C_Engel_2014 EDUCATION DEPARTMENT LESSON PLAN

Intermediate
by Chadd Engel

2014 EDUCATION DEPARTMENT LESSON PLAN Intermediate

TITLE PAGE
COLUMBIA COLLEGE CHICAGO
EDUCATION DEPARTMENT
LESSON PLAN TEMPLATE

Teacher Candidate:
210460

Chadd Engel

ID# :

Program (Choose One and Bold Text):

Education
Visual Art Education
Cohort #
Evaluator:
2014

Early Childhood Education

Elementary

22
Anne Becker

Date:

February 12,

A. INTRODUCTION
TEACHING CONTEXT
1. Type of school?
Elementary School

Middle School

High School

Other (Please describe)

2. In what setting?

Urban

Suburban

_Rural

3. List any special features of the school or classroom setting (e.g., themed magnet,

classroom aide, bilingual, team taught with a special education teacher) that will affect
teaching during this learning segment.
There is no sp
The school requires the use of the Danielson Model, and expects evidence of these parameters:
3a Communicating with Students
3b Using Questioning and Discussion Techniques
3c Engaging Students in Learning
3d Using Assessment in Instruction
3e Demonstrating Flexibility and Responsiveness

4. Describe the physical facilities (e.g., regular classroom, specially equipped art room,
portable, storage space), materials, and equipment (e.g., easels, potters wheel, kiln)
available for the learning segment.
The classroom has six tables, both circular and rectangular, with 3-5 students per table. The
tables are organically placed within the space, allowing for plenty of walking room in the front of
the classroom. There is also, plenty of room to walk around the outer space of the tables. On the
right side of the room, there is a wall of storage cabinets for supplies. On left side of the room,
there is countertops running the whole wall, extra cabinet storage, and drying racks for artwork.
The work sinks are located in the back, where there is also more countertops and storage. The
lighting in the space is mostly made up of florescent ceiling lights, and has little natural light to
offer. The classroom is well-equipped, with a promethean board, and plenty of fine art materials
such as: paint, clay, wire, pencils, paper, crayons, glue, scrap paper, colored pencils, and
etcetera.

5. Describe any district, school, or cooperating teacher requirements or expectations that

might affect planning or delivery of instruction, such as required curricula, pacing plan, use
of specific instructional strategies, or standardized tests.
Students are preparing for standardized testing. This means there is a hybrid schedule for student test prep, this may affect their
progress. These students will be given the opportunity to do work outside of class or given handouts that offer information on
coursework.

CLASS PROFILE
About the Students in the Class
1. Number of students in the class
males
females
2. Levels (based on TESOL) and Number of English language learners
LEVEL

STARTING

1
LEVEL
EMERGING
2
LEVEL
DEVELOPING
3
LEVEL
EXPANDING
4
LEVAL
BRIDGING
5

3. Number of students identified as gifted and talented

1
4. Number of students with Individualized Education Programs (IEPs)
plans

or 504

Complete the chart below to summarize required accommodations or modifications for

students receiving special education services and/or students who are gifted and talented
as they will affect your instruction in this learning segment. As needed, consult with
your cooperating teacher to complete the chart. The first row has been completed in italics
as an example. Use or add as many rows as you need.
Example:
Learning
Disability

Example: Example: Close monitoring, follow-up, and Resource

4
Room

ELL Level 3:
Devloping

Paired with bilingual student to provide translation as

needed. Close monitoring and follow-up is necessary.

Gifted Student

Close Monitoring

LESSON OVERVIEW

Lesson Subject and Topic:

Ink Monsters: Organic Techniques

Grade Level(s): 2nd Grade

Brief Description of Lesson:
In this lesson students will be exploring organic art techniques, and one in particular by Stefan
Bucher. In order for the students to participate in this lesson they will need familiarity with
monsters, watercolor, drawing, and story telling. Having a foundation of these things will allow for

student growth and achievement. This lesson is designed to evoke deep thought and selfexpression through art and story working in conjunction with one another. Through the
completion of this lesson students will be able to perform an organic art technique, give their own
definition of the term organic as it relates to visual arts, identify organic art techniques in various
artworks, and use their own art to tell a story.

B. DESIRED RESULTS: STAGE I: IDENTIFY DESIRED RESULTS (IPTS# 1, 2, & 4)

Enduring Understandings & Essential Questions IPTS# 1, 2 & 4
1. Enduring Understandings:

Students will be able to give their own definition of the term organic through creating and performing visual arts.
Students will be able to to apply skills and knowledge to demonstrate an organic art technique.
Students will be able to identify organic art techiniques in various artworks.
Students will be able to use their own art to narrarate a story.

2. Essential question(s)

How does the word organic relate to art?

What do you think of when hearing the word organic?
How can you identify an organic art technique?
Does visual art tell a story?

C. COMMON CORE STANDARDS

US-CC-ELA-2010.W.K-5.ANCHOR Writing
US-CC-ELA-2010.W.K-5.ANCHOR.3 Write narratives to develop real or imagined experiences
or events using effective technique, well-chosen details,
and well-structured event sequences.

D. NATIONAL CONTENT STANDARDS

NAEA.VA.K-4.5

CONTENT STANDARD: Reflecting upon and assessing the characteristics

and merits of their work and the work of others
NAEA.VA.K-4.5.3 Students understand there are different responses to specific artworks

E. GRADE LEVEL PERFORMANCE DESCRIPTORS

IL.26
IL.26.B

GOAL: Through creating and performing, understand how works of art are produced.
STANDARD: Apply skills and knowledge necessary to create and perform in one or
more of the arts.
IL.26.B.1d > Visual Arts: Demonstrate knowledge and skills to create visual works of art using
manipulation, eye-hand coordination, building and imagination.

F. KEY CONTENT KNOWLEDGE AND SKILLS

Knowledge and Skills IPTS# 1, 2 & 4
Students will know (knowledge):
1. How to define the term organic as it relates to the visual arts.
2. How to relate the term organic to themselves, their environment, and the artwork they see.
3. How to tell a story through using their own artwork.

Students will be able to (define by audience, behavior, conditions and include language functions, vocabulary use, syntax, and
discourse):
1. Students will be able to create artwork using organic art techniques by Stefan Bucher.
2. Students will be able to identify organic shapes.
3. Students will be able to create and develop a story through their artwork.

G. ACADEMIC LANGUAGE KNOWLEDGE AND SKILLS

Academic Language Knowledge and Skills (Identify language demandswritten or oral
students need to understand and/or use: vocabulary or key phrases, syntax, and
discourse). Identify vocabulary needed for the lesson and identify demands related to
either syntax or discourse.

EVERYDAY
VOCABULARY
(TIER ONE)

GENERAL
ACADEMIC
VOCABULARY

CONTENT-SPECIFIC
ACADEMIC
VOCABULARY

(TIER TWO)

(TIER THREE)

Ink Monsters

Organic
Oragnic Materials

Natural
Imagination

Water Color

Crayons

Story
Technique

Story Telling

Organic Art Techniques

Organic Shapes
Visual Literacy

Narrative

Students will know :

1. Students will know the meaning of the term organic art technique.
2. Students will know how to use an organic art technique.
2. Students will know how to tell a story about their artwork.
Students will be able to (define by audience, behavior, conditions and identify one language function for your lesson,
choosing from the chart below):

analyze argue categorize compare/contrast describe

explain

interpret predict question retell

summarize critique

1. Students will be able to analyze organic art techniques.

2. Students will be able to communicate a story effectively and coherently about their artwork.
3. Analyze the given vocabulary words and relate them to their correct context as related to visual arts.

H. ENGLISH LANGUAGE DEVELOPMENT KNOWLEDGE AND SKILLS

English Language Development Knowledge and Skills (for starting, emerging, and
developing ELLs)
EVERYDAY
VOCABULARY
(TIER ONE)

GENERAL
ACADEMIC
VOCABULARY
(TIER TWO)

Art

CONTENT SPECIFIC
ACADEMIC
VOCABULARY (TIER
THREE)
Organic

Paper

Art Project

Pencil

Crayons

Directions

Water Color

Project

Promethean Board

Organic Art Technique

Natural
Ink Monster

Computer
Students will know:
1. Students will know the meaning of the term organic.
2. Students will know the meaning of the term Ink Monster.
3. Students will know the meaning of the term art technique.

Students will be able to (define by audience, behavior, conditions):

1. Students will be able to use the term organic in a sentence.

2. Students will be able to use the term Ink Monster in a sentence.
3. Students will be able to use the term art technique in a sentence.

I. ASSESSMENT TASKS: STAGE 2: DETERMINE ACCEPTABLE EVIDENCE

Assessment Tasks: [Stage 2: Determine Acceptable Evidence] IPTS #8

DESCRIBE and ATTACH copies of the assessment tool(s) used during the lesson, i.e., prerequisite knowledge assessments to determine essential prior knowledge for the content of the
lesson; formative assessment, which might be observation of student responses, questions
prepared in advance; summative assessment, which would be a final evaluation, if appropriate
for the lesson.
a. Pre-requisite/Prior knowledge for Both Content and Language
-Students will need familiarity with monsters, watercolor, drawing, and story telling. Having a
foundation of these things will allow for student growth and achievement. Evidence of prior
knowledge will be determined in set/hook of lesson, while presenting the introduction to the Ink
Monster.
Class will be measure on Class Dojo by asking the following questions:
Do you know what a monster is?
Can you name a monster?
Has everyone used watercolor?
Have you drawn a monster before, what kind?
Have you read about monsters?
Have you been read to about monsters?
Pre Assessment
The document below will be used as evidence to measure student knowledge, to predetermine
what students know, and do not know, about the term organic, and how it relates to art. This
same assessment will be given at the conclusion of the lesson to provide direct qualitative
evidence of student growth.

