Running head: LESSON PLAN

Hand Tree Table Project

Heylee Goad and Brittany Muhlenkamp
Ivy Tech Community College

LESSON PLAN

Name: Hand Tree Project

Grade: Kindergarten
Standard Domain: EL.K.7 2006 - LISTENING AND SPEAKING: Skills, Strategies, and
Applications Students listen and respond to oral communication. They speak in clear and
coherent sentences. Students deliver brief oral presentations about familiar experiences or
interests.
Standard:
K.7.1 Understand and follow one- and two-step spoken directions.
K.7.2 Share information and ideas, speaking in complete, coherent sentences.
K.7.3 Describe people, places, things (including their size, color, and shape), locations, and
actions.
Objective: The students will follow one and two step spoken directions, speak in complete and
coherent sentences, and use descriptive words in order to describe and create the art project.
Materials/Media/Technology:

Table

Paint (variety of colors)

12 Paintbrushes

Water

Paper towels

Paint Shirt

____________________________________________________________
I. MOTIVATION: The students will be motivated by the quote, Promise me youll always
remember: You are braver than you believe, stronger than you seem, and smarter than you
think. The students will discuss what the quote means to them.

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Who wants to get their hands dirty? Today we will be using finger paint to put our handprints
onto a table. We will be making this for an art project! Who wants to join us? I am going to
read a quote to the whole class, Promise me youll always remember: You are braver than you
believe, stronger than you seem, and smarter than you think. What do you think of this quote?
Tell me how you can relate this to your own life?
II. GOAL FOR LEARNER: The students should be able to follow directions given orally.
The students should also be able to use complete sentences to describe the quote written on the
table.
Today we are going to be working on following directions and using complete sentences.
Remember, when we are speaking, we are using complete sentences. Now, I need someone to
describe to me, what might we paint on the table that goes along with the quote or the tree?
III. PROCEDURE:
1. Show the students the table
a. The table is in view of the students, but the students cannot touch
2. Read the quote aloud to the students (We will read the quote to the class!)
a. Promise me youll always remember: You are braver than you
believe, stronger than you seem, and smarter than you think.
3. Ask the students what they think the meaning of the quote is
a. If nobody speaks up right away, give an example and have the students explain
why they agree or why they do not agree
i.

Examples: You may be working on a problem in

school that you think is really hard, but you remember you are smart and
you can figure out the problem

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4
ii.

Have a meaningful discussion, the students should use complete sentences

4. Give detailed directions on how the students will pick their color, get their hand painted
and washed.
a. Break the students up into even amount of groups
i.

One at a time the students will have their hand painted

ii.

The student will place their hand on the table to make their hand print look
like a leaf on the tree

iii.

The student will then go to the nearest sink and wash their hand

5. While the students are waiting to get their hand painted, they will be at two different
stations, one drawing a picture to represent the quote they just discussed and the second
will be mini activities that can be completed.
6. Once everyone has placed their hand on the tree, ask the students what they think the
meaning of their hands on the tree is
a. Friendship
b. Unity
c. Nature
7. Review and restate what the students said about the meaning of the quote and the
importance of their hand print
NEW INFORMATION: The students will learn the importance of following directions,
speaking in complete sentences, and using descriptive words to explain what they mean.
CHECKING FOR UNDERSTANDING: Ask the students if they know the steps they will
take to get their handprints on the table. Can anyone tell us what we need to do in order to get
your handprints on the table? What materials might we need? As a class we need to make sure

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we follow all the directions given. First, I will break you into even groups, one group will be
working on a drawing to represent the quote that is on our table, the other group will be going to
another station to read a book and do an activity, the last group will be getting their hands
painted and washed. Lets get started!
MODELING: The students should know the steps they need to take to put their handprint on
the table, but to review again, show step by step what they need to do.
If you are in in group one, you will be putting your hands on the table first. Group one, when you
finish, you will go back to your seat to read your own book, and you must be reading! Group
two, first you will be working on drawing your picture to represent the quote. Remember the
quote, Promise me youll always remember: You are braver than you believe, stronger than you
seem, and smarter than you think. If you need a reminder I have written the quote on the board
for you to look at. Group three, you will be going to the mini stations. Pick one station to go to
first. Once you are finished, you may move on to the next. I have each station and which groups
go first written on the board.
GUIDED PRACTICE: Once the steps have been modeled, call on a student to model the steps
that will need to be taken to get their hands painted, put on the table, and cleaned. The student
will also model how they will transition from station to station.
I need a volunteer who knows all the steps and stations to model for the class. (Student is picked,
his name is Jimmy) Okay Jimmy, you are in group one what is your first step? (Jimmy does the
steps for the hand print.) Great! Now, someone tell Jimmy something he did correctly. (Student
answers) Thank you. Jimmy, what must you do now? (Jimmy goes to the next station and begins
to draw a picture) Yes! Good! Now, someone else, tell me something Jimmy did correctly.
(Student answers) We are moving on the last big station. (Jimmy does the steps correctly to

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finish the station.)

CHECKING FOR UNDERSTANDING: As the student is modeling, have the students direct
their classmate to the next step he needs to take.
I need a volunteer to tell me in complete sentences what Jimmy needs to do in this last station.
(While one student is explaining the steps, Jimmy is modeling those steps.) Great! Now students,
do we understand all the steps that need to be taken? Remember, if you are in group two, you are
starting with the drawing, if you are in group three you are starting with the mini stations.
PRACTICE: Now that the steps have been explained in detail at least three times, it is the
students turn to follow all the directions. The students will get into groups. Once the students are
grouped, they will start on their activity. The students who are having their hands painted will
place their handprint on the table, and then they will then go and wash off the paint in the nearest
sink. The students in group two will be working on the mini activities and group three will be
drawing their picture over what the quote means to them.
ASSESSMENT: The students will be assessed according to following directions, speaking in
complete sentences, and their participation.
EXTENSION: Every student will finish at a different time. The students who went first will be
done way before the last student who puts his/her handprint on the table. There are stations set up
for students who are finished with their drawing and putting their hand print on the tree.
Station one: Students read Have You Filled a Bucket Today? by Carol McCloud. In this station,
students will write out three ways they can be a bucket filler. After writing out the three ways,
the students must draw the actions they will take to fill a bucket.
Station two: The Tiny Seed by Eric Carle. Students will pick a picture from the book and use
descriptive words to describe the size, shape and colors of what they see.

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Station 3: The students will read Sheila Rae, the Brave by Kevin Henkes. The students will think
of 3 different times in their life when they had to be brave, they will write down the three
different times. Using Story Creator on the iPad, students will create a short story of one of the
times they had to be brave and what happened after they made the decision to be brave.
CLOSURE: When finished, and all of the paint is washed off the hands of the students, all of
the stations have been picked up, and the drawings turned in the class will get back together and
discuss the meaning of handprints in relation to the quote. Awesome job everyone! Who had
fun? Lets look at our finished project! Everyone did a nice job going from station to station and
completing the tasks. What was your favorite mini station? (Students answer using complete
sentences what their favorite station was and why.) I think everyone worked great together as a
team! Now that our table is complete what do you think? (Every student says one thing they like
about the completed art project using complete sentences)
IV. EVALUATION

The student followed all the

directions. (moving from
each station and completing
the stations)
The student spoke in
complete sentences when
asking or answering
questions.
The student was respectful to
every classmate.
The student participated in
all activities with a positive

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attitude.

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9
References

Books:
Sheila Rae, the Brave by Kevin Henkes
Have You Filled a Bucket Today? by Carol McCloud
The Tiny Seed by Eric Carle
Be a Friend to Trees by Patricia Lauber