Lesson Plan or Unit Plan Format Form Please download a copy of this

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First Name Last Name Email Date and Time

Jamee Humberstone Jamee3@hawaii.edu April 12, 2018

12:40pm

Semester and Year Grade Level Subject/Content Area Lesson Duration

Semester 4, 2018 First Grade Art: Abstract art, line, 60 minutes

and color

Title

Art is What You Make It!

Overview
A brief description of the lesson’s content and how it relates to a larger unit of instruction. Explain why the skills and knowledge are important for
students to develop. Include prerequisite student knowledge required to meet lesson outcomes and relationship to future learning.
(1a: Demonstrating Knowledge of Content and Pedagogy)

In this lesson the students will develop the conceptual understanding of abstract art and the art
elements line and color. I will ask students to observe the illustrations in the book as we read the
story. After we finish reading, we will discuss the different types of lines they saw in the book and
what they noticed about the colors the authors used. After the students become familiar with the art
elements and the concept of abstract art, they will create their own artwork. Art is important for
students learn about because it allows students to express their feeling and ideas visually. I think it’s
important for students to be exposed to art because it provides opportunities for them to use their
imagination, expand their own ideas, and create something that they composed on their own, without
being told exactly what to do.

Enduring Understanding(s) Essential Question(s)

Important ideas or processes for the students to explore and uncover Promote inquiry to discover the enduring understanding(s)
(1a: Demonstrating Knowledge of Content and Pedagogy) (1a: Demonstrating Knowledge of Content and Pedagogy)
Why is art important?
Abstract art and the art elements of line and
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color can help us express feelings and ideas.

Content Standard(s)
Standardized statements about what the students should know or be able to do (i.e., The Common Core State Standards (CCSS) or Hawaii
Content & Performance Standards III) that align with the enduring understandings, essential questions, and student learning objectives.
(1c: Setting Instructional Outcomes)

Hawai’i Content and Performance Standards

Standard 1: VISUAL ARTS: Understand and apply art materials, techniques, and processes in the
creation of works of art and understand how the visual arts communicate a variety of ideas, feelings,
and experiences
Benchmark FA.1.1.2 Use the elements of line, shape, form, texture, color, and the principles of
repetition and variety in artwork using a variety of art mediums
Benchmark FA.1.1.1 Use various types of art media

Knowledge of Students
A description of 1) studentsʻ current level of understanding and experiences with the content in the lesson and 2)the students’ interests, unique
characteristics, and needs. (1b: Demonstrating Knowledge of Students)

The students have previously learned about the art element, line. They have also been exposed to
different art elements in past lessons. The students are becoming familiar with using their imagination
and composing their own ideas into their art. The students are able to share their thoughts on an idea
and discuss with their peers.

Student Learning Objectives/Instructional Goals

What the students are expected to be able to do and/or to know by the end of the lesson or by the end of multiple lessons.
(1c: Setting Instructional Outcomes)
● Identify the variety of different lines from book illustrations
● Create abstract art using line and color
● Analyze and discuss peer artwork
● Compare different artwork

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Application of skills and strategies

(Briefly describe what skill and strategies will be used by students to learn the benchmark)
Skill Strategy
(a learning behavior that is intended (Techniques that will help students learn the skill)
for students to do automatically)
Ask and answer questions Students will discuss about abstract art, lines, and color
Creativity Students will thoughtfully draw lines on their paper to create
abstract art
Imagination Students will use their own ideas to create abstract art using line and
color

Student Assessments
Checks for student understanding throughout the lesson (formative assessment tasks) and evaluation of how the students have met the student
learning outcomes including the evaluation criteria (summative assessments) and all assessment tools. (1f: Designing Student Assessments)
Formative Assessments:
● Class discussion- I will be using teacher observation

Summative Assessments:
● Abstract Art Piece: Students will use their understanding of abstract art and the art elements
of line and color to create their own artwork.
● Art Rubric

Academic Language Demands and Supports

The ways that students will be required to use content area language during the lesson and the instructional strategies to be used to help the
students to meet the language demands. (1a: Knowledge of Content and Pedagogy; 1b: Knowledge of Students)

The academic language that will be used in this lesson includes, abstract art, line, and color. The
students will be introduced to these concepts through a read aloud, observation, and discussion.
During this lesson the students will be identifying where in the books they see these elements as well
as in their own artwork.

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Lesson Procedures:Instructional Strategies and Learning Tasks

A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps that
convey the use of multiple strategies, supports, and resources and 2) list opportunities offered for multiple modes of participation
Keep in mind that each lesson may not have all of the GRR Instructional components and add/delete rows if adapting). Be specific,
write what you plan to say and include examples of what you will do. Start with an action verb.
CORRECTLY NUMBER BULLET EACH STEP in one numeral sequence (e.g., 1, 2, 3). Use letters if there are substeps (1a,
1b, 1c)

Instructional component Sequence of Activities

Classroom Turn back in 3,2,1

management attention Cross your arms when you have a thought
getter Positive reinforcement

1. Introduction
Introduction
(15 minutes)
Teacher will say:
● Boys and girls, do you remember we learned about the art element
line?
● What are some example of lines?
○ Wavy
○ Straight
○ Zig Zag
○ Dashed lines
○ Curved
● Today we are also going to learn about the art element color
● Did you know that there are warm and cool colors?
● So let’s ask ourselves what are warm and cool colors?
● Do you remember making a color wheel?
● So the question is what are warm and cool colors.
● I will show them my color wheel and a way to split up the warm and
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cool colors on the color wheel to show warm and cool colors.We will
quickly go over the warm and cool colors and get into
● abstract art
○ I will have a pre-made chart up with all of this info and visuals
● Next, I display the part of the chart that tells the definition of
abstract art with my teacher example as an example of abstract art.
Plus examples of artists’ abstract art.
2. Guided practice Part One: Creating lines (15 minutes)
and Independent ● After the read aloud I will introduce the art activity by showing
work them my teacher example
(35 Minutes) ● During this part I will model how to draw the lines on their papers
● I will make sure to explain to them that they need to cover their
whole page with lines and have spaces big enough to paint in
● I will inform the students that they will be drawing lines on their
paper first and then they will come back to the carpet so I can model
how to use their watercolor
● I will give the students 7 minutes to work at their desk to create
their lines

*The art elements will be posted on chart paper for them to refer back to

Part Two: Watercolor (20 minutes)

● After the 7 minutes is over I will ask all the students to leave their
papers at their desks and come back to the carpet for the
watercolor demonstration
● During the time, I model how to use watercolor I will emphasize the
use of warm and cool colors
● After I see that the students understand what to do I will give the
students 13 minutes to work independently with watercolor

*The art elements will be posted on chart paper for them to refer back to

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3. Monitoring Plan
Teacher observation
Assisting when necessary
Asking questions as I walk around
4. Closure
Observing Artwork
(7 minutes)
● When students finish I will ask them to bring their artwork to the
carpet
● After everyone has their artwork on the carpet, we will discuss their
observations
● Other discussion questions:
○ What type of lines do you see? Where?
○ What type of colors do you see? Where?
○ Why is art important?
○ What is abstract art?

Differentiation According to Students’ Needs

Adaptations/modifications to instructional strategies, the learning environment, content, and/or assessment tasks to ensure that all students (e.g.,
students who have IEPs/504 plans, students who are speakers of other languages, students who have advanced or emergent proficiency with the
content and concepts) have access to and are able to engage actively in the lesson.
(1b: Knowledge of Students;1e: Designing Coherent Instruction)

Students with a 504 Plans:

● Offer break time if needed (cube system in place)
● Allowing choice with artwork
● Providing multiple opportunities to move around (between the carpet and desks)
● Allowing student to create visual instead of written explanations
Student’s who are ELL:
● Allowing student to create visual instead of written explanations
● Providing visual representation of content through a read aloud
Accelerated students
● Providing opportunities to make decisions about their artwork
● Giving little instruction of how to create their art, instead allowing them to use their creativity
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and imagination

UDL Proactive Differentiated Instruction

Intentional instructional activities in place to minimize the need for future RTI.

Category Type of Proactive Differentiated

Instruction

Representing ● Providing book as a visual representation of content

Content
Engaging Student ● Providing multiple opportunities to move around (between the carpet and
Interest desks)
● Providing book as a visual representation of content
● Allowing student to create visual instead of written explanations
Demonstrating ● Allowing time to discuss and listen
Learning ● Provide opportunity to create artwork displaying abstract art and the art
elements
Cultural ● Providing choice when creating their abstract art pieces
Considerations

Instructional Materials/Resources
All materials, handouts, resources, and technology tools that are needed to execute the lesson. (1d: Demonstrating Knowledge of Resources)

Resources:
● Computer
● Projector
Materials:
● Crayons
● Watercolor
● Construction paper

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Lesson Plan Reflection (if lesson is carried out)

An analysis of the effectiveness of the lesson (what worked well? what did not work as well?) in terms of student learning and the extent to which
the instructional outcomes were achieved based on specific evidence from the lesson and references to evidence-based practices and theories of
student learning. A description of how you will use what you learned from reflecting on this lesson in your future teaching.
(4a: Reflecting on Teaching)

Teacher Assessment Tool

Students’ First Name Application Application Completeness
of the art of warm
element of and cool
line colors
1. Zaide
2. Cruz
3. Tyler
4. Louis
5. Lia
6. Ronan
7. Ka’ihekoa
8. Rey’Han
9. Julia
10. Noa
11. Selyna
12. Landon
13. Nohea
14. Tala
15. keiden
16. Scot
17. Journey
18. Izaac
19. Sakura
20. Salote
21. Eduardo

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22. Zoie
23. Blaze
24. Kainoah

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