b. Formative Assessment for Both Content and Language:

1. Student Product and/or Performance (tests, worksheets, oral presentations, etc.)
Class Dojo will be used to measure student comprehension and participation during lesson. This
formative assessment will allow the instructor to accommodate student needs, and reinforce
where student understanding is underachieving.
Example:
Academic Language: Student measure for understanding of the term organic shape.
Question: Looking at the image on the Promethean Board, who can point out the organic shape?
Image:

*The above example can be manipulated to satisfy and accommodate any student needs.
Examples:
Who can tell me the name of their ink monster?
Where is your monster from?
Who doesn't understand the organic art technique?
Why is it called an "ink monster"?
Does your monster have friends and/or siblings?
2. Other Forms of Assessment (e.g. checklists, teacher questions, etc.)
Students will have access to a "Brain Bank", this will be a jar, or some form of container, used to
hold pieces of paper containing hand written student responses on the class. Students will use
this "Brain Bank" to write down any thoughts they have on their Ink Monsters project, and/or
questions, they would like to share.
These statements, and/or questions from the students, will allow the instructor to receive
feedback on what, and whatnot, is succeeding.

The students should be notified, and made aware, of this "Brain Bank" before starting the
summative assessment. They, the students, need to understand that their responses are very
important to the instructor and all feedback should be written down and turned into the "Brain
Bank" at the end of class. Depending on how much time you have, you could, arrange time at
the end of the class for each student to write a response for the "Brain Bank".
3. Assessment Criteria (Link back to your objectives statements)
These assessments will be used to measure student learning of the academic language and art
processes that are used within the lesson. This is important, so the instructor can accommodate
and modify the lesson as needed for the class.
The key objectives were looking for student understanding in is:
the term organic
the term organic shape
the term organic art techniques
What an Ink Monster is comprised of based on the artist Stefan Bucher
Monsters have a story
c. Summative Assessment
1. Student Product and/or Performance (tests, worksheets, oral presentations, etc.)
Students will produce their very own Ink Monster using an modified, Stefan Butcher, organic art
technique.
The key criteria for this project will be:
Use the modified, Stefan Bucher, organic art technique to create your organic shape
Using crayons create a monster from your organic shape
Be creative and use your imagination while you create: who is your monster, where is your
monster from, what is your monsters name, who are your monsters friends, and etc.?
2. Other Forms of Assessment (e.g. checklists, teacher questions, etc.)
Upon completion of the student's monster creations, the instructor will ask the students to
name their monster, and write it on the back of their work. Then, the students will be asked
to write on the back of their work where their monster is from? After completing these, the
students will then be asked to turn back over their work and closely examine their monster.
Finally, they will be asked to think about their monsters story, but not to write it down, to just
think about it.
Now, after thinking about their monster's stories, the students will be asked to form a circle
on the floor to share their monster's story. Then, one by one, each student will be given 30
seconds to share their story. This will be an organic process for them; because they will
have nothing prepared other than their own imaginations.
Each students story of his or her monster should be recorded.
Once each student has completed his or her story. The students will be given the preassessment document again, as referenced above, to provide direct evidence of student
achievement.

3. Assessment Criteria (Link back to your objectives statements)

These assessments will be used to measure total student achievement from the lesson.
The student creation of their own Ink Monster will measure:
Students knowledge on how to use an organic art technique.
Students knowledge on how to create artwork using organic art techniques by Stefan
Bucher.
Students knowledge on how to identify organic shapes.
Students knowledge on how to identify organic art techniques in various artworks
Students knowledge on how to demonstrate an organic art technique
The students story of his or her own Ink Monster will measure:
Student knowledge on how to tell a story about their artwork.
Student knowledge on how to create and develop a story through their artwork.
Student knowledge on how to tell a story through using their own artwork.
The re-administration of the pre-assessment document will measure:
Student knowledge on the meaning of the term organic art technique.
Student knowledge on how to relate the term organic to themselves, their environment, and
the artwork they see.
Student knowledge on how to define the term organic as it relates to the visual arts.
Student knowledge on how does the word organic relate to art.

TEACHING AND LEARNING: STAGE 3: PLAN LEARNING EXPERIENCES

Teaching and Learning Plans [Stage 3: Plan Learning Experiences]
J. Time Required for Lesson Segments

SET/HOOK
TEACHER INPUT
GUIDED PRACTICE
CLOSURE

MINUTES
MINUTES
MINUTES
MINUTES

1-2
3-5
20
20

K. Grouping Arrangements
At least two grouping methodology approaches should be identified, reflected in the
lesson, and be appropriate for instructional delivery. Check all methodology used during
the lesson.

WHOLE
CLASS

Students will be presenting and narrating their

monster's story for closure to the lesson.

SMALL
GROUPS
COOPERATIVE
GROUPS
PAIRS
INDIVIDUAL

Students will be paired through the use of the

"creative artist hats" as noted under "Step 2 set
up- Arranging Grouping Methods".
Students will be working independently on
creation of their monster.

L. Materials and Technology [LIST ALL RESOURCES].

1. Identify any textbook or instructional program you would use primarily for instruction. If a ?
textbook, please provide the title, publisher, and date of publication.
Stefan Butcher's website: http://www.dailymonster.com
Class Dojo: http://www.classdojo.com

2. List other resources (e.g., art posters or slide of artworks, SmartBoard, on-line resources,
ELL supports) you plan to use for instruction during this lesson.
a. Materials
Plastic Straws
Non-Toxic Water Color Ink
Bristol Board
Crayons
Large Brown Paper (To cover work space)
Color Hats (In pairs of 2)

b. Technology
Promethean Board
Class Dojo- http://www.classdojo.com
M. Teacher's Preparation

Assemble materials, practice procedures beforehand, identify new vocabulary, organize work stations, etc.
Teacher will need to assemble the following materials for the Stefan Bucher's Ink Monster lesson:

Step1 set-up-

Teacher will need to cover each workspace with brown paper.

Teacher will need enough Bristol board for each student to have one, recommended size is
8.5x11 or larger. (all-purpose media paper can be substituted)
Teacher will place one Bristol board at each student seat.
Teacher will place one plastic straw at each student seat (length 3'' to 4'').
Teacher will place cups of non-toxic watercolor ink at each table (two cups per table
recommended).
Teacher will place crayons at each work station.
Step 2 set up- Arranging Grouping Methods
Teacher will need to place a colored hat for each student around the tables; these hats will be referred to as "creative artist
hats". The teacher will have pairs of these hats (i.e. 2 blue, 2 red and etc.). These hats are intended to pair the students as the
teacher sees fit. This could be for ELL, special needs and etc. For example: in my class I have one developing ELL student, and
one gifted student. The one ELL student will be paired with another student that I know they are comfortable with and can help
them understand any instruction they may question. This ELL student will also be strategically placed, so they have the best view
of the introduction, demonstration, and closure to help supplement the communication. The gifted child will also be strategically
placed so that I can immediately provide further instruction and accommodation as needed.

Step 3 set-upStudents will be telling a short story at the end of the lesson about their Ink Monsters. In order to do this, the instructor will need a
large enough space for the students to sit in a circle for this presentation time. Easy way to accomplish this is by using an area rug,
and asking all students to sit on the edge of the area rug to form a story telling circle.

Step 4 set-upAfter all materials are prepared, the instructor will need to set-up presentation materials for
the introduction of the lesson. My classroom, has a Promethean Board, so I will be using
this board for my introduction and hook.
N. Focus Student: Differentiated or Individualized Learning (i.e. non-reader, ELL-levels,
gifted)
Describe a learner (focus student) for whom the lesson will need to be adjusted:
I have one developing ELL student. This student is an active learner, and does not let
their developing english hold them back. This student participates in class as much as, and
sometimes even more than, any other student. Their ability to read english is good for the
grade level. Their ability to speak and understand english is still developing.
Describe the Adjustment or Modification to the lesson you have made for him or her:
Through the use of the "creative artist hats", the one ELL student, will be paired with another student that I know they are
comfortable with, and can help them understand any instruction they may question. This ELL student will also be strategically
placed, so they have the best view of the introduction, demonstration, and closure to help supplement the communication.
The 2nd adjustment will be made in the story telling segment. The ELL student will be allowed to write their story and have
myself, or their paired partner, read this story aloud while the student acts out their story. This is being done because I do not
want to negatively affect their self-efficacy.

O. Set/Hook
Engage and focus students for 2-3 minutes. Specific plans for establishing a hook or set
should be evident; take students' prior experiences and knowledge into account; and
require student participation.
Plans:
This is what I will use for my introduction and hook:

Anticipated Time: 1-2 min.

