Millicent Atkins School of Education: Common Lesson

Plan Template

Teacher Candidate Name: Kimberly Van Sambeek and Jamie Holforty

Grade Level: 1st and 2nd grade

Subject: Art

Date:11/09/21

PLANNING

List the Common Core/State Standard(s) to be addressed in this lesson.

-Creating: (2.VA.Cr.2) Experiment with various materials and tools while demonstrating
safe use of materials, tools, and procedures to create works of art or design
-Presenting: (2.VA.Pr.5.1) Distinguish between different materials or artistic techniques
for preparing artwork for presentation.
-Responding: (2.VA.Re.7.1.a) Identify mood and expressive properties suggested by a
work of art
-Connecting: (2.VA.CN.10.1.a) Create art that tells a story or expresses a mood about
events in home, school, or community life

List the Rationale (cite theories or theorists):

Expressive theories: art viewed as a representation or manifestation of the inner state of

the artist
Formalist theories: the work of art viewed as an organic unity; i.e., a self-contained, self-
justifying entity
Processional theories: the making of works of art because the creative process is an
inherently self-contained, self-justifying process.
Aestheticism: late 19th century European movement based on the idea that art exists for
the sake of its beauty alone.

http://retiary.org/art_theories/theories_of_art.html
List the learning objective(s) to be addressed in this lesson (specific, measurable,
attainable, timebound). Use the following format: “Students will be able to…”

2.VA.Cr.2: The students will be able to experiment with different tools by using a fork to
create texture and patterns in their artwork

2.VA.Pr.4.1: The students will be able to explain why they used different materials when
creating their artwork.

2.VA.Re.7.1.a: The students will be able to describe a feeling or mood that they see in
Vincent Van Gogh’s work and apply it to their artwork.

2.VA.CN.10.1.a: The students will be able to create artwork that resembles something
that they have seen or felt in their lives outside of school.

Describe how the learning objective(s) and the learning outcomes is/are
appropriate for the age/developmental level of the students.

● Students and teachers are active and easily excited.

● Students can use almost any appropriate topic as motivation.
● Students are eager to learn.
● Teach students many ways to see and draw.
● Do not under teach.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special

needs, including those of gifted students, those of students’ physical needs, and
those due to cultural characteristics).

12 girls
Describe your Knowledge of Students: (in terms of the whole class and individual
students)
(e.g., language needs; approaches to learning; prior learning and experiences;
academic proficiencies/behavioral differences; areas of interest).

The students have been introduced to Vincent Van Gogh. They know a little bit about
him and his work Starry Night. There are no students that have academic proficiencies or
behavioral differences. There are also no language needs as each student speaks
English as their first language.

List the materials/resources you will need to teach the lesson.

-forks
- 12x15 construction paper
- paint brushes
-paint
-paper plates
-tape
-pencil and eraser

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into
the lesson and explain how it will enhance instruction and student learning.

A powerpoint will be created to help the students visualize different ideas and outcomes
of the project. The powerpoint will also keep up with what is being taught just as small
reminders for the students and the teachers and to help everyone follow along. With a
powerpoint comes a computer as well.
The projects created as an example will be portrayed upon a white board or projector
screen. A projector will be used to help the image show up on the board.

Accommodations: Base this on the information you provided for

Classroom Demographics and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet
the needs of all learners and accommodate differences in students’ learning,
culture, language, etc. *

To meet the needs of the students, we will have to mix gel medium with tempera to
create acrylic paint. We will also cut the paper to the correct size beforehand. To help
keep the sheets on the table and not get paint on the tables, we will be taping the sheets
to the table.

Pre-Assessment: Describe the instrument or process you will use to measure

students’ level of understanding toward the learning objective(s) prior to teaching
the lesson.

Students will be asked if they understand the objective of the assignment. While the
powerpoint is being presented, the teachers will stop and ask a few simple questions to
make sure that the students are engaged and following along. Once they begin their
assignment, the teachers will be walking around and making sure that the students are
following the rules that were presented previously to them starting their project. The
teachers will also be available for any questions that students may have while creating
their artwork.

Pre-Assessment: Describe how the results of the pre-assessment (what the

students have demonstrated they know) will be used to design the lesson
objectives, instruction, and post-assessment. (Include charts, graphs if
applicable)

This pre-assessment will help design the lesson instruction because if it seems that the
students understand the assignment more than previously thought, we can jump ahead
to the project. If they know less, we can spend more time studying the art. This will help
design the objectives by making sure that the students are following the instructions. If it
seems that multiple students are making mistakes, we can clarify things for the entire
class.

