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AE392/393/480 LESSON PLAN

Organizer/Cover Sheet

Name: Kara Marie White

School: Virtual Learning

Date: April 2020

Cooperating Teacher: None

College Supervisor: Linda Johnson-Dynek

Title of Unit/Lesson:

Grade: Upper Level Elementary Grades (grades 4-6)

 Lesson, Segment, or Unit Title
Goals/Central Focus of the Lesson, Segment, Unit
Rationale
Big Idea /Meaning Making
NAEA Standards
Local/State Standards

Lesson #1 Lesson #2 Lesson #3 Lesson #4

Related Standards Related Standards Related Standards Related Standards
Objectives, Objectives, Objectives, Objectives,
Questions, Questions, Questions, Questions,
Academic language, Academic language, Academic language, Academic language,
Instruction, Instruction, Instruction, Instruction,
Assessment- directly Assessment- directly Assessment- directly Assessment- directly
related to objectives related to objectives related to objectives related to objectives

G
Class1 Class2 Class3 Class Class Class Class 7 Class 8
4 5 6

Final Assessment of overall Lesson, Segment, or Unit—based on

portfolio of lesson assessments or standards

AE392/393/480 LESSON, SEGMENT, or UNIT PLAN

Rationale: Learner & Context

What are the characteristics of your learners? Learners in the early elementary group have a wide
range of characteristics, but some common ones are as follows: They need a slower pace for
working so they can think and process the information, as well as work slowly to develop gross and
fine motor skills. They are industrious and like to accomplish things. They are moving toward
acuity and control.
How do these characteristics fit in with your lesson? The Weaving lesson allows students to work
at their own pace, with supportive guidance from an adult. The weaving process is engaging and it
results in a useful, and aesthetically pleasing outcome, which give the students a sense of
accomplishment. This lesson supports their cognitive and physical learning as they develop
expertise and control of the materials.
What is the social, cultural, educational, environmental, etc… context of your learners? These
learners, in this specific context are learning at home and are getting limited virtual and remote
learning from their school sites.
How have these contexts impacted your reasoning for teaching this lesson? This unit lesson gives
them the opportunity to integrate and apply learning in many subjects, extending their opportunity
to learn. It also teaches them about how weaving is a world wide art that transcends time and place.
In what ways is this lesson meaningful to your student? It is meaningful in its integration of art,
social studies, math, and music.
In what ways does this lesson involve student choice? The students have a choice in their design,
their color choices, and their textures.
In what ways does this lesson develop creative thinking? This lesson develops the ability for
students to make creative connections between subjects, cultures, and their own development of
design to create a functional, aesthetically effective artwork.

Goals, Standards, Objectives (WI Teacher Standards #1, 2)

Art Making, Art History, Cultural Connection, Aesthetics/Criticism; Art Integration; national, state,
local standards; cognitive, affective, social, physical

National Standards:
Creating
VA:Cr1.1.5a
Combine ideas to generate an innovative idea for art-making.
VA:Cr2.1.6a
Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of
art and design.
Presenting
Responding
VA:Re.7.2.6a
Analyze ways that visual components and cultural associations suggested by images influence
ideas, emotions, and actions.
VA:Re8.1.4a
Interpret art by referring to contextual information and analyzing relevant subject matter,
characteristics of form, and use of media.
Connecting

Enduring/BIG IDEA:
Weaving is all around us.

Meaning Making: How will students make meaning through this lesson?
The unit on weaving is meaningful in the presence of weaving and wovens in our experience, and in
its integration of art, social studies, math, and music.

In what ways will students have opportunities to make choices?

The students have a choice in their design, their color choices, and their textures.

Student Learning Goals for Learning Segment (group of lessons), Unit, or Lesson:
The learners will know how to Plan and Design a Weaving

Each lesson (1-?) includes all of the components below, for instance if
you are doing a small unit or learning segment on the Day of the Dead,
there might be 5 lessons that fall under the above Standards, Big Idea,
Meaning, etc., but each lesson will have its own set of objectives,
questions, instruction steps, assessments and
accomodations/modifications:
Instructional objective(s) [Cognitive, Affective, Social, Physical]: (LWBAT)
The learner will be able to:
Consider found objects to incorporate into the piece
Decide on which colors they would like to use
Come up with the order of which colors, materials, and how big each one will be
Draw out their plan
Decide on how far apart of close together the strings would be
Design a piece inspired by the history of weaving

Essential Questions:

Materials Needed: (WI Teacher Standard #3)

• List all of the materials (name, quantity, and size) you will need to teach this lesson. Include
those you designed, online resources, and teacher/school supplied.

Cardboard Loom
Sketchbook or a blank piece of white paper (any size big enough to sketch)
Pencil
Eraser
Set of Colored Pencils, crayons or makers

Academic Language-– these strategies should show up in the appropriate place in the
procedural steps of your lesson plan:

Explain how you will develop academic language through:

Language Function (describing, comparing, explaining, critiquing, analyzing, interpreting,
evaluating): The Students will Apply, Analyze, evaluate and create,

Vocabulary Development (words/phrases; general academic vocabulary; subject specific

vocabulary): Texture, order, color, size, incorporate, width, worp

Discourse (discussion, questions, written/spoken interactions between teachers/students/peers):

Did you find all the materials that you wanted to use?
What rooms did you find these materials?
Do you think that you will use all of the materials you found, or did you leave some out?
Did you decide to do a pattern or is it more random?
Did something inspire you to design it the way you did? (Like the videos previously watched)
What materials do you wish you had to add into your piece?
How big do you want each section to be?
What about the videos you watched was your favorite?
Was it the songs, the colors, they used or something else?
Did these videos inspire you to make a weaving of your own?

Syntax (organizing language: sentences, tables, graphs)

Pictures of different textures in weaving

Total Time Needed for Lesson__1 hour____

Procedures
Procedures: (WI Teacher Standard #7)
(Specify time allotments on lines)

Underline planned support for learning of the objectives, i.e., Will have students recall prior
learning about Vincent VanGogh in a discussion about the expressionist style of art

Be very detailed. Explain how you will engage students, facilitate their learning, teach the
objectives, ask questions, plan support for learning, and assess formally and informally during the
lesson.

Introduction (MOTIVATION):
Today we are going to plan our pieces out. We are going to look at some different materials that
you could possibly incorporate into weaving
Then we’re going to see which of these materials we have access to
Once we are done with our search, we will pick out some colors that we want to use, how thick we
want our strings, what order we want to put it in and then draw it out.

Steps for instruction:

___What about what you have learned so far is your favorite? Is it the songs, the colors, they
used or something else? Did any of this information inspire you to make a weaving of your own?
Let’s start out by looking at some pictures of some other weavings. In these pictures the artist used
household things such as saran wrap, paper towels, toilet paper, sticks, or anything else they find
that would be a fun texture to add in. The artist used different width of string and ribbons. How
tight they put the string looks different. These are things to consider when making your own
weaving.
___We are now going to design our own weaving. Start by tracing your loom that you made on
a white piece of paper. Then draw a line ½ an inch from the top and 1 inch from the bottom. The
smaller square in the middle is where you can fit your design in. Write a list of all materials you
would like to use in your loom.
___Next, we are going search for our materials, can you find all of these items around your
house? Make a pile of everything you can find for your loom, include and yarn, string, or ribbon.
You’ll need these later when you actually start to make your weaving.
___Now we will draw our designs. Make sure you keep in mind what colors you have and
which you want to use, involve all of the materials you found that you want to use. How big do you
want each section to be? Do you want the lines scrunched up tights so you can’t see the worp or
looser, so it shows through? After we have it drawn out, we are going to color it with our marker,
crayons, or colored pencils. You can pick one or use all three. I should be able to tell what your plan
is just by looking at your colorful drawing.

Closure: Now we are one step closer to creating our weavings.

Did you find all the materials that you wanted to use?
What rooms did you find these materials?
Do you think that you will use all of the materials you found, or did you leave some out?
Did you decide to do a pattern or is it more random?
Did something inspire you to design it the way you did? (Like the videos previously watched)
What materials do you wish you had to add into your piece?
You are officially a designer, and I can’t wait to see what you have made.

____Assessment of Learning (WI Teacher Standard #8)

Develop a rubric or other assessment that aligns with the objectives and gives evidence that
every student achieved or did not achieve the objective. After assessing students reflect on
how you would change your planning, instruction, and/or assessment.

Strategies for students requiring additional assistance: (WI Teacher Standard #3)
Be specific! Include specific domains that will be addressed in your strategies:
Cognitive, Socio/emotional, Physical

IDENTIFY SPECIFIC NEEDS BASED ON IEP AND/OR 504 REPORTS.

EXPLANATION OF LESSON PLAN TERMINOLOGY

The following explanations may help you in completing your lesson plans.
STANDARDS: national, state, and/or local
WI State Standard A.12.2: Know advanced vocabulary related to their art
BIG IDEA/ENDURING IDEA – a statement that connects the lesson to ideas that are universal-
Artists throughout time and across cultures use many different tools to create art.
MEANING MAKING: Why is this relevant and meaningful to students… go back to the rationale.
STUDENT LEARNING GOAL - a general statement that expresses what students should know or
understand…
The students will know the names and uses of specific brushes.

Academic Language – these strategies should show up in the appropriate place in the
procedural steps of your lesson plan:
Explain how you will develop academic language through:
Language Function (describing, comparing, explaining, critiquing, analyzing, interpreting,
evaluating):
Vocabulary Development (words/phrases; general academic vocabulary; subject specific
vocabulary):

Discourse (discussion, questions, written/spoken interactions between teachers/students/peers):

Syntax (organizing language: sentences, tables, graphs)

INSTRUCTIONAL OBJECTIVE – LWBAT: learners will be able to…. a specific statement that
describes what the student will be able to do—this should be observable and assessable.
Consider Cognitive, Affective, Social, Physical objectives---based on your rationale
The students will be able to
-identify angular, round, and flat brushes
-choose the appropriate brush for the desired painterly effect:
Flat: massing in color
Angular: edging
Round: blending
Refer to WI Model Academic Standards in the content area you are teaching for specific standards you will
be teaching. http://www.dpi.state.wi.us/standards/pdf/art&design.pdf#search='WI%20state%20standards
%20visual%20art'

ESSENTIAL QUESTIONS:
These can be overarching and also focused… i.e.,
How does the art of different cultures illuminate the beliefs of a culture? A more focused question that
can help to answer this larger question might be: What are some of the reasons masks are created and
used in different cultures?

