EDU 543 VAPA Lesson Plan Lesson Name and Content Area

Grade Level Kindergarten

Candidate Name: Candace Wilmoth
Locate a VAPA lesson plan on WWW 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 Talking information. (view their web site and find supporting information) Horse playing Include the following: Students using the Mrs. Jacksons class is a Kindergarten class. The Average Age is 5. There are 13 art materials on each boys and 14 girls. other instead of the The school is in a low SES level. The students enjoy music time and getting activity stickers on their work. Students not They enjoy think, pair, share which the teacher often uses. Many of them are understanding the very social. In the morning class all the students speak English. In the materials. Afternoon class many do not. The teacher is relaxed, but shows them what she Students becoming expects of them. She is artistic herself so her love for art shows. Some of the bored during the students have never had experienced with this content area. There are a few lesson. that had never glued anything until they came to class. Developmentally the students are learning about others and their surroundings. For example they are learning that there are different types of birds instead of just calling all of them birds. State Adopted Content Standard(s) Visual Arts 1.0 Artistic Perception Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations. 1.2 Name art materials (e.g., clay, paint, and crayons) introduced in lessons. 1.3 Identify the elements of art (line, color, shape/form, texture, value, space) in the works of art, emphasizing line, color, and shape/form. Visual Arts 2.0 Creative Expression Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art. 2.1 Use lines, shapes/forms and colors to make patterns. 2.3 Make a collage with cut or torn paper shapes/forms. 2.6 Use geometric shapes/forms (circle, triangle, square) in a work of art. Visual Arts 4.0 Aesthetic Valuing

How do these standards integrate across the curriculum? List /explain possible links: Language Arts: Writing about shapes and art vocabulary. Math: Shapes are learned in math. Science: life cycle of a caterpillar. Social Studies: History of collage.

Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities. 4.1 Discuss their own works of art, using appropriate art vocabulary (e.g. color, shape/form, texture). 4.3 Discuss how and why they made a specific work of art. Academic learning goals (objectives) Students will know what the collage means in art and demonstrate this by creating an original collage to illustrate The Very Hungry Caterpillar. Students will strengthen their dexterity skills demonstrate this by gluing circle of tissue paper on the surface of paper to create a caterpillar, and other shapes to create detail. Students will know what pattern is and demonstrate this by using patterns in their artworks, and talking about how they created the pattern. What specifically will students be able to know or do? Students will be able to tell the teacher what the word collage means when called upon. Students will be able to glue tissue on to the paper. Students will be able to show the teacher what a pattern means. Rationale: Why did you select these materials? These materials were selected to create a proper collage. The students having their own materials are important for time and cleanliness. Why did you select this evidence of learning and how will it show student competence? The student will be given a paper assessment on shapes and patterns. This will show the teacher if they understood key goals of the lesson. Rationale: Why did you select these strategies? Direct instruction will be needed at first so the students have a clear understanding of what they are to do. Once that is done the teacher can continue to assist them. Since it is kindergarten and they have different levels some many need more help then others. Rationale: Why did you select these activities? Activity one is needed

Materials, Technology, other Resources white drawing paper, 12 x 9 white glue, watered down or starch paint brushes for glue or starch small cups for glue or starch colored pencils or crayons copy or copies of The Very Hungry Caterpillar Assessment: What evidence of learning will you collect during this lesson that will indicate the extent the students have completed the lesson goals? Assessment on pattern and shapes will indicate if the students have met the lesson goals. As well as: Did students create a viable collaged caterpillar? Are students able to describe their caterpillar collage using art vocabulary? Instructional Strategies: What content specific instructional strategies are you using to teach this lesson? The teacher will use direct instruction when teaching this lesson by explaining and demonstrating the lesson before the student start working on the assignment. The teacher will model for the students in order to show them how to do it, but will not force them to use the same colors so they can use selfexpression. The teacher will demo what the students are to do so they understand. The teacher will then assist the students as needed. The work is done in centers so there will be nine kids to one adult for help.

Student Learning Activities: List Activities and describe each of the teaching steps in the order that you will implement each step. Activity One:

Step 1: Read the book, The Very Hungry Caterpillar. Look at the variety of pictures contained in the book. Ask students if they noticed anything unique or different about the pictures in the book. (If you have a document camera, you can project the illustrations.) Go over vocabulary. Student think pair share about the word collage.

Step 2: Discuss how the pictures are made up of different pieces of painted paper, cut into shapes. These shapes are then glued down by the artist to create another shape or shapes. Point out all the different circular shapes that were used to create the caterpillar.

for students to have the knowledge to complete the art activity. Activity one will help them understand shapes and what a caterpillar looks like. Activity two will then use their knowledge to show what they have learned and be their chance to create art.

Step 3: Have pre-cut circular shapes from tissue paper for the body of the caterpillar. Strips of tissue paper can be pre-cut to create other shapes on the caterpillar, e.g. antennae, feet, nose, etc. to review shapes and discuss them. Step four: Students will complete a shape worksheet. How will they help students accomplish the lesson goal and standard? The activities help the students accomplish the lesson goals by the students learning about shapes, the meaning of collage, and being able to create their own art of a collage.

Activity Two: Step 1: Review shapes and the Very Hungry Caterpillar. Redicuss vocabulary. Step 2: Have pre-cut circular shapes from tissue paper for the body of the caterpillar. Strips of tissue paper can be pre-cut to create other shapes on the caterpillar, e.g. antennae, feet, nose, etc.

Step 3: Demonstrate how to dab just a little glue on the paper with the paint brush and then stick a piece of tissue paper on that spot. Remind them that they need only a little bit to make the tissue paper stick. If you are using starch, students lay the shape onto the paper, and then paint over it with the starch to make it stick. By painting over the tissue paper, some color will lift and created a painterly effect. Step 4: When the surfaces that have been glued are dry, add the hair of the caterpillar using crayons or colored pencils. Show the students the cover of the book to illustrate how and where the marks go. (Etc.) Student Work: Make the assignment/activity (use as a model). 1. Students will do a shape worksheet. 2. Students will have already done a color worksheet prior. 3. Students will think, pair, share about the word collage. 4. Students will have their own collage. Student Grouping How will students be grouped during this lesson? Keep in mind that the groupings may change during the lesson (ex. begin with whole group and then divide into small groups). The students will start in whole group. They will then go into their small groups for review and activitys. In the class there are four groups. The red group (low), the green group (high), and the blue and yellow groups (middle). Many students in the red group are ELLs. Being in groups will allow for the activities to be modified to their level. Explain how you will use this work sample.

Rationale: Why did you select this type of grouping (ex. whole group, small groups, boys, girls, ELA/ELD)? Many students in the red group are ELLs. Being in groups will allow for the activities to be modified to their level.

Progress Monitoring of Student Learning: The teacher will ask the students questions during the lesson. The teacher will also look at their activities to briefly assess their understanding.

How will you monitor how the students are doing with learning this lesson? During the lesson by looking at their work and asking them questions the teacher will be able to see what the students know. It will also give the teacher a quick understanding of where they are struggling. If many are struggling with the same thing it will give the teacher a chance to step back and look to modify the lesson and clarify this misunderstanding. Difficulties: List and explain the 2-3 difficulties or problems you anticipate Why do you think these that all students might have with this content and these learning activities. might be potential problems? Explain how you will solve these problems so all students will learn to full I feel that some of the potential. students may struggle with the academic language. It is Understanding collage: Because collage is academic language which is something that is new to new for these students they might struggle with it. many of them. 60% did not Shape: Some of the students may struggle which shapes which is part go to preschool. So most of of the learning goals. Fine motor: Some students may struggle with the fine motor part of the their life experience so far has been with art activity. conversational language. Students are new to shapes as well. Sometime student mistake a square for a diamond or mix up some of the shapes. Adaptations: List steps that you could take to ensure learning for specific students experiencing these difficulties in the spaces below. ELD Learner: Rationale: The reason I am splitting The teacher will arrange groups in a strategic manner. If all the ELLs are them up is because together together which is often done they will not benefit for this assignment. While they may not learn as much there is only a 6 to 1 ratio the ELLs being broken up and split into other groups from each other and they will allow them to interact with higher level ELLs and none ELL students. would with higher level ELL. Being around students will encourage them to talk ad they will learn from them. The other students in their group will be able to help them and model English for them. Special Needs Learner: Rationale: Special needs learners often are struggling for different reasons. Being aware Special needs learners can of those reasons are very important. The student may need the task broken sometimes struggle to up. Having printed steps for them to use as a guide will be helpful. Also having understand what they need a finished project for them to reference may be helpful in the being about to to do. Providing them with visually see. If a student has a specific disability the lesson should be modified step by step instructions for to that student. For example you may have a student that gets very them to reference will allow overwhelmed quickly so you might need to have things precut for them. them to work at their own pace. If they dont have them they might begin to yell out whats next or for the teacher to wait.

Student with Behavior Issues: Students with behaviorally issues work best when engaged and comfortable. Keeping them engaged can take extra thought, but will keep the students attention. If the student needs a break to then be allowed to come back after regrouping it should be allowed.

Rationale: Students with behavior issues can become more agitated when things are taken away or they become uncomfortable. Allowing them a quick break to and then come back focused will keep them engaged.

Reflection: What have you learned about planning instruction for a diverse student population in this content area? I have learned that art has a lot of history behind it. Connecting that to a diverse student population can not only keep them engaged, but give them a learning opportunity. As teachers we need to take the extra time to ensure our lessons meet the needs of the diverse learning population. What area of this instructional plan was easy to complete? I believe that writing out the steps was the easiest part. I also think looking at the class demographics was fairly simple. It is easy to look at the demographics. It can be a little harder to ensure you met all of their needs. What area will you need more knowledge/skill in order to do the task well? I need to better develop the skill of slowing down while giving instructions to the students. Sometimes I can rush through directions and expect that they understood everything that needs to be done. Breaking things down step by step and making sure that all students understand the assignments will be more beneficial for each student. Also doing more research and developing my knowledge in the Arts will help inspire me to share some of the skills and creative ideas learned.

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.
Chan is a 10-year-old fourth-grade English learner. He is from Cambodia and lives with a single mother, two younger brothers, and a baby sister. His mother works long hours and is often not home when he returns from school. His extended family in the United States includes one aunt and two grown cousins and his grandparents. Chans family immigrated to the United States two years ago. His written Cambodian language is mostly forgotten, but he is to communicate with his family orally. Chan reads English two years below grade level. He has difficulty using correct grammar when writing or speaking. Chan is a happy and social boy who enjoys friends. He is well liked and works well in small groups. He is seldom or never absent from school. The CELDT results indicate an overall score in the beginner to early intermediate range, and he has been identified as an English learner. Question 1: How old is Chan? 2. What grade is Chan in? 3. What level ELL is chan? 4. 5. Who does Chan live with? Where is Chan from? Who would you ask? Or what source would you check? Teacher, Chan, Parents Cum file, title one Cum file, Chan, Parents Cum file, Parents Previous teacher, parents Cum file, Previous teacher Previous teacher Cum file, Title one Previous teacher

6. What does he like? 7. Does Chan have good attendance? 8 How does Chan work best? 9 What is his CELDT score? 10 What issues does Chan have in learning?

11 How long has Chan been in the United States? 12 Is he fluent in his native language? 13 How is Chans reading? 14 What type of personality does chan have? 15 Does chan work well with others? 16 17

Parents, cum file Parents Previous teacher Previous teacher, parents Previous teacher