WVSU LESSON PLAN FORMAT (Updated 1/13)

Teacher Candidate: Rachael Sherman-White

Date: March 21, 2016
School: Anne Bailey Elementary
Grade/Subject: 4th/Art & Language Arts
Unit Topic
Lesson Topic: Aboriginal Art: illustrating and writing short stories, creating an iMovie
Lesson 1, Lesson 2, or Lesson 3, Lesson 4
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
1. Students will create an Aboriginal dot painting.
2. Students will generate a dot painting about current events.
3. Students will write a short story to interpret their Aboriginal dot painting.
4. Students will create an iMovie featuring their dot art painting and their short
story.
WV CSOS
1. VA.O.4.4.03: Students will create art that reflects a style of a culture from
history, e.g., Egyptian masks, totem poles, sumi brush painting, aboriginal
dot painting.
2. VA.O.4.4.04: Students will create art depicting a current event.
3. ELA.4.W.C10.3: Students will produce clear coherent writing in which the
development and organization are appropriate to task, purpose and
audience.
4. ISTE 1. Students demonstrate creative thinking, construct knowledge, and
develop innovative products and processes using technology.
NATIONAL STANDARDS
12. Students use spoken, written, and visual language to accomplish their own
purposes (e.g., for learning, enjoyment, persuasion, and the exchange of
information).
MANAGEMENT FRAMEWORK
Overall Time: 60 minutes.
Time Frame: 5 minute introduction
7 minutes watch movie about Aborigine people and dot art
creation.
3 minutes - discussion of movie while teaching students about
creating their own unique
illustrations to create their dot art pictures.
15- minutes of creating the dot art pictures.

15 - minutes of writing short story.

10 minutes of recording iMovies as a group.
5 minutes of playing iMovies for students to review.

STRATEGIES: Lecture, watch a short video, use of whiteboard to demonstrate

creation of an illustration, write a short story, teacher led story telling example,
record your story while displaying your picture on the iPad. Share the video with
your class.
DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
Students will be placed in groups with heterozygous academic ability so that slow
learners and regular learners will be able to complete the assignments successfully.
Visual learners will be addressed by showing 5 examples of dot art. Auditory
learners will be addressed by listening to the lecture and by listening to the video.
Kinesthetic learners will be addressed by creating an original Aboriginal painting for
themselves. All learners will be served by me circulating the room to see if they
need additional help. All students will benefit from the writing practice by creating
a short story to go along with their illustration. Advanced learners will be served by
creating an additional illustration and by writing a song to go with the second
illustration.
PROCEDURES: Introduction: Say, Has anyone heard of the Aborigine people?
Can you tell me where they are from? (The Aborigine people are the indigenous
people of Australia.) Listen to students answers and shape what they say to gear
them towards the correct answer.
PROCEDURES: Body: Play video, Aboriginal Art Home Art Studio about the
Aborigine people and the dot art they created in caves. After the movie: discuss the
video by explaining that the Aborigine people were trying to communicate through
their dot art. Go to the white board with a good set of dry erase markers. Create
an illustration of a turtle by drawing a large oval. Then add the legs which resemble
leaves. Next add the head (it will look like an uppercase U and a tail that will
resemble a triangle. After the turtle has been drawn, show the students how to
place dots on the turtle on the board first and then show them on a piece of paper.
Pass out construction paper and instruct students in creating their focal point it can
be either an animal or an object. Pass out paint and Q-tips and instruct the students
to share.
Closure: Review with students that the Aborigine people were the native
Australians. The Aborigine people created works of art by using dots to create a
picture. Often times these pictures were drawn to relate a message to others who
came to the area such as where the water hole was, which animals were found in
the area, and where the people gathered. Finally remind them that the Aborigine
people still are around today living and creating their dot art for all the world to
enjoy.
ASSESSMENT: Diagnostic-ask students who the Aborigine people were and ask
them where they are from.

