Lesson Plan Template

edTPA aligned
Candidate: Christina Carr
Date: 9-11-16

Field Supervisor
Mentor Teacher: Rachel Haubert

Unit/Lesson Sequence title: All

About Cats!
Grade level: 1st Grade
Number of Students: 19
Lesson ___1__ of ___1__
Lesson title: Fantastic Water
colored Felines!
Enduring Understanding /
Central Focus
Students should be able to compare color groups and describe the patterns and lines in a work of art.

Lesson Rationale and Summary

Rationale:
This lesson is important because it ties into the book Splat the Cat which has to do with literacy. This is
also important for students to understand good craftsmanship by using a permanent marker. Students will
also be learning about the art world outside of the classroom, by learning about Laurel Burch.
Summary:
Students will be analyzing the works of art created by Laurel Burch. We will be looking at how she uses
line, shape, color, pattern and form. After analyzing the works of art, students will be creating a
watercolor painting of cats with various patterns. Students will relate to this by being able to use their
favorite shapes and repetitive patterns, along with using warm and cool colors to color the cats. After
researching what the favorite animals of the kids, cats was one of the most drawn on the sheet, so it
relates to a lot of them because they could have these pets.

Lesson Objectives with connections to State Standards / Learning Targets

The students will (number these):
1. 4PE Students will be able to respond to their peers artwork and identify LINE

and COLOR.
Identify and point out visual art and design elements and principles in their own artworks and in
those of others using art vocabulary. 4PE
2. 1PR Students will be able use a sharpie marker making clean lines to make a
cat with patterns.
Demonstrate beginning skill and craftsmanship in the use of art materials and tools.1pr
3. 5RE Students will be developing how their use of line and simple shapes can create a
Bergstrom last updated 12/10/15

complex picture that resembles a cat.

Discuss the meanings of visual symbols, images and icons observed in artworks.5re

Academic Language = students writing or speaking to express their understanding of subject matter.
Vocabulary consists of content-specific words as well as general words that have the same meaning
across disciplines.
Use bullet points and include a definition for each word using language that is appropriate to your
students grade level.
Content vocabulary: Art-related words which are unique to this lesson. (ex: batik, Andy Goldsworthy,
relief sculpture, Pop Art, etc.)
Laurel Burch: Contemporary artist, creates cat paintings using lines, shapes, patterns, color
Watercolor Paint: a water based paint
Cool colors: Blue, green, purple
Warm Colors: red, orange, yellow.

General vocabulary: Words that have similar meanings across disciplines. (ex: composition, juxtapose,
Venn diagram, etc.)
Sharpie: a permanent marker used to make lines in an artwork.
Line: a type of mark that is used to create an image
Pattern: a repetition of basic shapes or lines to create a unified piece of work.
Paper: watercolor paper is used to soak up the dies and inks in a certain way.

Instructional terms: Words students need to know in order to understand your instructions.
Paint: dip the paint brush into water, and then gently mix in the water color paints.
Trace:

Planned Assessments
Attach copies of any handouts that you will provide to students.
Pre-Assessment: Survey at beginning of teaching about what they know about cats.
PowerPoint of what Laurel Burch did as an artist, about watercolor technique, and line.
Formative Assessment/Informal Assessment:
Walk around while students are working, talk to students as Im walking around about their
color choice.
Summative Assessment/Formal Assessment:
At the end of the lesson, I will call students to the floor by the board and do a call and
response of what the students learned. I will hold up the finished pieces of art and point,
asking what shape is this. What colors did we use for the background? I will also talk about
Laurel Burch again and how she is important as an artist.

Differentiated Instructional Strategies

Bergstrom last updated 12/10/15

Use bullet points.

Write out how your lessons will support different types of learners. Include:

English language learners: I will talk slowly, have a powepoint of mostly pictures and draw step by
step with the students as they are going.
Visual learners (ex: offer demonstration/teacher samples for students to reference, etc.): Do step by
step along with the class examples.
Verbal learners: Do call and response with the class as we are going
Aural learners (ex: present step by step demonstrations, etc.) Step By step Demonstrations
Kinesthetic learners: Have students use special brushes or add texture to their painting.
Students with physical disabilities : provide hand over hand instruction, Special brushes.
Students with gifted exceptionalities: Have students create a more detailed cat, possibly add another
animal in the background with a texture using the opposite of the colors they used.

Lesson Resources
Equipment: Needed, yet not unique to your lesson.
Flashdrive
Projector
Smartboard
Document camera
Health & Safely: Unique to your lesson.
First aid kit
Paint shirts
Supplies: Consumables. Be specific in terms of size, colors, total numbers needed, etc.
20 watercolor sets
20 paint brushes
10 water cups (2 per table)
20 pieces of newpaper to cover the table
20 black sharpie markers
20 pencils
20 pieces of white paper (preferably watercolor paper)
Teacher sample
Salt
Instructional support materials: Samples of good craftsmanship and bad craftsmanship
Color wheel poster
Cool color poster
Warm color poster
Youtube video on cool and warm colors
Powerpoint on Laurel Burch

LESSON PROCEDURES

Lesson Part

Teacher actions

Student actions

(What will you be doing?)

(What will students be doing?)

Bergstrom last updated 12/10/15

Assessment
of Prior
Learning or
PreAssessment

Lesson
Opening/
Introduction

Simply start by asking students who here has

a pet cat?
Ask students about their pets, but dont let it
get off topic
Ask students What do we know about the
rainbow of colors, or the color wheel?

Talk about splat the cat the book (if teacher has
already gone over it)
Talk about contemporary art
Talk about the color wheel
Show a video on Warm and Cool Colors

Answering questions
about cats,
Being
active
listeners
Recalling information
about
the
color
wheel

Students will be listening to

teacher
Students will be recalling
what the know about Splat
the Cat

Approximate.10 min
Allotted Time
Formative Here I will be talking to the students as a whole and asking
Assessment/ if they have any questions so far.
Informal
assessment
(PR action verbs ex: generate,
Begin by giving powerpoint of Laurel Burch, Cool
Body of
create, realize, use, and
color-Warm color review, line, and pattern.
Lesson
master skills See ODE VA
Begin by starting showing an example of how to
(studio activity)

draw the cat. Have it on the chalkboard and begin

with drawing the face, showing how to put it directly
in the upper middle part of the
Paper.
Have a student helper pass out the pieces of white
paper, and another pass out the newspaper to
protect the desks.
Once students have all eyes on me, ask students
what the first step is again. Once they say draw the
cats face in the middle of the paper, begin
demonstration of drawing the lines for the cats face
again.
Once that step is completed, move to the body of
the cat, then the legs, and tail.
After that, do a demonstration on the board of how
to draw certain shapes and patterns.
Explain to students where the patterns can go.
Pass out sharpies
Let students trace carefully in black sharpie marker.
For the watercolors, begin with explaining that we
are starting with warm colors first. They can choose
to color the background or the cat with warm colors,
but that is all. The other will be a cool colored
background or cat.
Have students gather around for a demonstration on
water coloring in the lines and how to mix cool
colors.

standards chart)
Explain how students will
interpret/respond to art,
develop/create works of art,
and/or relate art to context?
Students will observe
powerpoint and learn
about Laurel Burch,
Cool and Warm colors,
and patterns.
Students will go back
to their seats and
begin drawing the cats
face in the upper
middle of the paper
along with teacher
Students will trace
outlined marks with a
sharpie marker,
carefully observing
how fast they go in
order to create nice
clean lines.
Students will watch
demonstration on
water colors
Students will put name
Bergstrom last updated 12/10/15

Show students correct way to hold brush

Send students to quietly go back to their seats as
you have helper pass out water color pallets.
Next, remind students to start off with RED,
YELLOW, ORANGE. To color the background or the
cat.
Add salt for texture to students work that wants it,
after explaining what it does
After students are done painting, help students load
them onto the drying rack.
Once finished, instruct students that next time we
can add some more color detail using oil pastels

on back of paper
Students will make the
decision to make their
cat warm OR cool
colors
Students will paint
their cat, and then
paint the background
the opposite colors.
Once dry students will
be able to use oil
pastels to color in their
details on their cats.

Allotted Time Approximate.

Formative Check to see if students are finishing on time by walking
Assessment/ around and assessing each student.
Informal
assessment

Lesson
Closure

Call all students down to the area where we began

meeting
Bring up power point again and ask who painted
these cats?
What color groups did we use today?
Talk about how we can use line and shape to create
a pattern.

Allotted Time

Approximate. 5 minutes

Summative
Assessment
Formal
Assessment

Do a simple check list over every students work. If it has all

of these things, then it can receive a full mark.
1. Full cat
2. 2 different patterns
3. Warm color background OR cat
4. Cool color background OR cat

Students will make

connections to the
color charts in the
back of the room.
Students will be able
to use pattern in other
artworks they make.

Students will be thinking in

new ways after this by
knowing the difference
between warm colors and
cool colors. Students will be
able to associate that these
colors have different moods
and feeling associate to
them. Students will also be
understanding of the art
world more by learning about
Laurel Burch.

Add up to 10 separate attachments at the end of your lesson. These may include
handouts, rubrics (min. of 4 categories), power-point notes, teaching support materials,
etc.

Bergstrom last updated 12/10/15

Bergstrom last updated 12/10/15