Formal Lesson Plan Format

Name: Nissi Rodriguez Grade level: K

Date: Jan 25th, 2021 Length of lesson: 45 mins

Title/theme/focus of lesson: Cubism Self-Portrait

Common Core State Standards:

- K.VA:Cr2.1: Through experimentation, build skills in various media and approaches to artmaking.

Essential lesson question(s):.

- What is a self portrait
- What is Cubism and a Cubist?

Learning outcomes/objectives:
- Students will create cubist style self-portrait.
- Students will experiment with this style of media (cubism) through drawing various shapes and
angles of themself to create their self-portrait.

Vocabulary:
- Self-Portrait
- Cubism
- Cubist (Picasso)

Assessment: Identify specific assessment strategies you will use throughout the lesson:
● Diagnostic:
o Ask students what a self portrait is to find out if they understand what a self portrait is.
● Formative:
o Checking if students are following the directions and staying on task to complete their
objective.
● Summative:
o Students successfully created cubist style self-portraits.

Materials:
- Portrait Paper
- Pieces of square/rectangle construction paper
- Crayons
- Pencil if preferred
- Spotlight

Room environment:
- Students will be inside the classroom seating in their assigned seats.
- Each student will be given a white piece of paper.
- Students at each table will be given a few squares/rectangles to pick from. Students will pick 3 to
4 pieces of paper.
Accommodations & Modifications for all learners: Identify strategies and rationale that will support all
students and diverse learners (UDL):
● English Learners:
o Provide vocabulary on self portrait, cubism, and picasso.
o Provide examples of picasso and of cubism artwork
o Show them an example of the self portrait they will be doing
o Draw a few examples of eyes and noses and mouths to help students.
● Special Needs (504, IEP)
o Provide vocabulary on self portrait, cubism, and picasso.
o Provide examples of picasso and of cubism artwork
o Show them an example of the self portrait they will be doing
o Draw a few examples of eyes and noses and mouths to help students.
● GATE and/or Multiple Intelligences as needed

Instructional Procedure:

● Anticipatory Set/Orientation:
o I will as students to look at the wall with all their photos and ask them what is missing.
o I will proceed to tell them that it is time to make a new self portrait!
▪ I will ask the students if they remember or know a self portrait is.
▪ I will proceed to tell students that might not know explaining “Self portrait is a
piece of art that an artist creates of themselves” Reminding them that they are
all artists and they will be drawing themselves!
▪ I will explain to students that there is a twist though! I will let the students know
that many artists used many different styles to draw to make their self portrait.
“Some styles might look weird, some might look funny, some might look normal
or exactly like the artist and some might not look completely like the artist and
that is okay all of it is okay!” “That is the fun thing about art we can try new
and different ways to create” Today we will be learning about a style called
cubism and be making a cubist style self-portrait!
● Teaching/Instructional Process (input and modeling):
o I will ask the students “So what is Cubism??” and write it on word on the board asking
them “what do you think cubism means”
o Explain to students that Cubism is a style of art where artists make pictures but using
shapes.
o I will explain how it was started by a person called Picasso. Explaining how he wasn’t
interested in making something look perfectly real instead he wanted to make it look
more interesting.
o Show students examples of some of Picasso’s work and ask students what they notice
▪ Explain to students that cubist artists' portraits actually represented real people.
▪ Explain that showing some parts of the body from the front, some from the side,
some even from the top or back.
o Remind students that we will be drawing a self portrait in this style of art and might look
a bit funny.
o Show students what they will be making.
 ▪ Show your own Self Portrait you made.
o Have students go to their seats and pick three pieces of paper.
● Guided Practice and Monitoring:
o Have students take one side of their paper and write their name on it.
o Have students take their first piece of paper and have students draw their eye on it and
do the same for their other eye.
▪ Give students a few examples of eyes they could make, reminding them that
Picasso uses different sides of a figure and they were simple shapes. Draw the
few examples on the whiteboard for students to refer to. Remind them to , add
eyelashes, eyebrows, anything that makes them unique
o Have students their third piece of paper to draw their nose.
▪ Give students a few example of noses to draw of the white board
o Have students with a black crayon draw the shape of a head and neck on the paper
o Regain students attention explain to students the next steps
o Have students use their glue stick to glue their eyes and nose in the appropriate places
on the head.
o Have students use their crayons to draw in their mouth, ears and hair to reflect the way
they look. Suggest adding hair bows, earrings, necklaces, if students wear them.
o Lastly explained to students to use different colors to fill in the spaces left on the face.

