Lesson Plan or Unit Plan

ʻO Hawaiʻi kuʻu one hānau

He manaʻo ko nā kinona? (Do shapes have meaning?)

Kaluhi Kaʻapana

5th grade visual arts

Fall 2019

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Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Lesson Plan or Unit Plan

First Name Last Name Email Date and Time

Kaluhi Kaʻapana TBD

kaapana8@hawaii.edu

Semester and Year Grade Level Subject/Content Area Lesson Duration

Fall 2019 5/6 Visual Arts 3 parts: 45 minutes

each

Title

He manaʻo ko nā kinona? (Do shapes have meaning?)

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)

This lesson will explore shapes and the different meanings that shapes can convey. This lesson is designed for fifth

graders to teach them about shapes. As Hawaiian immersion students, everything is taught through culture, so that is

what they are most familiar with. The purpose of this lesson is to build on their foundational understanding of the shapes

that we see in different places of our culture. The students will learn about positive and negative space with shapes and

how this relates to cultural aspects. In the end, the students will create a design for their ʻohe kāpala. The students will

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Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
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cut the shapes into a sponge, to stamp onto a piece of paper. This is practice for when they create a real ʻohe kāpala to

stamp on their kīhei next year in 6th grade. .

The benchmark being assessed is FA.5.1.4 explain how an original artwork demonstrates a concept or idea from

another discipline. In simpler words, the target is, “I can explain the idea that my artwork is illustrating.” This will be

assessed in their summative assessment, further explained below.

The enduring understanding of this lesson is that each piece of artwork portrays a story. The essential question is,

how do shapes convey meaning? The purpose of this enduring understanding is to give a foundational understanding

that artwork, usually illustrates some kind of idea or concept, as mentioned in the benchmark. The purpose of the

essential question is to cause inquiry about the stories that are told using the geometric shapes that we typically see in

kāpala or kākau.

As a Hawaiian immersion school, a goal of ours is for the student to be able to create an ʻohe kāpala design to

stamp on their kīhei for their 6th grade graduation. This lesson allows the students to think about the meaning of their

design, as well as learn about how to design a kāpala using positive and negative space. Below is the breakdown of the

unit:

The first lesson will focus on the introduction of positive and negative space in kāpala designs. The teacher will

introduce the project and what the end product is. The teacher will begin by introducing positive and negative shapes and

how it relates to kāpala. As a class, we will look at other places in our culture that we see shapes and the use of positive

and negative space to convey meaning (i.e. kākau/tattooing, ʻahuʻula). This will lead into our discussion to the meaning of

shapes, the shapes we see used now and in wā kahiko, and what those shapes mean.

The second lesson will focus on creating a kāpala design. Based on the discussion that we have as a class and the

discussion the students have with their families, the students will begin to design something that represents them. The

teacher will also design a draft that will be explained, in the end, to the students as an example. The teacher will go

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Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
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through the design process with the students.

The final lesson will focus on creating the actual kāpala using a sponge. Once the student has a design drafted, the

students will begin to cut their design into a sponge, using a scissors. This is for safety reasons, as I would like the

students to get the opportunity to go through the process of creating their stamp and carving the design into bamboo is

dangerous. The students will get to stamp their design onto a piece of material. In the end, the students will explain each

of their design and the meaning that it is presenting. After each presentation is completed, we will do a gallery walk. The

artwork will also be posted on the wall next to our hae Hawaiʻi (Hawaiian flag) art project.

As mentioned above, the benchmark being assessed requires the students to explain how original artwork

demonstrates a concept or idea. The formative assessments in this unit will include teacher observations during

discussions and think/pair/share. The teacher is looking for an understanding of the different meanings that shapes have

to them. Another formative assessment will be a draft of the students’ design. The teacher is looking for an idea or

concept that the student is expressing in his/her draft design. The teacher will conference with each student about their

draft. The summative assessment will be the students’ completed artwork and the explanation of their design. Each

student will have to present their design, then the class will do a gallery walk.

Enduring Understanding(s) Essential Question(s)

Important ideas or processes for the students to explore Promote inquiry to discover the enduring understanding(s)

and uncover (1a: Demonstrating Knowledge of Content and

(1a: Demonstrating Knowledge of Content and Pedagogy)

Pedagogy)

Each piece of work portrays a story How do shapes convey meaning?