ASSESSMENT: Formative- Have students create an Aboriginal dot painting. Have

the students create a short story to explain their dot painting. (At least a
paragraph.)
ASSESSMENT: Summative- Have the students record an iMovie which features
their art work and them reading their story. Have them share the videos with the
class.
MATERIALS: Plastic table cloths, paper plates, construction paper, red, yellow,
blue, white, and black paint, 10 Q-tips per child, pencils, erasers, lined paper-for
story creation, and iPads.
EXTENDED ACTIVITIES
If Student Finishes Early-then that student will be the first to record their iMovie. If
time remains, then they may work on the computer or read a book. If they enjoyed
creating the dot art picture, then they may create another one.
If Lesson Finishes Early-have the children provide positive feedback to their peers
concerning their presentations make sure the atmosphere is positive, no put downs.
If Technology Fails-I have backup creations of dot art in my folder. Explain that the
Aboriginal people were the native people of Australia just like the Native American
Indians were here in the USA before the Europeans. Tell them that the Aborigine
people would draw pictures of animals, water, people, gathering places, the sun, the
rain, fire in hopes of communicating a message through their pictures. Today the
class is going to create their own Aboriginal dot art paintings and they are going to
write a short story (at least 1 paragraph) about their painting. The students will
create an iMovie to display their painting and read their stories. The class will
provide positive feedback for their classmates. Lead the way by offering a praise
and a constructive criticism in a very kind way.
POST-TEACHING
Reflections
Data Based Decision Making

Rubric for Aboriginal Art: Illustrating, writing short stories and creating an
iMovie
Name______________________________________
Date_____________
Dot Art Illustration
Description of
Excellent
Acceptable
Needs
Activity
10-9 points
8-7
Improvement
6-1
Drew a sketch
All parts of the
70% - 80% of the
60% or less of the
outline that was
illustration relate
parts relate to the
of the parts relate
proportional.
to the whole.
whole.
to the whole.
Used dots and/or
Illustration is
Illustration is at
Illustration is
symbols are used
completely
least 70% - 80%
composed 60% or
to create
composed of dots
comprised of dots
less in dots and/or
illustration.
and/or symbols.
and/or symbols.
symbols.
Clear focal point
The visual place of The visual place of The visual place of
with regard to
interest is placed
interest is placed
interest is placed
visual space.
at an optimal
appropriately with appropriately with
distance between
respect to the
respect to the
other elements.
distance 70% distance of 60% or
80% of all
less of all
elements.
elements.
Creative variety
Illustration reflects Illustration reflects Illustration reflects
and balance.
differences in
differences in
differences in
color, lines, and
color, lines, and
color, lines, and
shape.
shape with respect shape with respect
to 70% - 80% of
to 60% or less of
the whole.
the whole.
Total Points for Dot Art Illustration______/40
Description of

Short Story
Excellent
Acceptable

Needs

Activity

10-9 points

8-7

Ideas.

Prose provides a
complete and
clear connection
to the illustration.

Length of story.

Story consists of 5
or more
sentences.
All sentences
begin with a
capital letter and
end with the
appropriate
punctuation.

Prose provides
some connection
to the illustration
but omits certain
parts.
Story consists of 4
sentences.
4 or more
sentences begin
with a capital
letter and end with
appropriate
punctuation.

Story consists of 3
or fewer
sentences.
3 or less
sentences begin
with a capital
letter and end with
or without
punctuation.

All words are

spelled correctly.

3 or fewer words
are misspelled.

4 or more words
are misspelled.

Sentence
structure.

Spelling.

Improvement
6-1
Prose makes no
connection to the
illustration.

Total Points for Short Story_____/40

Rubric for Aboriginal Art: Illustrating, writing short stories and creating an
iMovie
2
iMovie
Description of
Activity

Excellent
10-9 points

Acceptable
8-7

Presented
illustration in
iMovie.

Illustration is
displayed in full
view of iMovie for
10 seconds.

Illustration is
displayed in full
view of iMovie for
7-8 seconds.

Spoke in a clear,
well projected
voice.

Illustrator/Author
spoke about the
illustration with a
clear, well
projected voice
throughout the
entire
presentation.

Illustrator/Author
spoke with a
mostly clear, well
projected voice
throughout the
entire
presentation.

Total Points for iMovie_____/20

Needs
Improvement
6-1
Illustration is
displayed in full or
partial view of
IMovie for 6
seconds or less.
Illustrator/Author
spoke but could
not be understood
throughout the
entire
presentation.