UNT COMMON LESSON PLAN INSTRUCTIONS

Teacher Candidate: Hannah Winkleman

Grade Level and or Subject: 2nd Grade
Date: 2/23/2020
Unit Topic (if applicable): Mural with watercolor resist
PART I. DEFINE THE GOALS/S FOR THE LESSON
What is the focus of this The focus of this watercolor resist lesson is to teach students how
lesson? to draw sea life using contour lines and shape. Another focus of
this lesson is for students to gain an understanding of how to use
watercolor paint through a wash technique. I also want to teach
students to collaborate to make a mural.
National / State Learning TEKS:
Standard/s:
. Student Expectation - FA.A.2.1A: compare and contrast variations
**Your instructor will tell in objects and subjects from the environment using the senses.
you which standards to use in Student Expectation - FA.A.2.1B: identify the elements of art,
addition to TEKS and ELPS.
including line, shape, color, texture, form, and space, and the
principles of design, including emphasis, repetition/pattern,
movement/rhythm, and balance.
Student Expectation - FA.A.2.2B: create compositions using the
elements of art and principles of design.
Student Expectation - FA.A.2.2C: identify and practice skills
necessary for producing drawings, paintings, prints,
constructions, and sculpture, including modeled forms, using a
variety of materials.
Student Expectation - FA.A.2.3C: analyze how art affects everyday
life and is connected to jobs in art and design.
Student Expectation - FA.A.2.3D: relate visual art concepts to
other disciplines.

ELPS:
Student Expectation - ELPS.c.1A: use prior knowledge and
experiences to understand meanings in English
Student Expectation - ELPS.c.1D: speak using learning strategies
such as requesting assistance, employing non-verbal cues, and
using synonyms and circumlocution (conveying ideas by defining
or describing when exact English words are not known)
Student Expectation - ELPS.c.1F: use accessible language and
learn new and essential language in the process
Student Expectation - ELPS.c.2C: learn new language structures,

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 expressions, and basic and academic vocabulary heard during
classroom instruction and interactions
Student Expectation - ELPS.c.2F: listen to and derive meaning
from a variety of media such as audio tape, video, DVD, and CD
ROM to build and reinforce concept and language attainment
Student Expectation - ELPS.c.3D: speak using grade-level content
area vocabulary in context to internalize new English words and
build academic language proficiency
Student Expectation - ELPS.c.5B: write using newly acquired
basic vocabulary and content-based grade-level vocabulary

Find the TEKS, ELPS, and CCRS standards at this link:

http://www.teksresourcesystem.net/module/standards/Tools/Searc
h

Goal/s of the lesson Students should know more about what kind of sea creatures live
in the ocean.
Students should be able to collaborate together to create a mural.
Students should be able to paint a wash with watercolor paint.
Students should be able to draw using contour line
Students should be able to draw using organic and geometric
shapes.
PART II: WRITE THE OBJECTIVE/S FOR THE LESSON
Specific learning target(s) / Students should be able to demonstrate what ways they can use
objectives: organic and geometric shapes to draw sea life in nature.
*** Objectives have a formal Students should be able to demonstrate how to use contour lines
structure and differ in that to make sea life in nature.
way from the Goals you stated Students should be able to demonstrate how to paint sea life in
above.
nature using watercolor paint.
Students should be able to show what ways they can collaborate
with others to make a mural of sea life in nature.

