Standards-Aligned Lesson Plan Template€¦ · Standards-Aligned Lesson Plan Template Graduate...

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Standards-Aligned Lesson Plan Template Graduate Program in Education

Subject(s): VAPA (Visual and Performing Arts) Grade: Kindergarten Teacher(s): Miss. Hayley Conoway Master Teacher: Mrs. Marie Breslin School: Prado View Elementary Lesson Time Allotment: approximately 60 mins Date: 9/18/2019

Part I – Goals and Standards ( TPE 3.1 )

1. Common Core Learning Standard(s) (CCSS) Addressed: Math, ELA (or the other subjects when they are related to ELA) Visual Arts 2.4 Paint pictures expressing ideas about family and neighborhood.

2. State Content Standard Addressed: History/Social Science, Science, Physical Education, Visual and Performing Arts NA

3. ELD Standard Addressed: All Content Areas Part 1: Interacting in Meaningful Ways: A. Collaborative, B. Interpretive, C. Productive SL.K.1, 6; L.K.1, 6 (A: Collaborative) Exchange information and ideas with others through oral collaborative conversations on a range of social and academic topics. Part 2: Learning How English Works: A. Structuring Cohesive Texts, B. Expanding and Enriching Ideas, C. Connecting and Condensing Ideas W.K.5; SL.K.6; L.K.1, 6 (B: Expanding and Enriching Ideas) Using nouns and noun phrases.

4. Learning Objective: What will students know and be able to do as a result of this lesson? SWBAT have mastered the art of creating a picture of their family with the use of paint and paintbrushes on a piece of paper. They will have learned that the shape of heads tends to look like circles, girls’ dresses can be a triangular shape, body shapes can be rectangular, eye shape can be ovular, etc. By the end of the lesson, students will also have learned how to hold a paintbrush correctly and how to mix water with watercolor paint.

Student-Friendly Translation: Today, you will be learning how to paint a picture of your family.

5. Relevance/Rationale: Why are the outcomes of this lesson important in the real world? Why are these outcomes essential for future learning? (TPE 1.3) The outcomes of this lesson are important in the real world because students need to understand how to articulate characteristics and assign physical qualities to the people within their environments. These outcomes are essential for future learning so that students will be able to improve their art and motor skills, be able to recall physical characteristics of nouns, and be able to create their own works of art. By drawing/painting smiles or grins on their family members, they will be able to differentiate between emotions as well as be able to observe others empathetically.

Student-Friendly Translation:


Standards-Aligned Lesson Plan Template Graduate Program in Education

It is important that you learn how to paint a picture of your family, so that you can get better at painting pictures and so you can understand who your family is and what they look like.

6. Essential Questions: ( TPE 1.5 ) What makes ‘this person’ so special to you? Did you choose this color for your dad’s clothes because you like it or does he like it?

7. Academic Vocabulary: ( TPE 1.4, 1.6, 3.1, 3.2, 3.3, 3.5 ) Art, shape, visual arts


Standards-Aligned Lesson Plan Template

Part II – Class and Individual Student Information ( TPE 1.1, 3.2, 4.1, 4.2, 4.5 SSP-DAP )

Number of Students in Class Male: 12 Female: 8 Total: 20

English Language Arts ( ELA )

Mathematics For Multiple Subject and Single Subjects related to Math

Level Number of students per level

Male or Female Level Number of students per level

Male or Female

Beginning 7 6 M, 1 F Low 5 5 M

Intermediate 6 2 M, 4 F Medium 6 3 M, 3 F

Advanced 7 4 M, 3 F High 9 4 M, 5 F

English Language Learners ( ELL )

Level Number of students per level

Male or Female Specific Needs

Emerging 0 NA NA

Expanding 0 NA NA

Bridging 1 F Extra help here and there

Special Education Students Total Number: 4

Specific Needs Male or Female

Down Syndrome (has full time aid, goes to speech and physical therapy, extremely modified lessons)

Male

Has IEP, sees speech pathologist/therapist. Needs one on one help to refocus.

Female

Has IEP for speech. Won’t need an IEP much longer because speech is rapidly improving. So far doesn’t need any extra assistance in class.

Male

In the process of obtaining an IEP for lack of speech development due to young age. Needs extra assistance for most activities to help him understand and complete assignments successfully.

Male

NA

NA

NA

NA

Five Identified Student Profiles One identified special education student, one English language learner,

one special circumstance student, one high performing student, and one low performing student

Student #1

Student Name: Sophie

Special Identifications (ELL, GATE, Special Need): Speech Issues (has IEP)

Math (circle one): low (medium) high

Reading (circle one): low (medium) high

Linguistic and/or Cultural Background: Family/Home Background:



(and how these may influence instruction) Hispanic background, but speaks English. Sees speech therapist. Hispanic background brings diversity to the classroom in a positive way, that in which students can learn from.

(and how these may influence instruction) Has a half-sister in tenth grade and a fully-biological brother in the fifth grade.

Health and/or Physical Concerns: (and how these may influence instruction) Environmental allergies. Could potentially affect outdoor recess.

Socio-emotional Learning Concerns: (and how these may influence instruction) Worried, seems anxious, falls asleep in class, cries, has trouble listening and following directions, sometimes defiant, and has a lack of attentiveness. These tendencies affect instruction quite often because we have to stop what we’re doing to help her get back on track and to stop bothering/distracting others.

