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Pepperdine University

Graduate School of Education and Psychology
Lesson Plan # 3
Lesson Title: Shape your world
Number of students in the class: 30 kindergarteners
# Of ELLs: 3 # Of Disabilities: 2 # Of Talented Special
Considerations: 5
Time: 67 minutes
Materials:
Computer and projector, pictures of African sculptures, cubism
paintings by Picasso, 30 mini white boards, 30 dry ease crayons, 30
pencils, 40 pieces of 8” by 12” paper, 60 paint brushes, 60 paint cups
(6per/table), paint, napkins, water, 30 erasers/towels
Key Standards:
Math 2.1 Identify and describe common geometric objects (e.g., circle,
triangle, square, rectangle, cube, sphere, cone).
Art 1.1 Recognize and describe simple patterns found in the environment and
works of art.
Art 1.2 Name art materials (e.g., clay, paint, and crayons) introduced in
lessons
Art 1.3 Identify the elements of art (line, color, shape/form, texture, value,
space) in the environment and in works of art, emphasizing line, color, and
shape/form.
ELD Standards:
Listening actively to spoken English in a range of social and academic
contexts
Adapting language choices to various contexts (based on task, purpose,
audience, and text type)

Exchanging information and ideas with others through oral collaborative
conversations on a range of social and academic topics

Measurable Objectives:
Content: Students will paint a picture that uses two-dimensional
shapes and they will describe cubism and the shapes that they used.
Skills or processes: We will work on listening skills, open discussion
skills, observational skills, and drawing/ painting.
Learning Target: At the end of this lesson I will be able to describe
and use two-dimensional geometric shapes. I will do this by using the
cubist style to paint a picture and discuss it with my classmates.
Academic Language:

Circle, triangle, square, rectangle, semi circle, oval, parallelogram,
trapezoid, pentagon, hexagon, heptagon, octagon, nonagon, decagon,
polygon, geometric shapes, abstract, two-dimensional, points
(vertices), angles, lines
Background:
This will be the start of a new unit so the information will be new. I am
going to see if they have schema on any of the shapes. I will have
worked on art with them so I will expect them to know how to paint
respectfully with the group and how to use the paintbrushes.
Motivation: Everything is made up of shapes! By knowing our shapes
we can observe the world and describe it better, we can use shapes to
build, to make things stronger, we can also make art with them and do
math. Shapes are so important.
Connections to prior knowledge/assets:
Anything they can connect the shape to.
Lesson Sequence:
Group, full body break, group, individual, group, individual

TIME
10
min

Anticipatory Set:
Based on: Piaget, Schemata
What the teacher does
I will already have the shapes on the board
with their names underneath them. Once the
students are sitting on the carpet I will ask
them if they have ever seen a shape like this
and where was it?
(This will help me to assess which ones they
might be familiar with and which ones they
are not)
Then we will go over all the shapes (some we
might have already gone over so it just be
saying its name and describing what it looks
like.)
Using academic language like: Circle,
triangle, square, rectangle, semi circle, oval,
parallelogram, trapezoid, pentagon, hexagon,
heptagon, octagon, nonagon, decagon,
polygon, geometric shapes, and twodimensional.

What the students do

Participating in the group
discussion
Looking at shapes, discussing
what they look like and where
they have seen them before

I am mostly going to be the guide on the side
allowing them to make observations about
the shapes
But I will chime in when needed

TIME
15 min

Introduction:
Based on: constructivism, responsibility of the learner
What the teacher does
What the students do
Once we have finished the discussion I will
have them get their mini white boards and
dry erase crayons while I put up a picture of
an African tribal mask photo.
They will sit back on the carpet I will briefly
talk to them about what is on the board and
give some background on it. I will then ask
them to individually look at the photo and
draw on their boards the shapes they see on
the mask, and also to think about what it is
made of. Then we will discuss as a group

TIME
35 min

Get their white boards and
crayons
They will come back to the
carpet and they will
individually draw what shapes
they see (they will do this for 2
pictures)
Talk about what shapes they
saw

Body of instruction:
Differentiation/ Scaffolding: I will chime in when needed if the
students are struggling to make connections, and once I give the
assignment I can give individual instruction
Based on: Vygotsky, Semiotic Meditation theory
What the teacher does
What the students do
I will switch the picture to Pablo Picasso, and
give a brief description of who he is and how
the masks we talked about inspired him to
create cubism. We will use academic
language like abstract, two-dimensional, and
geometric shapes. Connecting what we have

Students will observe and draw
shapes on their mini boards
We will talk about what shapes
Picasso uses and how he uses

already talked about.

them

Then I will show 2 cubist pieces by Picasso
and have them look and draw shapes they
see in the pieces.
Participate in full body break
(If I can see some glazed faces I can do some
full body breaks that incorporate the shapes
they just learned)
I will then introduce our painting assignment.
I will talk about how we will use cubism to
create a piece of artwork. We will take the
shapes we talked about today and what we
learned about Picasso to create beautiful
abstract pieces of artwork that we will share
with our classmates. I will let them know they
can paint anything as long as it follows the
cubist style.

Go to a table and either start to
paint right away or sketch it
out picture

After I tell them what we are doing I will
already be prepared for the students to save
time. So once I dismiss them for the carpet
they can go and begin.
I will play some soft music and help anyone
who needs assistance.

TIME
During
the art
project
(1st
half)

Check for understanding:
Differentiation/ Scaffolding: I can offer manipulatives so they can
touch and observe shapes while they are painting, I can also offer a
range of brushes that might help with their coordination skills, or if
they want to get more detailed.
Based on: Constructivism, Instructor and learner
What the teacher does
What the students do
I will be walking around the room while the
students begin the art process. I will stop by
to everyone and make sure they understand
the assignment and I will also be asking them
about they shapes they are thinking about
using or that they are already using. I will
also be using the academic language they
whole time so they become more familiar
with it and hopefully they will feel
comfortable enough to start using it too.

Will be sketching and painting
and telling me what their ideas
and what they want to use.

TIME
During
the art
project
(2nd
half)

TIME
7 min

Elaborate on the content:
Differentiation/ Scaffolding: If the child finishes early I would like
them to start writing a story about their art piece and maybe why they
used the pieces they did
Based on: Constructivism, Engaging and challenging the learner
What the teacher does
What the students do
Towards the middle of the project I will be
able to see their progress. This is where I
could ask them to describe to me what is
happening in their picture, what shapes they
are using and how they decided to use them
in their art form. We can talk about how they
are incorporating the cubist style into their
work too.

Discussing with me their
thought process and what how
it relates to what we have
learned that day

Assessment:
Differentiation/ Scaffolding: I would use this project as a formative
assessment to see how the lesson went and if they understood the
idea of cubism and how it relates to geometric shapes. If I see that this
approach was not appropriate for the child then I would differentiate
my strategies so the child could look at the topic in a different way.
Based on: Constructivism, Collaboration amongst learners
What the teacher does
What the students do
Their artwork will be the assessment. For all
my students that finish I will have them pair
up and discuss their pictures with one
another. I know they will be wet but we can
keep them on the tables to dry and the kids
can describe them to their partner.
For my students who might still be working I
would allow them to finish up during at
another point in the day or when they
complete something early they can go back
to the assignment. They can discuss it with

I would partner students up
and they would talk about their
piece. The partner is also more
than welcome to comment and
analyze the piece.

us later.

Reflection: