EDU 543 VAPA Lesson Plan

Visual Arts: U.S. Symbols in Oil Pastels

Grade Level: 1st

Candidate Name: Maribel Gutierrez 06/02/17

Locate a VAPA lesson plan on the Internet and work backwards to fill out this lesson plan form. Fill out the student information form at
the end of this lesson plan to help you know your individual students. Download TPA 1 and 2 and use as a reference as you complete this
lesson plan. This plan is intended to provide you with some of the major skills and types of writing needed for completing TPA 1 and 2.
Learning about your students: Locate or develop an interest survey you could use to learn about your students: Google interest surveys
for elementary students and get ideas. Arts and PE are great areas of the curriculum to learn more about the interests and attitudes of your
students and helps you plan other content area lessons.
Describe the students in this class: Use your fieldwork school for List potential high risk students:
information.
ELL students that may struggle
The students observed consists of an even number of boys and girls totaling to to participate in the lesson such
a class of 24 students. The majority of the students in this class and at the as for asking for help or sharing
school in general come from a low to middle socioeconomic (SES) levels. with another student their work.
Almost all students qualify and are receiving free and reduced lunch. For the
most part that I have observed, the students seem to be very enthusiastic about Students that may feel
school activities. There is not much specified time set aside just for visual arts discouraged if their work is not
instruction and so it is mainly just incorporated into activities and projects coming out like they had hoped
from other content areas. Interestingly enough, every couple of weeks there is or how the teachers sample
a special art teacher that comes to the school and teaches specifically art looks.
lessons to various classes at different grades.
Those students that are not on-
task with the lesson.

Students that have not mastered

fine-motor skills may struggle
with art materials and process.

State Adopted Content Standard(s): How do these standards

VAPA Content: integrate across the
2.0 Creative Expression: curriculum?
Students apply artistic processes and skills, using a variety of media to These standards integrate with
communicate meaning and intent in original works of art. both language arts and social
- 2.4 Plan and use variations in line, shape/form, color, and texture to studies standards and content.
communicate ideas or feelings in works of art. The students will have the
opportunity to take one of the
4.0 Aesthetic Valuing: social studies standards (see left)
Students analyze, assess, and derive meaning from works of art, including their as a main focus to create an
own, according to the elements of art, the principles of design, and aesthetic artwork of their own. Also,
qualities. students will continue to take
- 4.4 Select something they like about their work of art and something they part in using English language to
would change. communicate and reflect in their
learning.
History Social-Science Content:
1.3 Students know and understand the symbols, icons, and traditions of the
United States that provide continuity and a sense of community across time.
Academic learning goals (OBJECTIVES): What specifically will students
Main Objective: be able to know or do?
After the visual arts lesson on Symbols, Icons, and Traditions of the United
States, students in grade one will use oil pastels to create a drawing to visually The students will work in
and orally describe a U.S. symbol with 95% accuracy. collaboration with the teacher
Overall Goals/Objectives: and peers to look into visual art
-Students will be able to identify U.S. symbols as a mode of expression.
-SWBAT use art vocabulary to describe their symbol Students will use a different
-SWBAT reflect and critique their own art work (drawing) method to color their symbol as a
-SWBAT discuss and share with peers way to learn that there are
different mediums and ways to
Words to Know/Vocabulary: express. This is just one
Symbols- something that stands for something else opportunity where students are
Art- the process of creating work through use of imagination and exposed to visual arts on its own
creative skills and integrated. They will create
Pastel medium that is between painting and drawing their own drawing/art work based
Medium- materials used to make art on a symbol image and then
Technique- manner and ability with which an artist uses the technical critique their work to understand
skills that not one art piece is correct,
Texture- one of art elements; surface quality of materials, either actual but that all are unique and
(tactile) or implied (visual) represent different themes.
Blending- to combine or mix colors so that there is a gradual transition
from one color to another
Outline- act of drawing; line that traces the outside figure of a shape,
figure, etc.

Materials, Technology, other Resources Rationale: Why did you select

Materials: these materials?
Oil pastels (oil crayon pastels) These materials will allow the
Black paper (mixed media, thick, etc.) students to become familiar with
Pencils a different type of medium for
Several U.S symbol images/printed pictures coloring and creating a vivid
KWL chart artwork. It will get them working
Tape with other materials other than
that of the usual white paper and
Whiteboard
Resources: colors.
http://emptyeasel.com/2009/01/22/oil-pastels-101-a-
comprehensive-guide-to-painting-with-oil-pastel/
http://juliannakunstler.com/art1_oilpastels.html
[website links to oil pastel info. and techniques for teacher
instruction]

Assessment: What evidence of learning will you collect during this lesson Why did you select this
that will indicate the extent the students have completed the lesson goals? evidence of learning and how
will it show student
Progress Monitoring throughout the lesson, observations, checking on competence?
students being on task and following along. I selected these forms of
Rubric for Art piece completion assessment because they allow
Rubric for Student Responses to Self-Critique Questions me to track student progress and
Formative assessment at end: will check students have completed the completion throughout the lesson
art piece by collecting student work and afterwards.
Drawings/art will be placed around classroom wall of U.S. symbols Rubrics let the students know
what is expected of them and
 their work and follows based on
the learning goals.

Instructional Strategies: Rationale: Why did you select

This lesson is based on a direct instruction lesson-type that is based on the these strategies?
Behaviorist Learning Theory. Here direct instruction will be utilized because In selecting to do direct
the students lack knowledge in art elements and oil pastels; therefore, the instruction and provide
knowledge needs to be given to them in an explicit manner and through scaffolding to students I think
demonstration/modeling. As part of the lesson there will be support/scaffolding that these are suitable for
to the students through modeling and guiding. By modeling how to do teaching/introducing art coloring
something the goal is that students will learn it and their behavior and techniques to first graders. It is
knowledge will therefore change. important that students use their
background knowledge and the
lesson experience to obtain new
integrated art and history
knowledge.

Student Learning Activities: Rationale: Why did you select

Activity One: these activities?
WARM UP I selected these strategies
The teacher will start the lesson off with a KWL Chart as a whole class in because they allow the students
order to review the U.S. symbols that the students have been studying as part to, first of all, activate their prior
of social studies unit. It will be a review and introduction into visual arts knowledge on the U.S. symbols.
activity. It is important that the students
Make sure to have a large paper on board visible to all students. be introduced to the key words
Ask students to share the symbols they know and what are some and objectives of the lesson. In
interesting facts. doing direct modeling/
Write the names of the symbols on the paper. demonstration of the steps for
Introduce students to activity about drawing and coloring using oil drawing I think that it provides a
pastels, art elements, and have students share what they want to learn straight forward and clear visual
about art, symbols, etc. for the students to use as a guide.
Go over important vocabulary that students will want to use in their Then, the students will have the
self-critique/reflection. opportunity to collaborate and
share with a partner about their
Activity Two: self-critique/reflection on
MODELING drawing. This is also crucial and
Teacher will share with students the materials that will be used for creating the encouraging student
art piece illustrating a chosen U.S. symbol. communication.
Boys and girls, today we will be focusing on specific symbols and we
will be drawing them. You will get to use oil pastels to bring your
symbol come to life and once it is finished we will put them up on our How will they help students
U.S. Symbols Wall. accomplish the lesson goal and
[Describe what oil pastels are made of, how they are different than standard?
regular crayons, why we will be using black paper, etc.] These activities and strategies are
Teacher will choose symbol ex: Bald Eagle and will tape it to the whiteboard purposefully used because they
for students to see. will further the students
I would like for all of you to join me on the carpet [call table by table knowledge about U.S. symbols
for transitions] and I will show you how our art work will be made. and art elements. These activities
Demonstration Steps for drawing: are taking into consideration the
First, we have to choose if we want paper in landscape or portrait. social studies and visual arts
Then, we outline with our pencil the outside figure of the symbol (this standards by asking the students
case the eagle). Also, outline any key parts on the inside of the figure. questions that directly correlate
Then, we choose which oil pastel colors we want to use.To blend with them.
 colors we can color a little bit over the first colorMake sure that you
are slanting the oil pastels for smoother lines and using the center of the
oil pastel for the edges.
[Throughout this modeling of drawing and coloring, the teacher will be
showing this on the board/paper. There will be more detailed script
within each of the process steps.]

Student Work: Make the assignment/activity (use as a model). Explain how you will use this
GUIDED PRACTICE work sample.
Have all the students now choose a symbol from the KWL chart or another one In using my own drawing as a
that has been studied. They can use pictures found at the front of the classroom model sample for the students
or draw from their imagination. they are more easily able to work
Walk around each of the students to check for on-task behavior and
correctly using materials. on their own art pieces during
Answer student questions. their guided and independent
Praise and give positive feedback to encourage students to continue practice. In taking part of guided
working and that their art is looking amazing. practice all the students are given
The teachers almost finished or finished drawing is at the front of room as a the opportunity to put into
resource for students to check out. practice what they have seen. In
having the lesson debrief and
DEBRIEF AND EVALUATE evaluation it is an important
Think-Pair-Share (Self-critique/reflection): portion for both teacher and
After almost all students have finished or it is time to move to the next part of students. This is because it
lesson, ask students questions to think about: integrates assessment and
Why do you think the drawing feels this way? [texture] reflection in the learning
What art elements did you use? experience.
What are some things you really liked about this? What would you like
to do different? Paint the symbol?
What have you learned about making art?
Then, students will pair up with person next to them and shares the above
answers.
Teacher will also check in to what students are responding.

EXTENSION
Students will need to write down their reflection on the U.S. symbol they chose
and their Art Work.
Can do this as homework assignment or even on class if finished early.
Can share it with family member or friend.

Student Grouping Rationale: Why did you select

The start of the lesson will consist of whole group/ class in where the students this type of grouping (ex. whole
are taking part in prior knowledge activation and direct group, small groups, boys,
demonstration/modeling instruction of art work. While students are working on girls, ELA/ELD)?
guided practice they are for the most part working on their own, but interactive I mainly selected heterogeneous
with their table groups. When it came time to share self-critique and reflection group (s) because it gives
working in just partners was best so that it can be easier for students to open up students a chance to interact with
and share. other students from various
levels. For instance, EL students
can learn from English speakers
and vice versa. If additional
support or modeling is needed,
then I would select to have a
homogenous group of students
such as ELs or special needs.
Progress Monitoring of Student Learning: How will you monitor how the
There will be progress monitoring and checking for understanding throughout students are doing with
the lesson. This will be done through informal observations, asking questions learning this lesson?
(those above during debrief and evaluation), and written self-reflection on I will monitor the students during
overall learning. Basically, monitoring during the warm-up, modeling, guided observations as they interact with
practice, and evaluation. each other when sharing with a
peer about their art work.
Likewise, while demonstrating
the steps for art activity I will be
looking at students expressions
and checking that they are on the
same page as me.

Difficulties: List and explain the 2-3 difficulties or problems you anticipate Why do you think these might
that all students might have with this content and these learning activities. be potential problems?
1. Students may have problems with following directions on how to use These may be potential problems
art materials. for the students because it
2. Possible that students will have difficulty doing self-critique of their involves working with a different
drawing. art material that they may not
have seen before. With that in
Explain how you will solve these problems so all students will learn to full mind, students may be hesitant to
potential. follow along with teacher
I will encourage all students to pay attention and be accountable for following modeling or may even just want
directions and properly using materials. In using Equity Sticks I can randomly to do their own thing aside from
pick students to answer questions or share a response. the lesson assignment/activity.
Additionally, students have
I will model how to do a self-critique on my own finished art work drawing. It probably not had prior
will be using Think Alouds and stating what I like and what I could do another experience with self critique and
time. The students could then model after me and gain new insights. reflection.

Adaptations: List steps that you could take to ensure learning for specific students experiencing these difficulties
in the spaces below.
ELD Learner: Rationale:
Strengths Student is a visual and auditory learner and so he will benefit from I think that it is important that the
the demonstration process of drawing and using oil pastels. student feels comfortable enough
to at least share questions,
Weaknesses Student struggles in comprehending English and therefore concerns, and art reflections even
rarely communicates with peers and/or teacher. if it is in native language (this
case Spanish). The fact that the
Your intervention or adaptation: I will have the student work more closely student is a visual learner will
with another student that is proficient English and Spanish speaker so that benefit him a lot especially since
when it comes to share reflections or ask questions, the ELD student can feel it is a visual arts lesson.
comfortable communicating.

Special Needs Learner: Rationale:

Strengths The student likes drawing and building things such as with Legos It will be important that the
or blocks. student feels calm and interested
in the lesson and so this is why it
Weaknesses This student is autistic and so has a hard time interacting with is imperative in making sure that
others and is easily frustrated. he receives instructions in timely
manner. Since he likes drawing
Your intervention or adaptation: I will provide ample time for transitions there is a high chance that he will
and instructions so that the student does not feel overwhelmed or frustrated at be focused in the lesson.
the pace of the lesson.

Student with Behavior Issues: Rationale:

Since the student is easily
Strengths This student is an auditory learner and likes being leader-type of distracted I want to make sure
student. that he is kept busy for most time
possible. I want to take
Weaknesses Student has ADHD so he struggles with staying on task, is advantage at the fact that he is an
easily distracted, and in doing so, distracts other students. auditory listener and so he can be
hopefully learning as were
Your intervention or adaptation: I will assign to this student the task of moving along the lesson and he
passing out necessary materials so as to keep him doing something that is is working ahead.
relevant to the lesson. Also, since student may not want to keep waiting before
starting his drawing I will have student begin working on the assignment as the
rest of class watches the demonstration steps.

Reflection: What have you learned about planning instruction for a diverse student population in this
content area?
One of the main things that I have learned is that every student will take away something different from a
lesson/activity/assignment. This is why it is important that each lesson accommodates the needs of students as best
possible. Also, that it is beneficial to incorporate various strategies for varying modes of learning.

What area of this instructional plan was easy to complete?

In figuring out how the standards are going to correlate with instructional strategies, it came easy to look into the
lesson goals and strategies to use for student interaction. Once I knew what the topic was going to be about I knew
that I had to incorporate students background knowledge and provide direct instruction. Likewise, coming up with
assessments has become an easier task because it is something that has to continuously be done.

What area will you need more knowledge/skill in order to do the task well?
Id have to say to work in encouraging or motivating students to feel comfortable to not only reflect on their own
work, but to share with others. I know that sharing is not an easy task for all students, but I want for them to start
finding ways to be expressive in academic, social, or personal ways.

Use form below for finding out about your students prior to planning your lessons/fieldwork
Skill needed for TPA 1 and 2

Getting to know your students - Work Backwards: What questions can you ask to get the information in
this case study? Turn each statement into a question and provide a source or a person you could ask to get
this information.
[Saul has been a pseudonym for the student.]
Question 1: Who would you ask? Or what source would you
Does Saul like drawing, painting, etc.? check?
Student Parents Previous teacher
2 Who does Saul get along with the most? Parents Classmates/Other students
3 Does Saul like helping other students? Teacher observations
4 Will speaking aloud make Saul nervous? Student conversation
5 How old is Saul? Parents Student
6 What is Sauls favorite school subject? Student Parents
7 Why is Saul so quiet- is he shy? Parents Teacher observation Student
8
9
10

Teacher Sample Model