Fall 2016

Sem I-ECED372

LESSON PLAN OUTLINE

JMU Elementary Education Program

Jennifer Hunt
Heather Crawford, 1st grade, River Bend Elementary
October 20, 2016 at 11:30 am
Lesson Plan submitted to cooperating teacher on October 2, 2016

TITLE OF LESSON
Creative Art: Autumn Leaf Self-Portraits
The students will reflect on their previous art project, the Lego Self-Portrait. After brainstorming the important
features of a self-portrait the students will make another self-portrait out of leaves found outside the school.
CONTEXT OF LESSON
This past visit I had to the classroom I saw how proud the students were of their Lego self-portraits. When we
were walking down the hallway to art class many students pointed out their self-portrait to me as it was hanging
on the wall outside the art classroom. In the classroom when there were a few extra minutes in the day at least
three students were drawing another Lego self-portrait because they had the time and more ideas. With fall
coming and the changing of leaves I wanted to give my students the opportunity to use the leaves for a creative
art project. Seeing as the students are still proud of their last self-portraits, which they made I believe four weeks
ago, I wanted to show the students other ways of making self-portraits. The challenge of using the leaves for a
self-portrait is the added level of abstract creativity. I saw last class, during my read aloud activity, that the
students were creating all different kinds of patterns and colors for their bad case of stripes. I wanted to add
another layer to the activity of color and patters by using physical leaves that the students can sort and analyze
before even starting their self-portrait. I believe that all the students have the fine motor skills required to handle
the glue bottle and if not than this activity is good practice. With the leaf self-portrait the students can also take it
home to show their families.
OBJECTIVES AND ASSESSMENT
Developmental Objectives
1. The students will sort their individual
leaves three different times into categories
based on color, shape, and size.

2. The students will use appropriately

sized leaves for each body part in their
self-portraits.

3. The students will compare their

completed leaf self-portraits with another

Plan for Assessment

While the class is still sitting on the carpet I will ask them to think about
the different colors and shapes that are present in their leaves. Once the
students return to their desks the teachers will go around and check to see
if the students are sorting their leaves correctly and accurately. The
students will explain their way of thinking to the teacher while using the
categorized leaves as examples.
The students will need to know that their heads are smaller than their
stomachs and that there are two hands and two feet to think about. During
the brainstorming in the beginning of the discussion we will discuss the
importance of accurately representing yourself in the self-portrait. The
self-portraits will be looked at for appropriate sizes while they are drying
in the hallway.
The students will compare the colors, shapes and sizes of the leaves used
in each self-portrait. Each student will write his or her names on the
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student using a Venn Diagram, paying

close attention to color, shape, and size.

appropriate circles on the Venn Diagram. The students will write down
any similarities and differences seen. When the pair is finished they will
turn in their Venn Diagram, which will be their form of assessment data.

COLLECTION OF ASSESSMENT DATA

The two first two objectives will be recorded on the attached assessment collection forms. The third objective
will be the Venn diagram, which is turned in by the students.
RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS (Preschool)
Visual Arts
Visual Communication and Production: 1.2. Students will describe steps used in the creation of works of art.
1.3. The student will use the senses of sight, touch, and hearing as
inspirations
for works of art.
1.7. The students will identify and use the following in works of art:
1. Color
3. Shape
1.10. The student will demonstrate the use of size relationships in works
of art.
Analysis, Evaluation, and Critique: 1.16. The student will describe the visual qualities and content of works of
art.
1.17. The student will describe similarities and differences among works of
art.
English
Oral Language: 1.1. The student will continue to demonstrate growth in the use of oral language.
e. Express ideas orally in complete sentences.
1.3. The student will adapt or change oral language to fit the situation.
a. Initiate conversation with peers and adults.
b. Follow rules for conversation using appropriate voice level in small-group settings.
c. Ask and respond to questions.
d. Follow simple two-step oral directions.
Mathematics
Geometry: 1.13. The student will construct, model, and describe objects in the environment as geometric shapes
and
explain the reasonableness of each choice.
Patterns, Functions, and Algebra: 1.16. The student will sort and classify concrete objects according to one or
more
attributes, including color, shape, size, and thickness.
Science
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Scientific Investigation, Reasoning, and Logic: 1.1. The student will conduct investigations in which
a. Differences in physical properties are observed using the
senses
c. Objects or events are classifies and arranged according
to attributes or properties
History and Social Science
Civics: 1.10. The student will apply the traits of a good citizen by:
a. Focusing on fair play, exhibiting good sportsmanship, helping others, and treating others with
respect
Family Life Education
1.1. The student will experience continuing success and positive feelings about self
Health
Essential Health Concepts: 1.1. The student will identify the basic components and functions of human body
systems
and the importance of safe practices, positive interpersonal relationships, and
environmental health.
a. Identify body structures (abdomen, chest, head) and organs.
MATERIALS NEEDED

Variety of Leaves (Provided by students when we go outside)

Fake Leaves (Provided by me if the weather does not allow us to go outside)
Ziploc Bags, one for each student (Provided by me)
Plastic Bag (Provided by me)
Sharpie (Provided by me)
Large Poster Paper (Provided by me)
Drawing Paper (Provided by me)
Glue (Students provide)
Venn Diagram (Provided by me)
Pencil (Students provide)

PROCEDURE
PREPARATION OF THE LEARNING ENVIRONMENT
When the students come in in the morning they will each have a Ziploc bag on their desks. After the
students pick their lunch choice, unpack their bag, and grab their books have them write their names on the
Ziploc bag with the sharpie. Tell the students to practice their good handwriting to ensure that everyone
can clearly read the name and knows whose bag is whose. The students will most likely ask what the
Ziploc bags are for, so tell them they are for an activity later in the day that will be explained later. Once
the students leave for specials put a piece of paper and the empty Ziploc bag on each students desk for
when they return.
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INTRODUCTION AND ORGANIZATION

When leaving the art room the students pass by the Lego self-portraits. After the students return to the
classroom have them sit on the carpet. Once all the students are seated on the carpet ask the students to
reflect on their Lego self-portraits that they saw in the hallway. Ask the students what it takes to make a
self-portrait. (What do the students remember from the art class where they made the Lego self-portraits?)
Brainstorm and write on a large piece of poster paper what the students come up with. After the students
have finished brainstorming introduce the new form of self-portraits that they are going to complete. Ask
the students if they have noticed anything special about the leaves and trees outside. Try to keep the
conversation on the different colors along with the falling of the leaves. On another piece of paper write
down what the students said about leaves and what they look like. Once the leaf discussion is over tell the
students about their new creative art project. Tell the students that they are going to combine what they
know about leaves and self-portraits to make a leaf self-portrait. After the students understand the use of
the leaves have them grab their name labeled bags and stand in line.
IMPLEMENTATION
Once outside allow the students to pick up as many leaves as needed. If the discussion went a little longer
than you had expected have the students who packed their lunch bring it outside. Those students can
simply put their lunches either next to where the teachers are standing or in a pile in plain sight. Go around
and ask the students what kind of leaves they are grabbing for their self-portraits. Encourage students to
grab more than one color, shape and size of leaves if you see that some are grabbing all the same leaf.
Warn the students that they have five minutes left to look for leaves when there is ten minutes before
lunch. Once there is five minutes left before lunch have the students zip up their bag of leaves and stand in
line. Make sure that all lunch boxes are picked up if the students brought them outside. Have the students
stand in line according to their lunch orders as usual. To ensure that no student loses their bag of leaves or
accidently throws them away collect all the individual bags in one large plastic bag that will stay with the
teacher during lunch. When the students return to the classroom after lunch have them return to the carpet
and sit down. Before the students begin their self-portraits they need to sort out their leaves into categories
of color, size and shape. Through the sorting the students will be able to see which leaves will work best
for different body parts. Stress to the students that there should be no glue out on the desks until the
student has finished their categories and explained them to a teacher. When a teacher has checked each of
the categories then the students can begin their leaf self-portraits. Once the students are all clear on the
instructions, call them to their desks by pulling the Ziploc bags from the larger plastic bag. This will
ensure that the students are not running up to grab their bags all at once. After the students have finished
categorizing their leaves then they can begin their self-portraits. Walk around and ask students which
leaves they are using for each body part and why they are using the certain leaves. Help the students find a
partner to discuss the Venn diagram once they have finished their self-portraits. Inform the student when
there is five minutes left to finish their leaf-portraits or their Venn diagrams. At this point there should be
at least ten minutes left before recess to ensure that the class has time to finish the closing discussion.
CLOSURE
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When there is five to ten minutes left before recess call the students over to the carpet to go over the
creative art activity. If the students are really focused on their Venn Diagrams or portraits then wait a few
more minutes before ending the activity. Gage the time frame on the students themselves. At the carpet ask
the students what they enjoyed about this activity most. How did it compare to making the Lego selfportraits? What was the same or different when making the two self-portraits? At the very end of the day,
if the leaf self-portraits are finished drying, take a picture of each student with their self-portrait. If the
self-portraits are not dry then the picture will be taken the next morning. The students whose self-portraits
are dried can take them home to show their families what they did in school.
CLEAN-UP
When the students are finished with their leaf self-portraits they will place them in the hallway to dry. Any
extra leaves that were not used will be returned to the students individual Ziploc bag to either take home
or thrown back outside. All the glue will be put back into the students individual desks and pencils will
also be put away. Once the students desks are clear they will be allowed to go to recess.
DIFFERENTIATION

Students that finish both the self-portrait and the Venn diagram can read a book until the class is
ready for the closing discussion.
There is one student who will need more reminders of time and assurance that there will be other
times to finish the project if they do not finish in the allotted time. Remind the student that the end
product is not as important in this project as is the process in making the self-portrait.
If some students are struggling with categorizing their leaves in the beginning have them ask their
table buddies before asking the teachers. Encourage the class to help each other instead of asking
the teacher straight away.

WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?

One thing that could go wrong is the weather. Having the students collect their own leaves is
highly dependent on the weather. If the weather is raining that day then the leaves will be wet and
harder to glue to the paper. The leaves may also be hard to use if it was raining the day before. In
the case of the weather I will keep an eye on the forecast the weekend before. If I believe there is a
chance of rain or inclement weather then I will go to a craft store and purchase fake leaves for the
students to use.
Another thing pertaining to the leaves that might go wrong is the availability of the leaves. The
leaves may have not fallen from the trees yet, or someone already picked up all the leaves. There
may also not be a large variety of trees and leaves outside the school. I will need to look around
during recess the next time I go to the school to see if there will be enough variety available at the
school. In that case I would still allow the students to go outside and find their own leaves, but I
will also bring store bought leaves to allow more creative leaf self-portraits.
Something may come up in the schedule and the students may not have as much time to pick their
leaves as I had originally thought and planned for. In that case the students would return outside
for a few more minutes after lunch to grab the rest of their leaves. This may take away one or to
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minutes of the time allotted for actually creating the self-portrait but I want to ensure that the
students are happy with the amount of leaves they have to use. This also allows the students to
spend a little more time outside and have a small brain break before going back to work.
If students are unable to finish their leaf self-portraits remind them that they can always come
back and finish the portrait later. If there is extra time at the end of the day then the student can try
to finish their creative art then, if not the students can finish their self-portrait the next morning
during individual reading time.

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