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Wayne State University-College of Education

Lesson Plan Format


Teacher: Katrina Case

Date: January 25, 2016

Setting:

Classroom
School: Beacon Tree Elementary

District: Utica Community

Schools
Grade Level: 2

Topic/Unit: Visual Thinking

Strategies(VTS)
Lesson Title: Theme of Art

Core Subject: English Language Arts

Integration: Art
Demographics

I.

II.

50% of students are male


50 % of students are female
100% of students are reading at grade level
No students have an IEP
Content
Students will be able to write a short paragraph (four sentences) about the
piece of art they viewed on the smart board. The students will answer:
-What is going on in this picture
-What do you see that makes you say that?
-What more can we find?
Students will be able to participate in a grand conversation in which they
discuss the three questions listed above.
Students will be able to fill out an exit ticket in which they explain their likes
and dislikes of the lesson.
Students will be able to draw their own picture, which will be given to
another student to use VTS.
Students will be able to write a few sentences about another students
artwork. Students will write what they believe the picture is about.
Benchmarks
Students will be able to write a short paragraph (four sentences) using
correct punctuation, spelling and no I sentences to explain whats
happening in a picture.
Visual Arts GLCEs
ART.VA.III.2.5 Reflect on how art expresses ideas, feelings, and

opinions.

Common Core State Standards


CCSS.ELA-LITERACY.W.2.8
Recall information from experiences or gather information from
provided sources to
answer a question.
CCSS.ELA-LITERACY.SL.2.1.A
Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways,
listening to others with care, speaking one at a time
about the topics and texts under
discussion).
CCSS.ELA-LITERACY.SL.2.2
Recount or describe key ideas or details from a text read aloud or
information
presented orally or through other media.
CCSS.ELA-LITERACY.L.2.3
Use knowledge of language and its conventions when writing,
speaking, reading, or
listening.
III.

Learning Resources and Materials


Teacher materials:
Smart board
Pointer
Computer
Arts connected.org
Student materials:
One pencil per student
One VTS worksheet per student
One Exit Ticket per student
One plain white paper per student
One crayon box/colored pencils per student
Development of Lesson

IV.

Pre-Teaching Activities-Classroom modification:


The classroom is set up in a way that encourages students to work
together. The students will need to move to the carpet for this lesson.
The classroom setting does not need to be modified for this lesson.
The students materials will need to be passed out before the lesson
begins to ensure that there are no disruptions and students can get to
work immediately after being sent back to their desks. Based off the
classroom management already put in place students will know not to
touch materials until told to do so.

Introduction
Students will be called to the carpet and the strategy for getting student
attention will be used.

1.
2.

3.

4.

Today we are going to be looking at different artwork and determine what


the theme of the artwork is. Im going to ask you a few questions about the
art and I want you to answer the best that you can. I want everyone to
understand that no answer is wrong.
Methods/Procedures
Teacher will explain to students that they are going to have thirty seconds to
look at the picture on the Smart board and then we are going to discuss it as
a class.
Teacher will guide students through a discussion about three pictures asking
the same questions each time:
What is going on in the picture?
What do you see that makes you say that?
What more can we find?
The instructions will be reviewed for all lesson components to ensure that
students know what is expected. After completing three VTS as a class the
students will be asked to complete one independently. Students will look at
the picture for as long as needed and then head to their desks to complete a
short write-up (4 sentences) of the last picture.
Lastly, students will be asked to fill out an exit ticket before heading to lunch.

Student Work Period

Students are working on their four sentences independently.


As students are working the teacher will be walking around
asking open-ended questions about what they are writing, the
pictures they have seen, and what they have drawn.
If it is clear that students are having a hard time with the lesson
the teacher will redirect the students attention to clarify any
information.

Accommodations/Adaptations

Students will be working independently, but they are allowed to speak


with peers and ask for assistance.
All student expectations will be based off student ability, which Is
determined by an IEP (if applicable)
Students will be expected to work at their zone of proximal
development. The teacher will provide scaffolding to each student as
she walks around the room.
Students will be allowed to put up a personal office space (A folder that
blocks them from other students) if they want to work in solicitude.

Assessment/Evaluation

Students will be assessed on their four sentences they will turn in about
picture four and the exit ticket they turn in at the end of the lesson.

V.

Closure

At the end of the ELA course period the teacher will call students back
together.
The class session will be reviewed and students will be asked to make
their own drawings during centers. The students will be told that the
following day they will be given a classmates artwork and will have to
guess what the picture is about.
Students will be asked to fill out a short exit ticket (Appendix A), which will
be used as an assessment tool.

VI.
Appendix*
Exit Ticket
Instructions for write up
http://www.artsconnected.org/collection/98482/images-for-visual-thinkingstrategies-vts-discussions

VII.

Reflection
I must say that this lesson reflects my best work. The GLCEs and CCSS were
supported and reflected in the work that the students turned in for
assessment. I feel that the whole group section of this lesson was incredibly
engaging and went very well.
If I were to teach this lesson again I would honestly not change a thing. The
exit ticket proved that the children truly enjoyed the lesson and many did not
have any negative complaints.
After this lesson was taught it would not be put to rest. I would extend the
lesson to allow for more opportunities to explore different genres. This lesson
can be taken down many avenues and I am very pleased with it.

Appendix A
Name: _________________________________

Today in class I learned to use Visual Thinking Strategies.


My favorite part of todays lesson
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

Something that I did not like about the lesson


___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

Appendix B
Name: ______________________________________________________

VTS (Visual Thinking Strategies)


Now it is your turn to write about the picture on the Smart board.
Remember, we are trying to find what is going on in the picture. Look from
top to bottom and side to side! The paper you turn in should have 4
sentences, punctuation, and capital letters.

___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

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