Pre-requisite/prior Knowledge:
-Students will need familiarity with monsters, water color, drawing, and story telling. Having a foundation of these things will allow for
student growth and achievement. Evidence of prior knowledge will be determined in set/hook of lesson, while presenting
the introduction to the Ink Monster.
Formative Assessment:
Evidence will be measured on Class Dojo by asking the following questions:

Do you know what a monster is?

Can you name a monster?
Has everyone used watercolor?
Have you drawn a monster before, what kind?
Have you read about monsters?
Have you been read to about monsters?

P. DEMONSTRATION/LECTURE: Plans for teacher input in the form of explanations and

modeling
Explain and identify your execution of the following procedures: (1) connecting
previous and current learning; (2) teacher modeling (including a logical sequence or
chunking of the explanation or modeling); (3) use of academic language to develop content
understanding and (4) checking for understanding of the procedures, expected behaviors,
and anticipated products.
Plans:

Stefan Bucher's Organic Art Technique Demonstration:

Plans:
1.
The teacher will have the students organized into pairs and the color of their hat listed on the white board. To begin the
demonstration the teacher will reference this list and have students move into their pairs, and then seat themselves around their
workspace according to the color hat they received. This will allow the teacher to have control of grouping and seat placement.

Once students are seated the teacher will ask all the students to put on their "creative artist hats" to bring the attention of the
students to the task at hand. Next the teacher will engage in a series of question and answer about the term organic. These
questions will be guided to connect previous learning experiences and the current learning. These question will include:

Open-Ended Questions:
When have you used the word organic ?
Who can provide me their own example of the word organic ?
What do you think of when you hear the word organic ?
When do you think of the word organic in art?

Redirecting Questions:

Sally, you mentioned whole foods, what about whole foods makes you think organic?
Okay, Sally says she thinks of tomatoes at whole foods, so where do tomatoes come from?
Good, Johnny says tomatoes come from a garden, where do we see a garden?
Awesome, we do see gardens outside, and what is outside all around us?
Yes, nature is all around us, so if tomatoes from whole foods are organic does that mean nature is organic?
Yes it does, so if organic and nature relate, does that means we could say organic is natural, correct?
2.
After the teacher completes the series of question and answer connecting previous and prior learning the teacher will
introduce the task to be modeled for the students. This particular task is a technique by Stefan Bucher and is an organic art
technique. The sequencing of this task will be as follows:
Students will be transitioned by asking a yes or no question, "Remember how last class we looked at organic art
techniques by Stefan Bucher?" (Answer, Yes).
Next, the teacher will tell the students that, "Today we will be learning one of those organic art techniques by Stefan
Bucher".
Next, the teacher will need to grab the attention of the students. For example: "2nd grade artists eyes on me in
5...4...3...2...1... eyes on me". (use this command to keep attention on the task at hand)
The teacher will then introduce the materials for this demonstration: bristol board, plastic straw, and non-toxic water color
ink.
With attention of the students on the teacher, the teacher will begin the modeling of this organic art technique:

1st step: you will take the non-toxic water color ink and place your straw in the ink.
2nd step: you will place your pointer finger over the top end of the straw, while, the straw is in the ink.

Example:

3rd step: Drop Ink on paper, then, pick up paper and allow ink to spread all over.
Example:

After finishing the modeling of the organic art technique, the teacher will engage in a series of question and answer relating
the academic language to the task the teacher just modeled. These questions will include:
What I just demonstrated is organic art techniques, what makes it organic?
Yes Sally the ink just spread throughout the bristol board naturally, what do you make of the organic shape that was
created?
Exactly, Johnny, what naturally occurring things can we see in the organic shape, anything from nature?
Good, we can see some trees, bushes, clouds, and an apple...
So since we can see these organic materials in this organic shape, this would mean Stefan Bucher's technique I just showed
you is an organic art technique, correct?
4. After the teacher finishes modeling and the series of question and answer, the students will then be tasked with creating
their own organic shape using Stefan Bucher's organic art technique that was just modeled.
The purpose of the students performing the organic art technique by Stefan Bucher is to check for student understanding and to
provide the teacher with evidence of how much of the instruction was retained, and what instruction may/may not need to be
reinforced.
Anticipated Time: 3 to 5 minutes
Pre-requisite/prior knowledge:
Students will need familiarity with monsters, water color, drawing, and story telling. Having a foundation of these things will
allow for student growth and achievement.
Formative Assessment:
Students will be tasked with creating their own organic shape using Stefan Bucher's organic art technique that was
modeled during the demonstration.
Class Dojo will be used to measure student participation. This can be from student response to questions, and/or
student performance.

