LESSON ONE ART

NOV. 15/19
GRADE ONE
HANNAH LANDRY
Stage 1: Desired Results
Art
General 1. Reflection
Learning 2. Depiction
Expectations Science
Describe seasonal changes and interpret the effects of seasonal changes on living things.
Reflection
 Natural forms are related to the environment from which they originate.
 Natural forms have different surface qualities in color, texture, and tone.
Depiction
Specific  All shapes can be reduced to basic shapes.
Learning  Shapes can be made using different procedures; e.g., cutting, drawing, tearing, stitching.
Expectations Science Outcomes
 Identify and describe examples of plants changes that occur on a seasonal basis:
changes in form and appearance.
 Record observable seasonal changes over a period of time.

1. Students will cut out shapes showing they can neatly follow the lines.
2. Students will neatly glue shapes onto paper in the proper format.
Learning 3. Students will follow correct instructions.
Objective(s) 4. Students will show understanding of shapes being made into natural objects.
5. Students will show creativity by using multiple colors and materials.

Stage 2: Assessment Evidence

 Will assess that students have properly cut out
their tree with straight lines.
 Will assess that students have glued neatly.
 Will assess that students have properly
followed instructions.
Summative Formative
 N/A  Will assess that students have used color
Assessment Assessment
range. (not just one color)
 Will assess that students understand how
natural forms like trees and leaves can look
like shapes.

Stage 3: Learning Experience

 Scissors
 Glue
 Blue paper
Tech to Resources to
 N/A  Brown paper with tree outline
Do Bring  Colored paper for tearing
 Colored paint
 Paint brushes
  Cups for paint water
 Paper towel

Time Content/Description Notes

Introduction to Lesson

 Make sure students bring their scissors and glue to class- go get
after gym. Have them put them in their pencil case with pencil
and eraser with pencil crayons.
 Make sure to bring the recycling bin to class.
 Head to art room.
 I will begin the lesson by asking students if they remember the
previous science lesson we had on fall, and what different color
of leaves trees produce when the season of fall arrives. Have
students raise their hands and ask them “what happens to trees
in fall?” I will also briefly talk about how leaves fall off the trees
and have a small discussion with students about them playing in
leaves, raking leaves, etc.
 After the discussion, I will introduce the lesson. I will begin by
Going off from
explaining to the students that we will be making a craft of a
discussion that was
tree with leaves of different fall colors on it. I will then show the
15 min previously had in
class the template I have made. (ensure each student has seen
science about fall
it, go around and show students, leave on a nearby table for
and leaves.
them to see.)
 Discuss expectations with scissors, glue and paint.
 I will show and explain to students each piece of material that
they need to have. They will need: their own scissors and glue.
Then I will give them a plate* with the fall leaf colors, fall leaf
colored paper, 1 piece of brown paper with tree outline, 1 piece
of blue paper, paint brushes, a cup for paint water, and a lot of
paper towel.
 Before handing out supplies, ensure that students know to not
begin until every student has their supplies.
 At each table I will hand out colored paper- cut smaller, each
student gets 4 pieces of different color paper- 1 piece per color,
1 piece of brown paper with tree outline, one piece of blue
paper and one paint brush at each student’s spot.

Instructions for Students for Activity

Differentiation: G
 Step 1: Once students have their supplies, they will begin by and A may struggle
cutting out their trees. The brown piece of paper will have a with the cutting out
tree outline so that students can follow the lines with their of the tree. A
scissors. While students are cutting, ask them what shapes the different tree
35 minutes lines and trunk are. outline has been
 Step 2: Once the tree has been cut out, the next step will be created for them
gluing. Walk around and see when most students have finished. with larger
Announce for them to sit quietly and patiently to wait for the branches and
next step. I will show students the template again, then have thicker lines to
them pick up their blue piece of paper. ENSURE STUDENTS follow.
WRITE THEIR NAME ON THE BLUE PAPER- TOP RIGHT CORNER.
 They need to put glue on the side of the tree paper that has the G will need help
black lines showing. They will position their tree in the middle of with gluing from an
the paper before gluing to see where they want it positioned. assistant.
 Step 3: Once students have finished gluing and putting together A may need to be
their tree, they can start making the leaves. Have students sit watched when
quietly and patiently to wait for next step. Show the template to gluing so that he
the students and show them how they can make leaves by knows where to
ripping up the colored paper into small pieces and gluing them position the tree on
onto the tree. Next, show students they can create leaves by the page.
finger paint and brush stroke. Quickly squirt paint on plates with Do not give G his
TA help and hand out the plates to each student, as well as fill paint until he is
cups with water for the paint and hand these out as well. One ready to start
cup of water per table. This can get messy- be cautious. Tell painting.
students when they are finished with the paint brushes, they I may have to help A
must put them in the water cup. Tell them to also use the paper rip up the pieces of
towel to dry off the brush before using it. Do this step after paper. I will give
students have glued many pieces down from ripped paper. him several paint
Explain while they are creating their leaves how leaves can be all brushes in case he
different shapes and sizes. Question: what do you notice about does not want to
the leaves? get his hands dirty.