Social Development Factors: (and how these may influence instruction) Doesn’t engage in conversation with classmates. Not focused, constantly disengaged. This could affect instruction when activities require collaborating with peers. **Was enrolled in a speech development program from 3-5 years old**

Interests and Aspirations: (and how these may influence instruction) Enjoys playing softball and enjoys her dog. She’d like to be a princess when she grows up.

Student #2 Student Name: Justice

Special Identifications (ELL, GATE, Special Need): Young and low performing student, speech issues. Has SST (Student Study Team)

Math (circle one): (low) medium high

Reading (circle one): (low) medium high

Linguistic and/or Cultural Background: (and how these may influence instruction) Speaks English. Speaks some Arabic at home. Teachers have hard time articulating his speech, which takes time away from his learning because we have to constantly ask him to repeat himself for understanding.

Family/Home Background: (and how these may influence instruction) Arabic speaking family. Parents don’t specify his information. Has a sister in the fourth grade who is also low performing. Instruction is affected because of lack of communication/understanding from parents about child’s school work progress. His lack of speech development is causing him to fall behind the rest of his classmates.

Health and/or Physical Concerns: (and how these may influence instruction) None

Socio-emotional Learning Concerns: (and how these may influence instruction) Is immature due to young age and has a lack of attentiveness. This affects instruction because he needs to constantly be refocused.

Social Development Factors: (and how these may influence instruction)

Interests and Aspirations: (and how these may influence instruction)



Disengaged, has a hard time listening and following directions. This affects instruction because he constantly needs to be refocused. Shows signs of parallel play.

TBD

Student #3 Student Name: Dom

Special Identifications (ELL, GATE, Special Need): Young and Low performing, speech issues. Pending IEP for speech.

Math (circle one): (low) medium high

Reading (circle one): (low) medium high

Linguistic and/or Cultural Background: (and how these may influence instruction) Teachers have hard time articulating his speech. Speaks English. This affects instruction because he needs help clarifying and understanding.

Family/Home Background: (and how these may influence instruction) Has 2-year-old sister. Parents are inconsistent with speech therapy. His lack of speech development is causing him to fall behind the rest of his classmates.


Socio-emotional Learning Concerns: (and how these may influence instruction) Is immature due to young age and has a lack of attentiveness. This affects instruction because he needs to constantly be refocused.

Social Development Factors: (and how these may influence instruction) Shows signs of parallel play and is not interested in peer interaction at this point. Can affect instruction during collaborating activities with peers. **Was enrolled in a speech development program for about 6 months this year**

Interests and Aspirations: (and how these may influence instruction) Very creative and impresses teachers with artwork. He enjoys building with blocks and Legos. Can positively affect instruction, especially in the arts subject.

Student #4 Student Name: Emersyn

Special Identifications (ELL, GATE, Special Need): ELL Bridging (RFEP)

Math (circle one): low medium (high)

Reading (circle one): low (medium) high

Linguistic and/or Cultural Background: (and how these may influence instruction) 1st language Spanish. Was in program last year to help with speech and language development. Almost done bridging process. This can affect instruction occasionally with having to clarify information for her.

Family/Home Background: (and how these may influence instruction) Parents speak Spanish and she has a brother in the second grade. This can affect instruction in a positive way, in that she brings diversity to the classroom.


Socio-emotional Learning Concerns: (and how these may influence instruction) Quiet and shy. This may affect instruction when having to collaborate with other students, she may not speak up.



Social Development Factors: (and how these may influence instruction) She exhibits little interaction with other students, which can inhibit instruction when having to collaborate and mingle with peers.

Interests and Aspirations: (and how these may influence instruction) Enjoys playing with her dog.

Student #5 Student Name: Sam

Special Identifications (ELL, GATE, Special Need): Assumed GATE (can’t be placed until 2nd grade)

Math (circle one): low medium (high)

Reading (circle one): low medium (high)

Linguistic and/or Cultural Background: (and how these may influence instruction) Of Korean heritage. Speaks English and speaks well. This positively affects instruction because he brings diversity to the classroom.

Family/Home Background: (and how these may influence instruction) Speaks Korean language at home. Has baby sister, a brother in 2nd grade, and a brother in 4th grade. Having so many siblings positively affects instruction because he is empathetic towards others and can get along with his peers well.


Socio-emotional Learning Concerns: (and how these may influence instruction) None

Social Development Factors: (and how these may influence instruction) His older brothers were home-schooled. Master teacher has observed home-schooled students having more mature personalities, for example they engage more with adults than students and behave well. Sam does exactly that; he engages more with adults and exhibits great, mature behavior. This positively affects instruction because he can be a model to the class in how to act and treat others.

Interests and Aspirations: (and how these may influence instruction) TBD

Other General Classroom Concerns General cultural and linguistic background of students (home/family): All students speak English, but some students speak other languages (Persian, Spanish, Arabic, etc.). All born in America. Some parents speak other languages too.

Health considerations or physical development factors (if any) One student with extreme Down Syndrome but has full-time aid. Health conditions NA/TBD

Socio-emotional developmental (SEL) factors that may influence instruction in this academic area



Some students feel guilt or pity themselves, some cry periodically. Most are happy and seem well developmentally.