Classroom Management
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.

● Students will need to maintain little to no talking volume while the teachers are
 addressing the assignment.
● Students will need to answer simple questions during the presentation of the
lesson, so that the teachers can make sure everyone is following along.
● Students need to stay at their desks while the lesson is being presented to keep
from causing distractions.
● Students will go to different locations to grab what they need for the projects at
different times. This will help with the continuous movement going on in the
classroom.
● Students will raise their hands if they know the answers to any questions. They
will also raise their hands if they have any questions while doing their projects.
● Students desks will be checked at the end of class to make sure that they
cleaned up their locations properly and that their artwork is drying in the correct
spot.

Implementation

“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning
objectives)

Describe what instructional strategies you will use to model/explain/demonstrate

the knowledge and skills required of the objective.

- Teachers will introduce the lesson

TT: Today, we are going to be learning about Vincent Van Gogh. He is a famous
painter from the late 1800s. Has anyone heard of Vincent Van Gogh before?
Okay. Can anyone tell me something about him? Okay. After looking at some of
his work, I hope that you all will be able to tell me something you’ve learned.
- Teachers show PowerPoint
TT: This is his work Starry Night. Has anyone seen this painting before? Okay.
What do you see? Does this look like something you might see at home through
your window? What is similar? What is different? What do you feel while looking
at this painting?
- Teachers continue showing PowerPoint
TT: This is his work Sunflowers. Has anyone seen this painting before? Okay.
What do you see in this one? Does this look similar to Starry Night? Does this
look different? How do you feel after looking at this painting? Which one do you
like better? Okay.
 - Teachers show their artwork
TT: Today, we are going to be making our own Starry Nights and Sunflowers.
You get to pick whichever one you want to paint. We will be using forks to make
cool textures and patterns like Vincent Van Gogh.
- Teachers pass out sheets and supplies for students to use
- Teachers help students to get their paint ready
TT: You will have to mix your colors with this special gel. We need it to make sure
that our paintings stay wet enough for us to create our patterns using our forks.
Remember, you are sharing with your partner.
- Teachers go through steps on how to create their artworks

“We Do”
(Teacher engages students in guided practice)

Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).

● Students will be asked a few simple questions as the teacher is

presenting the lesson.
● Students will need to watch as the teacher is giving examples on how to
perform the artwork.
● Students will receive their own art supplies to complete this assignment.
● Students will make their own project while teachers are walking around
and helping them to succeed.

“You Do”
(Students engage in independent practice)

Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives?

- Students independently begin painting their projects. Teacher asks

them different questions as they work and helps guide them.
TT: What painting did you choose to paint? Remember to keep your sleeves out
of your painting. Why do you think that we are using forks? What did you learn
about Vincent Van Gogh today? Remember to add lots of paints so that you can
use your fork at the end.

Lesson Closing

Describe how you will reemphasize the lesson objective(s) and any skills/content
that were taught in an interactive manner (whole/small group, etc.).

While the students are finishing up their projects, the teachers will walk around
the room and converse with the students to see if they picked up on the important
parts of the lesson. The students will be asked to write down two different
important tools that they used to help them create their project. The teachers will
tell the class to start cleaning up with about 5 minutes left. They will then make
sure that the students listened to the directions prior to them creating their own
project. The teachers will make sure that all of the tables are clean and the
projects are drying the correct place.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment

you will use to measure students’ level of understanding toward the learning objectives
after teaching the lesson.

https://northern0-
my.sharepoint.com/:w:/g/personal/kimberly_vansambeek_wolves_northern_edu/EcNUfu
abzuxFhEZS-ZtGhccBPwPFeeiMyJ2q7ioY8wcXxg?e=l33oiZ

Analyze

Post Assessment: Based on the results of the Pre and Post-Assessment, to what
extent did students achieve the learning goals/objective of the lesson? Cite examples
from the lesson plan, assessments, and/or video.

If applicable, insert a table/chart/graph before your explanation.

 Reflect
Reflect on your instructional strategies, interactions with students, and classroom
management strategies. Describe what went well and what areas you need to revise in
the future. Cite examples (from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why
would you make each revision? Cite examples from the lesson plan, video and/or
student work that would prompt revisions.