Lesson Plan

Curriculum area: Art Date: 04-07-19

Level: 2 Duration: 1 block

Theme: Signature Insect

Links to AOs/Strands:

Key Competencies: What knowledge, skills, attitudes and values will the children have the opportunity to develop?

Resources/preparation/organisation: What resources and equipment do I need?

White paper (A4)
Pencil
Black marker/felt pen
Crayons

Learning Outcome(s)/ Learning Intention(s): What do I want children to learn? What do they need to learn? (WALT)
Create their own “signature insect”

Success Criteria: How will I and the children measure their success at achieving the learning? (WILF)
An awesome one of a kind piece of art.

Learning Experience: What learning activities/sequence will I provide to help the children achieve this learning?
Teaching sequence
On the matt- Show my signature insect as example,
● we are going to create our own “signature insect”
● why do you think I called it a signature insect?
If anyone guesses go on to explain how we will proceed, if no-one notices go on to explain how it is my name and how it is a mirror image.
We will all be creating our very own insect, and they will all be different because it will be our very own name.

● Start with a plain piece of white paper.

● Fold it in half, length-ways.
● Write or print your first name. Remind children to do it pretty big. If it's too small the bug won't look cool and their name will be lost in
the pic.
● Go over the pencil with black marker.
● Fold it back in half...you will be able to see the black marker through the paper....
● Trace over that with the black marker again.
● When you open it, you can see it through the paper, then you will need to trace it one more time.
● Now you have the name on both sides. Tell children to take their time so it's as close as possible to the other side...rushing messes it up
and you lose the symmetry. Good idea to place paper up against the window to use the extra light making it easier to see.
https://www.pinterest.nz/pin/618189486332544304/
https://www.pinterest.nz/pin/618189486332678393/

Assessment: How will I monitor children’s learning and success? What assessment process will I use?

Evaluation of learning: What learning has been achieved and what is required next?

Evaluation of teaching: What did I do well and what do I need to improve? What specific things will I focus on next lesson?
I introduced the concept of the lesson, and we had some ideas around what we thought of the intention (using my own exemplar of a finished
piece). What does it look like? How is it done? Some guessed it was writing, then I explained it further for the ones who didn’t see it immediately.
We talked about how it shows symmetry, individuality, and we even linked to instructional writing as I was intending to write the instructions on
the board. We wrote a title, what materials were needed, etc. I talked the chn through what they would be doing, and off they went. Up until this
point I felt all was well.
I soon realised I had taken it too fast, and simply telling them there was no hurry and to check before using the marker pen was not the right
move. I stopped everyone to explain the concept of where the writing went in relation to the fold, and to show them one more time. Most
everyone got this and a couple of chn asked for a new sheet of paper as their mistake was too big to fix. They did mostly thoroughly enjoy the
art, but I did not pay enough attention to how well WX and JZ (both ESOL) understood the task, this is entirely on me. The results were quite
pleasing, and I am happy to have mounted it on card for display.
Next time I need to remember to take it a little slower. Perhaps a better plan would be to have them all fold their paper first, check it is the right
way up, then they can get a pencil. Once the penciling in is done and checked, then they can get a marker pen. Then we will go to the windows
and trace the lines to make our symmetrical patterns, then talk about adding the eyes, teeth, wings, etc... then colour in. Because I didn’t do it
this way some of the chn rushed ahead and didn’t do some of the intended steps quite right, so their piece may not have as much impact as
others may have.
I also need to think more about behaviour management, have more things in place, have firmer expectations set around noise levels.