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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)

FA.5.1.4 explain how an original artwork demonstrates a concept or idea from another discipline.

I can explain the idea that my artwork is illustrating.

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)

Content knowledge and skills: The students have a cultural understanding of geometric shapes within the Hawaiian

culture. The students know that designs tell a story. Some students may have created a kāpala design before with their

families.

Prior academic performance: The students have not had much visual arts lessons, as the extent to their art lessons have

been drawing what they understand from stories.

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.

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(1c: Setting Instructional Outcomes)

Students will be able to:

● Analyze shapes and what they might mean

● Describe the meaning of their own design

● Interpret stories and express them through shapes and design

● Give an oral presentation

Students will know:

● What positive and negative shapes are

● that shapes have meaning

● the meanings of different shapes

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:

● teacher observations: The teacher will be observing the student drafting and student discussions. During

discussions, the teacher is checking for understanding as indicated in the lesson procedures.

● think/pair/share: The students will have two think/pair/shares. One to digest the information given and one to

share what they are thinking based on the questions posed.

● conferencing: After drafting the design, the teacher will conference with each student to check that their design is

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appropriate and achievable when it is time to carve. The teacher is also checking that there is an idea behind the

design rather than random shapes.

● draft of design: Each student will have a draft of the design with the explanation at the bottom.

Summative:

● completed artwork

● presentation of artwork: This is where the teacher is looking that the student is able to hit the target, to explain

the idea or concept that their artwork is portraying.

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)

Vocabulary

● Kinona (shape)

● Hakahaka (empty space)

Language supports:

● Vocabulary wall using pictures

● Written and verbally giving prompts for writing

● Writing down verbal discussion on chart paper and keeping it up in the classroom

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Lesson Procedures

A description of the sequence of learning experiences (what the teacher will do and say and what the students will do

during the lesson) including the launch of the lesson, the ways the materials will be presented, the ways the students will

actively engage in learning, the questions posed, and the lesson closure. (1a: Demonstrating Knowledge of Content

and Pedagogy; 1e: Designing Coherent Instruction)

Lesson 1 overview: The first lesson will focus on the introduction of positive and negative space in kāpala designs. The

teacher will introduce the project and what the end product is. The teacher will begin by introducing positive and negative

shapes and how it relates to kāpala. As a class, we will look at other places in our culture that we see shapes and the

use of positive and negative space to convey meaning (i.e. kākau/tattooing, ʻahuʻula). This will lead into our discussion to

the meaning of shapes, the shapes we see used now and in wā kahiko, and what those shapes mean.

● Warm-up Activity (10 minutes)

○ Teacher starts with notan as a warm-up activity

■ Teacher shows notan video

■ The students have 10 minutes to do notan

● Introduction (10 minutes)

○ Teacher says, “E hana ana kākou i kekahi papahana pāheona. Ma ia papahana, e hana ana ʻoukou i

kekahi kāpala. He aha ia mea he kāpala?” (We are going to be doing an art project. In said project, you Commented [1]: parentheses = translation

guys are going to create a kāpala. What is a kāpala?)

■ Class discussion will occur about what kāpala is. The teacher is using this as a formative

assessment to see what the students already know about kāpala. As the students speak, the

teachers write their ideas on the board.

○ Teacher says, “No laila, ʻaʻole kākou e hoʻohana ana i kekahi ʻohe no ia papahana kāpala no ka mea he

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hoʻomaʻamaʻa wale nō kēia a ʻaʻole makemake wau e kālai ʻoukou ma ka ʻohe ma muli o ka palekana

ʻole. E hoʻohana ana ʻoukou i kekahi ʻūpī akā naʻe, wehewehe hou wau i ka hana ke hiki kākou ma kēlā

māhele.” (So, we will not be using bamboo for this project because this is a practice of kāpala and I don’t

want you guys to carve into bamboo because it’s not safe. So we are going to use sponges, but I will

further explain when we get to that part.)

○ Teacher explains what the end product will be and shows teacher sample, “E nānā ana kākou i ka

manaʻo o nā kinona, ʻo ia ka mea nui o ua haʻawina nei. Me kēnā manaʻo, makemake wau e haku

ʻoukou i kahi kiʻi me nā kinona i kūpono iā ʻoe a laila e kāpala ana ʻoukou i ua kiʻi ala ma kekahi pepa. A

laila, e hōʻike ana ʻoukou i ke kiʻi me ke kāpala a e wehewehe ana ʻoe i ka manaʻo o kāu kiʻi me ka

manaʻo o nā kinona like ʻole ma ke kiʻi. Eia kekahi laʻana, ʻo kēia kaʻu kiʻi. Pili kēia huinakolu nui i koʻu

ʻāina hānau, ʻo ia hoʻi ʻo ka mokupuni o Hawaiʻi. ʻO nā huinakolu mua nā mauna o koʻu mau kūpuna, ʻo

Mauna Loa ʻoe, ʻo Mauna Kea ʻoe, a ʻo Kohala ʻoe. A he huinakolu kēia hakahaka, no ka ʻāina āu i

hānau ʻia ai. Pili kēia ʻano mahina i koʻu ʻaoʻao Hina no ko koʻu māmā ʻaoʻao a pili ka pōʻai i ʻelua mea.

Hoʻokahi no ka ʻaoʻao Kū a ko koʻu pāpā ʻaoʻao a hoʻokahi no ka hōʻike ʻana i ka pōʻai o ke ola a ola

wau i kuʻu lāhui, kuʻu mau kūpuna, a me nā hanauna e hiki mai ana. Huli ʻia ke kiʻi no ka hōʻike ʻana i ka

pilina o ka lani me ka honua. A eia ka manaʻo nui o kaʻu mea.” (We are going to look at the meaning of

shapes and that is the main idea of this lesson. With that thought, I want you guys to make a design with

shapes that represent you, then you are going to print the design on paper. Then, you are going to

present your design and stamp and explain the meaning of your design and the different shapes you

used. Here is an example, this is my design. This big triangle represents my birth place, Hawaiʻi island.

The smaller protruding triangles represent the mountains of my ancestors, Mauna Loa, Mauna Kea, and

Kohala. The triangle that is this empty space is because this is the land I want born. This crescent

represents my Hina side, my mom’s side. The blank space that is a circle represents two things. One it

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represents my Kū side, my dad’s side. It also represents the continuation of life and how I live through

my people, my ancestors, and the generations to come.)

● Visual Arts Slideshow (15 minutes)

○ Teacher says, “Me kēlā manaʻo, makemake au e hoʻomaka kēia papahana me ke aʻo ʻana e pili i nā

kinona. E kilo ana kākou i kekahi mau kiʻi a e kamaʻilio ana ʻoukou e pili i nā kinona ma ke kiʻi.” (With

that thought, I want to start with talking about shapes. We are going to observe some pictures and you

guys are going to talk about some of these pictures.)

○ Teacher starts with class discussion of what shapes are, “He aha ia mea he kinona? He aha ka ʻokoʻa

ma waena o ke kinona maʻamau me kekahi kinona paʻa?” (What is a shape? What is the difference

between a shape and a 3 dimensional shape?)

■ Teacher is writing ideas of what a shape is a chart paper

○ The teacher then leads into explaining what positive and negative shapes are using fish and bird picture

from slideshow.

■ The teacher puts up the picture and says, “He aha kāu e ʻike ai? He aha nā kinona e ʻike ʻia?

Pehea e loli ai ke kiʻi ʻoiai ʻoe e nānā nei ma ke kiʻi holoʻokoʻa?” (What do you see? What are

the shapes you see? How does the picture change while you are looking at the whole thing?)

■ The teacher is looking for some students to see the fish, some to see the bird, or some student

to see both. As the students answer, the teacher asks more questions, then introduces positive

and negative shapes.

