Cynthia Guzman

EDU 214 - Spring

April 30, 2018

LESSON PLAN

Lesson Plan Title:​ Let’s Talk Art!

Grade Level:​ Fourth Grade

Concept / Topic To Teach:​ I plan to teach my class about famous artists throughout history and

how art has changed over the course of time including the different types of art styles .

General Goal(s): ​The general goal is for students to have a better understanding of famous

artists and different art styles and how they’ve changed in history.

Specific Objectives (Standards):

SWBAT…

(4)2.1 examine historical/cultural context, e.g., categorize works of art according to culture, time

or place [NS 4.5.2]

(4)2.3 discuss artistic styles, e.g., describe characteristics in works of art that identify individual

artists, groups of artists, or cultures [NS 4.5.2]

(4)4.1 demonstrate elements of art: line, shape, color, texture, value, form, space [NS 2.5.4]

(4)4.4 draw; using varied media, techniques, and processes [NS 1.5.3]
Required Materials:

1. Powerpoint presentation.

2. Sheets of blank white paper (enough for each student of the class. I assume I will have

about 25 kids).

3. A bulk pack of multicolored construction papers.

4. Markers, crayons, colored pencils.

5. Glue, safety scissors, tape.

Anticipatory Set (Lead-In):

I need to make sure I have my supplies ready. I would set up the powerpoint presentation on my

computer and project it on the front board of the class. I would have near my desk all the

supplies needed for the art project we’ll be making after the lesson and pick 2 of the students to

help me pass out supplies. Then when the kids come in I would greet them hello.

Step-By-Step Procedures:

1. Greet class, “Good morning everyone. How are we all today?”. Wait for a reply.

2. Make sure all homework has been turned in and wait for students to get settled.

3. Introduce the lesson of the day. Begin the slide show presentation.

4. Go through the slideshow presentation and read through the slides. Answering any

questions from students and also ask questions to the class.

 5. Go over directions of the assignment, which will be featured at the end of the

presentation and will be displayed on the board the entire time for the students.

6. After discussing the instructions, I will pick two students to help me pass out the

supplies.

7. Once the supplies are handed out they will begin their ​independent practice.

8. After​ independent practice ​students will participate in the ​closure activity.

9. Supplies will be returned to the teacher’s desk.

Plan For Independent Practice:

My plan for independent practice is to assign each student to draw an art piece that is

similar to their favorite style of art or artist we went over. The can draw whatever they want as

long as it is in the same style as one of the art styles we went over. They can use a variety of

colors and textures and shapes. They will work on this independently for 10 minutes and then

they can have 5 minutes to share with their table and converse. If they have trouble or need

remembering of one of the styles I will have pictures of the different art styles next to the

instructions, projected to the front of the class.

Closure (Reflect Anticipatory Set):

To end the lesson, I will pick out 5 of the students’ art works and as a class we will figure

out which art styles they fall under. I’ll tape them up onto a timeline which has the names of the

types of styles. Once who figure out those the remainder of kids will come up to the board, by

group, and tape theirs up too under the right categories.

Assessment Based On Objectives:

An assessment can be made from the independent work and the class participation. The

independent work will test if the students meet the standards of (4)4.1 and ​ (4)4.4 . The class

participation closing activity will test if the ​(4)2.1 and (4)2.3 standards are being met.

Possible Connections To Other Subjects:

This lesson plan has a connection to History. It includes a lot of learning about older time

periods. It also has a connection to English seeing as the students will be introduced to new

vocabulary.

Scenario: You have a student in your classroom that has a special need. You will identify

the special need and explain how you will meet the special need in the classroom.

It is safe to assume I have will have ELL/ESL students in my class who speak Spanish

since of the high Latino population in Las Vegas. If this is the case, in order to meet this need I

will ask for the ELL teacher to be in the room when the presentation and instructions are given

so they can translate. This may not be a possibility because they could be needed in some other

class so I will write the powerpoint and instructions in both English and Spanish since I speak

both languages. I will also pair the student up with a Spanish speaker in case I cannot answer

their question in time and so they can have a friend and not feel so alone.
 LESSON PLAN SCRIPT
Ms. Guzman: ​*stands near her desk, having the power point presentation ready on the computer
while the students come in and get settled* “Good morning class! How’s everyone today?”
*repeat in Spanish*
Students: ​“We’re good!”
Ms. Guzman: ​“Great! Now let’s turn in our homework and get ready to recite the Pledge of
Allegiance, then we can start the lesson!” *repeat in Spanish*
Students and Ms. Guzman: ​* finish settling in, turn in homework and recite the Pledge of
Allegiance”
Ms. Guzman: ​“Okay class! Today we are going to learn about famous artists and the different
types of art.” *repeat in Spanish and open presentation and read title slide in English and
Spanish*
Ms. Guzman: ​*switch to first slide of information* “Let’s first talk about Impressionism.” *read
information from slide in English and repeat again in Spanish*
Ms. Guzman: ​“Take notice about the brush strokes Monet used. Soft and light right? Keep that
in mind when we see the next type of art.” *repeat in Spanish and switch to second slide*
Ms. Guzman: ​“Now this is Pointillism. Take a look at this painting and remember the other one.
Can anyone see what’s different about them?” *repeat this question in Spanish* “Fijense en esta
pintura y acuérdense de la anterior. Quien me puede decir porque son diferente de las pinturas?”
Student: ​“This painting has little dots and the other one didn’t!”
Ms. Guzman: ​“That’s right! This is why this style is named Pointillism!” *repeat and read the
information in from the slide in English and Spanish. Zoom in on Seurat's painting to show all
the tiny dots.*
Ms. Guzman: ​*switch to third slide* ​ ​“Next we have Cubism. These looks kind of funny right?”
*repeat and read information of slide again in English and Spanish*
Ms. Guzman: ​*switch to fourth slide* “Now there’s also Abstract Expressionism. Now I know
this looks like a mess but it’s actually art.” *read information from slide and repeat in Spanish*
Ms. Guzman: ​Looking at these paintings, what feeling do you think Jackson Pollock was trying
to share? Mirando estas pinturas, cual emotion creen que Jackson Pollock estaba tratando de
comunicar?”
Student: ​“It looks really dark. Maybe he was mad?”
Student: ​“Maybe he was sad because I feel sad looking at it.”
Ms. Guzman: ​“ Those are all possibilities! Good job.” *repeat in Spanish*
Ms. Guzman: ​*switch to fifth slide* “Finally we have Pop Art. Maybe some of you have seen
these before? Y ahora tenemos Pop Art. Ala mejor unos de ustedes han visto estas antes?”
Student: ​“My dad has the soup can painting in his office!”
Ms. Guzman: ​“ Cool! Well know you’re going to be able to tell him something about it.” *read
fifth slide in English and Spanish*
Ms. Guzman: ​Here’s your assignment! *switch to next slide* Using the art supplies provided,
pick one of the art styles we went over and draw something in that style! I’m going to give you
10 minutes to work on it alone and then I’ll give you 5 minutes to share with your tables before
we move on to the other assignment. *repeat directions in Spanish and leave slide projected on
the board*
Ms. Guzman: ​I need 2 volunteers to help me pass out supplies. *pick 2 students and pass out art
supplies*
Students: ​*work independently for 10 minutes* *pair up ELL/ESL student with an English and
Spanish speaking student*
Ms. Guzman: ​*10 minutes pass* “Okay now you have 5 minutes to talk with your table. Show
them your art work and ask if there’s anything you should include!” *repeat in Spanish and let
them talk for 5 minutes*
Ms. Guzman: ​*switch to last slide* “Eyes up! Now, I need 5 volunteers. *pick out 5 drawings
from 5 different students making sure to pick drawings from each type of style* “As a class,
we’re going to figure out which art style our 5 classmates chose to drawn in. Once we have them
taped on the timeline our 5 volunteers will reveal if we were right or not.” *repeat all this in
Spanish*
Students: ​*students start voting which art piece goes where* *once the pieces are up the 5
volunteers reveal if we were right or not*
Ms. Guzman: ​ “Good job guys! So I’m going to call you by table and you’re going to come up
to the board and tape your drawing on the timeline under the art style you choose to draw in!”
*repeat in Spanish*
Ms. Guzman: ​*start calling up students by table. Students tape up their work and we all admire
the different art pieces we made*

 
 Grading Rubric

Name/Date ___/10 Class Independent Total Point ___/50

Participation ___/20 Assignment ___/20