● Monitoring/Check for understanding:

o Walk around the room after instructing each eye and nose so check that students are
following.
o Walk around and help students as they finish their projects. Assist students that need a
little more support or encouragement.
● Closure:
o Have students place their portrait in a pile
o Congratulate students for finishing their self portrait. Appreciate their work and effort.
o Express to my students the excitement of hanging up their self portraits!
o Ask them how they feel about the project.
● Independent Practice:
o Suggest to students to try to draw a picture in the cubism style by using lots of shapes,
colors and from different angles.

Sources: https://artprep.weebly.com/cubist-self-portrait.html

Formal Lesson Plan Format

Name: Nissi Rodriguez Grade level: K
Date: Feb 3, 2021 Length of lesson: 30 mins

Title/theme/focus of lesson: Oral Hygiene- Teeth!

Common Core State Standards:

- K Standard 1: Essential Concepts
- 1.1.P Identify effective dental and personal hygiene practices.
- K Standard 1: Practicing Health-Enhancing Behaviors
- 7.1.P Show effective dental and personal hygiene practices.

Essential lesson question(s):.

- Why do we lose our teeth?
- Why is it important to take care of our teeth?
- How do we brush our teeth and what order?

Learning outcomes/objectives:
- Students will learn why they lose teeth. Students will learn how to brush their teeth and the
order. Students will learn why it is important to take care of their teeth. Students will identify
effective dental hygiene practices.

Vocabulary:
- Toothbrush
- Floss

Assessment: Identify specific assessment strategies you will use throughout the lesson:
● Diagnostic:
o Ask students why Fancy Nancy lost her tooth. Ask the student why we lose our baby
teeth and allow students to share their answers to activate prior knowledge.
● Formative:
o After the video, have students act out the steps on how to brush their teeth. Check that
all students are following along and understand the steps.
● Summative:
o Have students complete a worksheet where they cut out the steps on how to brush their
teeth and paste it in the right order.

Materials:
- Video 1:08 - 2:55
- Worksheet
- Scissors
- Glue

Room environment:
- Students will be inside the classroom and will be seated at the carpet as we discuss and watch
the video.
Accommodations & Modifications for all learners: Identify strategies and rationale that will support all
students and diverse learners (UDL):
● English Learners:
 o Provide a cut out image of a baby tooth and adult tooth as a visual to explain losing
teeth.
o Provide an educational video on brushing our teeth.
o Have students act out the step on how to clean our teeth.
o Have students cut images of the steps to paste in order.
● Special Needs (504, IEP)
o Provide a cut out image of a baby tooth and adult tooth as a visual to explain losing
teeth.
o Provide an educational video on brushing our teeth.
o Have students act out the step on how to clean our teeth.
o Have students cut images of the steps to paste in order.
● GATE and/or Multiple Intelligences as needed

Instructional Procedure:

