Lesson Plan Format Form

First Name

Last Name

Email

Date

Se Hee

Cho

sehee@hawaii.edu

October 14, 2016

Semester

Year

Grade Level/Subject

Lesson Duration

Fall

2016

Kindergarten/ Visual Arts

Four - 45 minute lessons

Title
How Can I Use Line and Color to Create an Abstract Work of Art?
Central Focus (Enduring Understandings)
A description of the important understandings(s) and concept(s)

I want my students to understand they can use line and color to create an abstract work of art.
In the first lesson the students will participate in a read aloud called Lines that Wiggle and will work with a partner to find
examples of lines inside our room. As a closure to this lesson, students will draw lines both in the air and on a paper to
demonstrate their interpretation of different types of lines that the teacher calls out such as a line that wiggles, a line that
bends, a wavy line, a line that swirls, a line that zigzags, and a straight line.
In the second lesson the students will work in small groups of three or four to look at images of abstract art that
use lines and color and describe where they see lines and the types of lines and colors they see in the work of
art. The students will discuss what they are observing with their group and draw on paper some of the types of
lines they see in the work of art. Each group will share what they observed and drew with the whole class. The
teacher will explain that this is abstract art because it is representing color and line.
In the third lesson the students will create their own original artwork that uses white crayon on black paper to create a
variety of lines. The the students will fill their page with color in the shapes created by the line. The teacher will call out
directions for students to create different types of lines that go from one edge of the paper to another edge of the paper
and will limit the lines to five different types of lines which will include the following directions:
Draw a line from one edge of the paper to another edge of the paper that represents a line that

Is Wavy
Zig Zags
Is Straight
Wiggles
That Curls
Then the teacher will demonstrate on a larger model how lines create shapes. Then students will count the shapes
created on the model. Then the students will count the number of shapes they each created. Next the students will begin
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to color in their shapes until they fill the page with color.
In the fourth lesson the students will sit in a circle on the carpet and place their artwork on the floor in front of them. Then
they will share their own artwork with the class and describe one of their favorite lines represented in their artwork. They
will use the sentence starter - In my artwork I like how I used a ________ line, while tracing the line with their finger.
The student artwork will be mounted on white paper or red paper and displayed on a flat surface in the room or hallway.
Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III) that align with the central focus and
address essential understandings, concepts, and skills

The Hawaii Content and Performance Standard III and Kindergarten Benchmark in the Fine Arts, Visual Arts that students
will demonstrate meeting follows:
Standard 1: VISUAL ARTS: Understand and apply art materials, techniques, and processes in the creation of works of
art and understand how the visual arts communicate a variety of ideas, feelings, and experiences
Topic: How the Arts are Organized
Benchmark: FA.K.1.1: Use developmentally appropriate art vocabulary
Performance Assessment: In this lesson the students will use art vocabulary to name art materials (e.g., clay, paint,
crayon) and elements (e.g., line, shape, pattern, and primary colors) used in his or her art work.
Benchmark: FA.K.1.2: Use developmentally appropriate art media, tools, and processes
Performance Assessment: In this lesson the students will use art media, tools, and processes (e.g., clay, paper, scissors,
glue, line, shape, color) to create original works of art without using pre-made templates.

Student Learning Objectives

Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson learning segment

The students will

brainstorm ideas related to elements of line in the surrounding
explore a variety type of lines in the classroom such as a line that wiggles, a line that bends, a wavy line, a line that
swirls, a line that zigzags, and a straight line.
Demonstrate their interpretation of different types of lines on a paper
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Explore a variety type of lines by looking at images of abstract art that use lines and color
Discuss what they are observing with their group and individually draw on paper some of the types of lines they see in
the work of art
Share lines they observed and drew with the whole class as a group using appropriate art vocabulary
Create an original abstract artwork using a variety type of lines, color, and shapes created by the lines
Share an artwork with the class and describe one of their favorite lines represented in their artwork
Assessments
The procedures to gather evidence of students learning of learning objective(s) to include formative (informal) assessments applied throughout the
lesson and a summative assessment (formal) of what students learned by the end of the lesson (include any assessment tools)

Student Self-Assessment of Visual Artwork - How Can I Use Line and Color to Create an Abstract
Student Name:
Criteria

Needs Improvement
(Notes)

Meets Criteria
(Notes)

Meets Criteria with Excellence

(Notes)

I participate in a read aloud as

an active participant
I am able to find a line in the
classroom and talk about it
with a partner
I am able to draw four or more
lines on a line chart worksheet
I look at images of abstract ar
and describe where I see lines
in a small group as an active
participant
I create my own original
artwork as a composition of
lines, color, and shapes.
I actively participate and share
my own artwork using the
sentence starter
In my artwork, I like how I
used a ____ line, while tracing
the line with their finger.

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Additional Teacher Comments:

Students Prior Academic Knowledge and Assets

The students content knowledge, skills, prior academic experiences, and personal/cultural/community assets to draw upon to support learning

These students are learning how to write and use lines to create letters and have experience creating the different types
of lines that are used in letters are familiar with some of the vocabulary used to describe different types of lines found in
letters. These students also already know how to draw a picture using different types of line in a spontaneous manner.
What is different about this lesson is that the story, the classroom observations and the experience of creating different
types of lines are all designed to help the students start to see lines as an element of art and design and the names we
use to describe different types of lines that are found in our environment and to realize the types of lines that we can
create.

Academic Language and Language Supports

Oral and written language that the students need to learn and use to participate and engage in the content. The planned instructional supports to
help students understand, develop, and use academic language.

The academic language that is unique to this lesson includes the following vocabulary: a line that wiggles, a line that
bends, a line that swirls, a line that zigzags, and a straight line, abstract, shape, and artwork. The students are exploring
appropriate art vocabulary by looking at images of abstract art and sharing their own art work. The students will apply this
language to find a line in the classroom, describe lines in images of abstract art, and share their own artwork with the
class. They will also use this language to provide positive comments to the work of their peers.

Instructional Strategies and Learning Tasks

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A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps that convey the use of
multiple strategies, supports, and resources and 2) list opportunities offered for multiple modes of participation

Lesson One
Introduction of a variety type of lines

1. Ask students to think about what they already know about lines.
1. Ask a few students a question, tell me what you already know about the word line, and idea of lines.
ii.

The students may talk about a lot of different things like standing in line at the grocery store, getting in line to go to lunch, a clothes
line, etc.
Some students may say it starts with an L and ends in a E.
Story and Discussion

2.
a.
b.
c.
3.
4.
5.
a.
b.
c.
d.
e.

8.
a.

Show the students the cover picture and ask a question

What do you think the story is going to be about?
What do you think the little monster is doing?
Turn to a person next to you and discuss how the spaghetti/noodle looks
Read the cover of the book: Lines that Wiggle written by Candace Whitman and illustrated by Steve Wilson
Display the line anchor chart
Inform the students you want them to pay very close attention to six things when reading the story
A line that wiggles
a line that bends
a wavy line
a line that swirls
a line that zigzags
a straight line.
Read Lines that Wiggle
When reading ask the following questions about each line
Have you seen one of the lines around you? Have them show you the line in the air
Can you show how a sprout line goes with your body?
Can you show how a curly line goes with your body?
Is everybody making a crisscross line with your legs?
Do you have a dog(s)? Raise your hand if you do, what is the leash like? Show it in the air
Have you seen lightning makes a zigzag line? Express it in the air
After the story ask the students questions
Look around if you see lines in the classroom

9.
10.
11.
a.
b.

Guided Practice
Have students to pair up with a person right next to them
Inform students you want them to walk and find an example of any type of line
Here are rules for our line finding activity
One clap I want you guys to start to walk around and find any line
If you found one as a pair, you and your partner are quickly going to start talking about it

6.

a.

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c.
d.
12.
13.

At two claps I want everybody to freeze

Repeat this two times
Have students walk back their desk and call them by a pair
Hand out a line chart worksheet: a line that wiggles, a wavy line, a line that swirls, a line that bends, a line that zigzags, a straight
line.
a. Go over the worksheet
You are going to draw a line that matches with the word
1. So, the first one is, second one is so, on.
b. When you have a question, what do you do?
Closure
14. Inform students that what we are going to do for the next lesson
a. look at images of abstract art that use lines and color
b. Describe where they see lines and the types of lines and colors they see in the work of art

Lesson 2
1.
2.
3.
a.
b.
c.
d.
e.
4.
5.
6.
7.
a.
b.
c.
8.

Display an anchor chart of academic language and the lines

Briefly review academic language and the lines to use the anchor chart
Model discussion in the work of art
Work in small groups of three or four to look at an image of abstract art that uses lines and color
Provide an anchor chart for sentence starters
In this artwork I like how he/she used a _____ line, while tracing the line with their finger
In this artwork I like how he/she used ____ color, while pointing the line with their finger
Describe where she sees lines and the types of lines and colors they see in the work of art using sentence starters
Draw some of the lines in the work of art on a worksheet
Model sharing the lines with the whole class to use sentence starters
Have students walk to their desks
Hand out worksheets and each work of art to each group
Display an anchor chart for sentence starters
Work as a group to look at an image of abstract art that uses lines and color
Students discuss what they see in the work of art using the sentence starters
On a given worksheet, students draw what they see in the work of art
One student of a group share what line his/her group liked in common
Preview the next lesson creating an original artwork
Lesson 3

1. Share one or two of worksheets that students completed in the previous lesson
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a.
2.
3.
a.
b.
c.

d.
e.
f.
4.
5.
6.
7.
a.
b.
c.
8.

The teachers mentions how she really liked they drew their favorite line from the work of art
Display the worksheets and the anchor chart for lines
The teacher give a whole class instruction to create an original artwork
Inform students that they are going to create the artwork that uses white crayon on 6x6 black paper to create a variety of
lines
Be present and demonstrate on a larger model 8x11
Draw a line from one edge of the paper to another edge of the paper that represent a line that --Is Wavy
Zig Zags
Is Straight
Wiggles
That Curls
Demonstrate how lines create shapes
Have students to count the shapes created on the model with the teacher
Demonstrate coloring the shapes
Briefly review the steps
Have two helpers to pass out black papers
Have students to walk back their desk row by row
Have students to begin and create their own original artwork
Walk around the classroom and monitor the whole classroom
Check on how students are doing
Provide help as needed
Preview what we are going to do in the next art lesson
Lesson 4

1.
2.
3.
a.
4.
a.
b.
c.
5.
6.

Display the anchor chart and sentence starters

Have students to sit on the floor
Briefly review what we are going to do today
Demonstrate sharing an artwork with the class and describing one of the favorite lines represented in the artwork with the
sentence starters
In my artwork I like how I used a _____ line, while tracing the line with their finger
Set expectations
Take care of your artwork
Place it on the floor and have your hand in your lap
Be attentive and respectful listener while other people are sharing their artwork
Have advanced readers to help to pass out their artwork
Pass a thread ball around and have each student to share his/her artwork with the class
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Differentiation
Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the needs of students who require further
support (e.g., ELL/MLL, struggling, accelerated, 50/IE, etc.)

SPED and struggling learners:

1. Use peer tutors

2. Give shorter assignments, and allow more time for completion
3. Encourage referring to visuals aids
ELL/MLL:

1. Keep directions simple, give them orally repeatedly

2. Provide many opportunities for success
Accelerated learner:
1. Encourage independence works
2. Provide opportunities to be a peer tutor

Instructional Resources and Materials

Books, texts, and other materials needed for the lesson

Lesson 1
Line worksheets
Pencils
White crayons
Crayons
Visual line poster
Whitman, C., & Willson, S. (2009) Lines that Wiggle. New Jersey: Blue Apple Books. Print.
Anchor Chart for academic language and lines
Anchor Chart for sentence starter
Line papers
Black Marker
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Pencil
Crayons
Kandinsky, Vassily. Composition 8. 1923. Print.
Stella, Frank. Rappa II. 1970. Print.
Mir, Joan. The Smile of the Flamboyant Wings. 1953. Print
Gogh, Vincent V.. The Starry Night. 1889. Print.

Lesson Plan Reflection (if lesson is carried out)

An analysis of what worked, what could be changed, and the next steps for teaching
during the line scavenger hunt and a line chart assessment I walked around the classroom and showed an anchor chart to students. Instead, It
would have been helpful if I created a visually clear anchor chart of academic language and displayed it in a conspicuous place for the whole
class such as a laminated colorful line anchor chart. Instead, In the next lesson, I am going to place it in a proper place. It will be a good reference
for them that supports their learning.
I believe that this change would improve students learning the visual aid is one of the most power devices. According to a research conducted by
International Knowledge Sharing Platform (IISTE), Every individual has the tendency to forget. Proper use of visual aids helps to retain more
concept permanently (p. 226). Especially in kindergarten, teachers not tend to focus on advanced memorization skills, the students tend to forget
easily and generally need more visual aids than other grade level.
Prior handing out the line chart worksheet, I should have set learning expectations as the whole class. Thus, once they sit down on their desk,
they know what to do rather than waiting for the teacher to give directions.
I learned that setting learning expectations does more than just maximizing their learning. It guides students to monitor themselves and work as a
self-directed learner.
Carnegie Mellon University found the following:
Being clear about our expectations and communicating them explicitly helps students learn more and perform
better. Articulating our learning objectives gives students a clear target to aim for and enables them to monitor their
progress along the way (Principles of Teaching, 2008)
Now that I learned importances of being present visual aid and setting learning expectations prior to the instruction, I will apply the learnings to
support students learning in the future lessons. I will be present with a laminated colorful line anchor chart. I will make sure to inform students
about learning objectives prior to the lesson.

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