Level 2: ART 307 adaptive/modified plan

CoffeeFilterFlowers
CentralFocus Students will experiement with colors, shape, and form, using coffee filters, piper cleaners, and
markers as materials in creating unique flowers.
GradeLevel 1-3
ClassSize 10
Time 20-40miin
ClassDemographics Diverse

NationalVisualArtsStandardsAddressed(Atleastone)
Copy and paste the whole standard and code for the grade-specific National visual arts standards this lesson will address.

Forms 2D 3D 4D
Frames Cultural Subjective Structural Postmodern
Conceptual
Artwork Artist Audience World
Framework

LEARNINGOBJECTIVES(Atleast2)
As a result of this lesson, students will be able to:
1. Color at least 3 coffee filters using no less than 2 colors.
2. Construct at least 3 flowers using colored coffee filters and piper cleaners.
**Theseobjectsmayneedtobemetwiththehelpofateacherorpara.

TEACHERMATERIALS
Markers Pipe cleaners Ribbon
Coffee filters Masking tape or clear tape

STUDENTMATERIALS
Markers Pipe cleaners Ribbons
Coffee filters

ARTISTS/ARTWORKINCONTEXT
KeyArtists N/A
KeyArtworks N/A
KeyCriticalQuestions What is your favorite flower?
Where do you see flowers the most?
What kinds of emotions do to you get when you see flowers?

VOCABULARYANDLANGUAGEACQUISITION
Vocabulary Include ALLwordsaswellasdefinitions for all terms related to this lesson that you will
emphasize. Remember to think about age-appropriate language when wording definitions.
LanguageFunctions analyze, compare/contrast, critique, describe, interpret, question, etc.
LanguageDemands Syntax Discourse
LanguageTasksand 1. Describe 1 key language/vocab learning tasks students will do
Activities
LanguageSupports 1. Describe 1 instructional support materials that will help students use the language functions
and demands

INSTRUCTIONALSTRATEGIESANDLEARNINGTASKS
SetInduction InstructionMethods
Write specific questions you will ask and describe what you will do to engage the List all methods you intend to use,
students actively in thinking about things they already may know (prior such as direct instruction, teacher
knowledge) that are somehow related to the lesson that is going to be taught. demonstration, hands-on student
This is NOT where you start giving students new information (the lesson) but involvement, group discussion, small
EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12
Level 2: ART 307 adaptive/modified plan

information that will segueintoyourlesson inawaythatwillconnect group work, differentiated group

withthestudents and get them ready/excited about what you are going to work, independent student work,
teach. Think Pair Share, etc.
Instruction InstructionMethods
After the Set Induction, what exactly will you do with the students and say to the List method beside each step
students during the lesson?
List your procedures here inorderofoccurrence starting each bullet point
with either The teacher will or Students will
From these points any reader should be able to easily imagine all that will
happen during this lesson from beginning to end.
Throughout this section be sure to list at least 4 specific prompt questions (and
alternatives when applicable) in age-appropriate language that you plan to use
along with some acceptable student responses and several probing follow-up
questions (if applicable) to keep the lesson flowing. Thesequestionsshould
helpstudentsreason,thinkcritically,andengageinhigherorder
thinking.
Remember to break any demonstrations and sequential instructions down into
step-by-step, age-appropriate language.
LessonClosure InstructionMethods
What activities, prompts, directions, attention grabbers, etc. will you use to List method beside each step
signal students that the lesson is coming to a close?
Think about activities, etc. that reinforcestudentslearning in this lesson or
helpstudentsreflect on their learning experience.
Remember,LessonClosureisNOTjustclean-uporatwo-minute
warning! Closure activities may happen surrounding clean-up time, but putting
supplies away and washing tables does not reinforce learning or incite reflection.
Continue wording these statements as you did above starting each bullet point
with either The teacher will or Students will

ACCOMODATIONSFORSPECIFICDIVERSELEARNERS
AdaptationsandAccommodations
List and describe alladaptations and accommodations you will perform to facilitate atleasttwodifferent students
learning.
Cite specific activities, teaching practices, tasks, materials etc. from your Set Induction, Instruction and Lesson Closure
procedures above that you will adapt and be as detailed as possible about HOW you will accommodate students needs.
EnrichmentandExtensions
List and describe at least 1 activity you plan to engage advanced students in during and/or after
the lesson.
Think beyond simply having advanced students help other students as this tends to be an unfair practice.
ActivityforEarlyFinishers
List and describe at least 1 engaging and related activity you plan for early finishers to engage in.

OBJECTIVE-DRIVENASSESSMENTS
1. Describe the specific tools and methods you will use as formative and summative assessment of students mastery of the
Lesson Objectives listed above. Correlate each assessment described with the specific objectives above the tool is
designed to assess.
2. 4th grade lesson example = Rubric assessing students finished project originality, conceptual development, craftsmanship,
effort, and participation. (Objectives 1, 3, 4)

INTERDISCIPLINARYCONNECTIONS
List at least 1 other discipline, subjects or content areas this lesson connects to.

REFERENCES
You must have references to books, web pages, films, etc. you used in the development and execution of your lesson, to allow

EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12
Level 2: ART 307 adaptive/modified plan

you to teach the lesson again, or to allow someone else to teach the lesson.
Use APA style in formatting the reference list.

Developed and written by (your name goes here), Art Education, Illinois State
University, 2014 *
Total: 40 pts Specific detail will result in full points for each section. I need to
imagine each step of the plan so I can teach it myself.
1 artwork example = 5 pts Plan total = 45 pts

EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12