Kindergarten, 1st , 2nd, or 3rd grade

Students will work individually and develop a unit plan equivalent to one week. The unit must be a mix of a subject area with a Nebraska Core Standards and Visual Arts.

1. Select a subject area that has a state standard (Links to the state standards are on my website):

a. Language Arts b. Social Studies c. Math d. Science

2. Choose a grade level: a. Kindergarten b. First Grade c. Second Grade d. Third Grade

3. Select a Textbook in the Library that corresponds to your selected subject. 4. Select a state standard in your chosen subject area (State standards may

change each day – Be must keep a common theme) 5. Develop an Enduring Theme/Big Idea… What is your main goal for the

entire week? 6. Make a Rough Draft of your week’s lesson plan – Rough Draft Paper

provided 7. Plan an art project for each day to replace the assessment piece.

REMEMBER – Art projects do not need to be HUGE projects. They can be used as assessments or reinforcement pieces into any lesson.

The Unit must include:

**Lesson Plans and all supporting work MUST be typed and a hard copy handed in for grading.

Written Unit Plan including…

• Enduring Theme/Big Idea • Standards (both integrated subject standard(s) and art standard(s)) for each

day • Objectives – MUST BE MEASUREABLE and include objectives for

BOTH art and selected subject area. • Bell Work – Can be incorporated with the Anticipatory Set for days #2

through #5. • Anticipatory Set – The main set is the first day of your lesson plans. The

remaining days are a review over what you did the day before – and can be part of the bell work – example: worksheet. Must write what you are reviewing. DO NOT write – review from yesterday.

• Vocabulary (Art vocabulary and selected subject area vocabulary represented) AT LEAST one of each for each day.

• Everyday MUST include an integrated visual art activity – Picture of the activity MUST be included. Even if you need to sketch the project. If it is a worksheet (see ice cream project on the previous page), that must be included.

• List of all Media/Materials - Websites, youtube links…..Including the name of textbook and chapter

• Information given by teacher – BE SPECIFIC. Answer – How and what are you teaching…You do not need to make the powerpoints or lecture notes. Just explain what you are teaching and how you are teaching it.

• Activities/Procedures – This is the art activity. Detailed instructions. Include worksheets if applicable.

• Assessment: Art Activity and any another activities/worksheets that are included for each day.

• Accommodations for students – None • What to do if students finish early – Does not need to be included

ALL LESSON PLANS MUST BE TYPED

DO NOT USE THE LESSON PLAN FORM –

Please type out each day separately with all of the required sections within each day

 

 

 

 

 

 

CONTINUE  SCROLLING  TO  SEE  EXAMPLE  LESSON  PLAN  

 

 

 

 

 

 

 

 

 

 

 

EXAMPLE LESSON – DAY 1

AHT 390

Third Grade Cursive Unit Plan – DAY 1

Enduring Theme: Introduce cursive writing and teach important strokes for cursive writing.

Standards:

• Language Arts: LA 3.2.1.g: Write legibly in cursive • Visual Arts: FA 5.2.1.b: Use observation, imagination, and interpretation in creating

artworks that reflect a variety of styles, themes, and subjects.

Objectives:

• Students will be able to print and identify each of the basic strokes necessary for

beginning cursive writing – undercurve, overcurve, and slant and demonstrate mastery of

the two strokes through a creative art project.

• Students will be able to identify and use curved, diagonal, horizontal, and vertical lines in

their beginning cursive writing activities and art project.

Monday:

Anticipatory Set:

Show a powerpoint of words written in cursive. Ask students to read the words. Compare words

written in manuscript to words written in cursive. Talk about the similarities and differences of

each word/letter. Show students examples of cursive writing, perhaps examples from students

you had in previous years, talk about how in third grade we are going to learn how to write in

cursive.

Vocabulary:

• Headline: Top line on the paper.

• Midline: Middle (dotted) line on the paper.

• Baseline: Bottom line on the paper.

• (Little) Undercurve: Touch the baseline; curve under and up to the midline.

• (Big) Undercurve: Touch the baseline, curve under and up to the headline.

• (Little) Overcurve: Touch the baseline; curve up and right to the midline.

• (Big) Overcurve: Touch the baseline; curve up and right to the headline.

• Curved Line

Information:

1. Start by talking about the proper “pencil position” (rest the pencil near your big knuckle, hold

the pencil with your first two fingers and thumb, point the pencil toward your shoulder, bend

your thumb, rest your last two fingers on the paper). Demonstrate, ask students to do it along

with you, ask students to show you proper pencil position (walk around and check).

2. Talk about the proper “paper position”, slanted in the direction of the hand you hold your

pencil. Demonstrate and ask students to do it along with you, ask students to show you paper

position.

3. Use an overhead transparency or masking tape on your marker board to teach headline,

midline, and baseline to students. Ask them to identify lines along with you, and ask students to

identify headline, baseline and midline without you.

3. Teach how to form a little undercurve using an overhead transparency or the whiteboard.

Hand marker boards out to students so that they can practice making their own little undercurves.

Ask students to hold up their boards so that you can check their work.

4. Repeat step 3 with the big undercurve.

5. Point out the different lines that are used in each letter – Example A = Curved Line

Activity/Assessment:

1. Each student will get a large piece of white construction paper with 8 writing lines already

drawn in black marker.

2. Students will be given pipe cleaners (they can choose their colors) that they will cut into

smaller pieces and bend into the shapes of the cursive strokes they learned (little undercurve, big

undercurve, little overcurve, big overcurve, and curved lines). Students will need to cut enough

pipe cleaners to make four of each stroke.

3. Students will glue their cut and bent pipe cleaner pieces onto their writing lines in the proper

position (i.e. are they on the correct part of the line, are they the right height, etc.).

4. Students will write the name of the stroke above each line.

5. Students may decorate any white space on their paper using crayons, colored pencils, markers,

etc.