Sponge Activity
 For those who finish quickly, they can also make leaves on
the ground under the tree, the same as they did with the
leaves in the tree.
 Have students show you their finished work. Tell students
who look like they are close to finishing to raise their hand
when they are finished.
 Show finished students where and how to put their work in Only for those who
the drying rack. have finished early.
 For those who have finished, they must wash their hands
right after putting their project in the drying rack. Direct
them to the large sink, show them where soap is. I will wipe
down their spot quickly.
 Give them a coloring sheet if they have completely finished
with time to spare.

Closure
 Get students attention to stop what they are doing and listen.
Let them know that it is time to stop working and get ready to
clean up.
 Some students will not finish, so ensure they know they can
finish next art class.
 Have all students put scissors, glue, and pencil crayons back into
10 minutes their cases. Tell students to make sure their paint brushes are in
the water cup. Ask them to sit quietly when this is done.
 Choose the quietest table and have them put their projects in
the drying rack. Before doing this, explain to them how to put
their work in the rack. Show them with template. Have the
other tables follow.
 After, have one person at the table be in charge of throwing
away scraps of paper and putting away paper into recycling bin,
 one student in charge of throwing away paint plates, and one
student in charge of dumping water cups and putting paint
brushes in the small sink. Explain to dump out water, then put
cups on the counter, and leave paint brushes in the sink, I will
put them away. I will take the paint brushes and rinse them
myself, as well as wiping down the tables.
 Fill large sink with warm soapy water. Have students line up at
each sink to wash and dry their hands when they have finished
cleaning up.
 Have students return to their table, collect their pencil boxes
and coloring sheet if they used it, and line up.
 Head back to classroom.

This lesson went fairly smoothly. I found that I was able to control the class well through
how I spoke clearly and calmly. It was easy to get their attention when I was speaking. I
ensured to have my supplies set up prior to the lesson so that I could begin right away. This
was very helpful and made the lesson more organized.
There were two students I was showing differentiation toward since I knew they both
needed assistance from seeing this in previous lessons, however, I did not think to consider
other students in the class who may not always have assistance, but still struggle. I noticed
that L, S, B, D, and DE all really struggled cutting out their tree. That is something to note.
Many of them cut off the branches. This will need to be considered for future cutting
assignments. It would help many students to have the paper be a lot smaller so that they are
not overwhelmed by all the space, and to have the branches lines closed off so they can see
where to cut. It will also help to do a quick demonstration of how to cut at the beginning of
the lesson. A suggestion would be to show steps of how I made the template, like having a
half cut out tree and cutting the rest and gluing it on the paper to show students what I
want.
Many students finished early, and there was a large gap between those who were done, and
those who had a way to go. A suggestion would be to show steps all together so that those
Reflections and who are quick can continue without having to sit and wait for others.
Follow Up Having the lesson in the art room was nice as it was a change in scenery for students,
however, the walk to and from the art room was time consuming and was something to
consider for next time.
I found that I was not judging my time correctly and will need to take that into account next
time. I thought many students would finish the entire project with time to spare, but that
did not happen. We made it a little past the halfway point of the lesson before I was
reminded that we only had 15 minutes left before we needed to head down to the
classroom. I forgot to consider that students needed to be in their classroom 10 minutes
before the bell to prepare for home time.
After getting this time warning, instead of doing a quick transition to the next step, I decided
to have students clean up since I figured that would be a large ordeal. They needed to clean
up their table and wash their hands, which would take a bit of time. This was a very smart
judgment on my half, because it would have been a mess if I had started the students on
painting.
An issue I faced was having students go wash their hands before I could finish telling the rest
of the instructions. Next time, I need to say clearly that when I say go, students can go wash
their hands, and do the rest of the clean-up activities that are needed.
Overall, I am happy with how the lesson went. I will be able to finish later in the week, and I
can use these considerations to do better.