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Common Core Aligned Lesson Plan Template

Subject(s): Visual Arts Grade: Kindergarten


Teacher(s): Miss. Parker

School: College Park Elementary School Date: December 3, 2015

Part I GOALS AND STANDARDS


1. Common Core Learning Standard(s) Addressed:

2. ELD and State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual
and Performing Arts):
Visual Arts Standard: K.VA.2.6 : Use geometric shapes/forms (circle, triangle, square) in a work of art.
3. Learning Objective: (What will students know & be able to do as a result of this
STUDENT-FRIENDLY
lesson?)
TRANSLATION
Students in groups will construct a model of a house using provided geometric
I will work with my classmates
shapes (circle, triangle, square).
to create a house using
geometric shapes.
4. Language Objective(s): (What is the type of language that EL's will need to learn and use in order to accomplish
the goals of the lesson? Ex) Reading, Writing, Listening, Speaking, Academic vocabulary, Language functions, Language
Learning Strategies)
5. Relevance/Rationale: (Why are the outcomes of this lesson important in the
STUDENT-FRIENDLY
real world? Why are these outcomes essential for future learning?)
TRANSLATION

I can see shapes in work of art.


Recognizing shapes in architecture; being helpful in cooperative groups.
I can be helpful in a group.
6. Essential Questions:
-How are shapes apart of our everyday lives?
-What do shapes make?
- What shape is the most important?
Part II STUDENTS INFORMATION
7. Class Information:

a. Total number - 27
b. EL/Special Needs 1 student does speak some English, but gets some translation from English to Spanish.
I do not know her level.
c. Academic background in content area they have learned their shapes and have examples of shapes
hanging in the classroom.
d. Linguistic Almost all of the students speak English. One student is not as fluent, so the teacher
sometimes verbally translates instructions and questions into Spanish for her.
e. Cultural/Health White, Hispanic, and Asian cultures are represented in the class. One student is not
fluent in English, so the teacher sometimes verbally translates for her.
f. Physical They are a very active group, but want to please you. One student has a hard time sitting still
and facing the front while sitting on the rug. This has resulted in him being asked to stand off to the side of
the rug on multiple occasions.
g. Social The class is very verbal and loves to talk with each other. The teacher has, on multiple occasions,
had to ask the students to quiet down.
h. Emotional The students seem to be very emotionally healthy. They play well together and have a good
sense of camaraderie. They share well most of the time and love to give the teacher hugs.
Interests/Aspirations they love animals and holidays. They have a daily share time where a group of
students share a favorite object.
8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content?):

I dont foresee any difficulties for the students in this.


Part III - LESSON ADAPTATIONS
9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties?)

No modifications will be necessary.

10.

21st Century Skills Circle all that are applicable

Communication

Collaboration

Creativity

Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson: As I walk
around, I will assess how each group is using these 21st century skills.
11.
Technology - How will you incorporate technology into your lesson?
Digital camera

12.

Part IV - ASSESSMENT OF STUDENT LEARNING


Assessment Criteria for Success: (How will you & your students know if they have successfully met the

outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons
outcomes look like?)

a. Formative:
I will walk around the room to ensure that learning is taking place by formatively assessing students
collaboration while creating a house.

b. Summative (if applicable):


The summative assessment is the final product of the house.
c. (Attach rubric here, if applicable):

Part V - INSTRUCTIONAL PROCEDURE


13.
Instructional Method: Circle one Direct Instruction
Inquiry
Cooperative Learning
14.
Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
26 precut circles, triangles, squares and rectangles, ovals.
Construction paper to build the house
Poster paper to brainstorm what being helpful looks like in a group
Crayons and Markers to personalize their group house
15.
Procedure (Include estimated times. Please write a detailed procedure, including questions

that you are planning to ask.):


OPEN:
1. Hi Scholars! Today, we are going to be learning how to use geometric shapes: circles, triangles and squares in
a work of art. Our work of art is going to be creating a house. Repeat after me today we are going to learn
how to use geometric shapes: circles, triangles, squares in a work of art
2. We are going to be working in groups, when we work in groups it is important that we are helpful.
3. Write helpful on poster paper, together as a class we will come up with what being helpful looks like. Ex:
Listening to one another, , learning with one another, respecting one anothers ideas, filling each others
buckets up.
BODY:
4. Once we have established team rules, in being helpful. I will put my students into heterogeneous groups.
Ensuring that my ELs are evenly
disbursed throughout each group.
5. When students are in their groups, I will model/show them a house that I created with circles, triangles and
squares. I will explain to my students that their house does not have to look exactly like mine. That together as
a group they will decide how they want their house to look with the given shapes.
6. Each group will have 26 circles, triangles and squares and construction paper to start building their house.
CLOSE:
7. Once students have completed building their house with the given materials, I will have each group present
their house to the class. Explaining why they put each shape where they did.
Part VI - REFLECTION
1. What instructional strategies did you use to help students achieve the lesson objective?
I reviewed what each shape is with the students and, at the end of the lesson, pointed out shapes in the classroom
with the students.
2. Were the students successful at achieving the lesson objective?
a) If so, provide student evidence.
Yes, they were. The houses provide evidence of this.
b) If not, why do you think they were not able to achieve the lesson objective? What are your next steps?

3. What would you change about the lesson and why?

I would have made the groups smaller so the students could be more engaged.

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, and low, and write your comments
on the copies.