Tara Hamilton

ED 290
December 4, 2016
Final Lesson Plans

Theme: Native American Indians

Subject: Art
Grade level: 4th
Language Level: Speech Emergent
Preparation:
Content Objective(s) (CO):
Students will be able to create an original piece of art in the style of one of the
Native American Indian tribes in Oregon that represents that tribe.
Language Objective(s) (LO):
Students will:
1. Listen to the teacher introduce the topic and listen to the presentations of
other students.
2. Read material describing the traditions of their selected tribe and the types
of art they produced.
3. Write a description of their piece of art and explain how it relates to their
chosen tribe.
4. Present their piece of art to the class and describe what they found
interesting, challenging, and how they created the piece.
Building Background
Students will have already covered the history lesson regarding the local Native
American Indian tribes in Oregon. The teacher will ask the students to think about what

the different types of ways people represent themselves via art are. Students will then
share with their neighbor what their ideas were. Some ideas will be shared with the whole
class and written on the board. The teacher will then begin the lesson on the specific
traditional types of art each tribe produced.
Comprehensible Input
As each tribes art is discussed samples will be shown and/or passed around for the
students to examine. When it comes time to begin constructing the pieces the teacher
will first model for the students the process and materials used for each. Step-by-step
instructions are also provided to students in both written and recorded form to follow for
each project.
Strategies (these will have been taught previously but will be reinforced during the lesson)
Cognitive: Highlighting, underlining, or sticky-noting text in combination with notetaking as to why the content was marked.
Metacognitive: Students will generate their own questions about the content and use
those questions to guide their reading and discussions.
Language Learning: Self-monitoring and self-correction in both spoken and written
language. Students will understand it is okay to go back and change what they said/wrote
to be correct.
Interaction
Students will discuss in pairs their thinking. At the end of the project they will give a
presentation to the class about their project. The written description of their project will
allow for the students another way to explain their reason for picking the style and share
what they learned.
Lesson Delivery
A variety of activities are included in this lesson, with the teacher facilitating and guiding
each. The CO(s) and LO(s) will be prominently displayed in the front of the classroom
and discussed at both the start and end of the lesson. Students will be mostly working
alone on their projects but the teacher will circulate the room and ask probing questions.
The teacher will also ask for students to expand on their answers. During the presentation
to the class, other students will be allowed an opportunity to ask questions.
Practice/ Application

Students will have the opportunity to experiment will all the possible material options
before selecting the one to craft their project with. For language practice this will come in
both the written explanation and oral presentation.
Review and Assessment
The teacher will constantly be circulating and questioning the students. The final project,
written explanation, and oral presentation will all be times to individually assess the
students understanding of the content objective, as well as assess their language skills.