Professional Documents
Culture Documents
Lesson
Plan
1
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)
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):
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