Q.Plans for Guided Student Practice:

Explain and identify your use of (1) questioning skills and specific questions you will use,
(2) monitoring adjusting, (3) feedback during the lesson, as well as for student practice
using (4) academic language and new (5) English language structures, as needed
Plans:
QuestiningThe questioning throughout the guided practice will focus on checking for student
understanding. These questions should and will reflect from earlier in the lesson to

reinforce lesson objectives.

Examples:
How does the word organic relate to art?
What do you think of when hearing the word organic?
What is an organic art technique?
Have you read about monsters?
Have you been read to about monsters?
Who can tell me the name of their ink monster?
Where is your monster from?
Who doesn't understand the organic art technique?
Why is it called an "ink monster"?
Does your monster have friends and/or siblings?

As students answer these questions- Class Dojo should be used to record participating
students.
AdjustmentsDepending on student answers to the listed questions above, the instructor should adjust
as needed.
For Example:
Instructor Question: What is an organic art technique?
Student Response: I don't know, I thought the only things organic were from whole foods,
like an apple?
Adjustment:
Since, the student at this point has already completed the organic art technique, (Inkblot),
you should use what the student has created as a way to reinforce the organic art
technique.
Instructor Response: You are right Johnny, an apple is an organic object... because an
apple comes from nature and grows naturally. Now, with your finger, draw out your inkblot
on the paper. You see how the inkblot has a free flowing- natural shape... and you created
this natural shape with the organic art technique, didn't you?
Student Response: Yes, yes I did.
FeedbackEncouraging and empowering students to do well, though instructor feedback, is essential
to the success of the lesson. After each encouraging and empowering instructor response
to the student, the instructor should follow up with a question as "food for thought". This
will help expand on current learning and further student knowledge.
Example:

Johnny says: I don't know if I am doing this right?

Instructor says: Johnny! That is one of the coolest Monsters! Your use of line, color, and
shading is awesome!
Johnny says: You really think so?
Instructor says: Yes I do, but since you are doing such a good job... make sure to cover all
the paper white, okay?
Johnny says: Okay!
Academic LanguageThe academic language of the lesson will be built into instructor feedback and questioning
during guided practice.
These academic language terms include:
Organic
Natural
Imagination
Story
Technique
Oragnic Materials
Water Color
Crayons
Story Telling
Ink Monsters
Organic Art Techniques
Organic Shapes
Visual Literacy
Narrative
*Question examples with terms are listed above under "questioning".

ELLMy one ELL student will have typed instructions for their accommodation to guided
practice. They will still be paired to help suppliment for any instruction.
Instruction Worksheet:

GiftedDepending on the student's progress through the guided practice, there is an option for a
writing component worksheet for the student to complete.
Worksheet Example:

Anticipated Time: 20 minutes

Pre-requisite/prior knowledge:
Students will need familiarity with monsters, watercolor, drawing, and story telling. Having
a foundation of these things will allow for student growth and achievement.
Formative Assessment:
Students will have access to a "Brain Bank", this will be a jar, or some form of container, used to hold pieces of paper containing hand
written student responses on the class. Students will use this "Brain Bank" to write down any thoughts they have on their Ink
Monsters project, and/or questions, they would like to share. The students should be notified, and made aware, of this "Brain Bank"
before starting the summative assessment. They, the students, need to understand that their responses are very important to the
instructor and all feedback should be written down and turned into the "Brain Bank" at the end of class. Depending on how much time
you have, you could, arrange time at the end of the class for each student to write a response for the "Brain Bank".

R. Plans for Creative Interpretation (other creative solutions accepted in this lesson) IPTS# 1*
The process of creating the "Ink Monster" will allow for a lot of creative interpretation on it's own.
However, this will be expanded upon during guided practice by asking questions about their, the
students, monsters that will serve as the foundation to tell a short story about their monster in the

closure of the lesson.

Example Questions:
Have you drawn a monster before, what kind?
Have you read about monsters?
Have you been read to about monsters?
Do you know what a monster is?
Can you name a monster?
Who can tell me the name of their ink monster?
Where is your monster from?
Does your monster have friends and/or siblings?

S. Plans for Independent Student Practice [IPTS# 1 & 2] Homework or independent practice
for student related to the lesson.
Students will be independently creating their own Ink Monster and developing a story about
their monster.
Students will be independently completing/writing entries to the "Brain Bank".
T. Closure (brief teacher or student-led review, with reference back to essential questions and
enduring understandings)
Plans:
For closure of the lesson:
Upon completion of the student's monster creations, the instructor will ask the students to name
their monster, and write it on the back of their work. Then, the students will be asked to write on
the back of their work where their monster is from? After completing these, the students will then
be asked to turn back over their work and closely examine their monster. Finally, they will be
asked to think about their monsters story, but not to write it down, to just think about it.(Refer to
accommodations/adjustments for Gifted and ELL students)
Now, after thinking about their monster's stories, the students will be asked to form a circle on
the floor to share their monster's story. Then, one by one, each student will be given 30 seconds
to share their story. This will be an organic process for them; because they will have nothing
prepared other than their own imaginations.
Once each student has completed his or her story. The students will be given the preassessment document again to provide direct evidence of student achievement.
Anticipated Time: 20 minutes
Pre-requisite/prior knowledge:
Students will need to have their Ink Monster creation finished, and have thought about their Ink Monster's story.

