Professional Documents
Culture Documents
Lesson Goals:
(A statement describing the overall purpose of the lesson; what the students are expected to know or
do at the end of the lesson)
At the end of the lesson the student will understand how to use different types of media to create a
cohesive piece of art.
Lesson Objective(s):
(Your objective(s) should align with the knowledge and skills taught as well as with the assessment
chosen for this task. All learning objectives must include a Specific Behavior, Condition, and
Measurable Criteria)
At the end of the lesson, the student will be able to create an art piece using different types of media.
The student will be expected to score an 8 on a rubric.
MATERIALS AND RESOURCES
Instructional Materials:
Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note
templates)
-paper
-scotch tape
-watercolors
-water
-tissue paper in the colors red, orange and yellow
-colored pencils
-extra paper towels
-Teacher example of the process of tape resist watercolor painting (attached)
-poem
Resources:
Supplementary information and/or places where you found information for the lesson
Poem found in a Google image search:
http://1.bp.blogspot.com/wqQEu7s8w58/UpFTPVE_w9I/AAAAAAAABrM/tXlQi5QzgRE/s1600/Autumn+Tree.jpg
INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events (provide description and
indicate approximate time for each):
1. Identification of Student Prerequisite Skills Needed for Lesson:
(e.g., anticipatory set, schema, purpose of lesson for students, connections to previous
learning, definitions of terms reviewed)
Time: 5 minutes
Anticipatory set:
The teacher will tell the students that today they will create a piece of art inspired by the colors
of fall.
The teacher will begin the lesson by reading the poem The Autumn Tree.
The teacher will ask the students how the Fall season makes them feel?
-Does it make them feel warm and cozy because of the fall colors or does it make them
sad that leaves are falling off the trees and summer is over?
The teacher will explain to the students that they will use these emotions they feel about Fall
when creating their artwork. They can convey this emotion through the use of color, the use of
lines for the shape of the tree and the pattern of the leaves.
The teacher will post photos of fall trees for the children to observe. The teacher will point to a
picture of a bare tree with all the leaves on the ground. The teacher will ask the students how
the bare tree makes them feel? How would it make them feel if it were against a dark blue
background?
-The students should respond cold and dreary or sad.
The teacher will point to a picture of a tree covered in fall colored leaves with a bright and
sunny background. The teacher will ask the students how this picture makes them feel?
-The studetns should respond with warm and happy.
The teacher will point out that the difference is the use of line, color and pattern. In the first
picture, the tree is very bare and has many twisting branches with dark colors which made
them feel sad. The other picture has thicker branches that look more full of life, with bright
patterns of color in the leaves and brighter colors making them feel happier. The students will
be asked to keep this in mind when creating the emotion in their artwork.
Connections to previous learning:
The students will use the skills of shading, painting with watercolors. The elements of line and
color will be important in this lesson.
The teacher will remind the students to incoporate the use of shading and be adventurous with
colors when using the watercolor.
3. Guided Practice:
(e.g., teacher directed, scaffolding, check for student understanding including any questions
to ask or anticipate from students)
Time: ~7 minutes
The teacher and students will practice creating a piece of art similar to the example shown in
modeling.
First, the students and teacher will work together to use the tape to create the image of a tree.
The teacher will call students up to each put a new branch on the tree, with the teachers help if
needed.
Next, the students and the teacher will decide on a color to use for the background of the
picture. The teacher will paint the paper.
The teacher will now remove the tape from the paper to reveal the image of a tree.
The teacher will hand out some pieces of tissue paper, the students will work together to cut up
the pieces of tissue paper until each student has a small rectangle. The students will crumble
up the tissue paper into a leaf form. The students will come up to the board and will work with
the teacher to glue the leaf to the tree.
The teacher will congratulate the students on their artwork and thank them for being so cooperative and
working so hard.
Differentiated Instruction:
Describe accommodations for such groups as English Language Learners, hearing impaired, learning
disabled, physically disabled, and/or gifted/accelerated learners.
Students with ADD/ADHD will be given more support on the steps needed to create the artwork. The
support will come in the form of teacher prompting.
Student Assessment/Rubrics:
Describe how you will know if students have met the objective(s) for this lesson (include pre- and
post-assessment plansformal and/or informal, summative and/or formative, etc.).
Students work will be assessed based on the attached rubric. The students will be expected to score
an 8 on a rubric.
Rubric is attached in another document.