Interests and/or aspirations in the class (relevant to this academic area Class interested in art and enjoys the creative time spent doing art. All are mostly engaged in the arts.

9. Anticipated Difficulties: This section is the bridge between the concerns for individual students identified in Section 7 and how this will play out in the context of the actual classroom setting and the lesson plans you are currently preparing. Based on the information above, what difficulties may students have with the content? Specify anticipated difficulties for English language learners, students with special needs, or students with unique needs. Student with down syndrome doesn’t usually partake in regular class activities; his lessons are completely modified. Justice and Dom may have difficulties painting and holding paint brush because they’re so young and low performing, their motor skills are behind that of the rest of the class. Students may have difficulties with proportioning out their family members on their piece of paper, understanding appropriate color use for skin color, etc. Students should mostly be able to achieve goals in this lesson however. Our one ELL is bridging and does a good job at understands directions, so there aren’t any anticipated issues with her completing this activity.

Part III – Universal Access Lesson Adaptations ( TPE 1.4, 3.5, 3.6, 4.4, 4.5, 5.7, 5.8 SSP-ELD )

9. Modifications / Accommodations: What specific modifications/accommodations will be made based on the anticipated challenges for this set of students for this specific lesson? ELL / SDAIE Strategies:

- Be available to Emersyn when she may be having difficulty understanding directions or anything else. Differentiation for Special Needs:

- NA Socio-emotional Learning Support:

- NA? Perhaps talk through students’ worries if they arise, boost their confidence, showing examples, relating, to make student feel more comfortable.

Universal Design for Learning (whole class) Support:

- Show past examples of painted family portraits on the document camera/overhead projector so all students can see examples.

Higher Order Thinking Strategies (Bloom’s, Depth of Knowledge, Hess’ Cognitive Matrix, G.A.T.E. Strategies, Graphic Organizers, etc.):

- Ask students essential questions listed above as teacher(s) walk around classroom viewing students’ work. Who are the people in your picture? What do these people mean to you? What can you tell me about your picture? Why did you choose to paint these specific people in your picture? How did you paint that shape? Why did you paint this that color? If you had more time, what would you add to your picture? What is your favorite part about this picture? Why did you choose to use the thin paintbrush over the thick paintbrush?



10. Implementation of Strategies for Enhancing Lessons: 21st Century Skills: Circle all that are applicable and describe how each will be observed during the lesson ( TPE 1.5, 3.3, 4.7 ) Communication ✓ Collaboration✓ Creativity ✓ Critical Thinking✓ Technology: How will technology be incorporated into the lesson? ( TPE 3.6, 3.7, 4.4, 4.8 )

- Show past examples of painted family portraits on the document camera/overhead projector so all students can see examples. Music will be playing in back ground from computer/radio/speakers. Clock to time students’ activity allotment.

Visual and Performing Arts: How will the students be provided with opportunities to access the curriculum by incorporating the visual and performing arts? ( TPE 1.7 )

- They will be actively incorporating visual arts into the activity; it’s a visual arts lesson. They will be painting with paint using paintbrushes on cardstock paper. The students will be making art of their own.

Part IV – Assessment of Student Learning ( TPE 1.8, 5.1 ) 11. Assessment Criteria for Success: How will the teacher and the student know if each of the specific objectives identified above have been successfully met? - The teacher and student will know if each of the specific objectives have been successfully met if the students were able to paint a photo of their family and all their immediate family members. Formative Assessments: At least two total, at least one with a rubric (attach rubric to this template) Formative Assessment 1:

- Check to see if students painted a picture of their family (has to contain family members/guardians/etc.) and had appropriate color usage for skin color etc. Check to see also if students used proper shapes to create clothing (i.e., triangles for dresses, circles for heads, etc.), as well as correct proportioning to fit all members on the paper and if they were able to take care and clean their paintbrushes properly. Refer to orange rubric on the following pages.

Student Rubric:

Painted Only Members of Immediate Family

Correct Proportioning

Properly Differentiated Between Members

Usage of Reasonable Colors within Artwork

Proper Cleaning of Paintbrushes

Total

Points

/5

/5

/5

/5

/5

/25

Formative Assessment 2:

- Have students come together on the rug after finishing cleaning up. Ask students to clarify their understanding of the day’s activity by asking if they know who is in their family, if they know what kind of shapes can be used to help make certain body parts, if they understand how to properly clean paintbrushes and treat their paint sets, etc. Have them demonstrate their knowledge of all aspects by either giving a thumbs up if they think they have it all mastered, thumb sideways if they could use a



little more help, or thumbs down if they feel like they didn’t understand quite well or if they feel they need more assistance.

Peer and Self-Assessment: How will all students be involved in self-assessment and reflection on their learning goals and progress? If working in teams, how will they peer-assess each other and the group? ( TPE 5.3 )

- Students will have the opportunity to go back to their seats and pair share with their shoulder partner. In the sharing, the students can tell their partner a little about their picture, what they enjoyed painting most, what kind of shapes they used to form the body, how they cleaned their paintbrush, and how they successfully cleaned up their station. They can also describe to their partner the kinds of nouns they painted, for example the articles of clothing, the people, glasses someone may be wearing, the ground, the sun, etc. are all nouns they can point out in their picture and explain to their partner. To “grade” their peer, the student can give them a thumbs up!

Part V – Instructional Procedure

12. Instructional Method: Circle all that apply– Direct Instruction✓ Cooperative Learning Collaborative (Inquiry-Based) Learning✓

13. Prior Teaching, Prior Student Knowledge from Assessments or Student Funds of Knowledge: The prior knowledge students will have to successfully complete this lesson is to understand what a family is and who family members might be. Students will have already known how to hold a paintbrush properly, how to use paint appropriately, how to paint without a mess, how to clean up stations, etc.

14. Resources / Materials: What texts, digital resources and materials will be used in this lesson? Watercolor, paintbrushes, cardstock paper, water, dixie cups, wipes for clean-up, overhead projector, background music

15. Procedure: Provide a detailed procedure that includes estimated times and intended questions. Open – Anticipatory Set: For engaging in initial problem solving and recruiting interest Begin with showing on the overhead a picture of my family and explain to them who my family members are (i.e., my mom, dad, sister, dogs… and explain that I have 5 dogs but later on explain that I don’t need to draw ALL my pets because that’ll take too long, I can just draw one). Explain to them and point out certain characteristics that my family members have and show them their circular shape heads, etc. Ask students who is in their family. Ask about dogs, moms, dads, sisters, brothers, etc. Ask them what their family members look like and what they usually wear, how tall/short they are, how old they are, characteristics, etc. Let the students have the opportunity to answer some of these questions in front of the class by calling on them periodically to describe their family. Hearing fellow classmates’ answers will interest the students and prompt them to think more in depth about the characteristics of their own family members. Lesson Explanation: How will the goals of the lesson be explained? How will you communicate how it will relate to prior learning? How will you communicate your expectations for learning and behavior? I’ll then begin to describe the kind of activity the students will be doing that day. I’ll ask prompting questions such as “Who remembers last week’s art lesson when we all used watercolor and paintbrushes? Who remembers how we treat paintbrushes? Can anyone tell me why it is important to keep our areas mess-free? Why must we clean up after ourselves when we are finished with our activity?” These questions will show the class what kind of behavior is expected during the lesson. I’ll explain to the class that we will be continuing last week’s activities on families and family structure by painting a portrait of our own families. I’ll then explain that in today’s lesson, we will be painting our families on our very own piece of paper. To help the students



understand the goal of the activity, I’ll say something along the lines of, “For our art lesson today, we will each be painting a picture of our own family. Everyone’s family will look different because some of you may have 2 brothers, or 1 sister, or 1 brother and 1 sister. Whoever is in your immediate family, you’re going to paint them on a big piece of paper. We get to use paint and paintbrushes today to draw our families. How lucky are we? Then, at the end of our lesson, we have to put everything back in their places and clean up our stations. Does this sound fun? Are you all ready to paint?” Body – Seven Step Lesson Plan would suggest these stages: Teach and/or Model, Check for Understanding, Guided Practice, Independent Practice Teach/Model: Before releasing the students to their stations, I will show them how to draw their family on the paper first before painting it in. I will explain how the shape of the heads are circles and the bodies are rectangular and perhaps the girls’ dresses are triangular. I will draw my family on my piece of paper with pencil. I’ll release the students to go to their desks and draw in their families first with pencil, this should take about ten minutes. I’ll walk around to make sure everyone is completing their drawings nicely and correctly and offer help when needed. After they finish drawing, they’ll come back to the rug and I’ll demonstrate how to use the watercolor paint and paintbrushes. I’ll color in my own drawn family by using the paint. I’ll show them different painting techniques, how to clean off the paint in their water cup, how to tap the cup to get off the excess water, etc. Check for Understanding: I’ll then release the students group by group to their tables/stations, which will already have the paint and all other supplies on the table ready to go. I’ll give them approval to begin painting. I’ll float around the classroom and check each student’s creations to see if they understand the goal of the activity and to see if they’re painting how they should be. I’ll answer any questions, offer help, give feedback, and make sure to stop by my 5 focus students to see if everything is coming along just fine. Guided Practice: If any students need help or are having trouble painting and proportioning out their artwork, I’ll help them and explain to them how to create their best work. I will guide their work by making sure each student is following the rules, taking care of their supplies, and painting each member of their family to the best of their ability. Independent Practice: The lesson is mostly independent practice; the students will be painting their family portraits all by themselves (with the occasional help and guidance from me, their teacher). Close – After their artwork is finished, they will work together to clean up their stations and put the supplies back where they belong. Have students come together on the rug after finishing cleaning up. Ask students to clarify their understanding of the day’s activity by asking if they know who is in their family, if they know what kind of shapes can be used to help make certain body parts, if they understand how to properly clean paintbrushes and treat their paint sets, etc. Have them demonstrate their knowledge of all aspects by either giving a thumbs up if they think they have it all mastered, thumb sideways if they could use a little more help, or thumbs down if they feel like they didn’t understand quite well or if they feel they need more assistance. Then, students will have the opportunity to go back to their seats and pair share with their shoulder partner. In the sharing, the students can tell their partner a little about their picture, what they enjoyed painting most, what kind of shapes they used to form the body, how they cleaned their paintbrush, and how they successfully cleaned up their station. They can also describe to their partner the kinds of nouns they painted, for example the articles of clothing, the people, glasses someone may be wearing, the ground, the sun, etc. are all nouns they can point out in their picture and explain to their partner. To “grade” their peer, the student can give them a thumbs up! Next Steps: How will next steps be communicated to the students about continuing to learn this topic after the lesson? Before switching gears and beginning another activity, I’ll explain to the class that next week, we get to continue our family structure unit by reading special family books and completing one more project.



Part VI – Reflection ( TPE 3.4, 6.1 ) After presenting the lesson in the classroom, review and reflect on student work related to the lesson

1. Include rubric data here: This is an example of a student’s rubric based off of the content of their assignment.






Total

Points

5 /5

3 /5

3 /5

5 /5

5 /5

21 /25

*Student with down syndrome did not participate in activity, so class size is now 19* - All 19 students only painted members of their family and received 5/5 - 15 students proportioned correctly and received 5/5, two students painted too large and received 3/5, and three students painted too small and received 3/5 - 13 students were able to properly differentiate between members and received 5/5. Three students tried differentiating between members and received 3/5 and three students did not try differentiating between members and received 1/5. - 16 students received 5/5 for using reasonable colors within their artwork, while 3 students used inappropriate/incorrect coloring within their artwork and received 1/5 (i.e., colored the skin blue, colored the hair green). - 11 students properly cleaned their paintbrushes before putting them away and they received 5/5, while 8 students received 2/5 for not cleaning off their paintbrushes before putting them away. The lowest total score was 15 and the highest total score was 25. 2. Student achievement of the lesson objective according to the data analysis: Explain areas of successful achievement – The students were extremely engaged as I showed them photos of my family in the beginning of the lesson. Most all students were more than willing to tell the class of certain characteristics their family members have when I needed volunteers. For the most part, throughout the entire lesson, they were all engaged. They did a really good job of drawing their families, then coming back to sit on the rug when they were finished, and then going back to paint in their families. The process ran very smoothly. I really put emphasis on not spilling their water cups and not one student spilt. They also did a fantastic job cleaning up and not making any messes; there was never any paint or water all over the table. I asked them if they enjoyed their activities and they all replied yes with enthusiasm. Explain areas of unsuccessful achievement; and why each specific student was unsuccessful – At one point in the lesson, it was really hard to keep their attention. Many students were up out of their desks, walking around the classroom, talking with other students, and were unresponsive to me trying to get the class back in order. I had told the students who finished early that they could go around the classroom and help others who needed it. While they were extremely helpful in doing so, it grew very noisy in the classroom and I couldn’t get them back on track the first time around. Finally, they heard me and began listening again. There were also some students who painted with too much water and too much dark paint, so their paintings were dark, heavy, and blended. A few students in particular, one wouldn’t be able to tell they tried painting their families, there was no resemblance of human-like figures at all. In the end, I ran out of time to do the closing activities and have them reflect on their work or even share with their table groups.



How did learning deeply about your students’ assets and learning needs

a. Inform and/or shape your lesson plan for the whole class?

b. support student access to and engagement with the content?

- I learned that some of my students who are low performers academically, really thrived in this artistic environment. They have a very difficult time expressing themselves in subjects like math and ELA, but did not show any signs of difficulty in this art activity one bit. I figured maybe an art lesson would be a type of lesson where I could engage every student, including my low performers and ELL, and I was right. After this lesson, I plan to include at least one artistic component in the remainder of my lessons in order to keep all students actively engaged. Also, if anything, my students who are shy, did engage in conversation with their peers. My students who require a little extra help with classwork did not need any help during this activity; they understood what was being asked of them. I think this was the case for VAPA because it is fun, creative, and less demanding/rigorous.

Think about your teaching practice during the learning segment and what you learned from your analysis of multiple types of assessment about your students’ understanding of content and/or ELD learning goal(s).

a . What was most effective about your teaching or assessment in helping students achieve the content and/or ELD learning goal(s) of the segment?

I believe the most effective part of my teaching that helped students achieve the content and goal of this segment, was when I set an example, myself, of how I expected them to draw and paint. Before they drew out and painted their families, I drew out mine. As I was drawing, I was talking about how I need to make my family members big enough to see who they are, but small enough so that they’d all fit on the paper. I was also showing them the shapes I was using to make the body parts of my family members. I think my strategies really helped them to draw their family members in accurate proportions using accurate shapes.

b. What was less effective about your teaching or assessment? What do you want to set as an area for growth to increase your effectiveness as a teacher? Explain why you have chosen this professional learning goal.

I think the least effective part of my teaching was spending a little too much time discussing characteristics of the student’s family members. My intention was to get them to think about what their family members really look like, but I think I could have been just as effective if I simply mentioned to, “add glasses if your mom wears glasses or make sure you draw your dad taller than your mom if he really is taller than your mom.” I could have spent too much time discussing characteristics. I could have used that extra time to fit in the reflection/pair-share activity in the end. An area for growth where I really would like to increase my effectiveness as a teacher, is time management. It was my first lesson to ever teach to a class and I ran out of time. I didn’t get to cover important parts of the lesson. I don’t want this to happen in the future and I would like to work on better managing time spent in certain areas as I am teaching a lesson to ensure I’m able to cover all the important aspects.

3. What instructional strategies were used to help students achieve the lesson objective? Which subject-specific pedagogical skills were used to help students be successful? (reference TPE SSP 1-7 Part 2: Subject-Specific Pedagogy) Two instructional strategies I used in order to help all students achieve the lesson objective were to connect subject matter to real-life contexts and provide active learning experiences to engage student interest, support



student motivation, and allow students to extend their learning (TPE 1.3); and create learning environments that promote productive student learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and are culturally responsive (TPE 2.2). The subject matter, painting portraits of their families, is real life; they’re painting real life with their real-life family members. My showing the students pictures of my family really engaged their interest in the criteria. Since they were able to draw and paint pictures of their family members, they were indulging in culturally responsive subject matter; they were able to paint their family members in the ways they view them in their culture. The students were able to reflect diversity in their paintings; not two family members in the entire class looked similar because in real life, they all look different.

Was your lesson plan sufficiently flexible to support all students’ learning, or did you need to incorporate specific instructional, in-the-moment adaptations for particular students? Why or why not?

My lesson plan was sufficiently flexible to support all students’ learning. I did not have to incorporate specific instructional, in-the-moment adaptations for particular students because they were all capable of drawing their families and painting them in very successfully, without any difficulties. All my students seemed to deeply enjoy the activity at hand and they all demonstrated they knew how to draw and paint nicely. Some portraits were very elaborate, while some were basic; however, all portraits expressed the ability to successfully draw and paint family members.

Did your instructional approach support learning for the whole class and for each of your focus students to achieve the content-specific learning goal(s)?

My instructional approach did support learning of the whole class and each of my focus students to achieve the content-specific learning goals because all their end work proved to be well thought out and strategically completed. Most of the students were able to proportion their family members well enough that they were all visible and fit on the page, all of my students were able to only paint their family members and not any friends or acquaintances, and most all of my students were able to use appropriate color usage on their family members as well as make distinctions between their family members.

4. According to the data analysis, what changes could be made to the lesson and why? Please use specific examples from your student samples or note other specific evidence.

According to the data analysis, I could have more thoroughly gone over how to clean a paintbrush when finished. I could have also provided an alternative way to draw family members for those who had a difficult time proportioning. I could have spent less time in my intro in order to free up time for the closing remarks/activities/reflections. I could have printed out pages with a grass background for them to paint on instead of blank pieces of paper, in order to give them an idea of where they need to place their members, instead of randomly about their paper.

If you were to develop and teach this lesson again, what would you do the same or differently to improve deep learning of content and academic language for the whole class of students and why?

If I were to develop and teach this lesson again, I would do a few things differently in order to improve deep learning of content and academic language for the whole class of students. For the alternative way for them to draw/trace their family members, I could have included different sized people cut-outs that students could have used to trace their bodies onto their paper, this way their proportioning would be correct and appropriate. I would have only focused on the most important parts in the intro to discuss with them, that way I would have more time for the reflection activities in the end of the lesson. I would have definitely had a pre-printed background for them to draw their family on, that way they would have an idea of how big their family members should be and where they should have been located on their papers.



I would have also kept some aspects the same because the order proved to work very well for my students. Showing my students pictures of my family and pets in the beginning really interested them and engaged them in the art lesson. It got them thinking of the characteristics of their own family members. I would keep the part where I asked for volunteers to describe their family members because this was a way for them to tell the class a little about where they came from and what their families are like. This part made them feel valued and special because they got to express the qualities of the ones they love. I would also keep the separate times for them to draw and then for them to paint. I think they would have been too overwhelmed if they were asked to draw and then paint all on their own. Having a time where they could first draw, then come back together to discuss how to paint, and then go back and paint really gave them an opportunity to move around and clear their minds before sitting back down and moving on with their activity.

5. What should be done next to teach the students who were not successful in grasping the lesson? Explain what you would do next to advance the learning of the whole class of students. How could it be re-taught if given the opportunity?

a. Do you need to reteach any part of the lesson? Explain why or why not. I think I would have retaught the proportioning section of my lesson only because a few students had a harder time with proportioning out their family members correctly onto their pieces of paper. Some family members were too large and some family members were too small that the details weren’t very visible.

b. Based on what the whole class of students learned about the content you were teaching, what will you teach next?

Based on what the whole class of students learned about the content I taught, I think that next I would teach a lesson on how to proportion correctly. The lesson would involve how to make what you’re drawing fit on the page, while not taking up too much space, but taking up just the right amount of space. Students need to learn that arms are not longer than the length of a body and heads are not wider than the width of a torso. In order to successfully be able to create portraits and drawings, proper proportioning is a necessity. 6. Personal Reflection: What did you learn about yourself as a teacher, and how you want to teach in the future? I underestimated my teaching abilities in this first lesson plan. I was nervous going into it and afraid I wasn’t going to be able to keep all of my students engaged. I was worried about classroom management and being able to keep the students all under control and have them listen to me at the same time. However, once I got going, my nerves relaxed and I felt at ease. I didn’t have a very hard time keeping the students in line and listening. For the most part, they were all very good listeners and were able to have a fun time throughout the lesson. I felt that I was keeping them very engaged with my photos of my family and I think that gave the lesson a very strong start. I made this lesson personal and, in the future, it will be in my plans as a teacher to make as many lessons as personal as I possibly can. I know that my confidence plays a huge role in how the lesson will turn out. So, after how well this first lesson turned out, my confidence has been boosted. I learned a lot of valuable lessons, such as time management, and I feel confident going into my next lessons. I know it will only get easier and easier and I will gain more confidence and strategies as I go forward.

Part VII – Student Samples

Make copies or take clear pictures of student work for each level (high, middle, low, ELL and special needs students). Write comments on the copies. Include scores according to the formative assessment rubric categories. Also include information about how and what was communicated to the students regarding their work.



Student 5: “Sam” (Assumed GATE)






Total

Points

5 /5

5 /5

3 /5

4 /5

5 /5

22 /25

**Sam did a good job of making his family members look like actual people; he included shoes, fingers, eyes, noses, hair, and even waving motions for his person on the far left and right. Sam only drew members of his family, but he did not draw all of them. He has two brothers, a sister, a mom, and a dad. He did not draw enough people and it is not clear who is who in his portrait. However, he followed the directions of only drawing his family members (pets included) and his proportioning is well done. He used various colors and he did an admirable job of painting his skin color a peachy color. Overall, Sam’s work got him a score of 22/25.



Student 3: “Dom” (Young and Low performing, speech issues. Pending IEP for speech)






Total

Points

5 /5

5 /5

5 /5

5 /5

5 /5

25 /25

Dom really surprised me with his artwork. He is very low performing in all subjects, but his artwork today got him a perfect score. He is proof of a student who has an artistic talent. He really understood what was being asked of him in this lesson because he used very reasonable colors for his family members’ clothing and skin color, he proportioned correctly (he has a baby sister and it is very clear that the small person in the photo is her), he only painted his family members, he properly differentiated between his family members, and on top of that, he was able to correctly clean his paintbrush and put it away. I was not expecting this from him based on the work he completes for all other subjects, but now I know where his strengths are and I plan to use these kinds of strategies in the future with him. Very proud!



Student 2: “Justice” (Young and low performing student, speech issues. Has SST, Student Study Team)






Total

Points

4 /5

4 /5

3 /5

1 /5

1 /5

13 /25

Justice received a 13/25 for his work mostly because he didn’t prove to use appropriate coloring for his family members, he painted entire bodies blue. He also did not clean his paintbrush, he just put it back in its case with it still soaked with paint. Justice has one older sister, a mom, and a dad; however, I only see 3 people on his paper and it is not clear who is who. He used too much water, hence the soaked paper. I can barely see the pencil marks from when he initially drew his family and he did not follow directions when it came to painting lightly so his members could be visible. I am proud of him for only painting members of his family and not any acquaintances or friends and also how you can see the different shapes he used to draw in the body parts (rectangles for pants, circles for shoes, and circles for heads).



Student 4: “Emersyn” ELL Bridging (RFEP)






Total

Points

5 /5

5 /5

5 /5

5 /5

5 /5

25 /25

Emersyn did an exceptional job with her portrait and earned herself a full score of 25/25. She was able to use correct proportioning with her drawings of her family members, she was able to differentiate between family members (though she did let me know she didn’t have enough time to draw all of her family members), she only painted members of her family (pets included) and no friends or acquaintances, and she used great coloring when painting in her family. She used a peachy color for the skin tones and even drew her dogs phenomenally for a five-year-old! She really impressed me with her drawing and painting abilities and even cleaned her paintbrush well. Emersyn is my only ELL in the class and showed me that she works very well with art, she definitely has an artistic touch. So, I will remember how well she works artistically and I plan to incorporate these types of learning activities with lessons for her in the future.



Student 1: “Sophie” Speech Issues (has IEP)






Total

Points

3 /5

5 /5

5 /5

2 /5

2 /5

17/25

Sophie received a 17/25 for her efforts. She has a great artistic touch to her work and was able to draw her family members really well. She drew hair, fingers, shoes, legs, eyes, noses, mouths, etc. She proved her knowledge of shapes by using triangles for dresses and circles for heads. She only has a brother, a sister, and a mom and dad, so I’m not too sure who the other people are in her painting and for that, she received a 3/5 for painting more people than just her immediate family. She didn’t paint a majority of her family members and for that I gave her a 2/5 for appropriate color usage within artwork. Her proportioning was perfect and it’s easy to tell apart the adults from the children in the picture, so for that she received two fives in those categories. She also drew and painted almost the exact same picture on the other side of the paper with the time that she had, so that’s interesting. She was unable to follow directions when cleaning her paintbrush and so for that, she received a 2/5. Sophie has a difficult time focusing and staying on the task at hand, but for this lesson, she was really engaged, so I plan on using artistic activities in the future with her to bring out her focus.

Student Rubric:








Total

Points

/5

/5

/5

/5

/5

/25



Graduate Education Lesson Plan Rubric Insufficient Poor Satisfactory Good Excellent Total

15.9 and below 16-17.4 17.5-19.9 20-22.4 22.5-25

Part 1: Goals

and

Standards

Failure to align

standards and

objective and a lack of rationale and

essential questions.

Inadequate choices and

alignment of standards

and objective with poor rationale and


Adequate choices and


and objective with basic rationale and


Strong choices and


and objective with clear, robust rationale and


Excellent choices and


and objective with clear, insightfully robust

rationale and essential

questions.

Part 2:

Demo-

graphic

Profile and

Lesson

Adaptations

for specific

students

Failure to develop

demographic profile

and adaptations that provoke diversified

learning or engage

21st Century Learning, the Arts,

and/or technology.

Minimally helpful

demographic profile

and adaptations that will not likely provoke

significant, diversified

learning and only vaguely engage 21st

Century Learning, the

Arts, and/or technology.

Moderately

appropriate

demographic profile and adaptations that

will likely provoke

significant, diversified learning that engage

21st Century Learning,

the Arts, and/or technology.

Good demographic

profile and adaptations

that will potentially provoke significant,

diversified learning that

engage 21st Century Learning, the Arts,

and/or technology.

Robust demographic

profile and adaptations

that will potentially excel at provoking significant,

diversified learning that

engage 21st Century Learning, the Arts, and/or

technology.

Part 3:

Universal

Design for

Learning

Failure to provide

Universal Design for Learning.

Inadequate

demonstration of multiple means of

instruction that are not

likely to provide engaging Universal

Access for most

learners.

Adequate

demonstration of multiple means of

instruction that are

somewhat likely to provide engaging

Universal Access for

most learners.

Strong demonstration of

multiple means of instruction that are

likely to provide

engaging Universal Access for all learners.

Excellent, robust

demonstration of multiple means of instruction that

are highly likely to

provide engaging Universal Access for all

learners.

Part 4:

Assessment

Plan

Minimally useful formative

assessments and

rubric that will not enable some

meaningful

assessment for most students.

Minimally useful formative assessments

and rubric that will not

enable some meaningful assessment

for most students.

Moderately useful formative assessments

and purposeful rubric

that will enable some meaningful

assessment, but not

likely for every student.

Very clear, useful formative assessments

and purposeful rubric

that will enable meaningful assessment

for every student.

Outstanding, powerfully useful formative

assessments and

purposeful rubric that will enable meaningful

assessment for every

student.

Part 5:

Student Self-

Assessment

Plan

Failure to create a

meaningful student self-assessment

Poor plan that will do

little to empower students to genuinely

reflect on their

learning or gain personal insight

Adequate plan that

will empower students to reflect on their

learning and gain some

insights

Strong plan that will

empower students to critically reflect on their

learning and gain good

insights

Excellent plan that will

empower students to critically reflect on their

learning and gain

significant insights

59.9 and below 60-69.9 70-79.9 80-89.9 90-100

Part 6:

Instructional

Procedure

Failed to create

meaningful plans

Developed minimally

thought-out plans

without potential to create a well-

structured classroom

Developed adequately

realistic, and well

thought out plans with potential to create a,

well-structured

classroom where students might

understand the

boundaries

Developed strong,

realistic, and well

thought out plans with potential to create a

thriving, well-

structured classroom where students

understand the

boundaries and can work well within them.

Developed extremely

strong, realistic, and well

thought out plans with potential to create a

thriving, well- structured

classroom where students understand the

boundaries and can work

well within them.

Point Chart:

180-200 A

160-179 B

140-159 C

120-139 D

119 and

below:

Failed

Final

Score:



All Components Lesson Plan Rubric Insufficient Poor Satisfactory Good Excellent Total

11.9 and

below

12-13.9 14-15.9 16-17.9 18-20

Student Work

Sample

Submission

Failure to include

student samples on a meaningful level

Submission of two to

three samples little diversity in abilities

and needs and/or

lacking appropriate comments and grades

Submission of three to

five samples some diversity in abilities

and needs with

appropriate comments and grades

Submission of five

samples representing ample diversity in

abilities and needs with

strong, useful comments and grades

Submission of five

samples representing a wide range of diverse

abilities and needs with

excellent, clarifying comments and grades

47.9 and below 48-55.9 56-63.9 64-71.9 72-80

Teaching

Candidate

Reflection on

Lesson

Failed to reflect on

the lesson in a pedagogically

meaningful way

Minimal reflection on

lesson and specific assessments showing

poor analysis into the

strengths and weaknesses of the

instructional method

and process, adaptations, and levels

of inclusion and

engagement for both the whole class and

individual needs with

inadequate consideration of next

steps

Adequate reflection on


some analysis into the




of inclusion and



satisfactory consideration of next

steps

Strong reflection on


good analysis into the




of inclusion and



sound consideration of next steps

Superb reflection on


robust analysis into the

strengths and weaknesses of the instructional

method and process,

adaptations, and levels of inclusion and engagement

for both the whole class

and individual needs with excellent consideration of

next steps

Lesson

Observation

Protocol

(LOP)

Submission

The LOP was submitted to Canvas in a timely manner and in readable form.

(This is a Credit/No Credit aspect of the assignment. 100 points will be taken from the overall score of this lesson plan if an LOP is not submitted.)

Where do

I submit

this? I will

have it

ready

10/24

Point Chart:

180-200 A

160-179 B

140-159 C

120-139 D

119 and below:

NOT YET

Final

Score:

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