Teacher: Jennifer Nelson

Grade Level: Special Ed. Pre-K

February 18, 2015

Subject: Art

I.Contents and Standards:

NJ Standards:
Standard 0.2: Children demonstrate self-direction.
~0.2.P.A.4: Attend to tasks for a period of time.
Standard 0.4: Children exhibit positive interactions with other children and adults.
~ 0.4.P.A.1: Engage appropriately with peers and teachers in classroom
activities.
~ 0.4.P.A.5: Express needs verbally or nonverbally to teacher and peers
without being aggressive
Standard 1.4: Children express themselves through and develop an appreciation of
the visual arts (e.g., painting, sculpting, and drawing).
~ 1.3.P.D.1: Demonstrate the safe and appropriate use and care of art
materials and tools.
~ 1.3.P.D.5: Demonstrate planning, persistence, and problem-solving skills
while working independently, or with others, during the creative process.
Standard 2.4: Children develop competence and confidence in activities that
require gross- and fine-motor skills.
~ 2.5.P.A.2: Develop and refine fine-motor skills (e.g., complete gradually
more complex puzzles, use smaller-sized manipulatives during play, and use a variety of
writing instruments in a conventional matter).
Standard 9.1: Children demonstrate initiative, engagement, and persistence.
~ 9.1.3: Focus attention on tasks and experiences, despite interruptions or distractions
(e.g., working hard on a drawing even when children nearby are playing a game).
~ 9.1.5: Bring a teacher-directed or self-initiated task, activity or project to completion
(e.g., showing the teacher, LookI finished it all by myself!).
Standard 5.1: Children develop inquiry skills.
~ 5.1.P.C.1: Communicate with other children and adults to share observations, pursue
questions, make predictions, and/or conclusions.
II. Prerequisites:
a. Students should have a basic understanding of what a President is and possibly be able to
name our current President.
b. Students should be able to identify some (as many as possible) of the letters of their
names.
c. Students should be able to use crayons and glue to create an art project.
d. Students should be able to use their hands to manipulate the puppet and make it talk as
they play with it.

III. Instructional Objectives:

a. To help students learn more about our Presidents and Black History month. The students
should be able to create their own President Obama puppet to use during play.
IV. Instructional Procedures:
a. To begin the lesson today, we will meet on our carpet area. I will discuss with the
students what a President is and what they do, as well as whom our current President is.
During this time, I will also mention to them that President Obama is the first African
American President that we have ever had.
b. After this, we will move to the art table where all of the necessary supplies have been set
up so that we can create our own puppets. I will show the students the model of the
President Obama puppet that we will be creating. Our puppets will already have the
shirts glued onto the bag, as well as the letter x placed on the spots where we will be
gluing the head and tie to the bag. This will help the students with their placement of the
parts that they have to glue on since we want them to place them onto the bag
independently.
c. The students will ask for their bags and will say the letters of their name and trace it with
a marker once they receive their bag. (names have been printed and glued on the back of
the bag in advance for tracing purposes) They will then be given their crayons and asked
to color the pants of their puppet, below the shirt that has been pre-glued on. Once
finished coloring the pants, the students will be given the tie and face of the President to
color. After they finish coloring all pieces, the students will glue the tie and head to their
bags followed by placing the puppets on the drying racks to continue to dry.
V. Materials and Equipment:
a. Brown paper bag (lunch bag size)
b. President Obama head and tie print outs (pre-cut for my students)
c. Markers to trace individual student name
d. Crayons
e. Glue
VI. Assessment/Evaluation:
a. Informal assessment (Ongoing assessment) will be done throughout the lesson as the
students work in all types of situations, such as whole group and individually. This
lesson is designed to help students better understand more about our President and
one of the people that we will be celebrating during Black History month.

VII. Accommodations or Modifications needed for students with disabilities or ESOL:

a. For students having difficulty with participation, help as needed keeping in mind to
help the student complete the projects as independently as possible. (For example,
begin with additional prompting and encouragement, moving into hand over hand as
needed)
VIII. Technology:
a. There will not be any technology used for this particular lesson. All of this is able to
be done on and with paper.
IX: Self-Assessment:
a. I will look back and consider what I observed happening during the lesson, both
during the whole group and individual time. I will ask myself if I think that this
approach worked for my class. Do I feel like the students gained a better
understanding of our Presidents and what they do, specifically learning that Barack
Obama is our current President and the first African American president? Were they
able to share and discuss their observations with one another? Were they able to
complete this lesson independently or with minimal assistance? I will make changes
to the layout of this lesson once I have answered these questions.