MATERIALS NEEDED - a listing of everything intended for use in a particular lesson, i.e., books (with
page numbers), transparencies, handouts, computer programs, manipulatives, reference materials, etc.

TIME NEEDED - An approximation of the total length of time needed for the lesson.

PROCEDURES - specifics on introducing, developing, and ending the lesson; these should be brief, but
very clearly stated in sequential order. Beginning each statement with a verb helps to make this more
concise.
Underline planned support for learning of the objectives in the procedures of the lesson, i.e.,
Will have students recall prior learning about Vincent VanGogh in a discussion about the
expressionist style of art

Introduction
What will you do to motivate the student(s)? (During this stage, the teacher presents
the concepts to be learned and students find out what they are going to learn, how to do it,
why, and when it is useful.)
2. Developing the Lesson
This is a step-by-step process in which you list/explain everything you plan to do to reach
each outcome.
What will the student(s) do to practice the skill or strategy? (student engagement)
3. Closure
What will you do to summarize the lesson?
ASSESSMENT - the strategy used to determine if students have met intended goal/objective.
• What will you use to determine if student(s) met the outcome, e.g., written work,
presentation, completion of a project, etc.)
OVERVIEW (actual assessment to be attached to lesson plan; student samples of assessment with student names
covered required):
Quiz with images: Brush name: visual pictures for each with space for labeling

Completion of a process: Exploration: student uses the flat brush effectively to mass in color and blend one color into
another; Angular brush is used precisely and effectively to edge shapes; Round brush is used to effectively add and
blend color.
ADDITIONAL STRATEGIES - alternate procedures for assisting students who did not meet the criteria. Be specific
in regards to aspects of the special need and how you will adapt for differing challenges.
LESSON PLAN
PLANNING CRITERIA/Self-assessment

Using the following criteria, evaluate your lesson plan carefully prior to teaching it. When you are
satisfied that you have met each criteria, check it off. This will help you to decide if any
components of your lesson plan require additional work or clarification.

1. The rationale is clearly articulated and addresses all five points. S

2. The focus of the lesson is indicated and consistent with the design of the plan.
S
3. The ‘big’ idea and the goal are clearly and simply stated and student-oriented. Big ideas
and Goals are not usually measurable.
S
4. Opportunities for meaning making and choice are clearly articulated and are visible in the
objectives
S
5. The standards reflect one or more of the following: Creating, Presenting, Responding,
Connecting
S
6. The objective(s) is/are clearly drawn from the goal. The objective(s) is/are
a. Observable and student-oriented.
b. Stated using a verb based on Bloom’s taxonomy
c. Show the quality of what is being learned
IP
7. The materials to be used are listed in detail S
8. Academic Language is planned for and explained. IP
9. There is a well-planned, relevant motivational aspect. IP
10. The procedures are listed logically and sequentially and focus on what the students will do.
IP
11. The time frame is laid out. IP
12. The closure is designed to capture the essence of the lesson.
IP
13. The assessment is linked to the goals and objectives and in keeping with the lesson design.
IP
 H
Post-teaching Self-Assessment-
after each lesson, respond to each question and upload after teaching

1. Was/were the goals/objectives met? Explain.

2. Did you modify your original plan? If so, how did you adapt the plan and why.

3. If you were to teach this lesson over, what would you do differently?

4. To follow up on this lesson, what would you teach next?

5. What worked best in your lesson?

6. What did you do to motivate learners? Explain. Consider communication and social
interaction skills. (Refer to Social Interaction Abilities)

7. What did you find most difficult about teaching this lesson? Explain. (Refer to Social
Interaction abilities)

8. What insights do you have about student learning from the assessment?

9. How did you use the cooperating teacher's expertise in planning this lesson?

10. What teaching ability or skill will you work on next time?

11. What planned supports would you add if you taught this lesson again?

12. How would you adjust the use of Academic Language to make the lesson stronger?
 COOPERATING TEACHER ASSESSMENT
AE392/393/480 NON-OBSERVED LESSON PLAN (circle one)
Cooperating Teacher Comments Regarding Lesson Plan and Implementation of Lesson – the
cooperating teacher uses this form for the lessons that only she/he observes; the Triadic Assessment
form is used for the lessons that both the cooperating teacher and college supervisor observe.

Cooperating teacher: The student should share his/her lesson plan with you prior to teaching it. Please
indicate when the student shared the lesson plan with you.
The field student shared the lesson plan with me prior to teaching it.
The field student did not share the lesson plan with me prior to teaching it.

(Cooperating Teacher Signature) (School) (Date)

Student: Lesson Title:
Date: Grade Level: