)
K.3 The student will follow a sequence of steps used in creating works of art.
Page 1

Fall 2015
Sem I-ECED372

K.4 The student will create works of art that commemorate personal or community events.
K.7 The student will identify and use the following in works of art:
1. Colorred, blue, yellow, green, orange, violet, brown, black, white
2. Linestraight/curved, thick/thin, long/short, up/down/across
3. Shapecircle, square, triangle, rectangle, oval
4. Texturevisual, tactile
5. Patternoccurring naturally, made by people
K.8 The student will recognize that objects occupy space.
K.11 The student will use motor skills (e.g., pinching, pulling, squeezing, twisting, pounding, rolling,
folding, cutting, modeling, stamping) to create two-dimensional and three-dimensional works of art.

MATERIALS NEEDED
Paints (brown, red, orange, yellow, green, blue, purple)----- I will provide.
Sponges (one for each color)------------------------------------- I will provide.
Paper (to paint the turkey on)------------------------------------- I will provide.
Googly eyes--------------------------------------------------------- I will provide.
Orange paper (for nose and feet)--------------------------------- I will provide.
Glue------------------------------------------------------------------ Students provide.
PROCEDURE
PREPARATION OF THE LEARNING ENVIRONMENT
I will have a table designated for all craft materials (paper, paints, sponges, googly eyes, and glue).
The paints will each be on a separate paper plate with a sponge designated for each color. They will
be lined up next to each other across the length of the table. I will have 4-5 students come up at a
time to make their turkeys. They will each get a sheet of paper and a container of glue. There will be
googly eyes, beaks, and legs on the table for students to take. There will be cue cards set up in order
along the table, so students know what to do (first paint turkey body, then choose colors to sponge
paint the feathers on, and then glue googly eyes, beak, and legs). I will have another table designated
for finished crafts that students will bring their papers to while they dry.
INTRODUCTION AND ORGANIZATION
I will introduce the activity to the children by asking them about Thanksgiving. I will ask them what
they think of when they hear the word Thanksgiving, and listen to responses. If someone responds by
saying turkey, I will speak up and say, Yes! Turkey is a very important part of Thanksgiving. So
today we are going to paint our own turkeys! If the students dont come up with turkey on their
own, I will ask the question, Does anyone think of turkey when they think of Thanksgiving? I am
sure someone will respond yes, and then I will introduce that we are painting turkeys. I will ask if
anyone has ever painted a turkey before, and if anyone has ever sponge painted before. Then I will
introduce the concept of sponge painting. I will allow one table group to come up to the craft table at
a time, where I will give them paper and allow them to follow the cue cards and attempt to create
Page 2

Fall 2015
Sem I-ECED372

their turkeys. I will give guidance as needed, while allowing them to be creative in how they paint
their turkeys. While one group is painting turkeys, the rest of the class will be working on another
assignment, either something the teacher would like them to do, or I will give them a coloring
worksheet with an I am thankful for prompt that they can complete.
IMPLEMENTATION
While the students are at the craft table with me, I will re-introduce that they will be sponge painting
turkeys. I will ask if they know how to paint with a sponge, and allow them to explore the materials
on the table to see what they might like to incorporate in their turkey creations. If I see that students
are confused about how to use the sponges to paint, and are not picking up cues from the cue cards, I
will provide instruction through example about how sponges are typically used for painting. I will
show the technique and then allow students to try it on their own. I may ask specific students
questions along the way about their turkey (what colors they chose, if they like turkeys, if they are
looking forward to Thanksgiving, etc.). This will keep them engaged, and allow them to make a
stronger connection between the art activity and the time of year it is.
CLOSURE
I will have them gather on the carpet and ask them questions after they are finished with the craft.
These questions may include, Did you enjoy painting with sponges? What did you like about using
them/ what did you not like? Would you want to paint like this again? Are you excited for
Thanksgiving? What are you most excited about? To transition them to their next activity, I will
thank them for working with me and ask them to return to their seats, so that Mrs. Anderson can
introduce them to their next activity.
CLEAN-UP
I will have to throw out all paper plates used to hold paint. I will wipe down the table used for
painting. Once the paintings are dry and back with the students, I will wipe down the table that they
were drying on. I will close and put away my paints, and close and put glue back in its designated
area in the classroom. I will collect extra paper and googly eyes and pack them up with my paints.
DIFFERENTIATION
The worksheet I provide for students who are not painting will be very helpful. The coloring aspect
is a simpler task that students who might struggle with painting will be able to do on their own. The
writing aspect is more challenging for students who may be more advanced and get through coloring
and painting much faster. I will give more guidance if I see a student really struggling to paint their
turkeys or figure out the technique of sponge painting. If students need an additional challenge, I
might ask them to help struggling students learn the proper technique of sponge painting. This allows
the students to interact with one another, as well. For those with limited English language
proficiency, there will be clear pictures on the cue cards of what to do. I will you positive and
Page 3

Fall 2015
Sem I-ECED372

encouraging language to keep students confident and feeling proud of their artwork, especially if they
struggled to grasp the concepts involved.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
If students do not connect the ideas of Thanksgiving and turkey when I introduce the activity, it may
confuse them as to why we are painting turkeys. I can explain that turkey is a traditional part of
Thanksgiving dinner, and point out how turkeys have become a common decoration around this time
of year.
If students find the cue cards to be confusing rather than helpful, I may want to remove them
altogether and allow them to work more freely, or demonstrate the steps of the process in front of
them to make the concept clearer.
This lesson could potentially get very messy, if the painting gets out of hand, or if students become
restless and begin to goof off with the craft materials. I will try to avoid this by demonstrating proper
ways to handle the materials. Once a student finishes their painting, I will allow them to move it to
the drying table and return to their seat work, which will help prevent restless or bored students using
materials irresponsibly. If any student gets too out of hand, I will unfortunately have to request that
they return to their seat until they are able to respect the materials and activity.

Page 4