EDU 543 VAPA Lesson Plan

Rainbow Fish Water Painting Art

Grade Level: 6th

Candidate Name: Adam Hill

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 List potential high risk
for information. students

The students I observed during my visual and performing arts Students may not be
lesson are in a 6th grade mild/mod special education class. interested in participating in
The class is a an even mix of students, including 4 boys and 4 the water paint activity.
girls. All of the students come from a low socioeconomic level.
Her entire class consists of English Language Learners and they Students not following
all have IEPs. While observing this class I noticed a majority of directions and getting off
the students lacked motivation and enthusiasm to learn. Ms. task as they work on their
Pulcher has many behavior problems, and is constantly painting.
having to redirect students for their behaviors. She does a
great job scaffolding to the needs of her students, including Students being disruptive to
visual and audial support. The only time visual instruction is their peers.
incorporated is to supplement what is being taught under the
ELA standards. Ms. Pulcher is a very open-minded teacher Students may throw
who displays a great deal of knowledge about her students. materials at their peers or on
She knows what strategies and modifications to make for their desks.
each student in her classroom.

State Adopted Content Standard(s) How do these standards

integrate across the
Visual Arts 2.0 Creative Expression curriculum?
Students apply artistic processes and skills, using a variety of
media to communicate meaning and intent in original works Language Arts: This could be
of art. used to create visual aids in
2.3 Create a drawing, using varying tints, shades, and any subject to support the
intensities. learning objective.

ELA Standards
6.SL.2 Interpret information presented in diverse media and
formats (e.g., visually, quantitatively, orally) and explain how it
contributes to a topic, text, or issue under study.
Academic learning goals (objectives) What specifically will
students be able to know or
Students will accurately identify primary colors. do?
Students will accurately identify secondary colors.
Students will accurately identify what mixing of primary
Students should be able to
colors make up secondary colors. accurately identify primary
Students will accurately identify the colors in a rainbow.
and secondary colors, as
Students will paint their own fish using teacher guided
well as the colors in the
instruction. (Using the colors of a rainbow)
rainbow. They should be
WORDS TO KNOW able to explain what mix of
Primary Colors: any of a group of colors from which all primary colors make the
other colors can be obtained by mixing. (Red, Yellow, three basic secondary
Blue) colors. Students should be
Secondary Colors: A color resulting from the mixing of able to follow teacher
two primary colors. (Green, Purple, Orange) guided instruction when
Warm Colors: include colors yellow/red side of the color painting their rainbow-
wheel; they attract attention and are generally colored fish.
perceived as energetic or exciting.
Cool Colors: include colors blue/green side of the color
wheel; they are generally perceived as soothing and
calm.
Water Paint: any water-based paint, such as an
emulsion or an acrylic paint.
Priming: applying water to the region you wish to paint
and allowing moisture to be absorbed into the paper.
Colors in the Rainbow: Red, orange, yellow, green,
blue, indigo, and violet
Paint Brush: is a brush used to apply paint to a surface.

