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Bennett

Lesson Plan 1

Lesson Title: Stained Glass: Art and Social Studies Integrated


Big Idea:
The big idea of this lesson is lines. The lesson will include the type of lines, matching lines, how to link non-similar lines, similar and
differences between lines, and the big picture/ representation of all lines. This representation will include the uniqueness of all
childrens artwork as well as how they are connected in a big picture or theme of community and togetherness.
Grade Level /Month:
Kindergarten/ Second week of school (August)
Lesson Overview/Summary:
The class will study and explore stained glass in the community as well as in history. As a class we will compare and contrast as well as
investigate the different aspects of a stained glass piece. After review the students will use their own take-aways and ideas from the class
investigation to create their own versions of stained glass. Post completion of each of the students stained glass pieces; we will create
the Bennett class stained glass project to showcase on our class window. The artists will work together as a community to observe,
brainstorm, problem-solve, and combine the individual pieces to one class project.
Class Periods Required:
This project will last three continuous days (Monday, Tuesday, Wednesday) during the social skills/studies block. This block is a 30-
minute block of in classroom time. We will stay in the classroom for all three lessons. The first day will be the introduction to stained
glass and exploration. The second will be a mini review of exploration the class say the day before and the creation of the art pieces. This
day will also include the time for behavior management and introduction on the new materials (paint, brushes, how-tos). This time will
end with an option to share their pieces with their peers (if time allows). The break here will allow the paint to dry before the third day.
The third day will be for transformation and combination of the individual artwork to the class piece.
Key Concept (s):
For children to use the line knowledge we have reviewed while putting the information into art. The children will follow distinct
directions to create a semi-guided art piece. The pieces will convert into a group project showing the class how communities are built
one by one, much like our classroom.
Essential Questions (Found on the national visual arts standards chart):
Creating:
How do artists and designers care for and maintain materials, tools, and equipment?
Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and
equipment?
What responsibilities come with the freedom to create?
Connection:
How does art help us understand the lives of people of different times, places, and cultures?
How is art used to impact the views of a society?
How does art preserve aspects of life?

Bennett Lesson Plan 2


Art Standards:
This lesson will include Creating and Connecting.
Creating- Anchor standard 2- Organize and develop artistic ideas and work- Artists and designers balance experimentation and safety,
freedom and responsibility while developing and creating artworks.
The class will use the creating anchor standard 2 to gather ideas for their own artwork. These ideas will come from their imagination as
well as the connections (as described below). We will brainstorm and discuss this as a class. Then, as a class we will organize the
information we learned as a class in list order form for better understanding as well as a resource tool when creating. The class will use
these ideas and organizational tools to create their own individual artwork. Then again later when organizing their individual artwork to
a class piece.
Connection- Anchor standard 11- Relate artistic ideas and works with societal, cultural and historical context to deepen understanding-
People develop ideas and understands of society, culture, and history through their interactions with and analysis of art.
The class will use connection anchor standard 11 to explore different pieces of stained glass artwork including: famous stained art by
specific artists, local artists in the area, pieces in the local community, as well as books and additional online resources.
Common Core (Kindergarten):
Literacy- SL.K.2- Confirm understanding of a text read aloud or information presented orally or through other media by asking and
answering questions about key details and requesting clarification if something is not understood.
Literacy- SL.K.4- Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
NCSS Strands (Kindergarten):
Social Studies/Skills Strand- Culture
Social Studies/Skills Strand- People, places, and environments
Social Studies/Skills Strand- Individual development and identity
Content Areas Integrated:
1. Visual Art Techniques and Art History
2. Social Skills/ Community Building
Common vocabulary/concepts:
Transform (social skills, art, problem-solving, team building)
Create (social skills, art, problem-solving, brainstorming)
Paint (art, lines, behavior management)
Creativity (connections local and historical art, imagination, social freedom)
Water (science and art)
Connection (artists, class discussion, artwork, personal experiences, social interactions)

Bennett Lesson Plan 3


Procedure:
Day 1: Monday (30 minutes):
1. Have students sit in their designated carpet spot (sitting towards the smart board). Explain you are going to show several pictures
and while Im showing the pictures think about the object. (Allow around five seconds a picture for the children to take it in).
2. After slides have been shown. Ask to share. (Repeat childs responses do not add information yet).
3. Reshow the slides after peers have shared (Allow around five seconds a picture for the children to take it in).
4. Prompt children with thinking and reshow slides. Potential prompts could include: have you have seen them before, where you
have seen them, what they are, what can you identify about the pictures, what they remind you of, etc. (gage time off of child
interest and type of responses).
5. Have class discussion regarding connections and childrens responses.
6. Connect childs comments to books, the community, and across the art pieces shown.
7. Compare and contrast a stained glass artwork to a painting.
8. Introduce aspect of painting. How to paint. When we paint.
9. Discuss painting rules. Create rules as a class on painting area, painting supplies, and other supplies.
10. Post rules/how to (procedure) in list form (with picture) on an anchor chart
11. Example of pre art creation order: 1. Art smock (picture of smock) 2. Supplies (picture of brush, paper, and paint) 3. Desk
(picture of student at desk) 4. Create art!
12. Example of painting procedure: 1. Dip 2. Tap 3. Swipe
13. Give each child empty cup and paintbrush to practice
Day 2: Tuesday (30 minutes):
1. Children at carpet spot
2. Review stained glass idea with descriptions, pictures, and connections
3. Introduce activity
4. Do a run-through example of activity so each child can see and hear
5. Review art rules
6. Review art procedure (8 mins to introduce)
7. In twos start art pre art procedure (teacher will assess each child and when ready she will give them the paper and water to start)
8. Children start (16 minutes to work)
9. Tape (three pieces precut tape already set at desks) on the paper in any line form as long as two sides touch the edge
10. Start water color on the paper using the three designated colors (blue, green, and yellow)
11. Child can use salt or wrap to change the appearance of the paint
12. Teacher walk around tables to assess work and give guidance where needed
13. Clean up and transition to next subject (6 minutes)
Day 3: Wednesday (30 minutes):

Bennett Lesson Plan 4


1. Children transition to carpet spots


2. The teacher will pass out the artwork (teacher will deliberately not pass out the artwork to the artists). The children will receive
the pieces and observe what they see
3. They will peer share one positive comment (compliment) about the work to each other. Example: I like this square because of the
shapes. Prompt the children with I like _____ because _________. This will help aid the students in supporting their
reasoning/decision(s).
4. We will come back together and identify one thing similar in the two art pieces. An example of this might be: I like how they put
their tape because I didnt think to do it that way. Again the prompt would be I like _____ because _________. (total discussion time
10 minutes)
5. After we have a discussion as a class we will get in small groups (groups of five) to connect our art lines. (10 minutes)
6. After the small groups connect their lines in their designated space we will have a museum walk around the room (2 minutes)
7. Children will each place one page on the four windows in the classroom (if not time the teacher will do this after the children are
dismissed for the day) (8 minutes)
What activities will you use to engage students in imagining, exploring, and/or experimenting in this lesson?
Imagining
We are exploring different ways to make a stained glass window. This includes colors, tools, materials, inspiration, etc. Imagining will
also be taking place when creating the item. This could look like any changes that happen in process rather than in the planning
process. This can happen at all aspects of the lesson for example the art thinking process as well as the reflection I like share prompt.
Exploring & Experimenting
I put these two together because I believe they go one in the same. A lot of exploring is experimenting and vise versa. This whole lesson
is exploring and creating how-tos for the children. The children are exploring what they know, how to decide what they want, how to
experiment to get to the end goal, and how to adjust as they are exploring living with painting. This section will be teacher guided but
child lead. The teacher will prompt thoughts, when needed, but the child will be creating the changes and overall thinking.
How will this lesson encourage students to solve problems in divergent ways?
The biggest challenge for kindergarteners is decision making. The lesson has prompted a variety of techniques and opportunities for
problem solving. Depending on the child some of these might include: cueing systems, reviewing previous knowledge, sharing peer
knowledge, sharing cultural, global, and local examples, options, peer share, prompts, individual decisions, whole group decisions, and
small group decisions.
What opportunities/activities will students be given to revise/reflect and improve their understandings and their work?
As this is a three-day project, the children are given an opportunity to review and reflect on their thinking/findings all three days. Since it
is a painted artwork the revision can be done to an extent. At that time the revision would turn into reflection and understanding for the
future. They can also reflect their work during the peer edit and any group or individual share times. The teacher will also prompt
thinking during the process of the activities. These prompts might aide the childs reflection so the child can do the next square, or even
aide the child in thinking of what they like about their painting.

Bennett Lesson Plan 5


What opportunities/activities will you provide for students to share their learning/understanding/work in this lesson?
The children will have an opportunity to display/ present their art work to a peer and learn or understand their thinking as well as share
their understanding of their peers artwork. After the final project is constructed we will reflect as a class and share our understanding of
the project as a whole. The teacher will assess each childs understanding individually by adjusting the reflection questions. These
questions will lead the child to be able to answer the prompt statements in later peer share (I like ____ because ____). These questions
will provide children the opportunity to practice and express their learning as well as their understanding as a whole.
How will you adapt the various aspects of this lesson to differently-abled students?
Depending on the childs needs, the options of materials will be limited or adjusted. Sharing or vocal opportunities might also be adjusted
depending on the accommodations. These accommodations could be teacher choice or IEP/504 driven. If the child moves faster than
peers, I will add steps or options to further the learning opportunities. There will be a multi-modal exploration of stained glass, which
will connect to a wide range of students (if not all). If some are missed, the teacher will deliberately discuss that specific example.

References
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf

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