EDU 543 VAPA Lesson Plan

Lesson Name and Content Area

Grade Level: 6th Grade
Candidate Name: Sara Zaragoza
Locate a VAPA lesson plan on WWW and work backwards to fill out this lesson plan form. Fill out the student
information form at the end of this lesson plan to help you know your individual students. Download TPA 1
and 2 and use as a reference as you complete this lesson plan. This plan is intended to provide you with some
of the major skills and types of writing needed for completing TPA 1 and 2.
Learning about your students: Locate or develop an interest survey you could use to learn about your
students: Google interest surveys for elementary students and get ideas. Arts and PE are great areas of
the curriculum to learn more about the interests and attitudes of your students and helps you plan other
content area lessons.
Describe the students in this class: Use your fieldwork school for List potential high risk (type
information. (view their web site and find supporting information) of) students, issues, or
Include the following: anticipated difficulties with
Grade:6 engaging students in this
Average Age: 10-12 learning opportunity.
Boys
Girls Students who dislike art
SES level may not be engaged in the
Likes/dislikes lesson because they so not
General Background experience in this content area. see themselves as artists.
Types of learning opportunities needed for this group Students may have a fixed
Developmental needs of this group in grade:_______ mindset on the subject of
Any other specific information needed concerning the students who will be art and drawing. They may
engaged in this lesson. completely disregard the
Some students may be ELD students, special needs students and students with activity and draw a picture
behavior issues. that is not meeting the
criteria.
State Adopted Content Standard(s) How do these standards
List full Standard with grade level and standard number. integrate across the
curriculum?
Creative Expression: Each student will design and compose a picture that List /explain possible links:
conveys a specific emotion or feeling and recognize the use of emotion in a Language Arts: Students will
variety of artwork using crayons and/or pastels. VA Grade 6 2.5 have to write about their art
and explain the purpose
behind the techniques that
were used.
Math: Students will have to
measure out their drawing
to make sure that the
drawing fills up the whole
the page with a variety of
colors and patterns.
Science: Students will
experiment with different
colors in order to create the
color that best represents
their feeling or emotion.
Social Studies: Students will
learn the history behind
expressionist art form.
Academic learning goals (objectives) What specifically will
students be able to know
Students will be able to design and compose a picture that conveys a specific or do?
emotion through a variety of art technique that conveys a specific emotion or Students will be able to
feeling with 90% accuracy. reflect on a memory and
 use art to portray it.
They will also pick a
certain emotion that
they felt at the time and
find a way to express
their feelings through a
variety of techniques
such as the use of color,
strokes, background.
Materials, Technology, other Resources: Rationale: Why did you
select these materials?
Computer, construction paper, a wide variety of colors, pencils, rulers, I will use the computer
scissors, glue to model examples of
what the art should look
like. The students will
use the construction
paper and pencils to
create their drawing and
enhance the drawing
with color crayons or
pencils. They will also be
able to use scissors and
rulers if needed.

Assessment: What evidence of learning will you collect during this Why did you select this
lesson that will indicate the extent the students have completed the evidence of learning and
lesson goals? how will it show student
competence?
I will collect the students work at the end of the lesson I will make Students will show
sure that the student followed the directions that were given. They learning through
will also make use of a variety of colors to express their emotion and completing an art piece
explain it through a short description at the bottom of their project. I that reflects a memory
will also use a rubric that outlines the criteria that will how that the and the emotions that
student has completed the lesson goals. were felt. They will also
have time to write a
short description of the
piece by explaining why
they choose the color
and drawing and how it
represents the emotion.
If the student is able to
clearly explain their
piece and the rationale
behind the style then
they have completed the
lesson goal.

Instructional Strategies: What content specific instructional strategies are Rationale: Why did you
you using to teach this lesson? select these strategies?
I will use the modeling strategy to make sure that the students know what
their artwork should look like. I will also go through each model and ensure I chose to model for the
that they are aware of what colors they can use to express a particular kind of students because the art
emotion. Before the students begin their projects we will go through the model will be very personal and
and describe each model and the rationale behind the technique that was unique to their own
used. experience but they have
the chance to see what
others have done in history.
They will also be able to
visually see what the
emotions look like and how
they were portrayed. The
student will then be able to
 incorporate certain
techniques into their own
art project.

