Jordyn Matthews, Alicia Peterson, Hannah Wilson

Student Teaching Lesson Plan Format

Date: December 3rd, 2019

Lesson Title/Focus: The Radiant Child: Identity and Acceptance

Learning Targets (Content, Academic language objectives and Academic content standards to
which instruction aligned – list the number and relevant text of standard)

I can connect to the story by relating my personal experiences with those of Jean-Michell
Basquiat. (CCSS.ELA-LITERACY.W.5.3.D, CCSS.ELA-LITERACY.W.5.2.D, ID.3-5.1)

I can create an artistic collage that celebrates my personal attributes and identity. (VA: Cr2.1.5,
VA: Cr2.2.5, ID.3-5.1)

I can divide my collage into equal parts to create a finished, abstract piece of art.
(CCSS.MATH.CONTENT.5.NBT.B.6, D.3-5.1)

Standards:

ELA Standards:

CCSS.ELA-LITERACY.W.5.3.D
Use concrete words and phrases and sensory details to convey experiences and events precisely.

CCSS.ELA-LITERACY.W.5.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic.

Math Standards:

CCSS.MATH.CONTENT.5.NBT.B.6

Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit
divisors, using strategies based on place value, the properties of operations, and/or the
relationship between multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.

Social Justice Standard:

Identity 1 (ID.3-5.1)
a. I know and like who I am and can talk about my family and myself and describe our various
group identities.

Art Standards:

Performance Standard (VA: Cr2.1.5)

a. Experiment and develop skills in multiple art-making techniques and approaches through
practice.

Performance Standard (VA: Cr2.2.5)

a. Demonstrate quality craftsmanship through care for and use of materials, tools, and
equipment.

Objectives with aligned standards:

● Students will be able to use words and phrases to convey who they are. (CCSS.ELA-
LITERACY.W.5.2.D, CCSS.ELA-LITERACY.W.5.3.D)
● Students will be able to use their experiences to create a personal collage. (CCSS.ELA-
LITERACY.W.5.2.D, CCSS.ELA-LITERACY.W.5.3.D)
● Students will be able to use their experiences to connect to the story. (CCSS.ELA-
LITERACY.W.5.2.D, CCSS.ELA-LITERACY.W.5.3.D)
● Students will be able to develop their art-making skills and techniques by creating their
collages. (Anchor Standard 2)
● Students will be able to experiment with the materials they are given in order to create a
unique piece of art. (Performance Standard (VA: Cr2.1.5))
● Students will be able to care for the materials, tools, and equipment they are given and
use them correctly and wisely. (Performance Standard (VA: Cr2.2.5))
● Students will be using their artistic collages to create and solve their own division
equations. Students will be cutting up their own squares and creating their own unique
area model. (CCSS.MATH.CONTENT.5.NBT.B.6)

Assessment Strategies (Informal and formal assessment tools for both teacher and students to
monitor student learning; formative: measures process/progress, summative: measures outcomes;
include rubrics)

As students discuss the images and story at the carpet, we will assess their ability to participate in
the conversation through informal, observational assessment strategies. To see if students are
able to connect with and participate with the story, we will ask questions regarding the pictures
and story. We will filter around the carpet, listening in on the conversations between the
students. If we notice a lull in the conversation, we will ask prompting questions to keep the
discussion authentic.

Student Voice Where appropriate, describe how you will gather information and data from
students that inform you of:

● Evidence that students know the learning targets and what is required to meet them.
● Evidence that students know how to monitor their progress toward the learning target(s)
using tools (checklists, rubrics, etc.)
● Evidence that students know how to access resources and additional support when
needed.

Students will be able to share their student voice through their artistic project, as well as their
writing sample that explains their project. In addition, students will have the opportunity to share
their artistic projects, and they will be able to discuss why they chose to complete the project in
their own way.

Students will be showing that they have met the learning targets and what is required of them by
following the step-by-step process of the art project. They will demonstrate they followed
directions when they share their completed projects with their classmates.

The final part of their project was to provide a math equation for their collage art project.
Students will show their peers what equation they created and why it works. They will be able to
demonstrate their knowledge of connecting abstract art to math.

Students will be able to show that they know how to access resources by asking questions, as
well as come collect additional materials at the back table if they run out.

Instructional Strategies (Tasks to support student learning)

Grouping of Students to Support Instruction

● Whole group, step by step instruction

○ Step by step instruction will assist students

Learning Experiences (For example, you might specify the following: introduction, questions,
learning activities, closure, and independent practice) See Instructional Plan Template – edTPA
aligned page 3 for suggestions to make adjustments for student learning needs.

Introduction:
We will begin our lesson by introducing the book Radiant Child by Javaka Steptoe to the class.
We will explain the background of the book and Jean-Michel Basquiat, who is the main focus of
the story. We will tell students to be thinking about the characteristics that describe Basquiat
because we will be discussing it after we read the book. We will start by flipping through the
book and letting students look through the illustrations within it and comment on what they see
and notice. After that, we will go back through and read the book aloud to the class. Once the
book is finished, we will hold a small discussion where we talk about the characteristics of
Basquiat and what it means to have our own identities.

Questions:

● What do you notice about the illustrations that you see in the book?
● Are there any certain types of art that you notice in the illustrations?
● Who do you think had the biggest impact on Jean-Michel in the story?
● After hearing the story, what are some characteristics of Jean-Michel?
● What do you think the word identity means?
● Do you think every single person has their own unique identity?
● What are some examples of your own identity? What makes you, you?

Learning Activities:

Students will have many opportunities throughout the lesson to grow their knowledge and learn
something new. The first learning activity that will take place is having students come to the
carpet for a read-aloud of Radiant Child by Javaka Steptoe. For this activity, they will learn
about Jean-Michel Basquiat, a famous artist who was able to represent himself and his identity
through the art he put out into the world. Students will also get a chance to think about their own
identities through a discussion we will hold after the reading. The second learning activity will
be when students go back to their seats and have the chance to write sentences about themselves
that represent their own unique identities. This will allow them to learn more about themselves
and their peers and think deeper about who they are. The third learning activity happens when
students use the sentences they made to make a collage made from magazine clippings. Students
will use the clippings that they believe reflect their own identity and the sentences they wrote.
This acts as a learning opportunity for students because it is helping think more deeply about
themselves and who they truly identify as, whether that has to do with hobbies, culture, etc. The
fourth and final learning activity that will take place during this lesson is when students will have
the opportunity to incorporate math into the project they have made. Students will work with the
collage they have created to make division problems based on the number of clippings their
collage consists of. This will help them to get practice on a math strategy that they are just
starting to learn in class and think about it in a more abstract way.
Accommodations:

● What accommodations do we need to create?

○ None of the students that we know of needing any specific accommodations.
● What will we do with students who finish quickly?
○ We know that this group is a more talkative group, therefore, if the students finish
early, then we will be able to have them turn and share with a partner what they
have created. Then, when we come back together, we will be able to have a better
discussion since they already had the chance to talk to each other.
● What will we do with students who are extremely slow?
○ Encourage them to wrap it up, giving them a heads up on the timing
○ We can also encourage them that they can finish up at home
○ We can also encourage them to explain what they are thinking so that they have a
starting point and potentially an ending point as well.
● What visuals do we need to incorporate?
○ We should include a powerpoint in which has instructions
○ We should include our own examples of our project so that the students have an
idea of where to start.

Closure:

To close out this lesson, we will have students add any final touches to their collage and clean up
all materials that were used throughout the lesson. Then, we will have them come back together
on the carpet in order to talk about the lesson, how it went, and what they learned. If students are
willing, we will call on a few of them to share their collage with the class and explain why they
chose the specific clippings they added to their project. We will also revisit the big idea of
identity and discuss with the students whether they felt that the project was a good way to
express their own identity or learn about others.

Independent Practice:

I believe that students will be able to extend their experiences with the content they have learned
from this lesson plan in a number of positive ways. Something that comes to mind is talking to
others about what they learned about identity. They can talk to their peers about the things they
identified with or talk to their parents at home about the things they identify as. This is a great
way for students to understand the concept more deeply and maybe become more open-minded
when it comes to others and how they may be different from themselves. Another way that
students can extend their understanding of the content is by using other objects or things around
their house to come up with division equations, such as how many groups of desks are in the
classroom or how many cookies each of their siblings will get to eat. Extending their practices
with this kind of math strategy will help them be able to think of division in a more abstract way.

Instructional Materials, Resources, And Technology(Attach a copy of any materials students

will use during the lesson; e.g., handouts, questions to answer, and worksheets)

Our book:

Steptoe, J. (2016). Radiant Child: The Story of Young Artist Jean-Michel Basquiat. Boston, NY:
Little, Brown, and Company.

Other materials:

● Paper for sentence writing

● Magazines
● Scissors
● Construction paper