Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Tori Mekash

Grade Level: 1st Grade
Subject: Art- Painting
Date: Thursday, November 9, 2017

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:

VA:Cr2.1.1 Explore uses of materials and tools to create works of art or design.

VA:Pr5.1.1 Ask and answer questions such as where, when, why, and how artwork should be
prepared for presentation or preservation.

VA:Re8.1.1 Interpret art by categorizing subject matter and identifying the characteristics of
form.

VA:Cn11.1.1 Understand that people from different places and times have made art for a
variety of reasons.

List the Learning Objective(s) to be addressed in this lesson. Use the following format:
“Student’s will be able to…”

 Students will be able to draw organic and geometric shapes in the appropriate
sections of their painting.
 Students will be able to distinguish between warm and cool colors, and use certain
ones to paint their shapes and backgrounds.
 Students will be able to distinguish between abstract and non-abstract paintings.
 Students will be able to explain why Kandinsky paints the way he does.

Describe how the objective is relevant to students’ lives.

The objectives are relevant to the student’s lives because throughout life they will need to
distinguish between geometric and organic shapes. As they further their education in art,
they will need to be able to mix and establish warm and cool colors. They are also relevant in
the matter of students using fine motor skills.

List the words relevant to the content area that you will either introduce and/or review
during your lesson.
  Kandinsky
 Geometric
 Organic
 Warm colors
 Cool colors

List the materials you will need to teach the lesson.

Smartboard, watercolor paper, tempera paint, paint brushes, masking tape, paper plates,
water cups, black crayons, organic and geometric cut out shapes

ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to measure students’ level
of understanding toward the learning objective(s) prior to teaching the lesson.

The students will complete an activity to test their level of knowledge and practice some of
the skills that we will be using in this project. On a worksheet provided for them, they will be
asked to draw 1 organic shape and 1 geometric shape. Then they will be asked to color the
organic shape a warm color, and the geometric shape a cool color.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

☒ Is your pre-assessment included at the end of this lesson plan?

Describe the timeline as to when you plan to administer the pre-assessment?

(Recommended timeline is a minimum of two days prior to teaching your lesson).

The pre-assessment will be implemented on the day of the lesson.

Create and insert a table/chart/graph that shows the pre-assessment data results. (if
applicable)
 Picture of Pre-Assessment is attached to end of document.
Describe how the results of the pre-assessment (what the students have demonstrated they
know) will be used to design the lesson objectives, instruction, and post-assessment.

The results from the pre-assessment will help us determine which students need further
instruction. It will also give us an idea of what objectives we need to go further into detail on.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will
use to measure students’ level of understanding toward the learning objectives after teaching
the lesson.

☒ Is your post-assessment included at the end of this lesson plan?

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a
model of the desired outcome.

☐ Is your key included at the end of this lesson plan?

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to incorporate into the
lesson to enhance instruction and student learning.

We will use the smartboard to introduce Kandinsky and his artwork. It will also be used to
show the students the guideline for their artwork. We will also be using the computer to play
music, like the music Kandinsky listened to, while the students are working.
 ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to meet the needs
of all learners and accommodate differences in students’ learning, culture, language, etc. *
Be sure that these accommodations are based on what you identified/described in your
contextual information (Task I).

The watercolor paper will be cut to the correct size before the lesson starts. We will also have
the masking tape applied to the paper ahead of time and the geometric and organic stencils
will be cut out. We will have prior knowledge to any IEP’s for individuals that may be in our
class.

MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.

We created a seating chart and will have students think-pair-share with their partner to
review and discuss concepts about the assignment. We will use one of the tables in the
classroom as a demonstration table where the students will gather around. The students will
move to the front of the classroom, where the smartboard is located, for the beginning of the
lesson. The materials needed for the art project will be set up on certain tables ahead of time
and the students will be assigned to certain tables. We will give the students their paint to
avoid any messes being made. While the students are doing their individual work, we will
walk around the classroom to monitor and redirect off-task behavior.

LESSON IMPLEMENTATION
“I Do”
(Teacher introduces lesson and models expected outcome of learning objectives)
Describe how you will activate student interest and present the learning objective in an
engaging way (this is your lesson opening).
 We will bring all the students to the rug, located at the front of the classroom. We will go over
our expectations from the students when they are sitting on the rug and the appropriate way
to act when the teachers are presenting new information.
 At the beginning of the lesson, we will introduce Kandinsky through a PowerPoint.
 While presenting, we will ask the student open-ended questions that they can connect to
their own lives.
 After we finish presenting the PowerPoint, we will show the students examples of
what their art work might look like and some of Kandinsky’s own paintings.
  We will give them time to ask any questions before moving on to the next potion of
the lesson.

Describe how you will communicate (to students) how the objective is relevant to their lives.
We will explain to the students that this is relevant to their lives by informing them on the
importance of knowing the differences between organic and geometric shapes and warm and
cool colors. Through demonstrations, we will show them the correct way to mix primary
colors to create secondary colors.

Describe what instructional strategies you will use to model/explain/demonstrate the

knowledge and skills required of the objective. (cite theories/theorists)
We will use explicit teaching methods such as showing examples, visuals and modeling what
our expectations are from the students.

Describe how you will check for students’ understanding before moving on to guided
practice.
To check the students understanding of the concepts being taught, we will talk about
geometric and organic shapes along with primary, secondary, cool and warm colors.

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).
 We will begin the next portion of our lesson at the demonstration table.
 Once we finish this step will move on to the stencils.
 We will show the students the different types of stencils that are available at their tables.
 After showing the stencils, we will demonstrate tracing one of the stencils with a black
crayon.
 After we trace the first shape, we will show them that they need to trace around the shape
again, free-handed and with no stencil. This step will give each students’ painting
individuality.
 Next, we will explain that the leaves (organic shapes) need to be painted with warm colors
and the geometric shapes need to be painted with cool colors. The students will be able to
choose whatever color they want for the remaining space in the background.
 We will stress to the students that no color can be used twice in the same square.
 Next, we will demonstrate how to mix primary colors to create secondary colors, as well has
demonstrate how to create different shades of colors.
 The instruction of the guidelines will be provided on the smartboard.
 Before moving onto individual work, we will gain the students attention by reiterating why we
are playing music while they are painting.

Describe how you will check for students’ understanding before moving on to independent
practice.
We will ask the students how many leaves they need on their paper, and how many
geometric shapes they need on their paper. They will also be asked how many times each
shape needs to be on the paper, what colors are used for the leaves and what color the
geometric shapes need to be. During this time, we will give the students time to ask any
questions that they have.

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required
by the lesson objectives? (this is the post-assessment)
 The students will go back to their tables to trace and draw their shapes in black crayon.
 After completing their tracing, students will meet us at the paint table to get their plate of
paint and water cup, which will be shared with one partner.
 Students will work independently on their art work while listening to music.
 Once they finish their painting, they will complete the rubric that is provided for them.
APPENDIX: Include a blank copy of your post-assessment.
☒ Is your BLANK COPY of the post-assessment included at the end of this lesson plan?

Lesson Closing
Describe how you will reemphasize the lesson objective and any skills/content that were
taught in an interactive manner (whole/small group, etc.).
As the students are wrapping up on their paintings, we will gain their attention by asking
them questions about their paintings. We will ask them why they chose to do the shapes they
did and the emotions that they felt during this lesson. After we finish discussion, we will have
the students turn their paintings in, along with their rubrics.

ANALYZE
(This portion may only be done after the post assessment is collected/scored.)

Describe the results of the Post-Assessment and be sure to address the following:
 Students’ progress from pre-to-post assessment. (if applicable)
 Factors that may have influenced the post assessment results.
 How the results of the post assessment highlight what areas of the lesson will require
re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data results.
If you used the same document for both the pre and post assessments, it is strongly
encouraged that you show the comparison.
Description: Above is Kandinsky Fall Creation Bulletin Board: Displaying student art work. Below is our
examples of the project (Tori’s left, Lexi’s right).
 REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).
We think our co-teaching went very well; it allowed us to equally share teaching
responsibilities, and it was nice to have students in smaller groups, so they could easily see
the demonstration and ask many questions while we modeled. We also liked our idea to play
music that Kandinsky would have listened to, and then ask the students what music they
would like to listen to.

List and describe two things you feel were challenges during the planning, implementation
and/or assessment of the lesson.
It was challenging to estimate how long it would take during the demonstration portion of
our lesson, as well as how much work time students would need. Our class had enough time
to finish the project, but we are unsure if first graders would have needed more time.
Another challenge during the implementation of the lesson was whether we should be asking
more questions/talking to the students, or just let them work and listen to the music.

List and describe two ideas for redesign you would make if you were to teach this lesson
again.
One thing that we would change if we were to teach this lesson again is to clarify on our
directions on whether students can use different shades of the same color in the same
square. Also, we would be sure to have students put their name on the back of their artwork
before they begin painting.
 Student Name: ________________________________________

CATEGORY 3 2 1 0
Creativity Student has taken Student has taken Student has copied Student has not made
the technique the technique some painting from much attempt to
being studied and being studied and the source meet the
applied it in a way has used source material. There is requirements of the
that is totally material as a little evidence of assignment.
his/her own. The starting place. The creativity, but the
student's student's student has done
personality/voice personality comes the assignment.
comes through. through in parts of
the painting.
Warm 3 different warm 2 different warm 1 warm color was No warm colors were
Colors colors were used. colors were used. used. used.

Cool 3 different cool 2 different cool 1 cool color was No cool colors were
Colors colors were used. colors were used. used. used.

Geometric 2 different types of 1 type of 1 geometric shape No geometric shapes

Shapes geometric shapes geometric shape was drawn. were drawn.
were drawn and was drawn and
outlined. outlined.
Geometric 2 different types of 1 type of 1 geometric shape No geometric shapes
Shapes geometric shapes geometric shape was drawn. were drawn.
were drawn and was drawn and
outlined. outlined.
Capturing Paint is applied in a Paint is applied in An attempt has No attempt has been
A manner very a manner that is been made to apply made to apply paint
Style/Artist consistent with the reasonably paint in a manner in a manner that is
technique or artist consistent with that is consistent consistent with the
being studied. the technique or with the technique technique or artist
artist being or artist being being studied.
studied. studied, but it is
not effective.
Name on Yes No
the Back of
Artwork

Score :
Name:______________________________ Date:_________________

Create your own Kandinsky Fall Creation painting.

Is my art work creative?

1 2 3 4 5
Did I use two organic shapes?
1 2
Did I use two geometric shapes?
1 2
Did I use three different warm colors throughout my painting?
1 2 3
Did I use three different cool colors throughout my painting?
1 2 3
Did I sign my name on the back of my painting?
Yes (5 points) No (0 points)

Total points: ___/20 points

Draw a geometric shape and color it with a cool color

Draw an organic shape and color it with a