■ Teacher says, “ʻIke ʻia ka manu ma muli o ka ʻinika. Inā kāpala ʻia kēia kiʻi, ʻo ka manu ka mea i

hoʻopā i pepa, moakāka? ʻO ka iʻa ka hakahaka, ʻaʻohe ʻinika ma ke kinona o ka iʻa ʻeā? Hōʻike

ʻia ke kinona o ka iʻa me ka ʻinika i hoʻopuni ai iā ia. No laila, kapa ʻia kēia ʻo positive a me

negative shapes ma ka ʻōlelo haole, akā e ʻōlelo ana kākou, ke kinona me ka hakahaka, hiki

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nō?” (The bird is seen because of the ink. If this is stamped, the bird would be the shape that

touches the paper with the ink, is this clear? *checks for understanding* The fish is the empty

space, there is no ink that is showing the shape of the fish right? *Teacher is pointing to when

the shape of the fish firsts appears* The shape of the fish is seen because of the ink

surrounding it. So, in English this is called positive and negative shapes, but we are going to call

it kinona and hakahaka.)

○ Teacher shows picture of a kāpala design, “He aha nā kinona a he aha nā hakahaka? Pehea e

maopopo ai? He aha paha kekahi manaʻo o nā kinona i loko o kēia kiʻi?” (What are the shapes and what

are the spaces? How do you know? What might be the meaning of different shapes in this picture?)

■ The teacher should point out the positive and negative shapes on the notan

■ The teacher uses this as a formative assessment to see if the students are beginning to

understand positive and negative space.

■ The teacher uses class discussion to lead to the meaning of shapes

○ Teacher shows the third picture of the design stamped on kapa, “He aha nā kinona a he aha nā

hakahaka? Pehea e maopopo ai? He moʻolelo ko kēia kiʻi? Pehea e maopopo ai? Pehea ka mea

pāheona e hōʻike ai i nā kinona me nā hakahaka me ka hoʻohana ʻana i nā kala like ʻole?” (What are the

shapes and spaces? How do you know? Is this design telling a picture? How do you know? How did the

artist use colors to show positive and negative space?)

■ The teacher leads class discussion on possible meaning of shapes, “He aha kekahi mau

manaʻo o ka huinakolu? Pehea kēia mau kaimana? Pehea ka wauke?” (What are some different

meanings of triangles? How about the diamond shapes? Or the sea urchin?)

● Meaning of shapes (10 minutes)

○ Teacher says, “E kamaʻilio kākou e pili i kekahi mau manaʻo o kekahi mau kinona. ʻIke ʻia nā kinona like

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ʻole ma nā wahi like ʻole, ma ke kākau, ma ke kīhei, a pēlā wale aku. No laila he aha ka manaʻo o kekahi

mau kinona?” (Let’s talk about the various meanings of shapes. Shapes are seen in different areas of

our culture, in tattoos, on kīhei, etc. So, what are some of the meanings of some shapes that you might

know of?)

■ Teacher writes down feedback from students.

■ If students don’t respond, the teacher may start listing ideas, such as triangles can mean

mountains, maternal connection, spears, etc. This is to spark ideas in students.

● Closure (5 minutes)

○ Teacher says, “No laila, ua aʻo ʻoukou e pili ana i nā kinona me ka hakahaka a me ka manaʻo o kekahi o

nā kinona. Eia ka haʻawina o kēia pō. No ʻelua lā, e kamaʻilio ʻoe me kekahi mau kānaka i kou ʻohana;

kou mau mākua, kou mau kūpuna, kekahi mau ʻanakala me ʻanakē paha. E noi iā lākou, e haʻi iā ʻoe i

kekahi mau moʻolelo koʻikoʻi o kou ʻohana. E hoʻohana ana ʻoe i kēia ʻike no ka haku ʻana i kekahi kiʻi no

ke kāpala. E hāʻawi ana wau iā ʻoukou i kēia pō a me ka pō ʻapōpō no ke kamaʻilio ʻana a laila e

hoʻomaka ana kākou i ka haku ʻana, hiki nō? Eia kekahi laʻana, inā he ʻohana ʻoe o Kamehameha, e

kaha kiʻi paha ʻoe i kekahi ihe, maopopo? Aia i ka moʻolelo o kou ʻohana.” (So, you learned about

positive and negative shapes today and that shapes have meaning. This is the homework for tonight.

You have two days to talk to some people in your ʻohana; your parents, your kūpuna, maybe an aunty or

uncle. Ask them to tell you some important stories that they know about your family. These stories are

going to be used to create your design. You have tonight and tomorrow night to do this because we are

going to be starting to draft the design, can do? Here is an example, if you find that you are family

somehow to Kamehameha, you might include triangles of a spear in your design, understand?)

■ Teacher will ask the students to turn and talk to their partner to digest what the homework is and

why they need to complete this homework assignment.

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■ The teacher will send home a note to the families explaining the project and what the homework

is.

Lesson 2 overview: The second lesson will focus on creating a kāpala design. Based on the discussion that we have as a

class and the discussion the students have with their families, the students will begin to design something that represents

them. The teacher will also design a draft that will be explained, in the end, to the students as an example. The teacher

will go through the design process with the students.

● Introduction (5-10 minutes)

○ Teacher begins by reviewing previous lesson, “E hoʻomaka kākou me ka nānā hou ʻana i nā kinona. He

aha ke kinona me ka hakahaka, ʻo ia hoʻi ka positive me negative space? He aha ke kumu o koʻu aʻo

ʻana i kēia iā ʻoe?” (Let’s start with looking back at shapes. What is a positive and negative space? Why

am I teaching you about this?)

■ The teacher is looking for understanding of positive and negative shapes and that both are

important in kāpala

■ If students don’t say that both can be used to tell the story, then the teacher will reshow a picture

from the visual arts slideshow that shows how positive and negative shapes are both used in the

design.

● Share out (5-10 minutes)

○ The class will sit in a circle on the floor.

○ Teacher says, “Inā makemake, e haʻi mai i kekahi mea āu i aʻo ai i ke kamaʻilio ʻana me kou ʻohana.

ʻAʻole pono, akā inā hiki, e haʻi mai i ka papa.” (If you want, tell us something that you learned from

talking to your family. You don’t have to share, but if you can, please share out to the class.)

■ The class will do a short share out for the students that are comfortable

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■ The teacher will also share.

○ Teacher says, “No laila, e kākau ana ʻoe ma ka puke manaʻo. Eia nā nīnau e pane ai. He aha kāu i aʻo

ai mai kou ʻohana? Pehea ʻoe e hoʻohana ai i kēia ʻike no ke kaha kiʻi ʻana i ke kāpala? Hoʻokahi paukū

wale nō ka lōʻihi. A laila, ke pau ke kākau ʻana iā ʻoe, e hoʻomaka i ke kaha kiʻi ʻana i ke kāpala. ʻElua a

ʻekolu paha ou lā no ke kaha kiʻi ʻana, a laila makemake wau e hoʻomaka i ka ʻoki ʻana i ka ʻūpi no ke

kāpala ʻana. Ke pau ke kaha kiʻi ʻana iā ʻoe, e kākau ʻoe i hoʻokahi paukū ma ka lalo o ka pepa me ka

wehewehena o ke kiʻi.” (So, you are going to write in your puke manaʻo. Here are the questions to

answer. *Teacher will also write them on the board* What did you learn from your family? How will you

use this to create your draft? One paragraph in length. Then, when you are done writing, start to draft

out your stamp. You have two days of drafting then I want you to start cutting the sponges to stamp.

When you are done drafting, write a short paragraph describing the design.)

○ Teacher explains the rubric before sending students to draft design.

● Drafting (25 minutes)

○ The students have 25 minutes to start drafting out designs

○ The teacher is walking around and observing students

○ For students who are having difficulty, the teacher will talk to the student one-on-one and give the

student some ideas

Day 2:

● Drafting (30 minutes)

○ The students have 30 minutes to draft out their design

○ Those that finish will conference with the teacher to explain their design and get some input if needed.

Day 3: (if needed)

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● Finish drafts (30 minutes)

○ The students have one last block to finish drafts

○ Each student must conference with the teacher before moving on

Lesson 3 overview: The final lesson will focus on creating the actual kāpala using a sponge. Once the student has a

design drafted, the students will begin to cut their design into a sponge, using a scissors. This is for safety reasons, as I

would like the students to get the opportunity to go through the process of creating their stamp and carving the design

into bamboo is dangerous. The students will get to stamp their design onto a piece of material. In the end, the students

will explain each of their design and the meaning that it is presenting. After each presentation is completed, we will do a

gallery walk. The artwork will also be posted on the wall next to our hae Hawaiʻi (Hawaiian flag) art project.

