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able {\listoverride \listid996497972 \listoverridecount0 \ls1 } {\listoverride \listid2063936098 \listoverridecount0 \ls2 }{\listoverride \listi d270649095 \listoverridecount0 \ls3 }{\listoverride \listid428975319 \listoverri decount0 \ls4 }{\listoverride \listid685583454 \listoverridecount0 \ls5 } {\listoverride \listid1351345223 \listoverridecount0 \ls6 }} \defformat {\info {\*\nisusgmtoffset -6:00}{\author susie thurmond}{\creatim \yr 2011 \mo11 \dy20 \hr11 \min45 }{\revtim \yr2011 \mo11 \dy20 \hr21 \min33 }{\prin tim \yr2011 \mo11 \dy20 \hr21 \min3 }} {\*\userprops }\viewkind1 \viewscale131 \nisusviewruler1 \nisusviewrulerh1 \nisu sviewrulerv0 \nisusviewtoolbar1 \nisusviewtooldrawer1 \nisusviewpagenumtype1 \ni susviewrulericons0 {\*\nisusviewsettings \viewkind4 \viewscale125 } {\*\nisusviewsettings \viewkind1 \viewscale131 {\nisusnavsettings {\*\visible 0} {\*\closedtochandles }{\*\mode toc}}}{\*\nisuswindow \x285 \y140 \w842 \h720 }\n isusrulerunits0 \nshwinv0 \nshwpg1 \nisusinlinespell1 \hyphauto0 \hyphhotz9360 \nisusselectstart5008 \nisu sselectlength0 \ftnstart1 \ftnnar \aftnstart1 \aftnnar \aenddoc \fet2 \ftnbj \pa perw12240 \paperh15840 \margl1440 \margr1440 \margt1800 \margb1800 \gutter0 \pgn start1 \nocolbal \widowctrl \f0 \sectd \endnhere \sftnnar \saftnnar \linemod0 \c ols1 \ltrsect \colbalsxn0 \pgwsxn12240 \pghsxn15840 \marglsxn1440 \margrsxn1440 \margtsxn1800 \margbsxn1800 \guttersxn0 \headery720 \footery720 \pgnstarts1 \pgn restart \pgndec \sxnstarts1 \sxnrestart \sxndec {\header \plain {\pard \s825 {Fi rst grade Pre-observation form\par Susie Thurmond\par November 30, 2011\par }}} {\footer \plain \pard \s827 \f0 \fs24 }\deftab720 {\pard \s820 {1. The students in this class are a mixed bunch. There are probably about five who are extremely interested and get very frustrated when others in the class are off task. They often ask me to continue even if their classmates are not paying attention/off t ask. There are no known \lquote special needs\rquote but one student who almost always does whatever she wants, and a few who choose to do very little.\par 2. The goals for this lesson/what students will learn will be the color wheel, i ncluding primary, secondary, and complimentary colors. Students will also learn to mix paint, clean up paint, and will work on following directions. \par 3. The ICCSD standards found in this lesson are: \par A. {\cf1 Understanding and applying media, techniques, and processes} \par {\nowidctlpar {\cf1 B. Using knowledge of structures (art elements, principles o f design) and functions}\par {\cf1 C. Choosing and evaluating a range of subject matter, symbols, and ideas} \par {\cf1 D. Reflecting upon and assessing the characteristics and merits of their w ork and work of others}\par {\cf1 E. Making connections between visual arts and other disciplines} \par }4. I will begin the lesson by reading Blue Goose, a book about colors which rea lly draws students in. I will ask students about colors in relationship to the b ook and then by using paint, which students really like, they will see primary c olors, make secondary colors, and then in the second part of the lesson they wil l put them together to make complimentary color flowers. \par 5. The difficulties I have encountered with this class is the lack of effort by several students, and the tendency to not follow directions, not meet classroom expectations. I plan to address these problems by going over classroom expectati ons at the beginning of class (as I have done several times already) and by tryi ng to cut down on transition times and utilizing examples to guide students in t he right directions so they have concrete visuals to follow and not stray from t he project. \par 6. I have several examples made to show students how to paint the three primary colors on a page, then divide their other paper three ways and create secondary colors. \par

Students will then be able to create a painting of their choosing using the pain that they have at their table since we will have to wait for their first projec ts to dry. This painting may be tied in to the book we read at the beginning of class, it may be a free painting of their choosing. \par 7. I will know students were able to process the data by looking at their finish ed projects and seeing if they followed directions, if they completed it. \par \par This is the first lesson we will have regarding painting and mixing colors. This lesson will continue into the next week where students will cut out their circl es, paste them onto another piece of paper, then cut out the petals from their s econdary colors and put them together to form complimentary colors. ( red center , green petals, yellow center, purple petals etc.)\par We will then have a lesson where we look at artist Eric Carle, reading the Hungr y Caterpillar, watching a video on Eric Carle and how he creates the artwork for the books he writes. Students will then paint a caterpillar and place it on a b ackground. All of these lessons will contain reviews of the color wheel and the various colors. We will then be able to paint masks, ceramics and various other projects throughout the year.\par \par \par Goal. To introduce students to the color wheel, including primary, secondary and complimentary. To also introduce students to color mixing while also keeping th e colors in the containers clean. We will also work on cleaning up since we cann ot put paint down the drain. We will continue to work on classroom expectations. \par \par Standards \par \bullet \tab Understanding and Applying Media, Techniques, and Processes\par \bullet \tab Using Knowledge of Structures and Functions\par \bullet \tab Choosing and Evaluating a Range of Subject Matter, Symbols, and Ide as\par \bullet \tab Reflecting Upon and Assessing the Characteristics and Merits of The ir Work and the \tab \tab Work of Others\par \bullet \tab Making Connections Between Visual Arts and Other Disciplines\par \par \par \par Materials. We will use heavy weight paper, tempera paints and paint brushes. We will also reference a color wheel. In the second part of the lesson we will use scissors, glue and another sheet of colored background paper. All of this should be on hand.\par \par Technical skills. Students will learn about how much paint it takes to mix color s and cover a page. They will learn to rinse their brushes between paint colors so as not to contaminate the colors. They will also learn how to clean up paint. \par \par Student Input. In the second part of the lesson students will be able to cut out their petals in any shale or size they desire from the colors they have painted . They will also be able to decorate the background where they place their flowe rs in any way they choose. \par \par Evaluation will be based on students ability to finish the project properly, lis ten to and follow directions, and to create an attractive and pleasing finished project with flowers on a background of their creation{\nisusselectcaret .\par \par Procedure. We will begin by reading a Blue Goose, a story about colors. We will then talk about the colors in the story, emphasizing primary, secondary and comp limentary colors. We will then talk about the circles that we are going to draw first, then paint using the primary colors. Then we will talk about how we mix c

olors while using a sheet to mix on, and how to rinse the brush between each tim e to not get paint in all the containers. We will also review how to clean up th e paint and not put it down the sink. \par Students will then go to their seats and draw their circles, paint their circles then review how to mix without getting paint into the other colors. Then studen ts will mix, paint three sections of secondary colors. \par If time remains students will be able to use paint that it left to paint their o wn blue goose or other animal from the book. \par Students will then review cleanup before cleaning up.\par \par \nisusselected0 \par }}}}