Common Core Aligned Lesson Plan Template

Subject(s): Visual Arts

Grade: 1

Teacher(s): Miss Kwiatek

Part I GOALS AND STANDARDS
1. Common Core Learning Standard(s) Addressed:
1.VA.1.3 Identify the elements of art in objects in nature, in the environment, and in works of art, emphasizing line,
color, shape/form, and texture.
2. ELD and State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):
ELD 1.A.1. Exchanging information and ideas with others through oral collaborative conversations on a range of social
and academic topics
3. Learning Objective: (What will students know & be able to do as a result of this
lesson?)

Students will collaboratively identify balance, color and shape in various works of
art.

STUDENT-FRIENDLY
TRANSLATION
I will be able to practice
contributing ideas in order to
identify balance, color, and
shapes in works of art.

4. Language Objective(s): (What is the type of language that EL's will need to learn and use in order to accomplish the goals
of the lesson? Ex) Reading, Writing, Listening, Speaking, Academic vocabulary, Language functions, Language Learning
Strategies)

ELs as well as EOs will need to understand the academic vocabulary used in this lesson. The words balance, color,
and shape will therefore be explained in great detail.
5. Relevance/Rationale: (Why are the outcomes of this lesson important in the real
world? Why are these outcomes essential for future learning?)

STUDENT-FRIENDLY
TRANSLATION

The outcomes of this lesson are important in the real world because there is a
direct correlation of the art vocabulary learned and identified by the
students--balance, shape, and color--to those found in nature, the
environment, and other works of art. The setting in which the vocabulary will
be identified provides an opportunity for students to share their opinions and
ideas in a respectful manner. This is applicable to the real world as students
grow and share their opinions and ideas within education, lifestyle, and
politics.

I will be able to identify the

different elements in the art
pieces-balance, shape and color,
which will teach how to find
those elements in other places
like nature. By sharing my
opinions, and hearing from
others, I will learn how to respect
others as well as communicate
my own thoughts.

6. Essential Questions:
How do balance, color, and shape help me to better understand art?
How can I effectively contribute and listen to ideas in a respectful manner?

Part II STUDENTS INFORMATION

1. Class Information:

a. Total number 30 students; 19 boys and 11 girls

b. EL/Special Needs There is one EL student who is going to be reclassified this year. There is one student who might
have ADD or ADHD. The teacher is observing the student and working with the parents to develop strategies in the
classroom. Three students see a speech pathologist and go to therapy at the school. One student has an IEP and
frequently leaves class to receive further help from the resource specialist.

c. Academic background in content area - Students receive art education once a month through a program called
The Masters. They meet with other 1st grade classrooms in an assembly room to study various artists and
techniques. Recently they studied Russian abstract artists, Wassilly Kandinsky. We will analyze one of his paintings in
this activity.

d. Linguistic One student speaks Spanish in the home but is fluent in English. The rest of the students are all native
English speakers.
e. Cultural/Health Ninety percent of the students come are Caucasian and have grown up in Caucasian families. Only
one student comes from a Spanish speaking home. Most parents are very involved in their students education. More
than half of the parents come in during the week to volunteer in the classroom. There are even grandmothers who
come in as well. The students relish in the parent involvement and are consequently very supported in their
educational endeavors. Some students come from divorced households or from households with younger parents. A
few of the parents used to be teachers. There are no major health problems that have to be considered except for the
occasional broken arm or sport injury.

f. Physical Students at this stage of development show high energy when in play and experience an increase in their
coordination skills. They learn to sequence motor skills are able to participate in games with rules. Their physical
maturity is relatively at the same level regardless of gender as they are all about the same height.

g. Social Students enjoy helping one another with assignments and taking care of those who are upset or are coming
to school with broken limbs. They are open about who is their best friend in the class and enjoy writing notes to one
another. They feel comfortable reporting a classmates misbehavior or their misunderstanding of directions.

h. Emotional Students feel comfortable to freely express themselves whether that be cheering both silently and loudly
when excited or crying when upset. They are very concerned with producing work that is correct and pleasing the
teacher. Only one or two students can be difficult to motivate. Most are very excited to be in school and eagerly jump
into assignments and activities. According to Kohlbergs stages of moral development they obey out of the necessity to

avoid punishment and to also because someone is watching them. Consequently they are in stage one and stage two.

i. Interests/Aspirations Most of the students are Broncos fans and during football season are very vocal about the
current events in the NFL. A few of the female students are in girl scouts and have meetings after class. A few of the
students are involved in sports, particularly hockey and baseball. A few of the students skateboard and enjoying using
the finger skates. A few of the female students are also involved in dance.

6. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content?):

I anticipate my chatty and excitable 1st graders getting off task as they analyze the artwork.
I anticipate students losing interest as I explain the art terms and as I describe the skills needed to contribute ideas
respectfully.

