EDU543VAPALessonPlan

UpsideDownArt
GradeLevel:5th

CandidateName:StephaniePelayo

Studentsinfifthgradeareofanaverageageof10yearsold.Theretendtobe AnticipatedDifficulties:
aroundthesameamountofgirlsandboysintheclassroom.FromwhatIvenoted Studentsmayget
studentsdonottypicallyparticipateinmanyartprojectsonadailybasis.Students antsyandmayget
tendtobeengagedinartlessonswhentheyarehandson.Manytendtoenjoythem distractedeasilyonce
butsometimesstudentsdonotwanttoparticipateandinsistthattheycannotdoit individualtimeis
orarenotgoodatit. giventocompleteart.
Thestudentsmaynot
beinterestedinthe
historybehindtheart
andwouldrather
simplydotheart
portion.

StateAdoptedContentStandard(s) Howdothesestandards
ListfullStandardwithgradelevelandstandardnumber. integrateacrossthe
curriculum?
VisualandPerformingArtsContentStandards5thgradelevel

VisualArts1.0ArtisticPerception
Thismayintegrateacross
Studentsperceiveandrespondtoworksofart,objectsinnature,events,andthe SocialSciencecurriculumas
environment.Theyalsousethevocabularyofthevisualartstoexpresstheir ittouchesbaseonarthistory,
observations. adifferenttimeperiodand
methodsusedinthatdayand
age.
1.3Usetheirknowledgeofalltheelementsofarttodescribesimilaritiesand
differencesinworksofartandintheenvironment.

VisualArts2.0CreativeExpression

Studentsapplyartisticprocessesandskills,usingavarietyofmediato
communicatemeaningandintentinoriginalworksofart.

2.6Useperspectiveinanoriginalworkofarttocreatearealorimaginaryscene.
Academiclearninggoals(objectives) Whatspecificallywill
studentsbeabletoknowor
AfterthelessononMichelangelosUpsideDownart,5thgradestudents do?
willcomposetheirowndesignrelatingtothemethodsMichelangeloused.
Studentswillhaveaclearbackgroundunderstandingonwhom Studentswillknowabout
MichelangelowasandthetimeperiodinwhichtheSistinewascreated. Michelangelosfamous
SistineChapelceiling
paintingandwillhave
recreatedanoriginalpiece
usinghismethods.

Materials,Technology,otherResources Rationale:Whydidyou
Paper selectthesematerials?
Crayons
Tape Thestudentswillneedtapeto
CopyofSistineChapel securetheirpaperunderneath
theirtabletobeabletodraw
upsidedown.Theywillneed
crayonstocarryonwiththeir
workandwillneedacopyof
theSistinechapelto
referencebacktohowthe
paintingwasdoneonones
back.

Assessment:Whatevidenceoflearningwillyoucollectduringthislessonthat Whydidyouselectthis
willindicatetheextentthestudentshavecompletedthelessongoals? evidenceoflearningand
Studentswillbeabletorepeatback howwillitshowstudent
competence?
StudentswillknowwhoMichelangelowasandthetimeperiodin
whichhecreatedtheartpiecewewillbediscussing. Ichosethisbecauseit
Studentsknowthedifficultyandhardworkputintodrawfroma representswhatstudents
differentperspective. shouldbeabletoknowbythe
Studentswillbeabletoanswerquestionsandrepeatrecentlytaught endofthelessonanditwill
topicswheninstructedtodoso. showstudentcompetenceby
whetherornottheycan
answerquestionsand
participateindiscussion.

InstructionalStrategies:Whatcontentspecificinstructionalstrategiesareyou Rationale:Whydidyou
usingtoteachthislesson? selectthesestrategies?

Iwillinstructtheclassasawholegroupbecauseitisknowledge Ithinkdirectlyreferringto
thattheyallneedtoknow. thewholeclassthroughout
thelessonwillallowthemall
tobeonthesamepageand
 learnthenecessary
knowledgebeinginstructed.

StudentLearningActivities: Rationale:Whydidyou
selecttheseactivities?
ActivityOne:ArtHistoryBackground
Step1:LectureonwhoMichelangelowaswithasmallintroductionintohis Iselectedtheseactivities
background becauseIbelievethatthey
willappropriatelyinstill
backgroundknowledgeon
theartpieceathandandwill
Step2:Talkabouttimeperiodhecreatedhisartinandintroducehismostfamous givestudentsthehandson
work. experiencetofully
understandhowtheartpiece
wascreated.

Step3:GivestudentsafewminutestodiscusstheSistinechapelandexchange
withtheirelbowbuddywhattheyjustlearned.
Howwilltheyhelpstudents
accomplishthelessongoal
andstandard?
ActivityTwo:CreatinganImagefromanUpsidedownperspective
Theactivitieswillallow
studentstohavebackground
Step1:PullupimageoftheSistineChapelforstudentstoreferencebacktoas
knowledgeontheSistine
theydraw
Chapelandwillgivethem
timetorecreatetheirown
pieceofartfromanupside
downperspective.
Step2:Handoutmaterialsandhavestudentstapetheirpaperundertheirtable.
Standard1.3willbemet
whenlettingstudentsdiscuss
theirartworksingroups,as
Step3:Whentheyarereadytheywillhaveampletimetofilltheirsheetwithan
theywilldrawontheir
originalimagetheycreateusingtheircrayons.
experiencestocreate
similaritiesanddifferencesto
Step4:Oncecompletetheywillsplitintogroupstodiscusstheirdrawingsandthe
otherpiecestheymayhave
difficultiestheyencounteredastheydrewfromadifferentperspective.
drawnfromdifferent
perspectives.

Standard2.6willbemet
whentheycreatetheirown
artworkfromanupsidedown
perspective.

StudentWork:Maketheassignment/activity(useasamodel). Explainhowyouwilluse
thisworksample.
 1. Studentswilltakenotesonthebackgroundinformationgivenabout
Michelangelo,thetimeperiodhecreatedhisworkin,andabouttheSistine Iwillgiveanintroductionto
Chapel. Michelangelosbackground,
2. Thestudentswillthenexchangewhattheylearnedwiththeirelbow andtalkabouthowhecreated
partner. theSistineChapel.Afterthe
3. AftertheBackgroundlessonstudentswillgathertheirmaterialsintheir lessonstudentswillbe
workspaceandcreateanoriginalpiece. encouragedtosharetheir
4. Afterhavingcompletedtheirartworks,studentswillgatheringroupsto newlyacquiredknowledge
discusswhattheycreatedandthedifficultiestheyfacedfromdrawing withtheirneighbor.Once
upsidedown. classinstructiontimeis
completed,studentswill
gathertheirmaterialsandset
uptheirpaperunderneath
theirdesk.Theywillthen
createtheirartpieceandonce
theclassiscompletedthey
willshareingroupsaspects
oftheirartandwhatthey
thoughtabouttheprocess
theyhadtotaketocreateit.

StudentGrouping Rationale:Whydidyou
Howwillstudentsbegroupedduringthislesson?Keepinmindthatthegroupings selectthistypeofgrouping
maychangeduringthelesson(ex.beginwithwholegroupandthendivideinto (ex.wholegroup,small
smallgroups). groups,boys,girls,
ELA/ELD)?
Therewillinitiallybeinstructionasaclassasitwillbeaclasslecture.Afterthe
backgroundlessononMichelangeloiscompletestudentswillbecompleting Ichosewholeclassgrouping
individualworkastheycompletetheirdrawings.Afterwardsstudentswillbesplit tobeginbecauseIwillbe
intogroupstodiscusstheirdrawingsandthedifficultiestheyencountereddrawing sharinginformationthat
upsidedown everystudentwillneed.They
willthenworkontheir
drawingsindividuallysothat
theycanfocusonwhatthey
aretryingtodo.Lastly,they
willbesplitintogroupsso
thattheymaylearnfromeach
othersexperiences.

ProgressMonitoringofStudentLearning: Howwillyoumonitorhow
thestudentsaredoingwith
Iwillaskquestionsthroughoutthebackgroundinformationlessonandwilltake learningthislesson?
questionsaftertheelbowbuddyknowledgeexchangetoansweranyquestionsthey
mayhavefiguredouttheyhaveaftertheirdiscussions.Iwillalsomonitorthe Iwillwalkaroundthe
roomastheydrawtomakesuretheyareallparticipatingandunderstandwhatthey classroomastheywork
aredoing. individuallyontheirart
piecestomakesureeveryone
isontask,ifIseesomeone
notdoingmuchIcanfigure
 outifitisduetonot
understandingandthenguide
themthroughtheprocess.