PART III TEACHING THE LESSON

This is the body of the lesson plan. Here you explain the instructional and learning
activities/actions that will best ensure all learners will successfully achieve the objective/s?
****For this section only, you may use the format prescribed by your course instructor,
cooperating teacher, or what is required in your field placement. (e.g.: 5E, Madeline Hunter,
Inquiry Cycle, etc.)
Regardless of format selected, you MUST address components A-F:
A. Opening/Introductio Prior knowledge
n -I will use call and response to assess what students remember
(also referred to as a learning from last week.
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“motivator” or “hook”)
B. Procedures
** Include enough detail so
that someone else could
replicate your lesson. Unless
your instructor directs you
otherwise, this section should
read almost like a script.
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I will ask students what do you guys remember learning about last
week?
What did we do last class? What did we make?
What art terms did we learn?
What is the next step for today?
-We will go over what students may not have remembered and I
will reshow those slide examples of art terms that may have been
forgotten.
-We will then look at Wyland’s murals and talk about what murals
are. I will show a video about the artist. I will then explain that we
will be making a mural like wyland’s sea life mural as a class.
Anticipatory Set
-I will gain students attention through presenting Robert Wyland’s
artwork which is relevant and contemporary. I will also show a
video about the artist.
-This artwork is relevant to students' lives because…
- it connects to science. They are learning about animals on the
planet and what kind of sea creatures inhabit the ocean.
-As an artist they can find inspiration from nature.
-They will be learning about ways humans impact their
environment.
1.List, in order, the steps of the lesson.
2. Include any modeling, guided practice, or independent practice
necessary to scaffold students’ progress toward the objective/s.
⮚ What will the teacher do and say?
⮚ What will the students do?
⮚ If a step includes a specific resource, name it
“Students will annotate their copy of “The Giver” (not
just “a book”)
Week 1:
-I will tell students that we are making a mural with water color
resist and describe the project itself.
-I will show students artwork by Canon Eson. I will talk about the
artist and her work. She paints with watercolor, which is what
students will be working with. She is an illustration artist. Her
artwork is in books. She is inspired by the ocean and creatures that
live in the sea. She paints creatures such as whales and sharks. She
likes to give her creatures a magical, whimsical, dreamlike
appearance. She is interested in making her subjects look lifelike
and often paints her subjects to look like they are swimming.
-I will then ask students: What kind of creatures live in the ocean?
-I will tell students I will be showing them a video to help give
them ideas for the project, since they will be painting sea
creatures.
-I will show the video Underwater Nature and Marine Life on
youtube.
-As a class we will have a brief discussion about what they liked in
 the video, what new sea creatures they learned about, or some that
they didn’t recognize.
-I will then talk about the project and how we will be drawing sea
life using contour line. I will explain that contour line is an outline.
I will show the slide example of a contour line.
-I will also tell students that we will be using shape to draw. I will
show them a step by step drawing of a fish on powerpoint and ask
students what shapes they see in the fish drawing.
-I will demo what students are supposed to do when they get to
their tables.
- Students will begin the art activity which I will guide them
through. Students will fold their paper into fourths and draw a sea
creature on each section. I will give students the option to draw
any sea creature from their table card or their imagination or
follow along as I draw each table's choice sea creature.
-Each table will collaborate and pick a sea creature for me to draw
on the board.
-students will follow along.
-clean up.
-Students will fill out exit tickets answering: What is one thing you
learned today? It can be something you learned through the artist
we looked at, the video, or the activity.

Week 2:
-I will ask students what they have learned from the last class. I
will ask them to name the art terms we learned.
-I will go back a couple of slides and reshow the terms we went
over.
- I will then explain that students will be creating watercolor wash
over their sea creatures to create a watercolor resist effect. I will
explain that a wash is a wet on wet technique.
-I will do a demo on how to do a watercolor wash.
-I will have students follow along and paint their first fish using a
watercolor wash.
-Students will paint the rest of their creatures on their own.
-Clean up
-Students will write an exit ticket answering: What did you learn
from the art activity today?

Week 3:
-I will recap what students learned from the last class. I will ask:
What did we work on last class?
What did you learn how to do?
What art terms did you learn?
What is our next step for today?
-I will then show students artwork by Robert Wyland. We will talk
about his murals and what they are.
-I will connect this to what students are making. They are making
a mural of sea life, kind of like the artist Robert Wyland.
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 -I will show a video about the artist on youtube. This video is
called “Roberts whale murals are larger than life.”
-I will ask students, “What did you like about the video?”
“What did you learn about the artist?”
-I will tell students that we will be starting the mural. The first
thing they will need to do is cut out their sea creatures when they
get to their table. I will also explain that I have paper set out for
them when they finish. I want my students to draw sea creatures
using contour lines and shape on their extra sheet of paper once
they have finished.
-I will explain that while they draw, I will call one table at a time
to glue their sea creatures onto the mural.
-I will do a demo of what I expect from them when cutting out
their creatures.
-Students will go to their tables and cut out their creatures.
-Only one table at a time will glue their creatures onto the mural.
-The rest of the students are expected to draw sea life and some
tell some kind of story through their artwork.
-We will do an exit ticket. I will ask students to answer: What is
one thing you liked about your artwork?
What is one thing you felt like you could have improved on?

Thursday group had to do week 1 and week 2 in one week, so

we drew less sea creatures and instead did 2 or 3.
C. Formative -Critique
assessment Gallery Walk/ Class critiques
methods/tools: View the completed mural. Answer questions on critique
sheets.We will then discuss responses with the class all together.

Critique Sheet includes:

Describe
What do you see in this artwork? Explain everything you see, even
if you don’t fully understand what it is

Analyze
How are lines, shapes, and colors used in the piece of art?
Interpret
What is going on in the artwork? What is the purpose of the piece?
Positive/Negative
What is working for this piece? Name the best thing about this
piece.
What is not working for this piece? Name one thing that could be
changed.

-Class Discussion
-Ask questions evaluating what students learned from the last
class/ Helps me evaluate what stuck with them.
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 Self Evaluations
-Discussion with my cooperating teacher about what I need to
work on or change for the next week.

-Exit tickets
-What have students learned each day from presentations/art
making or art activity
-What have students learned through the art activity that day
-What do students think they did good and what do they feel they
can improve on next time
-Answers are to be written/drawn, or written in spanish

D. Grouping Students will be seated at assigned seats (4 students per table).

structure/s: -For the mural portion of the lesson I will have kids come up as
tables to glue on their fish.
E. Accommodations/ Describe any accommodations or modifications you will make for
Modifications students with 504 plans, students with disabilities and IEP’s

Accommodations
-Students will work one on one with the instructor.
-Students seated next to ESL students will translate the assignment
expectations for them and explain what we learned about.
-Students will have a table card for the drawing portion of the
assignment. Students will also watch me demonstrate how to
draw/paint in front of the class.
-Video about the artist Robert Wyland has plenty of visuals
-Students will be allowed to answer exit tickets in Spanish or draw
their answer/response.
Modifications
-Students should be able to master all objectives with my
guidance.

F. Instructional -Watercolor tempera cakes

Materials, -Paint brushes
Equipment and -water/water containers
Technology: -oil pastels
-paper
-roll paper
-crayons
-pencils
-roll paper
-sponges
-scissors
-glue

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 Technology/Class Materials:
Powerpoint
Youtube:
https://www.youtube.com/watch?v=KP-l42ZHFyE
https://www.youtube.com/watch?v=F4ZRCQHXdCI
Table Cards

IV. SUMMATIVE ASSESSMENT

THINK: HOW WILL I ENSURE THE LEARNERS HAVE MET THE OBJECTIVE/S FOR THE
LESSON?
Summative Effort-Students should work hard and follow project instructions.
Assessment: Craftsmanship-Artwork is expected to be neat and complete. Students should
pay attention to detail.
Understanding- Students should understand and be able to use the elements of
design.
Creativity-Students work should be original and creative.

-Since students are making a collaborative piece I will be grading their

work as it progresses individually and as a collective final piece.
Art Rubric
4/E 3/S 2N
1/U
Exceeds Meets Below No
Expectations Expectations Expectations Attempt

Effort Follows all Follows Follows Does not

of the almost all of some of the follow any of
instructions the directions directions for the
for the for the the project. instructions.
project. project. Works on Does not
Works Works on art their art attempt to
diligently all most of the some of the work on their
of the time. time time. art.

Craftsmanshi Clean, neat, Mostly clean Somewhat Poorly

p organized organized, organized, organized
and well neat and clean, neat and crafted
crafted. crafted and crafted

Understandin Demonstrate Demonstrate Demonstrate Made no

g d the most da d a poor use attempt to
effective use somewhat of the effectively
of the effective use elements and use the
elements and of the principles of elements and
principles of elements and art design. principles of
design. principles of design.
art design.
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 Creativity Art is Art is Art is Art is not
creative and somewhat sometimes creative or
original. creative and creative or original.
original. original.

Assessment Accommodations
Accommodation - Students will work one on one with the instructor.
s& -Students seated next to ESL students will translate the assignment
Modifications expectations for them and explain what we learned about.
-Students will have a table card for the pattern portion of the assignment with
spanish translations and pictures
-Video about Alebrijes has both spanish and English translation.
-Students will be allowed to answer written responses in Spanish or draw their
answer/response.

Modifications
- None

-Since students are making a collaborative piece I will be grading their

work as it progresses individually and as a collective final piece.
Art Rubric
4/E 3/S 2/N
1/U
Exceeds Meets Below No
Expectations Expectations Expectations Attempt

Effort Follows all Follows Follows Does not

of the almost all of some of the follow any of
instructions the directions directions for the
for the for the the project. instructions.
project. project. Works on Does not
Works Works on art their art attempt to
diligently all most of the some of the work on their
of the time. time time. art.

Craftsmanshi Clean, neat, Mostly clean Somewhat Poorly

p organized organized, organized, organized
and well neat and clean, neat and crafted
crafted. crafted and crafted

Understandin Demonstrate Demonstrate Demonstrate Made no

g d the most da d a poor use attempt to
effective use somewhat of the effectively
of the effective use elements and use the
elements and of the principles of elements and
principles of elements and art design. principles of
design. principles of design.

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 art design.

Creativity Art is Art is Art is Art is not

creative and somewhat sometimes creative or
original. creative and creative or original.
original. original.

V. REFLECTION ON THE EXPERIENCE

Reflection Write a brief reflection on what worked in the lesson and what you could
improve upon for the next lesson. (If you did not actually get to teach it,
reflect on your planning experience. What challenged you? What do you still
need to know? How could you find out?)
TEKS: Texas Essential Knowledge and Skills
ELPS: English Language Proficiency Standards
CCRS: College Career and Readiness Standards
IEP: Individualized Education Plan
BIP: Behavior Intervention Plan
ELL: English Language Learner

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