● Introduction (10 minutes)

○ Teacher says, “No laila, e hoʻomaka ana kākou i ka ʻoki ʻana i ka ʻūpī i kēia lā. Maʻalahi aʻe kēia ma kahi

o ke kālai ʻana i ka ʻohe, akā naʻe, pono mau e makaʻala. Inā ʻike wau i kekahi mea palekana ʻole, e

hoʻomanaʻo ana wau iā ʻoe no hoʻokahi manawa wale nō a laila ʻaʻole hiki iā ʻoe ke hana me kākou,

maopopo? .. No laila pehea ʻoe e hoʻohana i ka ʻūpā? Palekana ka ʻoi ʻana i ka hoa? Pehea ka ʻoi ʻana i

ka ʻūpī?” (So, we are going to start cutting and carving the sponges today. This is easier than carving

bamboo, but you still have to be careful and vigilant. If I see something not safe, you are going to get

only one warning then you can’t participate, understand? … So how do you use the scissors? Is it safe

to stab your friend? What is I am stabbing the sponge?)

■ The teacher continues to go over safety when using the scissors.

○ Teacher says, “Me kēia manaʻo, ʻelua ou koho a ʻelua ou hoʻāʻo. E hāʻawi ana wau iā ʻoe i hoʻokahi ʻūpī

a ʻo ka hapalua ka nui o ke kāpala. No laila, ua ʻano kālai wau i kaʻu kiʻi ma ka ʻūpī me kekahi ʻūpā. Hiki

iā ʻoe ke hana i kēia, akā paʻakīkī a pono e ahonui a hana lohi. A kekahi mea ʻe aʻe me kēia, pono e

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Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
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makaʻala ke pena ʻoe iā ia no ka mea inā pena ʻoe i kekahi hakahaka, hiki ke ʻike i ka pena ke kāpala

ʻoe. Eia ke koho ʻe aʻe, hiki iā ʻoe ke ʻoki i nā kinona i pono ai, a laila tuko ma kēia lāʻau i mea e

hoʻonoho ai i nā māhele a kūkulu i ke kāpala. Aia iā ʻoe, akā mai poina, ʻelua wale nō hoʻāʻo. (With that

being said, you have two choices and two chances to do this. I am going to give you one whole sponge

and half of this sponge is the size of your stamp. So, I kind of carved my design into the sponge using a

scissors. *teacher shows teacher sample* You can do this, but it is kind of hard. You need to be patient

and work slow. And another thing with this is that you have to be cautious when you paint it because if

you get the paint in an empty spot, it holds the paint and you can see it when you stamp. The other

option is to cut out each shape of your design and glue it on this piece of cardboard. You can cut the

pieces and arrange it in your design to build your stamp. It is up to you, but remember you only have two

tries.)

● Carving/cutting (30 minutes)

○ Teacher says, “ʻElua ou lā no ke kālai a ʻoki ʻana i nā ʻūpī, kēia lā a me ʻapōpō. A laila, e hoʻomaka ana

ke kāpala ʻana.” (You have two days to carve, today and tomorrow. Then, we are going to start

stamping.)

Day two: 45 minutes of cutting or carving

Day three

● Stamping (45 minutes)

○ Teacher says, “E hoʻomaka ana kākou i ke kāpala ʻana i ke kāpala ʻana i kēia lā. No laila, hiki iā ʻoe ke

hoʻāʻo i kēia mau pena ʻelua. Hiki iā ʻoe ke hoʻohana i ka pena wai a i ʻole kēia pena Tempera. Ua

hoʻohana wau i ka pena wai no ka mea ʻo ia ka mea i loaʻa ma ka hale a ua holo. Akā hiki iā ʻoe ke

hoʻāʻo i nā mea ʻelua a laila koho ʻoe. No ke kāpala kēia pena, mai ʻoe pena kekahi i kekahi, nā

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Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Lesson Plan or Unit Plan

pākaukau, nā paia a pēlā wale aku, maopopo?” (We are going to start stamping today. You can try

watercolor paint or you can try this tempera paint. I used watercolor because that is what I had at home

and it worked. You can try a little bit of both then decide. This paint is for stamping, not for painting each

other, the table, the walls, or anything else, understand?)

● Closure

○ Teacher says, “No ka haʻawina kēia pō, e hoʻomākaukau no ka hōʻike i ka lā ʻapōpō. E hōʻike ana ʻoe iā

kākou i kāu kāpala a e wehewehe ana ʻoe i ka manaʻo o kāu kāpala. E hele me ka mākaukau.” (Tonight

for homework, you are going to prepare for the presentation tomorrow. You are going to show us your

kāpala and explain the meaning of it. Come prepared.)

Day four: Presentation day

● Preparation (5-10 minutes)

○ The teacher will give the students time to prepare and practice

○ The teacher will remind the student that they need to explain the idea or concept that their art is

conveying and explain the meaning of the shapes in their piece as it says on the rubric

● Gallery walk (5 minutes)

○ The teacher will bring the class back together to do a short gallery walk

● Hōʻikeʻike (30-45 minutes)

○ Each student will present their design to the class

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,

08/19/2017
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Lesson Plan or Unit Plan

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)

● Written and verbally expressing new vocabulary

● The teacher write discussions and leaves the chart paper up in the classroom

● The teachers offers students to verbally share, but the students must write out their thoughts for those who don’t

want to share

● The teacher will be working closely with IEP student and giving him more time to finish different parts

Instructional Materials/Resources

All materials, handouts, resources, and technology tools that are needed to execute the lesson. (1d: Demonstrating

Knowledge of Resources)

● Pictures from visual art slideshow

● Sponges

● Watercolor and tempera paint

● Paper to print on

● Family letter (22 copies)

● Rubrics (22 copies)

● Chart paper and markers

Lesson Plan Reflection (if lesson is carried out)

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Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Lesson Plan or Unit Plan

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)

In my overall reflection of my lesson, I think there are a lot of areas for improvement in clarity on my expectations.

At the same time, I think that my students did take their creativity into their own hands. Many of the students tried to

incorporate both positive and negative space, but some students did not. A handful of students did not incorporate

negative space, but some found areas of negative space that could have meaning. One problem I ran into was that I was

expecting the students to use mostly geometric shapes, as those are the shapes we analyzed in kāpala picture

examples. Some students got creative and used organic shapes. I wasn’t sure how to deal with this, so I allowed the

students to use this time to express themselves. To be honest, I don’t know if there is a right or wrong way when creating

kāpala and I did not want to ruin the creativity of my students. Another problem I found was that after the second lesson,

everyone was kind of in different areas. Some students took longer than others to create their designs. This made it

difficult to move on to the oral presentation, as I had students present what they had, due to time constraints. This was

good because it allowed the other students to give feedback based on the stories that the students who were behind

wanted to convey in their designs. Many of them were almost expecting me to tell them what to draw. I gave suggestions,

but I did not want to tell the students what to create, as this is their art piece and they needed to create something that

had meaning to them, not me. Overall I think this was a good segway into their lā hemo kula responsibilities (6th grade

graduation), as they all need to create a design to stamp their kīhei with before they leave Waiau. This was good practice

in getting them to think about their family stories and how they can use shapes to recreate those stories.

There is much I learned about myself as an arts educator. For one, I have learned that I need to be more specific

08/19/2017
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Lesson Plan or Unit Plan

in my expectations. There were many situations where I was expecting an outcome, but my students did things I was not

expecting. For example, as I mentioned, the students were not using geometric shapes. I should have spent more time

talking about the shapes that we see in kāpala. I also learned that my students don’t know much about their ʻohana and

that they have a difficult time using shapes to convey meaning. In the lesson, I had to stop and one point and talk about

the meaning of shapes, based on the artwork we have seen. Since many students did not know much about their ʻohana

and their parents did not give them much information, many of them focused on their ʻaumakua and the shapes that

represent different animals. What was interesting though, was seeing how the students were trying to think about how

positive and negative space can be used. Many of them created designs that had both, but it was a matter of looking for

the meaning that those spaces can convey.

Student work sample 1:

In the example below, this student had a difficult time using negative space in his design. When I was doing my final

conference with him, he said that the negative spaces between the squiggly lines could represent the other side of his

family. Those lines represent moʻo because that is his family ʻaumakua on his mom’s side and on his dad’s mom’s side.

So, when reflecting with me, he said that the positive space could represent his mom’s side and the negative space could

represent his dad’s mom’s side.

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Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Lesson Plan or Unit Plan

WB DP MP ME

The student didn’t complete 𝤿 Different shapes are used 𝤿 Positive and negative x Both positive and negative

any part shapes are used shapes are used

𝤿 The stamp expresses an

idea 𝤿 The stamp expresses an x The stamp expresses an

idea idea

𝤿 The student did not write

about the idea that the artwork 𝤿 There is a written x There is a written

is expressing on his/her draft explanation of stamp on the explanation of the stamp on

draft the draft

𝤿 The design is shown

without an explanation of 𝤿 The student gives oral x The student gives an oral

design explanation of the idea being explanation of the idea being

conveyed in stamp conveyed in the stamp AND

student specifically elaborates

on each individual shape and

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Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Lesson Plan or Unit Plan

space

The rubric was used to assess that the students had fulfilled the requirements asked for the design, as well as fulfilling

the learning outcome of explaining the meaning that has been conveyed. The student fulfilled these by presenting his

design to me and to the class.

Student work sample 2:

In this example, the student was not using geometric shapes. I allowed her to continue with her design, as she was able

to give meaning to each shape used in her design and that was the learning outcome of this lesson. The student used

both positive and negative space in the design. The stamp conveys a meaning that is relevant to her and she has this

meaning written on her draft.

WB DP MP ME

The student didn’t complete 𝤿 Different shapes are used 𝤿 Positive and negative x Both positive and negative

08/19/2017
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Lesson Plan or Unit Plan

any part shapes are used shapes are used

𝤿 The stamp expresses an

idea 𝤿 The stamp expresses an x The stamp expresses an

idea idea

𝤿 The student did not write

about the idea that the artwork 𝤿 There is a written x There is a written

is expressing on his/her draft explanation of stamp on the explanation of the stamp on

draft the draft

𝤿 The design is shown

without an explanation of 𝤿 The student gives oral x The student gives an oral

design explanation of the idea being explanation of the idea being

conveyed in stamp conveyed in the stamp AND

student specifically elaborates

on each individual shape and

space

The rubric was used to assess that the students had fulfilled the requirements asked for the design, as well as fulfilling

the learning outcome of explaining the meaning that has been conveyed. The student fulfilled these by presenting his

design to me and to the class.

Student work sample 3:

The following example shows a student who used what he knew about his family ʻaumakua. The student used both

positive and negative space. The small negative space represents him, as he has kai in his name and is the youngest in

his ʻohana. The student has this meaning written on his draft and completed his oral presentation in class.

08/19/2017
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Lesson Plan or Unit Plan

WB DP MP ME

The student didn’t complete 𝤿 Different shapes are used 𝤿 Positive and negative x Both positive and negative

any part shapes are used shapes are used

𝤿 The stamp expresses an

idea 𝤿 The stamp expresses an x The stamp expresses an

idea idea

𝤿 The student did not write

about the idea that the artwork 𝤿 There is a written x There is a written

is expressing on his/her draft explanation of stamp on the explanation of the stamp on

draft the draft

𝤿 The design is shown

without an explanation of 𝤿 The student gives oral x The student gives an oral

design explanation of the idea being explanation of the idea being

conveyed in stamp conveyed in the stamp AND

student specifically elaborates

on each individual shape and

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Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Lesson Plan or Unit Plan

space

The rubric was used to assess that the students had fulfilled the requirements asked for the design, as well as fulfilling

the learning outcome of explaining the meaning that has been conveyed. The student fulfilled these by presenting his

design to me and to the class.

_x__Implementation of the Unit Plan: Describe the students you are implementing this plan with this semester and

overall how you think your lesson went and how the students responded to the experience. Be specific and provide

examples.

__x_Reflect on your Teaching and Student Learning: Write a paragraph to describe what you learned about yourself

through teaching your unit and viewing your video.

__x_Student-created Artwork Samples: Embed three student created artworks in the document and use a caption

to identify the work.

__x_Assessment of Student Work Using the Assessment Tools you Created: Show how you used the Assessment

Tools you created as part of your unit plan to assess all of the student work and discuss how you used the the tool

to assess the three student works selected. Be specific.

08/19/2017
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa