Lesson Plan Format for

Specially Designed Academic Instruction in English (SDAIE)

with SIOP Elements

Grade/Class/Subject: Kindergarten Teacher: Hali Crow

Time/Duration of the lesson: 45 minutes

English Language Proficiency of Students: Native English Speakers, Emerging EL students, and Expanding
EL students.

Standards:
1.1 Recognize and describe simple patterns found in the environment and works of art.
1.3 Identify the elements of art (line, color, shape/form, texture, value, space) in the environment and in works of
art, emphasizing line, color, and shape/form.
4.1 Discuss their own works of art, using appropriate art vocabulary (e.g., color, shape/ form, texture).

Unit/Theme: The unit is “Black History Month: Be Brave Enough to Be Kind.” Students are learning about
important figures in the Civil Rights movement. They are learning that these activists have made a difference by
being brave. Their bravery has shaped the country that they live in today. Today, America celebrates many different
cultures and the accomplishments of individuals from those cultures. Black History Month is the celebration of
African-American individuals and their accomplishments in America. This lesson will extend this by having
students explore the style of a famous African-American artist, Alma Thomas.

Lesson Topic:
The topic for this art lesson is abstract art. Particularly, students will be exploring the style of African-
American artist, Alma Thomas.

Objectives: You must include content objectives and language objectives as indicated below.

Content: Students will understand the concepts organic and abstract. They will be able to compare
geometric shapes that they already are familiar with to organic shapes that they will create with construction paper.
They will be able to create a radial design. They will be able to identify shapes/forms and patterns in their peers’
work, as well as in artist, Alma Thomas’, work. They will know that Alma Thomas is an African-American artist
who used an abstract style in her artwork. Her work was shown at the White House.

Language: Students will be able to verbally name shapes, lines and colors. They will identify these
elements of art within pieces observed within the classroom. They will be able to use sentence frames to describe
their peers’ work or their own work. They will compare pieces of art that their classmates have made. They will be
able to name similarities in their own work to Alma Thomas.

Assessment:
I will use informal assessment. I will ask students what they see in order to assess whether if they are connecting to
the material and understand the concepts. I will use the practice piece as a formal assessment to see if they
understand the idea of a radial design or straight lines.

Key Vocabulary: shapes, color, line, abstract, squares, triangles, rectangles, circles, organic, pattern, radial, Alma
Thomas.
Supplementary Materials: colored construction paper, picture of a garden, glue, story-book images, images of
Abstract designs, whiteboard, whiteboard markers, and flowers.
Technology in Support of Learning:
Document viewer, projector, and Youtube.
Anticipated Misunderstandings/Difficulties:
Students may have a difficult time understanding the new vocabulary, especially organic.
Element
Describe what will happen.
Introduce the Lesson:
I will use the document viewer to show students different
types of flowers. I will show them a sunflower. I will ask
them what they notice about it. I will show them how there is
a center point and the petals come out from the middle. This
is radial. I will show them a rose and ask them if they can
see the middle of the rose, as well, and how its petals grow
outward.
I will ask them if they see any shapes that we have seen in
class, such as triangles, circles, or rectangles in the flowers. I
will ask them if these types of shapes are different from what
we see in flowers. Are there still lines? What kinds of lines
do they see?
I will ask them to close their eyes and imagine a garden. I
ask them what kinds of colors they see. What do we see in
the sky? Does the sun have a center point like the sunflower?
Can they imagine rows of flowers? Do they make straight
lines?
I show them a real picture of a garden on the projector and
ask them what they notice.
I am assessing them here for understanding of color and line.
I also want them to notice that the shapes outside in the
garden are different than shapes we talk about in class. I
want them to notice the types of flowers and the way that
flowers often have a radial design with a center point that
expands outwards.
Rationale
Why did you choose to do it this way?
Using a real-life object, such as the flowers is a
way to help students connect with a concept.
They can see a real object and understand the
idea of “radial”, when pointing out that there is a
center with shapes around it. I already begin
using the language of the lesson, so students
begin to become familiar with the words.
Prompting these ideas of shapes that are different
than circles and rectangles, prepares students for
the idea of organic, which will come in the next
steps of the lesson. It also may be an idea that
naturally comes from the students. They may
naturally notice “swirly” shapes in a rose. They
will create their own language around these
organic shapes.
Using visualization helps the students create a
mental image of a garden which will help them
relate to the ideas that are being introduced. They
can easily imagine a sun. They may notice that it
is similar to a sunflower. The rays of the sun
come out from a center point, much like the
petals of the sunflower.
Using a 2-D picture, provides another level of
conceptualization for the students. They can view
an image they may be familiar with—a garden.
They can look for the ideas they already
visualized and saw in the 3-D object.
All of these steps prepare the students for the
ideas of radial and organic, which will come next.
They are also becoming inspired by the nature
images for their art. This also provides authentic
assessment in gauging whether students are ready
for the next steps—using a variety of images to
prompt students helps in knowing if they
understand.
Develop Understandings (Instruction):
I will tell students to repeat after me: Abstract. I write this
word on the board. When a work is abstract, it uses lots of
different lines and shapes, but do not make a “real-life”
picture. I will write this word on the board and ask students
for some examples of shapes and lines that they know. I am
looking for them to identify straight lines, curved lines, zig-
zag lines. I will call out each as they say them and draw a
picture of each on the board with the name of each
underneath. I will do the same when I ask them to name
shapes, such as rectangles, squares, and triangles.
I will show them a picture from a story book, on the
document viewer, and explain that these are “real-life”
pictures. They can see people and animals doing activities.
The peoples’ skin colors are real-life skin tones. The animals
have real fur colors. I may point out other real-life colors. I
compare this to the real photo they saw of the garden.
I will show them an example of an abstract art piece and ask
them if the notice any shapes in this picture. I will ask if they
see any people or animals or places in the abstract piece. If
they do, I will ask if they look like real-life people or
animals? Are cats really green? Do they have zig-zags for
noses? I am looking for them to notice that a “real-life”
picture is one that they may usually see in stories with
images that they can recognize. But, an abstract picture may
only be shapes and lines. It may look like something real but
does not have real-life characteristics.
I will then introduce the idea of an organic shape. I will have
students repeat after me: Organic. I write the word on the
board. I will explain that an organic shape is one that isn’t
quite a circle, square, rectangle, or triangle. It may not be any
of those at all. On a document viewer, I will take colored
construction paper and rip it. I will ask students what shapes
the ripped pieces of paper look like. I may ask if students
notice they look round like a circle or if they look like a
rectangle.
I will refer back to the images of the geometric shapes that
students called out and explain that shapes that look like
these but are not exactly the same are organic. Sometimes we
may rip our paper and it does not look like any of these
shapes at all. I may show an example of a ripped piece of
paper that has a more abstract, non-geometric shape.
Practice/Application:
I will explain that students will make their own abstract
works of art with a garden in mind. They will be able to
make a radial design.
I will first model how students may begin doing this. I will
show students, on the document viewer, that I have different
colored construction paper. I will remind them how I ripped
Two of the main ideas for this lesson will be
abstract art and organic shape. I have students