Part III - LESSON ADAPTATIONS

7. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties?)

In order to keep students on task, each group will be given a worksheet to fill out, with a section dedicated to each
painting. Furthermore, they will each have a specific job to complete at each painting: one student will be the Balance
Detector, one the Color Master, and the other, the Shape Identifier. They will also be timed and will only have 5
minutes at each station. I will also emphasize that the classroom has been turned into a museum, magnifying the
cool factor and keeping the students excited to be there. With each of these parameters in place, students will be
motivated to stay focused and work hard.

In order to keep the students engaged and interested during the frontloading portion of the lesson, I will pick
volunteers to come up ad model the material. After each new concept is explained, three students will come up and
model what it looks like to identify and discuss that attribute using the sentence frames on the contributing ideas

anchor chart. I will also be continually pulling sticks for responses to questions I ask and will continually invite students
into the critiquing process with me.

8. 21st Century Skills Circle all that are applicable

Communication

Collaboration

Creativity

Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson: Students
will first and foremost be building better communication skills during this lesson. We will go over an anchor chart
that discusses in detail what it looks like to effectively contribute ideas and will practice respectful discussion
using sentence frames. As students go about the room analyzing the art pieces, they will use these skills to
better help them collaborate and come to a consensus regarding the balance, color, and shapes in each piece.
9. Technology - How will you incorporate technology into your lesson?
I will use Google slides and a Smartboard to communicate and reinforce important content.

Part IV - ASSESSMENT OF STUDENT LEARNING

10.

Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes?

What specific criteria will be met in a successful product/process? What does success on this lessons outcomes look like?)

a. Formative:
I will know that students have meet the outcomes if they demonstrate improved communication skills as they work in
their groups. This I will observe as I walk about the room during our activity. Their reflection rubrics, filled in at the end
of the lesson, will also demonstrate how well they did with practicing contributing ideas. Regarding the art aspect, I will
know students have met the objective when they turn in complete worksheets, with each painting analyzed and their
corresponding column filled in. (See Rubric attached)

b. Summative (if applicable):

c. (Attach rubric here, if applicable):

1. Leonardo Da Vinci

One or none of the

art elements were
correctly identified
on the activity
worksheet

Two of the art elements

were correctly identified
on the activity worksheet

All three (or entire group) of the art

elements were correctly identified on
the activity worksheet

2. Islamic Tiling

One or none of the

art elements were
correctly identified
on the activity
worksheet

Two of the art elements

were correctly identified
on the activity worksheet

All three (or entire group) of the art

elements were correctly identified on
the activity worksheet

3. Leonid Afremov

One or none of the

art elements were
correctly identified
on the activity
worksheet

Two of the art elements

were correctly identified
on the activity worksheet

All three (or entire group) of the art

elements were correctly identified on
the activity worksheet

4. Paul Klee

One or none of the

art elements were
correctly identified
on the activity
worksheet

Two of the art elements

were correctly identified
on the activity worksheet

All three (or entire group) of the art

elements were correctly identified on
the activity worksheet

5. Wassilly

One or none of the

Two of the art elements

All three (or entire group) of the art

Kandinsky

art elements were

correctly identified
on the activity
worksheet

were correctly identified

on the activity worksheet

elements were correctly identified on

the activity worksheet

Reflection

Nothing is circled
regarding what was
done well or what
needs work.

One skill is circled in

either the done well or
needs work section but
not in the other.

At least one skill is circled in both the

done well and needs improvement
section of the rubric.

Part V - INSTRUCTIONAL PROCEDURE

11.

Instructional Method: Circle one Cooperative Learning

12.

Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)

Google Slides Presentation

Smartboard
10 Copies of Worksheet (1 for each group)
10 copies of Reflection Rubric (1 for each group)
5 paintings, 2 copies of each
Lanyards for each student (10 with the number 1, 10 with the number 2, and 10 with the number 3)

13.
Procedure (Include estimated times. Please write a detailed procedure, including questions that you
are planning to ask.):
OPEN:

Preview the lesson

Have students come to the carpet and sit. We are sitting straight...looking great! Review the lesson objective and
game plan, highlighting the emphasis on contributing ideas.

Today we are going to learn how to contribute ideas when analyzing art. (Motion to the whiteboard and have
students read aloud with me.)

WWBAT practice contributing ideas in order to identify balance, color, and shapes in art.

What does it mean to contribute ideas? Lets look at todays anchor chart.

Review each component of the chart, having students model each skill.

Lets read the first one together. When we contribute ideas we face our partner. Go ahead and do this right now. Face
your shoulder partner. Perfect, this is what you will be doing when you contribute your ideas. You will face your group
members and make eye contact as you speak.

Review each component in this manner, reading each skill and asking students to model each skill. Once every skill
has been reviewed move on to the art discussion. The Google Slide Presentation will display each vocab word and
examples. We will review each example whole class, and then I will call up three volunteers to model contributing
ideas as they discuss the specified element.
Our first vocabulary word is balance. Balance in art means that both sides of the painting are equal, if you cut the
painting in half, there are similar shapes and colors on both sides. Demonstrate by cutting a painting of two swans in

half using a smartboard marker. I will then go to the next slide and choose three volunteers by pulling sticks. They will
each get a lanyard that says either 1, 2, or 3. The student who receives the number 1, will make a statement about the
paintings balances and the other students will either state they agree or disagree and give reasoning behind their
decision.

Okay, who is my student 1? You are my balance detector. Based on what we know about balance, is this painting by
Van Gogh balanced or unbalanced. Great! Now turn to your group members and tell them why you think its balanced.
Remember to use one of our sentence frames from the anchor chart. If they are confused, guide them with, I think
the picture is balanced/unbalanced because. Well done! Okay now my two remaining students, do you agree or
disagree? Go ahead and tell student 1 and give a reason for why. As they discuss point out to the remaining students
all of the things they are doing well. Class, notice how student 1 is facing her group members and the others are
facing her and listening. Notice that they are staying on topic. Notice that they are giving reasons for why they agree
or disagree with one another. Well done guys! Okay, go ahead and have a seat. Lets learn about Color now.

Repeat this process for each artistic element.

Color in this case refers to either warm or cool tones. Warm tones resemble the sun. Cool tones resemble the water.
Show examples of both a warm and cool colored painting and have three students model and discussion regarding
them.

Shapes in art can either be geometric or whimsical. Geometric shapes are like ones we see in math. Whimsical
shapes are things we see in people and in nature. Ask students to identify geometric shapes and whimsical shapes in
two paintings. Have a group of three model a discussion group.

Finish the instruction with an introduction to our art museum.

BODY:

Introduce the activity

Ladies and gentlemen, look about the room. Our classroom has be turned into an art museum. In just a few moments
we are going to break up into groups of three, just like our volunteers, and we are going to analyze the various art
pieces. We will move from piece to piece and see which paintings are balanced, which paintings have warm colors or
cool colors, and which paintings have geometric or whimsical shapes. (Show worksheet.) As you look at each art piece
you will fill out this worksheet. Remember how in our volunteer groups, the 1s had a specific task, the 2s had a specific
task, and the 3s had a specific task? We will do the same in our groups. Each person will get a number, either a 1, 2, or
a 3. 1s are our balance detectors. They will be the ones who are looking to see if a painting is balances or not. If it is
balanced, they will circle the word balance. If it is not balanced, they will circle the world unbalanced. Our 2s will be
the Color Masters. They will determine if the painting has warm tones or cool tones. Last, we have our Shape Finders.
These guys will determine if the shapes in the painting are mostly geometric or mostly whimsical. Everyone must do
their job if your group is to successfully complete the activity.

Break students up into groups and give them lanyards with corresponding numbers. Each group will have a 1, a 2, and
a 3.

Each group will have 5 minutes at each station. I will watch the clock. When I see 5 minutes are up I will jingle these
bells and you will calmly move to the next station. As you are working together to study the art, make sure you are
respectfully contributing ideas, using phrases like I think____beacuase and I agree/disagree because. At the end
of our museum walk, we are going to reflect on how well we did working in our groups.

Position groups throughout the room and then begin the activity. As students roam from painting to painting, I will walk
about the room and check in with the different groups, answering questions and making sure students are staying on

track.

CLOSE:

Reflective Discussion

Once each group has gone to a station, they will sit with their groups on the carpet and we will have a discussion in
their groups.

"Let's come to the carpet. Circle up in your groups and we are going to have a discussion. (Hand out one rubric to each
group). First I want us to discuss what we did well as a group today. There are four components to practicing
contributing ideas: facing our partners, taking turns speaking and listening, staying on topic, and using partner voices.
With your group, discuss and circle which things you did well. Remember to use phrases like I agree because...' and 'I
respectfully disagree because..' and 'I would like to add..' and 'I think____ because..' Okay, let's discuss.

I will give students approximately 3 minutes to discuss this and then have them move on to what they need to work on
for next time.

"You will now have 3 minutes to discuss in your groups what you might need to work on for next time. These will
probably be different from what you just circled for what you did well. Discuss with your group and then be prepared to
share what you discussed with the class."

Form one big circle. Have students share out what was difficult and what was easy about contributing ideas. For each
student who shares, have other students display a thumbs up if they had a similar experience.

End with, "Why is it important to practice contributing ideas?" How did this skill help us as we studied
the art? How can we use this skill when we study other things like math and reading?

Collect worksheets. These will be the assessment. Compare against rubric to see if students identify balance, tone
given by color, and shapes.

Part VI - REFLECTION
1. What instructional strategies did you use to help students achieve the lesson objective?
I made sure to take extra time to model for the students what I expected them to do in their groups. When we went
over our contributing ideas anchor chart, I had students partner up and practice the skills. When we went over the art
concepts, I had groups of three volunteers come up to the front of the class and model a discussion group. As they
modeled, I guided them with sentence frames. By the second group they were already using the frames without
guidance. (I was so impressed! They sounded like little adults discussing art!). Although this frontloading of the
material took more time than the actual activity, I think it was very helpful for the students to watch their peers work
through my expectations. My encouraging feedback as students modeled, lowered the affective filter and allowed
students to dive in and engage with the process without fear. The volunteers succeeded beyond my expectations in
modeling the goals for each group. My master teacher was equally impressed with this front loading technique saying,
Great modeling during all transitional activities. I was very nervous about this technique, unsure if the students
would understand what I was asking them to do. But they rose to the challenge and made me very proud.
At the recommendation of the students principal, Mrs. Harvey, I posted the student friendly objective on the
whiteboard for us to go over, whole class, before we even began the lesson. Together we read, We will be able to
This added so much more focus to the lesson and got the students excited about what they would be able to do at the
end of the hour. It gave us all a clear end goal and even made a seemingly daunting task that much more attainable.
My Master Teacher edified this practice, writing, Objectives were chanted, clear, practiced and understood. Being
that this practice was so successful, I will continue to use it in future lessons.

2. Were the students successful at achieving the lesson objective?

a) If so, provide student evidence.
Despite the chaos that erupted when we were forming groups, students were able to complete and in somes cases
nearly master the content objective. Every student received a 9/12 or higher on their work. It should be noted that the
points that could be earned for identifying the paintings as either warm or cool were dropped because I could only
print the pictures in black and white. However, students made some fantastic guesses as to what the tone of each
painting could be. They also displayed mastery of this concept when we went over it in class together so I am not
worried about the black and white paintings. The worksheet was then modified and students could receive a maximum
of 2 points for each painting they studied, making it a possible 10/10. The reflection was allotted 2 points in total, 1
point for each section that was answered.
Here is a breakdown of the scores.

9/12

10/12

11/12

Makenzie, Blake,
and Christian

Brody, Gage, and

Ruby

Harshal, Jayce, and

Gavin

Cole, Josie, and

Ethan

Van, Tian, and Jack

Lloyd

Ryden, Jack C. and

Keoni

Jaeden, Preslie, and

Randy

Kylie, Ryan, and

Madeline

12/12

Dylan, Jackson, and

Adeline
Peyton, Dane, and
Chloe
6 Students

15 Students

9 Students

0 Students

Low: Mackenzie, Blake, and Christian--Great effort, ladies! Your study of the artwork was very well done and you
identified correct artistic elements 8 out of 10 times! Your reflection could use some work. Remember to listen to
directions. You would have heard that you need to pick at least one thing to work on. I did see lots of working together
and contribution of ideas. I am proud of you for working well together even when I chose your groups!

Middle: Van, Tian, and Jack Lloyd--Nice job gentlemen! You correctly analyzed each of the art pieces 8 out of 10 times.
It is clear you put thought into your reflection as evidence of your choosing one skill from each category. Great use of
contributing idea skills to achieve todays goal!

High: Harshal, Jayce, and Gavin--Gentlemen, you achieved great things today. You accurately identified almost all of
the artistic elements of each painting correctly, and you completed a thoughtful reflection. Well done!

b) If not, why do you think they were not able to achieve the lesson objective? What are your next steps?
Balance was difficult for them to identify. I think this is due in part to my ambiguous definition. I made the mistake
of emphasizing symmetry instead of balance. So students became hyper critical of the painting if things were not
exactly the same on both sides. I should have said, balance means that there are similar colors and shapes on both
side of the painting. This would have helped them to better see that in fact all of but one of these paintings were
balanced.
3. What would you change about the lesson and why?
The first thing I would change about the lesson would be the way I grouped the students. There ended up being a
gaping hole in the lesson where students were wandering around the carpet area trying to find a group while I
untangled lanyards and put groups together. Next time, I will group students first and then hand out lanyards instead
of the other way around. The second thing I would change is the way I defined balance. I would have completely
disregarded symmetry and just talked about how having equal colors and equal shapes on each side of the painting is
important. I would emphasized that balance does not mean that things are exactly the same on both sides of the
painting but instead are mostly similar. I would also have printed color copies at Vanguard instead of trying to do that
at the school. The anchor chart was fantastic and I will definitely be using more of those in the near future. It only took
me five minutes to make and completely revamped the whole lesson.

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, and low, and write your comments
on the copies.