Formative Assessment:

Students will be video recorded while telling their story. If that is not an option, Class Dojo
can be used for checking off each student for participating, or simply using a checklist for
student participation will work.

Pre-Assessment Rubric
Exceeding Objective

Objective Met (3.000 pts)

(4.000 pts)

Objective Partially Met

Objective Not Met (1.000 pt)

(2.000 pts)

Draw an
Through drawing the
Organic Shape student exceedingly
(1.000, 25%)
demonstrated what an
organic shape is.

Through drawing the

Through drawing the
student demonstrated what student partially
an organic shape is.
demonstrated what an
organic shape is.

Through drawing the

student did not
demonstrate what an
organic shape is.

Circle the
Organic
Object

The student identified and

only circled the apple as
the organic shape.

The student identified and

circled the apple as the
organic shape. However,
another object was circled.

The student did not clearly

identify and partially circled
the apple as the organic
shape, and/or the square
and basketball.

The student did not identify

and circle the apple as the
organic shape. Student
clearly did not understand
the question.

Student clearly named an

organic object. (i.e. Apple).

Student named an organic

object.

Student named an object

Student did not name an
that can be seen/viewed as organic object.
an organic object.

Students clearly answered

all questions correct.

Students answered 2 of 3
questions correct.

Students answered 1 of 3
questions correct.

Students answered 0 of 3
questions correct.

Accomplished (3.000 pts)

Developing (2.000 pts)

Beginning (1.000 pt)

(1.000, 25%)

Name an
Organic
Object
(1.000, 25%)

Overall PreAssessment
(1.000, 25%)

Ink Monsters
Mastery (4.000 pts)
Organic Art
Technique
(1.000, 25%)

Monster
(1.000, 25%)

Creativity
(1.000, 25%)

Overall Work
(1.000, 25%)

Student demonstrated
Student was able to
Student was able to
mastery performance using demonstrate the organic art partially demonstrate the
the organic art technique.
technique.
organic art technique.

Student was not able to

demonstrate the organic art
technique.

Student's monster
demonstrated mastery
performance and was
clearly developed around
the organic art technique.

Student's monster was

clearly created and
developed around the
organic art technique.

Student's monster was

partially developed around
the organic art technique.

Student's monster was not

developed around the
organic art technique.

Student demonstrated
mastery creativity through
developing an artwork that
visually tells a story.

Student demonstrated
creativity through
developing an artwork that
visually tells a story.

Student partially
demonstrated creativity
through developing an
artwork that visually tells a
story.

Student did not

demonstrate creativity
through developing an
artwork that visually tells a
story.

Overall work demonstrated

mastery performance in the
use of the organic art
technique, the monster
developed, and creativity in
developing a visual story.

Overall work demonstrated

performance in the use of
the organic art technique,
the monster developed,
and creativity in developing
a visual story.

Overall work partially

demonstrated performance
in the use of the organic art
technique, the monster
developed, and creativity in
developing a visual story.

Overall work did not

demonstrate performance
in the use of the organic art
technique, the monster
developed, and creativity in
developing a visual story.

COMMENTARY (Prepared before teaching the lesson)

1. Explain how your plans build on previous learning experiences and have the
potential for helping students to create and/or respond to the content and to make
connections between primary concepts within your content area and so deepen their
learning of the content.

Through Illinois State Goal 26, "Through creating and performing, understand how works of art
are produced", the students will be learning a new art technique from Stefan Butcher, an organic
art technique. This technique will be used to create an Ink Monster. Through creating this Ink
Monster students will be asked questions, such as:
Have you read about monsters?
Have you been read to about monsters?
Who can tell me the name of their ink monster?
Where is your monster from?
Who doesn't understand the organic art technique?
Why is it called an "ink monster"?
Does your monster have friends and/or siblings?

These questions will lead to the common core standard, "Write narratives to develop real or
imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences". This is important because this story telling component of the
lesson allows for student creativity, and allows them to make connections with their Ink Monster.
The paralleling relationship of the visual arts and story telling components in the lesson deeply
strengthens student learning.

2. Describe how your planned formal and informal assessments will provide direct
evidence of students abilities to create and respond to content concepts throughout the
learning segment.
The planned formal and informal lessons check for student understanding related to the goals
and objectives for the lesson.
For example, these assessments will be used to measure total student achievement from the lesson.
The student creation of their own Ink Monster will measure:
Students knowledge on how to use an organic art technique.
Students knowledge on how to create artwork using organic art techniques by Stefan Bucher.
Students knowledge on how to identify organic shapes.
Students knowledge on how to identify organic art techniques in various artworks
Students knowledge on how to demonstrate an organic art technique
The students story of his or her own Ink Monster will measure:
Student knowledge on how to tell a story about their artwork.
Student knowledge on how to create and develop a story through their artwork.
Student knowledge on how to tell a story through using their own artwork.
The re-administration of the pre-assessment document will measure:
Student knowledge on the meaning of the term organic art technique.
Student knowledge on how to relate the term organic to themselves, their environment, and the artwork they see.

Student knowledge on how to define the term organic as it relates to the visual arts.
Student knowledge on how does the word organic relate to art.

Above, are the documented formal assessments. However, the "Brain Bank" assessment in the
lesson stands for the informal assessment. This assessment is strictly a student response, or
reaction, that may be about anything that the student wants, and this can be done at any time.
What the "Brain Bank" is:
Students will have access to a "Brain Bank", this will be a jar, or some form of container, used to hold pieces of paper containing hand
written student responses on the class. Students will use this "Brain Bank" to write down any thoughts they have on their Ink
Monsters project, and/or questions, they would like to share.

3. What do you know about your students ability in one or more of the following areas: to
persist in the application of content concepts, to create and respond, to problem solve, to
think critically, and to believe in their ability to learn the content?
Through my own observations students have demonstrated the ability to retain concepts,
problem solve, and think critically. While observing, the project I saw them work on was a
"Penguin Project". What they were tasked with was to build a penguin out of construction paper
cut outs, and paste them to a watercolor, washed, background. During this project I saw students
retain the instructor lead demonstration on how to cut out all of the different parts of the penguin,
I saw students problem solve by finding solutions for how to piece all the penguin parts together,
and think critically when the instructor lead a peer critique at the end of class. All of these things
that I observed allowed me to understand my student's abilities individually and as a whole.
4. What do you know about the students physical development (e.g., students fine motor
skills) or conditions (e.g., attention deficit, processing issues) that will affect instruction
for the central focus?
From observing the students, prior to my lesson, I know the students physical
development/motor skills is strong from their creation of the "Penguins= Project". For this project
they had to use scissors, glue sticks, and paint brushes. This made me confident for the physical
development/motor skills that are needed in my lesson.

REFLECTION (Prepared after the lesson is delivered and consultation with the
supervisor)
1. If you were to teach this class again to the same students, what would you do differently?
Why: (Refer to methods, materials, procedures.)
I would expand more on the time allotted for each student to tell his or her monster story. This is
because during story time the students became very engaged, and had a lot more to say than I
expected. I believe this was because I was asking them to teach me, and they didnt see it as me
teaching them. This lead to amazingly detailed stories told about their monsters. The next time
around I will definitely modify this section of the lesson to allow for more time. This could even
expand into a whole other lesson where the students create a setting for their monsters based
upon the stories they told. The students could create the monsters habitat, home, siblings, other
family, and etcetera. I believe this would be a great extension of this lesson.

2. Which students did not meet the desired results? Why? What would/will you do to help
them?

I believe I failed my gifted student. The product that this student produced was on par, or equal
to, the other products in the class. However, from my observation I know this student can
perform much better than their peers, and when they put their mind to it they can create some
fantastic work. I believe my biggest struggle was not knowing how to appropriately address the
gifted student without alienating the rest of the class. If I did this lesson with the same class
again I would spend more time planning out how to address my gifted student's needs without
negatively affecting the rest of the class. A resource that I was told by my colleagues to use is
Arts Edge, and this resource can be accessed online at: https://artsedge.kennedycenter.org/educators.aspx.

3. How will you use the observations and recommendations shared by your supervisor about
the lesson delivery to plan for future instruction?
The instructor that observed me, Katie Tascono, thought that I could be more affirmative with the
students. She talked about how I used a lot of good verbal and action cues, but wanted me to be
aware that it is okay to say "stop" or "no" when necessary. She brought this up to me because I
never used "stop" or "no", and there were two students in particular she believed needed more
affirmative instruction. She also talked about why she brought this up, explaining to me, that the
verbal and action cues are great, but there will most likely be situations where these will not
work, and she wanted to make sure that I would be comfortable telling a student no or stop in
those situations. I agreed with her, I never did tell a student stop or no, and could see why it is
important to feel comfortable with talking to a student like this. Overall, I believe it was a great
experience, and the students were awesome!

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