Student Learning Activities: Rationale: Why did you

List Activities and describe each of the teaching steps in the order that you will select these activities?
implement each step.
Activity One: The activity allows the
Step 1: Students will come in from recess and clear their desks. Once desk are student to put in what
completely clear I will turn the students attention to the board where they will they have learned from a
be shown three pictures that were created by expressionist artist. The students previous lesson to
will have the opportunity to go through each picture and talk to a friend about practice. The students
what emotion the artist was trying to convey. I will call on each table to give have learned about
me their answer. expressionist art and will
I will also make sure to review the correct vocabulary terms to express their now have the
feelings that were in the previous lesson on expressionism. opportunity to create
their own art like the
artist did. They will also
personalize each piece to
Step 2: After the students have analyzed each art piece and described each make it their own using
emotion, I will have the students begin to think about one important memory techniques that were
that they feel comfortable sharing. I will allow them to take some time and used by expressionist
think about the types of colors that they will use and the color of paper that artist.
they would like to choose for their art.

Step 3: I will begin calling students up by table to choose their color

construction paper and colors of choice and have them go back to their seats
and begin working individually. How will they help
students accomplish the
Step 4: I will take the opportunity to begin walking around and asking students lesson goal and
what they will be drawing and how they will be conveying their emotions of standard?
their memory. Students will have until lunch time to complete the art project. Students will accomplish the
They may also begin the writing portion of the project if the student has lesson goal and standard by
finished their art piece. creating an art piece and
explaining the emotion
Step 5: mat the end of the lesson students will turn in their projects along with portrayed through the use
the description of their project and be dismissed for lunch. of color and technique.

Student Work: Make the assignment/activity (use as a model). Explain how you will use
this work sample.
I will use the model of a few expressionist paintings that were created by I will use the sample to
expressionist artist in the 19th and 20th century. As a class we will analyze each show students how
painting and explain the rationale of the technique and colors that were used different emotions can
to create the picture. We will go through the be conveyed through the
use of color, texture and
expressions.
Student Grouping Rationale: Why did you
How will students be grouped during this lesson? Keep in mind that the select this type of
groupings may change during the lesson (ex. begin with whole group and then grouping (ex. whole
divide into small groups). group, small groups,
boys, girls, ELA/ELD)?
Students will be sitting at their assigned seats. During the lesson students will I have selected whole
be discussing the paintings with their table as sharing to the whole group. The group because the
students will then begin the assignment individually. The students may talk to students will be working
their neighbors throughout the activity but they may not move seats. on their own focusing on
the type of picture or
memory that they will be
drawing. I wanted the
students to work
individually because
some may have personal
 memories that they may
want to keep private.

Progress Monitoring of Student Learning: How will you monitor

how the students are
During the lesson I will make sure students are correctly identifying the doing with learning this
emotions that are being portrayed through the expressionist art that is lesson?
displayed on the board. I will make sure that every student is engaged an I will walk around and
participating. I will walk around and listen to the students discussions on the make sure that students
paintings that were displayed and note the students who are not participating. are on task. I will also
I will make sure that they are contributing to the discussion at their table. If the make sure that they are
student does not wish to participate during the lesson, I will give them an following the directions
alternate activity. that were given in order
to complete the
During the activity I will walk around and make sure that each student is on assignment with
task. I will also ask students what they will be creating and the emotion that accuracy by asking each
they will be using. I will also ask them how they plan on conveying that student what they will be
emotion and how they will use the techniques discussed in the previous lesson. drawing. If student is
unable to answer, I will
give students
suggestions that may
help them with the
emotion or memory that
they are trying to
convey.
Difficulties: List and explain the 2-3 difficulties or problems you anticipate Why do you think these
that all students might have with this content and these learning activities. might be potential
problems?
1. Students might not feel comfortable sharing their memories with other
students because it may be an experience that they do not want to talk Each student will choose
about. a different memory to
2. Students will have a fixed mindset about creative expression and feel convey. Some feel
that they are not good at art. completely comfortable
with talking about
Explain how you will solve these problems so all students will learn to full personal issues while
potential. some may not. It
depends on the situation
1. I will stress that these projects will be displayed on the board. Students need and the emotion. In any
to pick a memory that they will feel comfortable displaying. I will also stress content area, some
the importance of personal space and how certain students may not want to students feel that
talk about their art and as peers we should respect that decision. certain areas are their
2. I will encourage each student to try their best. I will also stress that we are strength areas and
not all artist but we all know how to express our creativity. Everyone is unique others feel like they are
with several different talents, we have to try our best and put in the most effort not capable of
at everything we are assigned to do. I will not be grading on how pretty it looks completing the task
but I will be making sure that you are able to explain your piece and the because it is not their
rationale behind the techniques that were used. strength area.

Adaptations: List steps that you could take to ensure learning for specific students experiencing these
difficulties in the spaces below.
ELD Learner: Rationale:

Strengths: The ELD learner may be able to see the painting and come up with The ELD learner may not
their own emotion that is being portrayed. understand the emotions
that are being discussed
Weaknesses: The ELD learner is able to visually see the colors and lines that in the lesson. I will make
were used in each painting but may not be able to distinguish the emotion sure that the partner
portrayed explains what the class
is discussing and the
Your intervention or adaptation: rationale behind it. The
I will have the ELD learner pair up with one of the students who he or she feels ELD learner might not
comfortable with. I will have the student answer any question that the ELD also feel comfortable
learner may not understand. talking to the teacher
about their work and find
it easier to share with a
peer.
Special Needs Learner: Rationale:
Strengths: The special needs learner may be able to tackle the creative aspect
of the assignment. Special needs learners
may need one on one
Weaknesses: The student may not be able to identify an emotion that they are help to have someone
trying to convey. easily accessible for any
questions that they
Your intervention or adaptation: might have. Special
After walking around and seeing the students works and asking them about needs learners often
their work, I will work one on one with the special needs learner to help them complete the assignment
express their emotion through colors and techniques. but they may not be able
to complete the learning
objective.
Student with Behavior Issues: Rationale:
Strengths: They are able to understand the assignment and the lesson that
was discussed. Art is meant to be a fun
activity that can
Weaknesses: Students with behavior issues may not want to complete the incorporate several
assignment because they think it is boring or a waste of time. different content areas
in one lesson but
students may see it as a
Your intervention or adaptation: waste of time. They can
Students who do not wish to complete the assignment or follow the directions so the same lesson in a
will be assigned an alternate activity. form that does not allow
them to use creative
expression. The student
can complete worksheets
or unfinished work.

Reflection: What have you learned about planning instruction for a diverse student population in this content
area?
When it comes to planning for a diverse student population in this content area it is important to identify their
familiarity with social language. Some students may not be able to identify emotions the way it is identified in
our particular language. I t is important for students to feel comfortable when it comes to creative expression
because it may not be something that they feel comfortable sharing with adults or peers.

What area of this instructional plan was easy to complete?

Yes, the assignment involves creative expression. At the 6th grade level students like to be creative and take
their own direction instead of following very specific guidelines. I think that the class would have a lot of fun
with this activity because it allows the students to experience a certain level of freedom in their education.

What area will you need more knowledge/skill in order to do the task well?

I will need more knowledge on interventions and adaptations with students with special needs. Some students
may not completely understand the assignment and fail to reach the objective. I would like to learn about
different accommodations for special needs students when it comes to assignments with very little guidance
and more creative expression.

Use form below for finding out about your students prior to planning
your lessons/fieldwork
Skill needed for TPA 1 and 2
Getting to know your students - Work Backwards: What questions can you ask to
get the information in this case study? Turn each statement into a question and
provide a source or a person you could ask to get this information.
Chan is a 10-year-old fourth-grade English learner. He is from Cambodia and lives with a single mother, two younger
brothers, and a baby sister. His mother works long hours and is often not home when he returns from school. His extended
family in the United States includes one aunt and two grown cousins and his grandparents. Chans family immigrated to
the United States two years ago. His written Cambodian language is mostly forgotten, but he is to communicate with his
family orally.
Chan reads English two years below grade level. He has difficulty using correct grammar when writing or speaking. Chan
is a happy and social boy who enjoys friends. He is well liked and works well in small groups. He is seldom or never
absent from school. The CELDT results indicate an overall score in the beginner to early intermediate range, and he has
been identified as an English learner.

Question 1: How old is Chan? Who would you ask? Or what source would you
check?
Refer to Chans school profile for DOB
2. What grade is Chan in? I would ask Chans parents, the principal or refer
to Chans school file.
3. Do his two younger brothers know English? I would ask the mother.
4. What time is homework completed? Ask Chan
5.Who takes care of Chan? Ask Chan, mother, younger brothers
6.Wat language is spoken in the home? Ask Chan or mother
7.How did Chan do in third grade? Refer to previous teacher and mother or
additional caregivers
8.How much practice did Chan get with writing or Refer to previous teachers and mother or
speaking? additional caregivers
9. Has Chan made friends in the classroom? Ask students, previous teacher, mother, campus
supervisors
10.How much English is practiced outside of school? Ask mother, students, Chan
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