Difficulties: Whydoyouthinkthese
Ibelievethatthestudentsmighthavetroublegraspingthebackgroundinformation mightbepotential
onMichelangeloandhisfamousworkoftheSistineChapelbecauseitmightnot problems?
interestthem,astheymayonlybeinterestedinthedrawingpartofthelesson.
Theymayalsohavetroubletakingenoughnotestoaidthemintheirpartner Ithinkthatifthestudentsare
discussionsafterwards. notinterestedthentheywill
mostlikelynotgraspthe
Iwilladdimagestomypresentationandtakethemonavisualjourneyofthattime informationandiftheyare
periodsothattheyareinterestedinwhattheysee.Thismayhelpthemsee notgraspingwhattheyare
somethingthatcatchestheirattentionandthenhelpsthemlistencloselytowhat hearingtheywillprobably
theimageislinkedto.TosolvetheissueofnotetakingIwillhelpthemoutline nottaketherequirednoteson
certainpointstheyneedtomakesuretohavedown. theinformationbeinggiven.

Adaptations:IcancreateaPowerPointpresentationwithimagesthatgoalongwiththetopicsbeingdiscussedto
grasptheirattentionandutilizetheboardtohelpwiththeirnotetaking.
ELDLearner: Rationale:

Strengths Whenstudentsdonot
understandtheterminology
SomestrengthsthatELDstudentsmayhaveisbeingabletobetterexpress theymaynotmake
themselvesthroughartworkastheyarelearningtheEnglishlanguageandfind connectionstowhatisbeing
otherwaystoexpressthemselves. taughtandmaybelesslikely
totakeawayanimportant
Weaknesses message.Byincluding
imagestofurtherexplainthe
SomeweaknessesthatELDstudentsmayfaceincludenotunderstandingallthe terminologychancesthatthe
terminologyused. studentswillunderstandare
increased.
Yourinterventionoradaptation:

Iwillhavevisualstohelpstudentsunderstandtheterminology

SpecialNeedsLearner: Rationale:
Strengths
Specialneedslearnerswill
Studentswithspecialneedsoftenlearndifferentmethodsofexpressionandshould
feelincludedandfully
bemadetofeelincludedinallaspectsofthelesson. participateinthelessoneven
ifphysicallimitationsdonot
Weaknesses letthemdrawfromthe
groundandhavingthemtry
Someweaknessesthatmayariseincludenotbeingabletolaydownanddrawfrom torecreatetheimagefroma
thatperspectiveduetolimitations. sittingdownperspectivewill
stillhelpthemunderstand
Yourinterventionoradaptation: drawingimagesfromother
perspectives.
Inordertohelpstudentsfeelincludedanddrawfromthedameperspectiveas
others,Iwillhavethemtrytorecreatetheimagefromwheretheyaremost
comfortablesothattheystillgettheperspectiveaspectofthelesson.

StudentwithBehaviorIssues: Rationale:
Strengths
Studentswithbehaviorissues
Somestrengthsthatstudentswithbehaviorissuesmayhaveincludeworkingwell mayworkbestaloneandif
alone. theystarttobecome
unfocusedordonotwantto
Weaknesses participate,movingthemon
theirownforawhilemaybe
Studentsmaybeinclinedtonotlistenorparticipate. helpfulinaidingthemto
finishtheirworkandbecome
Yourinterventionoradaptation: morefocused.

Iwillmovethemawayfromotherstudentsforawhileiftheygetunfocusedor
distractedbyothers.

Reflection:Whathaveyoulearnedaboutplanninginstructionforadiversestudentpopulationinthiscontentarea?

Ivelearnedthatitisacomplexmodel,tryingtoimplementdifferentlearningtechniquesanddifferent
circumstancestocatertoeachstudentspersonalneeds.

Whatareaofthisinstructionalplanwaseasytocomplete?

TheMaterialsneededwaseasiesttocompletebecauseitissomethingthatconcretethatwillbeneededtoteachand
executethelesson.

Whatareawillyouneedmoreknowledge/skillinordertodothetaskwell?

IwillneedmoreknowledgeoftheStandardsandhowtoimplementthemacrossdifferentareas,Iwillalsoneedto
betterunderstandhowtoadaptthelessontothestrengthsandweaknessesofstudentswithspecialneedsandELD
students.