EDU 543 VAPA Lesson Plan Lesson Name and Content Area

Grade Level: Second

Candidate Name: Elizabet !iclea
Lesson taken from: http://www.class.uci.edu/LessonUploads/Grade_2_Visual_Art_Lessons.pdf

St"dent #ac$%ro"nd: Grade: Second Avera%e A%e: 7 ears #o&s: !2 Girls: !" SES level: ##$ of the students enrolled are socioeconomicall disad%anta&ed. Li$es'disli$es: 'he students like to work to&ether on pro(ects and en&a&e with one another. 'he like hands)on acti%ities that en&a&e their knowled&e and challen&e them to appl what the ha%e learned. Alto&ether* the students in the classroom are %er +ri&ht indi%iduals who need to +e moti%ated. 'he teacher pro%ides a safe and welcomin& en%ironment for the students to learn. 'his is important especiall for ,n&lish Learners who tend to feel intimidated. General #ac$%ro"nd e()erience: 'he teacher has some +ack&round e-perience with drawin& and watercolors. .asic knowled&e is needed to instruct students. 'he teacher herself en(o s drawin& and does so fairl well. State Ado)ted Content Standard*s+ Vis"al and Per,ormin% Arts: Grade 2 -.3 1dentif the elements of art in o+(ects in nature* the en%ironment and works of art* emphasi2in& line* color* shape/form* te-ture and space /./ 3emonstrate +e&innin& skill in the use of art media* such as oil pastels* watercolors and tempera. 3.- ,-plain how artists use their work to share e-periences or communicate ideas.

List potential hi&h risk /t pe of0 students* issues* or anticipated difficulties with en&a&in& students in this learnin& opportunit .

0o1 do t ese standards inte%rate across t e c"rric"l"m2 Lan%"a%e Arts: Lan%"a%e Standards *Common Core+ !. 3emonstrate command of the con%entions of standard ,n&lish &rammar and usa&e when writin& or speakin&. 2. 3emonstrate command of the con%entions of standard ,n&lish capitali2ation* punctuation* and spellin& when writin&. 4. Use knowled&e of lan&ua&e and its con%entions when writin&* speakin&* readin&* or listenin&.

Academic learnin% %oals *ob3ectives+

Identify everyday objects that are designed and created by artists. Identify artworks that may be considered folk art.

4 at s)eci,icall& 1ill st"dents be able to $no1 or do2 Students will +e a+le to

Create multiple patterns using crayon in a patchwork border. Draw a landscape, imaginary or real, using crayons. Paint watercolor over crayon marks creating crayon resist. Draw human body in a manner that expresses flying. Vocabulary: folk art - characteri ed by a !na"ve# style, in which traditional rules of proportion and perspective are not employed$ reflecting the customs and beliefs of a culture quilt - a bed covering created by enclosing a layer of padding or batting between two layers of fabricand held in place with lines of stitching which may be decorative fabric - a material from fibers, woven cloth - material, fabric, textile pattern - anything repeated in a predictable combination patchwork - needlework in which small pieces of cloth in different designs, colors, or textures are sewn together

identif o+(ects created + artists* identif folk art* create patterns of patchwork* draw a landscape usin& cra ons* paint with watercolor* and draw a human +od fl in&.

!aterials5 6ec nolo%&5 ot er 7eso"rces !aterials:

%& x %' white construction or drawing paper & x ( white construction or drawing paper pencil crayons watercolor paints paintbrush water in a container paper towel scissors li)uid glue or glue stick Tar Beach by *aith +inggold, Sweet Clara and the Freedom Quilt by Deborah ,opkinson, The Patchwork Quilt by -alerie *louroy, or a picture book about quilt making. Resources: Portfolios, Grade 2, by +obyn .ontana /urner, 0arrett 1endall Publishing o storytelling2 pages2 3&, 34, 3' o )uilt making2 pages2 %%4, %%5 Website Support: 6uilt making with kids2 http://www.thecraftstudio.com/qwc/ 6uilts and Children7s 8iterature2 http://www.carolhurst.com/subjects/quilts.html 6uilt and Printmaking 9oined2 http://www.princetonol.com/groups/iad/lessons/middle/Kellilino.htm