repeat these words so that they have a kinesthetic
connection with them. They physically are saying
them. They may be more likely to remember
them. They are also able to hear the word. They
are also able to see the written form.
I also give a comparison with visuals using a
story-book, which is something they are familiar
with. I show a comparison of “real-life” pictures
or images to “abstract” art. I also start asking
them to name lines and shapes to see their
familiarity with these ideas. I draw them so
students can recall what they are. I write the
name to create a written connection with the
images. I say them as I write them so students
know which shape or line I am referring to. This
offers both visual and auditory styles of learning.
I introduce organic shapes in comparison to what
they already know, which may help them
understand this new concept. If they already
know what a rectangle is, they will understand
what it means when an organic shape is almost a
rectangle. They will also know that an organic
shape might not look like any of the shapes that
they know.
I model each step on the document viewer so that
students can watch how I rip my pieces. This may
prevent students from ripping their papers too
small or too large. This will give them an idea of
how to rip their papers. Modelling my thought-
process will also help them when they go back to
do their own work. They will know what
questions to ask themselves—Do I want to make
a pattern or use random colors? Do I want to
some earlier to make organic shapes. I will take one of the
already ripped pieces. I will show students that I want to
make a circular shape with mine that starts with a point in the
middle and goes outward. This is called radial. I place the
ripped piece in the middle and explain that is the center of
my radial piece. (I show them that I only used a small dot of
glue for my piece and that I only need a small dot of glue for
all of my pieces.) Then, I want to make a pattern with mine. I
begin making a ring of red pieces around the center of my
radial design and explain the options they may consider, as I
do this. I explain that I may use all blue next, then repeat my
pattern. Or, I may decide to make a pattern of rainbow
colors. I may decide to use orange pieces after my red and
continue making a rainbow pattern until I fill up my whole
paper.
Each student will receive different colored construction
paper. They will rip their pieces in organic shapes. They will
glue them to a background to make their own radial design
with patterns.
Wrap-up:
I will ask students to share some of their designs. I will
explain that we may not be able to share all of the designs. I
will ask volunteers to come up with their designs. I will have
them hold up their piece, while I prompt their peers to
consider their work.
I will provide the sentence frame, “I see...”
I will ask what sorts of shapes they see—I want to see if they
are able to recall the word organic.
I will ask them to notice if these organic shapes look like
ones they know such as triangles, rectangles, or circles.
I will ask them to notice any patterns in their peers’ work.
For instance, “I see the pattern red, blue, red, blue” or “I see
a rainbow pattern.”
I will ask them the colors that they see.
I will ask the student about their own piece, as well. I will
ask them what they thought of when making their piece. For
example, “When I was making my piece, I thought of
flowers from the garden/the sky/the rainbow.”
I will put up each piece that we discuss in front of the class. I
will ask the whole group to notice similarities and
differences. I am looking for them to use the language we
talked about. “I see that they all have organic shapes” or “I
see that this one has a pattern.”
I will connect back to the unit theme by introducing Alma
Thomas, an African-American abstract artist. I will post a
picture of Alma Thomas on the whiteboard. I will explain
make a rainbow? I am also modelling the
language as I do this, using the key words,
abstract and organic. I also introduce this idea of
radial, while I physically model what radial
means.
Alma Thomas uses watercolor primarily. I want
the students to use construction paper because
they may be more likely to mix colors using
watercolor. They will have more control of size,
shape, and color using the construction paper.
I use this concept of a garden so students can
later connect it to Alma Thomas’ inspiration, as
well, which was her own garden.
Sharing the designs helps engage the students. It
also offers appreciation for the work they have
done. Students who may not usually speak in
class, who are proud of their work, may want to
share now.
Letting students know that they won’t all get to
share prepares them in case they wanted to share,
but do not get called on today.
Using the sentence frame, “I see…” gives
students a reference point for the expectations
when they share. It may also help provide a
context for English Learners.
Giving prompts will help students know what to
look for. They will know to look for comparisons
to shapes. Using the language, such as “organic,”
will prompt the students to, as well.
I ask the student about their own piece to allow
them to share their own ideas. They are also able
to use a sentence prompt which again, helps
guide the student when answering. For an English
Learner, this may be particularly helpful if they
are sharing their thoughts about their piece.
When I ask students to compare their peers’
work, this allows them to see the variety within
the classroom. This also continues their practice
of the language used within the lesson.
I introduce Alma Thomas at this point. I
introduce her now so students can see that the
work they did is something that a famous artist
has done, as well. I use a picture of her so
students can have a visual connection.
that Alma Thomas was inspired by her garden, just like they
thought of gardens or the outdoors before working on their
own art. I will ask them if they thought of colors and shapes
that they saw in the flowers when they made their radial
designs. What are some similar objects that they see in a
garden that they can see in their own work?
I will play this video: https://youtu.be/uvYVShZ0UZM. It is
called “Alma Thomas, Kinder T.” I will stop the video
before she shows her own demonstration of a “radial” design
using watercolors.
I will pause at examples of Alma Thomas’ art. I may ask
students if they notice similarities between their work and
Alma Thomas’ work. I will ask them what they see in Alma
Thomas’ art. Do they see lines? What colors do they see?
I may point out specific elements that I want them to notice,
such as lines in a landscape painting.
I will remind them that even though our work is abstract it
reminds us of real-life images.
Extension:
After viewing Alma Thomas’ work, I may later have
students work on another design inspired by this style. For
instance, I may have students make straight lines like the
video showed and described as “rows of flowers.”
They can make straight lines across their paper with their
ripped pieces of paper. They can make patterns with different
colors.
I may introduce students to other abstract artists, as well. I
may compare and contrast the images in these styles. For
instance, some artists use shapes we talk about in class
(triangles, squares, etc.), but some artists use organic shapes,
such as Alma Thomas.
I may have students make abstract art with geometric shapes.
Differentiating Instruction for EL focus student:
(Describe the challenges and ELD goals of this EL student.
What will you do specifically support this student for this
lesson?)
There are so many art vocabulary terms being used within
this lesson. Writing the words clearly on flashcards with
images of each may be useful when the ideas are brought up.
For instance, I could make a flashcard that has an image of a
radial design on it so the student can understand what radial
means. For instance, a picture of a target could work.
I use this video because it gives description of the
terms, such as radial. This provides further
background on the content. It also shows lots of
examples of her work, which will show students
that their work is similar to hers. They can also
see that they used the same inspiration. The video
talks about Alma Thomas being inspired by her
garden, too. It also talks about Alma Thomas’
accomplishments. She had her art shown at the
White House. Students are learning about Black
History Month as a time to celebrate
accomplishments of African-Americans—this is
a great accomplishment.
After seeing the artists’ work, now they will be
more familiar with the style. They will feel more
confident about the idea of abstract work. They
already practiced making patterns with their
radial design, so they will be ready to make
patterns with straight lines across the page.
Comparing other abstract artists to the style of
Alma Thomas, will allow students to practice
their understanding of geometric shapes versus
this new idea of organic shape.
(How do your choices support this student?)
Providing as many contexts as possible with new
vocabulary will help the student understand the
concepts. I will use images, in particular, because
they will create a visual connection with the
words. I will read each word as it is introduced,
so they also can hear the sound of the word. Most
students at this age are just learning how to read.
Using a combination of modalities will help the
student understand a written phrase.
I may even begin using the vocabulary before the lesson. I
may start using the language of the lesson in other contexts
so that all the students are prepared.
Differentiating Instruction for a focus student with
Special Needs:
Perhaps if a student has difficulty focusing, I may check-in
with the student as they do their work. I may ask them
prompts if they are talking to other students or disengaged. I
may encourage them when they are focused on their work. I
may also repeat my directions a few times before allowing
students to begin their work. I may even ask the whole group
to repeat what is expected. For instance, a mantra could be
“Start from the middle. Form a pattern.” I may ask individual
students to remind everyone what the steps are. I may stand
near this student while they are working.
(What will you do for those students who already "get it"
and need to be challenged in different ways?)
If a student already “gets it”, the challenge could be writing
about their piece. I would print out sentence starters that the
students could trace such as, “When I was working on my
piece, I thought of...” Then, students could write what they
thought of. This could be pasted to the back of their work.
If I begin to use the vocabulary in some way
before the lesson, this will help the student have
less misunderstandings around these new words.
If I point out that a design in the classroom looks
radial, the student will already have some idea of
this word before this lesson. This will provide the
student with more familiarity and a less affective
factor. The student may be willing to speak about
what a radial design is if they have this prior
knowledge. The student will be more engaged if
they are able to relate with this lesson.
(How do your choices support this student?)
If a student needs help staying on task, being
nearby will act as a physical reminder that there
is a task that needs to be completed. It also
reminds them that I am here for assistance.
Prompting them is another way to keep engaging
them in the ideas. It also takes them away from
other distractions, such as conversations. If this
student has trouble focusing, they may need to
hear the directions a couple times. Repeating
them and making sure everyone is clear on these,
will ensure that the student understands what is
expected. They are less likely to become
distracted if they know what is expected from
them. Using positive affirmations about the
students work or the way they are doing their
work will continue to encourage positive
behavior.
Alma Thomas had her own inspirations. Asking
students to write about what inspired them or what
their art reminds them of connects to this. The
challenge of writing creates a language element to
their art. They are now expressing themselves and
their ideas about their experience in words. This
may take some time to reflect on, using
intrapersonal intelligence. It will also take time to
compose. Students will have to sound out their
spelling for some words.