Materials, Technology, other Resources Rationale: Why did you

Materials select these materials?
Water paint This lesson is a fun visual arts
Paint Brushes activity that ensures students
Cups of water know primary and
Spray bottles secondary colors, as well as
White construction paper colors in the rainbow. The
Pencils materials and resources
Black Sharpie markers were chosen so students can
Resources display their ability to follow
The Art Sherpa on YouTube guided instruction and use
https://www.youtube.com/watch?v=FFuJV8xKM their imaginations to paint a
0k&t=692s fish. There is also a resource
Colors of the Rainbow on YouTube for the instructor to
https://www.youtube.com/watch?v=mUWvv3n4 understand how to properly
2og
direct students in this type of
art work.
Assessment: What evidence of learning will you collect during Why did you select this
this lesson that will indicate the extent the students have evidence of learning and
completed the lesson goals? how will it show student
Feedback for teacher competence?
o Student response to direct instruction in painting The students ability to follow
their fish. appropriate steps in
Feedback for Student completing the fish will allow
o Teacher observation and response me to gauge understanding
o Rubric provided for creativity, staying on task and as the students will have to
using tools appropriately understand and apply while
painting their fish. This art
lesson uses direct instruction
strategy, I picked
assessments that would
demonstrate the students
ability to remember primary
and secondary colors, as
well as to follow step by step
directions in order to create
their art work.
Instructional Strategies: What content specific instructional Rationale: Why did you
strategies are you using to teach this lesson? select these strategies?
This lesson is taught based on the direct instruction model. Using direct instruction is a
Direct teaching is considered one of the most powerful terrific way for students to
teaching methods, due to its structure. The procedure is obtain the learning
systematic and grounded on sound teaching and learning objectives. Providing step by
principles that are hugely beneficial in a special education step direction allows all
classroom. Direct instruction is a great way for a teacher to students to fully understand
model, give step by step directions, and provide feedback to each step of the painting
students. This method is an excellent way to help students process through modeling. It
remember primary and secondary colors, understand the is important that every
processes in painting, and apply directions taught to create student has the same
their art work. opportunity to learn how to
paint. Providing this type of
method in a special
education setting allows all
students to participate and
gain confidence in their
learning abilities.
Student Learning Activities: Rationale: Why did you
select these activities?
Activity One:
WARM UP I decided to activate prior
Teacher will begin by giving students markers and a white knowledge as it will give me
board. a better understanding of
Teacher will have active students prior knowledge by what students remembered
having them use their markers to draw any shape on their from our last class. In
white boards using primary colors. addition, I used pair-share to
After this is complete, teacher will ask students to raise their allow students to interact
 boards above their heads. and collaborate tapping
Teacher will observe students whiteboards to get a better into their background
understanding of their knowledge. knowledge of rainbows. This
Teacher will repeat the same step for secondary colors. also allows students to build
Teacher will then put students in their pair-share groups and off their knowledge of
have each group try and identify the seven colors in the primary and secondary
rainbow. Each group will have three minutes to come up colors to try and accurately
with an answer. Your time starts now. Teacher will display a describe the colors in a
timer on the smartboard. rainbow. I chose to show a
Each group will use their whiteboard to demonstrate what video on the colors of the
colors they believe are in a rainbow. rainbow to visually engage
Teacher will then show the following YouTube video the students in a song that
https://www.youtube.com/watch?v=mUWvv3n42og will help them remember
to reveal the colors of a rainbow. and understand the colors.
The teacher will leave the seven colors of the rainbow on
the board for future reference.
Teacher will then hand out materials (paper, paint, paint How will they help students
brush, cup of water, spray bottle) to the students. accomplish the lesson goal
and standard?
Activity Two: Checking for prior
knowledge will allow
MODELING students to reflect on our last
The teacher will begin by projecting her paper on the class session and remember
smart board for all the students to see the primary and secondary
With a pencil, the teacher will draw the outline of a fish colors discussed. Using
with an eye and mouth on the paper. whiteboards and colors as
o Its your turn to draw any type of fish that you
an activity for the students to
would like. You can use the same type of fish that
I used or come up with your own. Make sure and participate in, will allow me
use the entire paper when drawing your fish. to observe what the students
o Excellent job! remember. I can use these
The teacher will then discuss the process of priming the observations to refresh
colors prior to painting. Teacher will use the spray bottle content if need be. I will use
to lightly spray water on the paint. this prior knowledge of colors
o Dont use too much spray or the paint will to tap into their background
become too diluted and you wont be able to knowledge of rainbows.
see the paint well on the paper. Assuming that some students
Teacher will check for understanding may have never seen a
o Are there any questions on how much spray to rainbow, I will use the pair-
put on the paint?
share for them to bounce
o Okay students, you will lightly spray your paint
with water. ideas and information off
Teacher will then ask the students to name the seven one another. I will follow this
colors in the rainbow. up with an engaging video
o Who can tell me a color in the rainbow (This will that has a catchy song that
continue until all seven colors are stated. If will help the students
students struggle with this, teacher will refer to the memorize the seven colors in
colors on the board.) the rainbow. This is very
Teacher will then paint one section of the fish at a time important since my class is
and give students ample time to follow the model full of EL and IEP students.
displayed on the smart board. Students will have the
freedom to use the seven colors in any order that they
 would like and will be encouraged to be creative.
o Remember to thoroughly wash your brush off in
the cup of water before changing colors.
o Also, remember to be creative and use your
imagination when coloring the fish in.
Teacher will check for understanding after each
section and walk around observing, answering any
questions the students have.

Note: Make connections to meet language arts standards by

further analyzing the script
Student Work: Make the assignment/activity (use as a model). Explain how you will use this
GUIDED PRACTICE work sample.
Students will conduct each section after the teacher The guided practice,
models on the smartboard. debrief, and evaluation of
Each student will use their knowledge of colors in the the lesson will allow me to
rainbow to be as creative as they would like in check for understanding
completing their art work. and answer any questions
the students may have. This
DEBRIEF AND EVALUATE will also help me assure the
After each section modeled on the smartboard, students are staying on task
check for understanding and give supporting throughout the entire lesson.
comments while students paint. In addition, the extension
o Are there any questions on how to use the activity will allow students to
paintbrush? tap into their creative
o Remember there are no bad ideas when it mindset and finish the fish off
comes to creating art however they would like.
o Excellent job students, you are doing such a
great job!
For those students following the color order of the
rainbow, ask the following questions after each
section.
o What color comes next in a rainbow?
o Make sure and look at the example on the
board if you need a reminder.

EXTENSION
After the paint dries, students will trace their fish in
permanent marker, fill in the eye, and draw fins
wherever they feel fitting. Again, creativity will be
encouraged.

Student Grouping Rationale: Why did you

The second half of the warmup will be used for students to be select this type of grouping
in their pair-share groups. Each pair-share group consists of (ex. whole group, small
one boy and one female student. Each student has different groups, boys, girls, ELA/ELD)?
background knowledge and they will be able to feed ideas I decided to use the pair-
off one another to come up with the seven colors that may share grouping of
be in a rainbow. male/female in order for
students bounce ideas off
one another. Both students
 have different background
knowledge and will be able
to contribute differently to
their answer. The group of
two will allow all students to
contribute without feeling
overwhelmed, as many of
my students do in a large
group.
Progress Monitoring of Student Learning: How will you monitor how the
Checking for understanding will be done throughout each students are doing with
step in the lesson by asking questions mentioned in debrief learning this lesson?
and evaluate portion of the lesson plan. In addition, students As I complete each section
will be required to work independently to paint their fish after of the painting, I will use my
each demonstration by the teacher. This will allow the time after modeling to
teacher to walk around the classroom checking for observe and encourage the
understanding through informal observations and answering students to stay on task.
questions. Completion of the students
fish painting will show me
how well they understood
the learning objectives.
Difficulties: List and explain the 2-3 difficulties or problems you Why do you think these
anticipate that all students might have with this content and might be potential
these learning activities. problems?
1. Students may get off task and distract peers Students may get off task if
2. Students dont follow instructions and get ahead of they do not understand
teacher what is supposed to be
done. Modeling and using
Explain how you will solve these problems so all students will my smartboard for visual aid
learn to full potential. will be crucial for all students
For both 1 and 2, I will ensure that I am walking around the in my class to stay on task.
classroom often and asking many questions to check for Also, walking around
understanding. I will use my modeling as a tool for students to observing the students while
follow instructions. they work will keep them on
task and ensure they are
following instructions.

Adaptations: List steps that you could take to ensure learning for specific students
experiencing these difficulties in the spaces below.
ELD Learner: Rationale:
Strengths This student is a visual learner and fluent in his Since the student is a visual
native language. learner and fluent in his
native language. I want to
Weaknesses This student struggles making connections better help him make the
between his native language and English. connection of colors by
displaying the colors on the
Your intervention or adaptation: I will display the colors and board in both English and
videos in both Spanish in English so the student is better able Spanish. This will help keep
to make the connection of the colors being discussed. When the student focused and
modeling for the students, I will use both the English and engaged during the lesson.
Spanish words for the colors described, to better help the
student make the connection.
Special Needs Learner: Rationale:
Strengths This student displays great motivation and abilities Since this student struggles
to complete assignments when able to stay on task. staying on task, I want to
allow the student to play
Weaknesses This student has ADHD and struggles focusing with a fidget toy (squishy
and staying on task for an extended period of time. ball) after completing her
section to ensure that she
Your intervention or adaptation: I will allow the student to play stays engaged for the
with a squishy ball after she has completed her section of the duration of the lesson.
fish. For example, after Ive modeled and she has completed
painting her section of the fish she will be able to play with the
squishy ball until I begin modeling again.

Student with Behavior Issues: Rationale:

As this students strength is
Strengths This student is a visual learner and is controllable visual and being allowed a
when allowed to take a break. break to control his tantrums.
I want to closely monitor him
Weaknesses This student displays tantrums (kicking the wall, to avoid outbursts to keep
screaming, and hitting his chest) when his stress rises too the student and his peers
quickly. engaged throughout the
lesson. He will then be able
Your intervention or adaptation: I will constantly monitor this to maintain control of his
student to make sure his stress level is under control. If at any temper, stay engaged, and
point I notice signs that he may lose control I will allow him to complete his art work.
take a break to calm himself down. I will also allow him to
watch a YouTube video of the Art Sherpa covering the same
material we are in class.

Reflection: What have you learned about planning instruction for a diverse student population
in this content area?
It is important to remain open-minded and constantly communicate with my students. This
will allow me to better understand their needs and provide them with the appropriate
scaffolding and strategies to set each student up to maximize their learning potential.

What area of this instructional plan was easy to complete?

The easiest part of this plan was it being a direct instruction method. This allowed me to
constantly monitor my students and make sure they stayed on task and followed directions.
Also, because this was a painting, it was easy to encourage and support the students
creativity.

What area will you need more knowledge/skill in order to do the task well?
Knowing all of my students well enough to keep them all engaged and learning throughout
the lesson will be the most challenging task. Due to all of my students having an IEP, I want to
make sure that I know the best strategies and procedures for each students needs.

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.

Question 1: How old is Juan? Who would you ask? Or what source
would you check?
2. What grade is Juan in? Student
3. What are Juans interests? Student
4. Is Juan an English learner? Past Teacher
5. What does Juan enjoy doing during his free Student
time?
6. What is Juans learning strengths? Past Teacher
7. What is Juans learning weaknesses? Past Teacher