● Anticipatory Set/Orientation:
o Teacher will have the students come sit on the carpet.
▪ Teacher will remind students that they read Fancy Nancy the too loose tooth.
Teachers will ask students to raise their hand if they have lost a tooth already or
have a loose one.
● “I can see many have lost a tooth already or have a wiggly tooth. If you
don’t that is okay because really soon you will too.”
● Teaching/Instructional Process (input and modeling):
o Teacher will ask the question “Why do we lose our teeth?” Allow students to share their
answers.
▪ I have a question for you “Why do we lose our teeth?”
▪ Teacher will explain that “We lose what is called our baby teeth.”
o Teacher will show students a small cut out of a tooth. Teacher will explain that “our
baby teeth save a spot for our adult teeth.” The teacher will have the adult tooth cut
out under the baby tooth. Teacher will continue to explain “When it is time for the adult
tooth to move in, the baby tooth will fall out so that there is room for the adult tooth.”
Teacher will visualize the action with the cut outs. Teacher will tell the students that we
will have these (adult teeth) for the rest of our lives”.
o Teacher will ask students “why is it important to take care of our teeth?” Allow students
to share their answers.
● “Well our teeth do a lot for us, they help us to eat, speak and smile
and we need to take care of them, especially our adult teeth that are
coming and that we will have for the rest of our lives.”
o Play a quick game
▪ Ask students what they think is good for our teeth and what they think is bad.
(Candy, Health Snacks, Water, Floss, Mouthwash, Dentist, Soda) (Have students
give a thumbs up and down)
● Guided Practice and Monitoring:
o Teacher will have students watch a video on how to brush our teeth.
o The teacher will instruct students to act out brushing their teeth.
 ■ First we need to pick up our toothbrush
■ Now we need to squeeze out toothpaste gentle on the toothbrush
■ Next we need to brush our teeth.
■ Now we rinse and floss our teeth
○ Teacher will show the worksheet to the students and explain directions. Teacher will
explain that they need to cut and paste the steps on how to clean our teeth in the right
order.
● Monitoring/Check for understanding:
o The teacher will check that students are understanding what is good and bad for our
teeth.
o The teacher will check the students are following along with acting out the steps on how
to clean their teeth.
o Teacher will walk around monitoring and assisting students with cutting and pasting the
(how to clean your teeth) steps in the right order
● Closure:
o I will have students check their work with me and give them a star when they correctly
completed the worksheet. I will congratulate students saying “now you know how to
keep your teeth clean!”
o I will have students clean their area and go outside for a breaktime.
● Independent Practice:
o I will encourage students to practice brushing their teeth at home.

Sources: https://www.youtube.com/watch?v=vcNAhUqH9U0 ‘

Formal Lesson Plan Format

Name: Nissi Rodriguez Grade level: K
Date: Feb 3, 2021 Length of lesson: 30 mins

Title/theme/focus of lesson: Active Musical Hearts - P.E

Common Core State Standards:

- 1.1 Travel within a large group, without bumping into others or falling, while using locomotor
skills.
- 1.6 Balance on one, two, three, four, and five body parts.
- 2.2 Identify and independently use personal space, general space, and boundaries and discuss
why they are important.
- 2.5 Identify the locomotor skills of walk, jog, run, hop, jump, slide, and gallop.
- 3.1 Participate in physical activities that are enjoyable and challenging.
- 4.4 Identify the location of the heart and explain that it is a muscle.
- 4.5 Explain that physical activity increases the heart rate.

Essential lesson question(s):.

- What are exercises?
- What do exercises do to our heart and why is it important?

Learning outcomes/objectives:
- Students will be able to walk around a circle taking turns stepping on a heart and without
bumping into each other or falling using locomotor skills. (Building on the ability to be able to
play team sports as they grow up, with success in their awareness of their space as they play)
- Students will be able complete the listed exercise on the heart.

Vocabulary:
- Exercises
- Heart

Assessment: Identify specific assessment strategies you will use throughout the lesson:
● Diagnostic:
o Students will be reminded that exercise was on their wonder list and will be asked if they
now know what is an exercise. Students will also be reminded that we learned about
hearts the following day. I will ask students questions and have a discussion about
exercises and hearts allowing students to activate their prior knowledge to see what
they already know and remember.
● Formative:
o Students will repeat phrases that emphasise no bumping into each other. I will monitor
that students are not bumping into each other as they go around the circle. I will be
checking that students are following along as they do the given exercise on the heart
with the class.
● Summative:
o There will be no physical summative assessment.
Materials:
- Tape
- Paper Hearts
- Code with exercises on the whiteboard
 - Music Device

Room environment:
- The students will be outside and sit on a heart for the intro of my lesson, for the rest of the
lesson they will be actively participating in the activity.

Accommodations & Modifications for all learners: Identify strategies and rationale that will support all
students and diverse learners (UDL):
● English Learners:
o Students will show muscles to understand that exercise helps our muscles stay strong.
o Students will tap chest to understand that exercise increases heart rate
o Students will be able follow the teacher example to learn the exercise
o Students will look at numbers and the teacher will read what the exercise is.
o Hearts on the floor are a guide to show where to step.
● Special Needs (504, IEP)
o Students will show muscles to understand that exercise helps our muscles stay strong.
o Students will tap chest to understand that exercise increases heart rate
o Students will be able follow the teacher example to learn the exercise
o Students will look at numbers and the teacher will read what the exercise is.
o Hearts on the floor are a guide to show where to step.
● GATE and/or Multiple Intelligences as needed

Instructional Procedure:

● Anticipatory Set/Orientation:
o Teacher will instruct all students to sit on or by a heart and not to touch the heart at this
time.
o Teacher will ask students about their wonder list
▪ “So I heard and saw you have something called a wonder list. Can I have one
person explain to me what it is?” Teacher will have one student explain.
o I will tell the students how I saw that the wonder list had the word exercises.
▪ I know it might have been awhile since you wrote that list so maybe you found
out what exercises are if so, I would love to hear what you think exercises are”
Teacher will call on a few students to share.
● Teaching/Instructional Process (input and modeling):
o Teacher will explain that an exercise is when we move our body in certain ways to work
out our muscles to make them stronger and to stay healthy
▪ Teacher will have students show their muscles.
o Teacher will remind students that they have been talking about hearts and our heart is a
muscle too! (Have students repeat)
▪ “So exercises help our hearts to stay strong.”“When you exercise you breathe
faster so you take in more air and your heart beats harder too.”
▪ The students will pat their chest slowly then faster to understand.
o Teacher will explain that “exercise gives your heart a workout allowing the heart to
better at its job which is pumping blood and oxygen to all your body parts.”
 o Teacher will explain how students will learn and do many exercises today.
▪ “Today we will be learning many exercises that are good for kindergarteners'
hearts”.

● Guided Practice and Monitoring:

o Teacher will model what the activity will look like.
▪ Teacher will explain that students will walk around a circle of hearts when the
music starts. Teachers will express that students can dance to the music as they
walk. Teacher will tell the students that they must walk and wait for the next
person to move onto their heart (on the ground) before stepping on the next
heart so they don't bump into each other. Teacher will tell the student when the
music stops the student must stop on the heart they are on or closest too.
● Students will repeat “we must walk.” Teacher will ask “Do we run?”
“Why do you think I want you to walk?” “What could happen if we
bump into each other?”
o Teacher will explain when the music stop, the teacher will pick a fair stick. That student
called on will turn over their heart to tell us what number is on the bottom. We will look
at the code and see what exercise we will do. The students will do 5 times or less and we
will then continue the music and do the activity again.

● Monitoring/Check for understanding:

o Teachers will check and remind students as they walk not to bump into each other.
o Teacher will model the exercise and check that students are following along. If students
need more assistance, teachers will help them correctly complete the exercise.
● Closure:
o Teacher will have students feel their heart and ask if they feel it beating faster.
o Teacher will congratulate students on how they are taking care of themselves and their
heart by working out.
o Teacher will call on two students to share their favorite workout!
▪ “Now you know some great exercises to do at home. What was your favorite
exercise?”
● Independent Practice:
o Encourage students to exercise at home using the exercises they learned in the activity.

Sources: