Backward Design Lesson Plan Template

Students: Staci Cobabe, Sarah Mills, Arturo Dominguez, Amy Middaugh, Deedee Partridge Grade level: Kindergarten Lesson title: Picturing the Seasons
Step 1—Desired Results

VISUAL ART Kindergarten: Standard 1: Students will develop a sense of self. Objective 1: Describe and practice responsible behaviors for health and safety. e. Recall basic safety (e.g. proper use of scissors and other art materials) Objective 2: Develop skills in gross and fine motor movement. c. Perform a variety of fine motor skills (e.g. draw, cut, paste, mold, write). Objective 3: Develop and use skills to communicate ideas, information, and feelings. a. Identify and express ideas, information, and feelings in a variety of ways (e.g., draw, paint, tell stories, play, make believe, dance, sing).
Step 2—Assessment Evidence Students will: a. identify and demonstrate the weather characteristics of the four seasons (Winter, Spring, Summer, Fall/Autumn) and, if time permits, the proper attire for various activities in each season through discussions, question and answer sessions, and the creation of a book about the seasons.

b. build on their vocabulary by learning new words such as color wheel, cool colors, warm colors, blending, value, geometric shapes, scene throughout the duration of instruction.

c. show understanding of art elements of color, shape, line, warm colors, cool colors, value, and pattern through discussion, question and answer sessions, creation of a book about the seasons, and demonstration.

Step 3—Learning Plan Learning activities (step by step from start to finish, detailed enough for another teacher to follow) Prep Work: Staci will have paper dolls already cut out for each student in a Ziploc bag to keep all elements together. This activity will be held on to and used only if there is sufficient time on the second day of instruction. Supplies: Each student needs 6-7 pieces of construction paper(provided by Mrs. Moray), 1 cover paper (provided by Staci), 1-2 pieces of writing paper (provided by Mrs. Moray), a pencil, a glue stick (provided by Sandy), crayons, scissors, and enough construction paper to make their scenes. We will use Mrs. Moray’s 3 whole punch and yarn.

b. Recognize similar colors as being members of the family of reds, blues, and yellows and shapes as being similar to squares, circles, and triangles. SCIENCE Kindergarten: Standard 2: Earth and Space Science. Students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather. Objective 3: Compare changes in weather over time. a. Observe and record that weather changes occur from day‐to‐day and weather patterns occur from season to season. b. Communicate ways weather can affect individuals. c. Describe, predict, and discuss daily weather conditions and how predicting the weather can improve our lives.
Lessons 1 1-Gather students to carpet area Introduce ourselves 2-Outline day’s agenda -talking about elements of art -identifying colors -identifying shapes -working on Winter and Spring 3-Introduce elements of art -color wheel, identify colors -blending, mix two or more colors to make a new one -shapes, identify shapes -value, how light or dark the color is 4-Teach warm and cool colors 5-Read book My Very First Book of Shapes by Eric Carle, asking students to locate and identify shapes and colors in each illustration. (While Arturo is reading, some of us will be distributing scratch paper to each desk) 6-Introduce warm up leader and excuse students to their desks. 2

Opening Arturo

1-Gather students to carpet area Review our names 2-Outline day’s agenda -talk about how the seasons and their weather affect us (clothing and activity choices/limitations) -Possible activity, if time allows: read Caps, Hats, Socks, and Mittens: A Book about the Four Seasons by Louise Borden -working on summer and fall pages -finishing books, putting them together 3- Introduce warm up leader and excuse students to their desks.

Warm – up Amy

1-Tell students about activity. Amy will be introducing different shapes by showing the class how to draw shapes such as squares, circles, rectangles, triangles and so forth. She will ask the class first of all if they know what a circle is and if they know how to draw one. She will then ask each of the children to color the shapes that they draw with a crayon. She will be providing visual aids of the different shapes that they will be draw which will be an introduction to these shapes before having them do the warm up activity which will be drawing and coloring the shapes. 2-Introduce Skill Teacher “Today we are going to be using the shapes we just practiced to make pictures about the seasons for a book! Each of you will be making a book about the four seasons. Today we are working on our Winter and Spring pages. We will also be writing about some of our favorite things to do in each season. Now, for the picture, let’s try and think of some things we see outside during the winter… Take cues from kids… It sounds like a lot of you like to make things in the snow, so I think we should all make a snowman for our winter page. Now, what shapes make up a snow man’s body? (circles-2 or 3) How about his eyes… (circles) Nose…(carrot, triangle) Mouth…(coal circles, smile halfcircle) Arms…(rectangle) And what about the clothes or other things we put on the snow man, like gloves…(oval) Scarf…(rectangle) Hat…(square and rectangle for top hat, triangle for snow hat) Anything else… Now, what colors do you think we should use? Remember what Arturo told you about warm colors and cool colors? Which type of colors do you think we will use the most on our

1-Tell students about activity. Amy will talk with the students about the different types of appropriate clothing people wear in the different seasons of the year. She will be providing visual aids to help the children visualize the ways they dress during different times of the year. She will then have the children draw themselves according to the different season what they think they look like during this time of year using paper and different colored crayons. 2-Introduce Skill Teacher “Today we are working on our Summer and Fall pages. SO what are some things you see outside in the summer? Take cues from students… I always love watching the great big puffy white clouds float by, and love the bright warm sunshine. How about if we all make a blue sky with a cloud and a sun. Now what shapes make up a cloud (bunch of circles/ovals) And the sun (circle and triangle rays) What colors do you think we should use for summer, warm, cool, or a mix (mix) This is what my summer page looks like. Arturo and Amy, will you share what your summer pages look like? Now what about Fall? What do you see outside during the fall? I love all the colorful leaves on the trees and the falling ones in a big pile. Let’s make a tree with leaves and maybe a pile of leaves under it? What shapes make up a tree (rectangle, triangle or rhombus possibly) and what shapes are leaves (triangles, ovals, circles, rhombus) What kinds of colors will we be using (mostly warm). This is what my fall page looks like. Sarah and Deedee will you share what your fall pages look

Skill – Based Art Form Staci

Skill application Art form applied to other subject Deedee

winter page? (Cool colors) This is what my winter page looks like. Arturo and Amy, will you share what your winter pages look like? Now what about spring? What are some things you see outside during the spring? Take cues from kids… It sounds like a lot of you spend time outside. I love it when the flowers start to bloom, so maybe we could all make flowers for our spring page. So what shapes make up the parts of a flower? Stem…(rectangle) Leaves…(oval rhombus, or triangle) Flower…(circles, ovals, teardrops) And what colors do you think we will use on our spring page? Is it mostly warm or cool colors, or is it a mix of both(Mix) This is how my spring page turned out. Sarah and Deedee, will you share what your spring pages look like? Now, Mrs Partridge is going to help you start on your book about the seasons.” “The supplies you will need to make your books are lined up on the counter. We will pass out the first sheet of your book to each one of you. (Sarah, Arturo, Staci and Amy will start handing out the first sheet.) You can start to color the title sheet. We will call up one table at a time to pick up your supplies for your book. You each will get a pair of scissors to cut out shapes for your scene. Then choose a background sheet for Winter. You can choose 2-5 color sheets for your snowman scene.” I will have instructions w/pictures so students will be able to remember when they are getting their supplies. We will lay the construction paper (some can be cut in half), along with the scissors, out on the counter for the students to pick up. We will hand out the glue sticks when the children are ready for them. -Timeline: When all the students are ready with supplies and sitting down, I will then demonstrate how they will choose their color for the snowman and draw circles on it, then cut them

like? (If time permits…does the weather ever make you change what you do or wear? We have some people here that you can color and dress up in the right clothes for each season. So what kinds of things do you wear in the winter (Snow boots, gloves, hats, scarves, coat, pants) how about in the spring (rain gear or short sleeve shirt, pants, and tennis shoes) In the summer (bathing suits, shorts, short sleeve shirts, sandals) and in the fall (long sleeve shirts, pants, tennis shoes, or rain gear) Now, Mrs. Partridge is going to help you finish your book about the seasons.”

-Procedures for getting supplies -Procedures for finishing book -Timeline: taking students through each step (all others roam and help where needed) 1-Pick background color for summer page 2-Draw shapes for sun and clouds on paper and cut out. 3-Assemble picture with room for Season title writing on the top and sentence about favorite activity on the bottom. 4-Pick background color for fall page 5-Draw shapes for tree and leaves on warm colored paper and cut out (maybe display a bunch of pictures of different leaves for them to get ideas from) 6-Assemble picture with room for season title writing on the top and favorite activity on bottom. 7-Get 1 page of writing paper 8-Write titles “Summer” and “Fall” 9-Write one sentence about favorite thing to do for each season.

out and glue them in place. Next, I will have them pick another color for the hat, eyes, mouth, etc., cut those out and set them aside. LEAVE ROOM AT THE TOP AND ON THE BOTTOM OF THE PAGE FOR WRITING. “When you are finished with your snowman, please raise your hand. We will come and check your work and make sure your name is on the back.” I will then have the students place their pictures over on the theatre steps to dry. We will do the same procedure for the Spring page. When they are finished with their Spring page. I will demonstrate the writing portion. Students will write, cut and paste in the appropriate space. We will begin cleaning up at 2:55 so Sarah will have time for the Closing. “Now I will turn the time over to Miss Sarah for the closing of our lesson.” Closing Sarah -Review shape and color names, warm and cool colors, remind about new vocabulary (color wheel, blending, value etc)

10-cut out writing and paste on page 11-(If time permits…pick up a baggie with the people and their clothes in it. Color the clothes and dress your people properly for each season. Glue your person on the clothing page or on the matching season page) 12-Pick color of yarn to bind book, take it to a helper to punch holes and show how to bind book 13-Initiate clean up and turn time to Sarah

-Briefly review shape and color names, warm and cool colors, remind about new vocabulary (color wheel, blending, value etc) -Review how weather affects them individually (clothing & activity choices)

Step 4—Reflection What happened during my lesson? What did my students learn? How do I know? What did I learn? How will I improve my lesson next time?

Adapted from Tomlinson and McTighe, Integrating Differentiated Instruction + Understanding by Design , ASCD, 2006.

Tools for Assessment
Written Advertisement Biography Book report Book review Brochure Campaign speech Crossword puzzle Editorial Essay Experiment record Game Journal Lab report Letter Log Magazine article Memo Newspaper article Poem Portfolio Position paper Proposal Questionnaire Research report Script Story Test Yearbook Oral Audiotape Balagtasan Debate Discussion Dramatization Haiku Interview Newscast Oral presentation Oral report Poetry reading Rap Reader’s Theater Role play Skit Speech Song Teach a lesson Visual Advertisement Banner Brochure Campaign flyer Cartoon Chart Collage Collection Computer graphic Construction Data display Design Diagram Display Diorama/shoebox Drawing Graph Graphic Organizer Map Mobile Model Painting Photograph Portfolio Poster Scrapbook Sculpture Slide show Storyboard Venn Diagram Videotape Kinesthetic Community outreach Dramatization Field trips Letter writing Oral interviews Play Presentation Service learning Simulations Role play Skit Scavenger hunt

Students demonstrate their planning by submitting lessons and units in advance of the day they plan to teach—no plans, no teaching. FA 4000 professors can provide helpful feedback when they have the opportunity to review lesson plans in advance. In addition, professors must know what students intend to do in their assigned classrooms.

Scoring Guide for Assessment of Student Ability to Plan Instruction
Student
Unacceptable Candidates select lesson content that is incompatible with state standards Unacceptable  Ability to plan (30%) Candidates select teaching methods and learning opportunities that don’t connect well to the standards and benchmarks or the students they are teaching Unacceptable  Candidates select no assessment strategies or use strategies that do not connect well to the standards/benchmarks or students they are teaching

Professor
Acceptable Candidates select content that is compatible with state standards. Target Candidates select content that is compatible with state standards and adapt that content to suit the diversity of their students Target  Candidates select teaching methods and learning opportunities that are well matched to the standards and benchmarks and engaging to the students they are teaching Target  Candidates select authentic formative and summative assessment strategies aligned with standards/benchmarks, teaching methods, and learning opportunities which provide opportunities for students to self-assess Target  Candidates plan to engage students in critical thinking and problem solving, and communicate with students to foster collaboration and develop performance skills Target  Candidates reflect on content and teaching in terms of learning for students and teachers, and use assessment to improve planning and

Lesson content (15%)

Acceptable  Candidates select teaching methods and learning opportunities that are appropriate to the standards and benchmarks and students they are teaching Acceptable  Candidates select formative or summative assessment strategies aligned with standards/benchmarks, teaching methods, learning opportunities, and students

Alignment of assessment with plan (20%)

Unacceptable  Instruction 15% Candidates primarily select teacher-centered approaches to instruction

Acceptable  Candidates select one or more student-centered approaches to instruction

Reflection (20%)

Unacceptable  Candidates do not reflect on content and teaching in terms of learning for students and teachers

Acceptable  Candidates reflect on content and teaching and use assessments to plan further instruction

student learning Unacceptable  Overall Unacceptable  Acceptable  Overall Acceptable  Target  Overall Target 