7ationale: 4 & did &o" select t ese materials2 5aper is needed to draw and paint on. 5encils will +e used to draw the patterns and the cra ons and watercolors will +e used to color and paint in the patterns and landscape. 'he paint+rush and container of water will +e used to paint onto the paper. 5aper towels will +e used to wipe an e-cess paint or water. Scissors will +e used to cut out the human +od and the &lue will +e used to &lue it to the landscape drawin&. Lastl * the +ooks will +e used to introduce )atterns5 )atc 1or$5 and 8"ilt ma$in%.

Assessment: 4 at evidence o, learnin% 1ill &o" collect d"rin% t is lesson t at 1ill indicate t e e(tent t e st"dents ave com)leted t e lesson %oals2
:Feedback for teachers: o Informal assessment of student skills by observation o *ormal ;ssessment2 8esson <ix2 <tory 6uilt +ubric :Feedback for students: Informal verbal feedback from the teacher

4 & did &o" select t is evidence o, learnin% and o1 1ill it s o1 st"dent com)etence2 'he lesson includes hands) on acti%ities and it is easiest and most time effecti%e to walk around* o+ser%e* and correct student work. Students can ask 6uestions if the encounter an misunderstandin&s. 7ationale: 4 & did &o" select t ese strate%ies2

9nstr"ctional Strate%ies: 7hat content specific instructional strate&ies are ou usin& to teach this lesson8

'he teacher used direct instruction to teach students a+out o+(ects* folk art* how to paint usin& water colors. 'he teacher demonstrated and modeled how to create a )atc 1or$ frame usin& different )atterns throu&hout the classroom. 9irst* the teacher tau&ht students important %oca+ular words. 'hen* the teacher demonstrated how to make a 6uilt on paper. Lastl * the teacher showed students how to use watercolors and e-press a human +od fl in&.

3irect 1nstruction pro%ides fast and effecti%e instruction of new material. Students need to learn %oca+ular words* draw patterns* and color usin& cra ons and watercolors in an orderl and timel manner. 'his can +e accomplished throu&h direct and e-plicit instruction + modelin& the acti%ities. 7ationale: 4 & did &o" select t ese activities2 'he warm up acti%it is used to acti%ate prior knowled&e and used to &uide the rest of the acti%ities. Acti%it two is used to model how to create a :)atc 1or$ frame;. Students ha%e to use what the ha%e learned a+out folk art* patchwork* patterns* 6uilt makin&* etc. and draw it on the paper. 'he are :doin&; rather than (ust hearin& and seein&. Students will +e a+le to use their creati%it to draw patterns the ha%e seen in the classroom. As a result* students will ha%e to located locate and identif what is or is not a pattern to thorou&hl complete the assi&nment. Acti%it three e-tends student knowled&e and challen&es students to draw a landscape of their choice. 1n this sense* students will need to know what a landscape is and appl it to the paper throu&h drawin& and paintin&. Students will also learn what a cra on resist is. Lastl * students will +e introduced to the different dimensions of drawin&.

St"dent Learnin% Activities: Activit& :ne: 4arm U)

Step : +ead Tar Beach by *aith +inggold, Sweet Clara and the Freedom Quilt by Deborah ,opkinson, ThePatchwork Quilt by -alerie *louroy or a picture book about quilt making. Step !: Discuss the story and the illustrations from the chosen book. "lass #iscussion $uestions: !Do you have handmade )uilts in your family=# !If so, what do they look like= >hat was used to make them=# !>hat colors, patterns and lines are used in the )uilts illustrated in the picture book we read=# !>hat stories do the )uilts in the book tell=# Note: Allowin the students to ins!ect an actual "uilt i#es this lesson a rich "ualit$% &'amine the colors, !atterns in fa(ric and "uilt desi n, stitchin lines and te'tures chosen ($ the artist%

Activit& 61o: !odelin%

<tep %2 Distribute one %&# x %'# piece of white construction paper and one box of ' basic crayons to each student. <tep &2 Demonstrate how and instruct students to create a ! patchwork frame# around the edge of the construction paper using crayon as follows2 O Draw & vertical parallel lines about % to %.? inches @two adult or three students finger widthsA from the left and right edges of the paper. O Do BC/ use a ruler. /hese lines should appear imperfect, like a handmade )uilt. O Draw & hori ontal parallel lines about % to %.? inches @two adult or three student finger widthsA from the upper and lower edges of the paper. O Botice the boxes created by intersecting lines in each corner of the work. O ;dd lines within the border creating a series of boxes or s)uares, about the same si e as the boxes created by the intersecting lines, across the top and bottom and down both sides creating a patchwork frame. <tep D2 Demonstrate how and instruct students to create simple patterns within each box of the frame. Ese stripes, polka dots, checkerboards, plaids and flowers. ;llow students to located patterns in the classroom and use them as inspiration for the patterns *abric books from upholstery shops, wallpaper books from paint stores can also be sued for inspiration. Fncourage your students to use a variety of colors, lines and shapes using crayon boldly. Instruct students to leave the center of the artwork blank for now and concentrate on the patchwork frame only. <tep (2 Demonstrate how and instruct students to outline each of the )uilt s)uares in black using crayon or marker when the patterns are completed.

Activit& 6 ree: G"ided Practice Step !: Choose a place to which you would like to travel. /his place could be real or

0o1 1ill t e& el) st"dents accom)lis lesson %oal and standard2

t e

imaginary. Demonstrate how and instruct students to illustrate their chosen !place# in the center of the paper using crayon. +emind students that this drawing is a landscape and should BC/ include people. <tep &2 Distribute watercolor paint trays, a paintbrush, a container with water, and a paper towel to each student. Demonstrate how and instruct students to use watercolor paint to fill in areas of the drawing for a crayon resist. >hen the entire paper, including the framework is covered in color, let work dry thoroughly. <tep D2 >hile the paper is drying thoroughly, distribute one &# x (# white construction paper and a pencil to each student. Demonstrate how and instruct students to draw their own body on the small paper as though they are flying with arms and legs outstretched, hair blowing in the wind. Demonstrate how and instruct students to cut out the shape of the body. Demonstrate how and instruct students to glue the body shape onto the thoroughly dry landscape toward the upper edge, but not over the patchwork frame, as though flying over the landscape.

'he introduction of folk art will help students understand who artists are and the purpose +ehind drawin& or creatin& a piece of art /VA5A Standard 4.!0. Acti%it two focuses on patterns* shape and form /VA5A Standard !.40. Acti%it three focuses on usin& watercolors* creatin& te-ture /cra on resist0* and drawin& landscapes and human +odies that e-press fl in&. /VA5A Standard 2.20

St"dent 4or$: !a$e t e assi%nment'activit& *"se as a model+.

>rite a story about a place, real or imaginary, that you would like to travel . /ell about what you would do there and how it would feel.

E()lain o1 &o" 1ill "se t is 1or$ sam)le. After the lesson on patchwork drawin& and landscape water colorin&* students will write a stor a+out a place the would like to tra%el. Student will +e re6uired to research the place and find out what the would like to do and how it would feel. 'he purpose of the assi&nment is to further student knowled&e a+out a place that interests them. Students are to use complete sentences when writin& the stor . 'he stor must consist of < sentences. 'his can +e used for +ack to school ni&hts* teacher/parent conferences* or student work folders. 7ationale: 4 & did &o" select t is t&)e o, %ro")in% *e(. 1 ole %ro")5 small %ro")s5 bo&s5 %irls5 ELA'ELD+2 Small &roups help students interact and learn from each other. 1t also makes monitorin& pro&ress easier and time effecti%e. 'eachers can walk around and monitor student pro&ress* assessin& their work. ,n&lish learners need to interact with students as

St"dent Gro")in% Students will +e&in workin& indi%iduall + choosin& a pattern and drawin& it out on the paper. 'hen* students workin& at the same ta+le /&roups of =0 will share their patterns and e-plain to one another wh the chose that pattern. ,n&lish Learners will +e paired with nati%e speakers.

much as possi+le* so small &roups are a wa for ,LLs to communicate with other students. Pro%ress !onitorin% o, St"dent Learnin%: 'he teacher monitored student pro&ress throu&hout the lesson + askin& 6uestions* walkin& around the room to see if students are understandin& the concept* and ha%in& them workin& to&ether. 'he teacher ended the lesson + askin& these 6uestions:
!>hat were you thinking as an artist when you were creating the many patterns used in the framework=# !>hat place did you choose to travel to and why=# !,ow do you think it would feel to fly without a plane, but like a bird=# !>hat lines, shapes and colors do you think you would see from up above when looking at the ground=#

0o1 1ill &o" monitor o1 t e st"dents are doin% 1it learnin% t is lesson2 >+ser%in& students is one wa to monitor student pro&ress. 'eachers do this + walkin& around checkin& student work and askin& &roup and class 6uestions. ?lass discussions are also another wa to monitor and assess student knowled&e. 1f students are not on task* teachers can easil locate and redirect them. 4 & do &o" t in$ t ese mi% t be )otential )roblems2 !. 7hen students cannot connect to the lesson* the lose interest and &et +ored. At a second &rade le%el* the idea of folk art ma +e hard to &rasp. 2. 1f students do not understand patterns* the mi&ht (ust draw whate%er the see. Some students ma ha%e trou+le identif in& patterns within the classroom.

Di,,ic"lties: !. Students ma not understand what folk art and its rele%ance. 2. Students ma ha%e trou+le drawin& patterns and a patchwork frame. 4. Students ma ha%e trou+le drawin& a landscape. Sol"tions: !. 'he teacher will spend the +e&innin& of the lesson introducin& folk art* usin& illustration and %ideos to en&a&e students. 'he teacher will then ask students a+out their fa%orite art and connectin& it to the lesson. Art was important in the li%es of people and it still is toda . 2. 'he teacher will define a pattern and draw multiple patterns on the +oard for all students to see. Students will then pair up and create a pattern of their own. 'his will allow for students to en&a&e and interact with the content matter. 4. 'he teacher will define what a landscape /especiall for ,LLs0* usin& pictures to illustrate the word.

4. Some students mi&ht not know the definition of landscape. Ada)tations: List steps that ou could take to ensure learnin& for specific students e-periencin& these difficulties in the spaces +elow. ELD Learner: 7ationale: ,n&lish learners need to work with nati%e speakers* so that the ha%e opportunities to communicate and practice speakin& ,n&lish. ,L3s ma ha%e trou+le keepin& up and understandin& directions. 'herefore* the directions and step)+ )step process should +e short and simple* usin& as few words as possi+le. 'he classroom en%ironment must +e warm and welcomin&* a place to freel e-press oneself. 1t is the teacher@s responsi+ilit to esta+lish a safe classroom en%ironment. 1f ,L3s feel intimidated* pressured* uncomforta+le* +ored* etc. the will put up a screen known as the a,,ective ,ilter. As a result* the +lock off an input of information and do not pro&ress. 7orkin& in &roups allows ,L3 students to speak without pressure. 7ationale:

S)ecial Needs Learner:

1 would modif the workload accordin& to the student@s learnin& and ph sical a+ilit . 1 would &i%e them more practice and spend some one)on)one time with them as other students work on their class work. 1 would also simplif and make clear the directions presented in each acti%it . Lastl * 1 would split up an assi&nment into smaller tasks* &i%in& students enou&h time to finish.

St"dent 1it

#e avior 9ss"es:

'o moti%ate student learnin&* teachers need to present work that is challen&in& +ut doa+le. 1f not* students &et frustrated and will +lock out e%er thin& a teacher sa s. ,ncoura&e student learnin& + &i%in& them small and simple tasks. 7ationale: Students who act up are usuall +ored and unmoti%ated to learn. 'herefore* teachers need to moti%ate and make the lesson rele%ant to students. Aeepin& these students +us + &i%in& them (o+s and tasks will keep them focusedB the will not ha%e time to &oof off or act up. 5lus* the like +ein& in char&e.

1 would assi&n students with +eha%ior issues tasks and responsi+ilities to keep them +us and moti%ated. 1 would also find out their interests and tr to incorporate that into the lesson to moti%ate their learnin&. 1 would also write up a contract with the student if the +eha%ior &ets out of hand. 'herefore* the student will know what is e-pected of him or her.

7e,lection: A teacher needs to take into account student weaknesses and stren&ths* and difficulties that can +e encountered durin& the lesson* and adaptin& the lesson plan to fit all students. 'eachers need to know their students. .ack&round knowled&e is needed for effecti%e lesson plannin&. 'here are a num+er of factors that impact student learnin& and moti%ation. Some include famil life* socioeconomic +ack&round* famil %alues of education* interests* prior teacher e-periences* traditions/cultural practices* nati%e lan&ua&e* etc. All of these thin&s need to +e kept in mind when plannin& a lesson. ?omin& up with an introductor acti%it is alwa s fun for meC 'he acti%ities draw in students and introduce the lesson at the same time. 'he acti%it also acti%ates student prior knowled&e and is an anchor for the rest of the lesson. 1 use ima&es and %ideos to en&a&e students. 1* m self* am a %isual learner and learn + seein& thin&s rather than (ust hearin& them. 'he anticipator set then &uides the acti%e learnin& of the lesson and &uided practice. 1 need more skill/knowled&e in accommodatin& and addressin& all students@ needs* especiall ,L3s and students with special needs. 1 want them to learn and understand the material tau&ht in the classroom. 1t is onl a matter of presentin& the information in a wa that is eas for them to understand and comprehend. 'he challen&e is findin& out what strate&ies work +est for these students.

Use ,orm belo1 ,or ,indin% o"t abo"t &o"r st"dents )rior to )lannin% &o"r lessons',ield1or$ S$ill needed ,or 6PA - and /
Gettin% to $no1 &o"r st"dents ; 4or$ #ac$1ards: 4 at 8"estions can &o" as$ to %et t e in,ormation in t is case st"d&2 6"rn eac statement into a 8"estion and )rovide a so"rce or a )erson &o" co"ld as$ to %et t is in,ormation.
?han is a -<;&ear;old ,o"rt ;%rade En%lis learner. De is from ?am+odia and li%es with a sin&le mother* two oun&er +rothers* and a +a+ sister. Dis mother works lon& hours and is often not home when he returns from school. Dis e-tended famil in the United States includes one aunt and two &rown cousins and his &randparents. ?han@s famil immi&rated to the United States two ears a&o. Dis written ?am+odian lan&ua&e is mostl for&otten* +ut he is to communicate with his famil orall . ?han reads ,n&lish two ears +elow &rade le%el. De has difficult usin& correct &rammar when writin& or speakin&. ?han is a happ and social +o who en(o s friends. De is well liked and works well in small &roups. De is seldom or ne%er a+sent from school. 'he ?,L3' results indicate an o%erall score in the +e&inner to earl intermediate ran&e* and he has +een identified as an ,n&lish learner. ="estion -: 0o1 old is C an2 /. 4 at %rade is C an in2 3. 4 at lan%"a%e is C an learnin%2 4. 4 ere is C an ,rom2 5. 0o1 man& siblin%s does C an >. 0o1 old are C an?s siblin%s2 @. 4 o el)s C an 1it at ome1or$2 ome2 ave2 4 o 1o"ld &o" as$2 :r 1 at so"rce 1o"ld &o" c ec$2 :bservation and t e teac er 6 e teac er or t e st"dent 6 e st"dent or t e teac er 6 e st"dent and'or t e teac er 6 e st"dent 6 e st"dent 6 e st"dent or t e teac er 6 e st"dent imsel,

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