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Lesson Plan Format Form

First Name

Last Name

Email

Date

Lindsey

Seu

seulinds@hawaii.edu

November 19, 2015

Semester

Year

Grade Level/Subject

Lesson Duration

Fall

2015

Kindergarten/Art/Math

45 Min

Title
Spring Art-Flower Hand
Central Focus (Enduring Understandings)
A description of the important understandings(s) and concept(s)
Art can be created in many ways. We are not limited to tools that are provided (i.e. paintbrushes). Our hands can be used as an instrument to create
art pieces. Through modeling and assistance, students will learn how to create an art piece using different parts of their hands. Students will
demonstrate different techniques such as dobbing and painting and will learn the process of creating a hand printed flowerpot.
Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III) that align with the central focus and address
essential understandings, concepts, and skills

F.A.K.1.2 Developmentally appropriate art media, tools, and processes.

Student Learning Objectives
Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson learning segment
Students will learn how to dob using fingers.
Students will learn how to use a paintbrush
Students will learn the process of creating a flowerpot art piece.
Assessments
The procedures to gather evidence of students learning of learning objective(s) to include formative (informal) assessments applied throughout the
lesson and a summative assessment (formal) of what students learned by the end of the lesson (include any assessment tools)
Formative
Students are able to follow directions
Call and response to questions
Turn to partner
Class discussions
Summative
Students are able to perform the following skills:
o

____ Dobbing

____ Painting

Students have the following in their painting:

o

____ 5 stems (pinky, ring, middle, pointer, thumb)

o ____ Flowerpot
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____ 5 petals on each flower

Students Prior Academic Knowledge and Assets

The students content knowledge, skills, prior academic experiences, and personal/cultural/community assets to draw upon to support learning
Students have had prior experiences creating hand printed cards for Christmas. Theyve learned how to paint on an easel as well as on paper when
creating watercolor paintings.
Academic Language and Language Supports
Oral and written language that the students need to learn and use to participate and engage in the content. The planned instructional supports to
help students understand, develop, and use academic language.
Painting
Petals
Stems
Leaves
Dobbing
Flower
Colors

Instructional Strategies and Learning Tasks

A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps that convey the use of
multiple strategies, supports, and resources and 2) list opportunities offered for multiple modes of participation

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Lesson Plan Format Form

Teacher Will

Students Will

1.

Introduce lesson and purpose behind hand art

1.

Students will be seated on the carpet

2.

Read story The Empty Pot

2.

Students will be sitting facing teacher and listening to story

3.

Talk to students about meaning of story Their best is good

enough.

3.

Have an opportunity to ask questions and provide input.

4.

Introduce the lesson Spring hands. Show students sample

of artwork. As a class, identify how many stems and flower
petals are on artwork.

4.

Students will raise their hand and count with the teacher the
number of flower petals (25) and the number of stems (5).

5.

Explain to students they will be using their hand as key

instrument for painting. Have students count fingers on
palm of hand together.

5.

Students will raise their hand and count their fingers with
the teacher. Students will count and look at other friends
hands.

6.

Introduce materials. Show students two paint pallets, paper

and paintbrush. Explain purpose of each item and rule
about sharing.

6.

Students will be sitting on carpet, listening for instructions

7.

Model artwork to students. Take white paper and place on

white board. Take paintbrush and dip in green paint.

7.

8.

Show students how to properly paint hand using paintbrush

8.

Students will repeat back to teacher what the rules about

painting are. Call-and-reponse.

9.

Students will copy what teacher is doing. They will hold up

two fingers and double check with neighbor

-No touching other friends around

-No wiping paint on shirt.
Stick painted hand in middle of paper
9.

Take paper towel and wipe hand. Take opposite hand and
identify pointer and thumb. Explain the two fingers are used
to make flower petals

10. Model Dobbing

-Have one palm infront of body facing the sky. (This is
paper) Take pointer finger and make contact with palm.
Have students do down up motion 5 times.

10. Students will copy teacher doing this motion five times.
(Down, up. Down up, Down up, Down up, Down up).
Students will say it out loud to the rhythm.

11. Model to students in class how to dip finger into colored

paint and place onto paper
-dip pointer finger into one color
-scrap alittle excess off finger.
-Wipe finger using paper towel

11. Students will identify with teacher right and wrong way of
dipping.

Dob 5 times onto paper right above each finger.

12. Demonstrate petals
12. Students will practice create petals using dobbing
-Use pointer finger and create five petals. Go around the
technique.
other 5 colored dots
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Differentiation
Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the needs of students who require further
support (e.g., ELL/MLL, struggling, accelerated, 50/IEP, etc.)
Struggling: Students will work together in pairs, receiving further assistance. Students who struggle with cutting will receive precut flower pot. They
will also receive a sample to refer to if they struggle.
Advanced: Students will add more details to painting (Petals/Stems).

Instructional Resources and Materials

Books, texts, and other materials needed for the lesson

Paint Pallets

Paint colors (Green, Red, Blue, Yellow)

Paint brush

White Paper

2 inch brown squares (Flower Pot)

Paper towels

Aprons

Lesson Plan Reflection (if lesson is carried out)

An analysis of what worked, what could be changed, and the next steps for teaching

What changes would you make to your instructionfor the whole class and/or for students who needed greater support or challengeto
better support student learning?
o Why do you think these changes would improve student learning? Support your explanation with evidence of student learning
AND principles from theory, recommended practices, and/or research.
Based on your reflection and your analysis of student learning, describe the next steps for instruction to support students learning.

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Guiding questions for written reflections: (Include prompts in your reflection

document)
1. Summarize the sequence of events in your lesson. How did your actual
teaching differ from your lesson plan? How and why did you change it?
When I first began this lesson, I remember feeling nervous because I had never done
an art lesson like this before. The amount of prep work needed for this lesson was a
lot. On each table I provided two paint pallets with green, blue, red and yellow paint.
On the table there was also two paint brushes, white paper and paper towels. I also
asked the students to place their aprons on their chairs before starting the lesson.
When I gathered the students to the learning mat, I explained to them the purpose for
this lesson. First I read the story, The Empty Pot by DEMI. As I read the story, the
students observed and looked at all the different flowers throughout the book. This
helped them build schema of all different colored of flowers they could make. I also
wanted my students to get the moral of the story, that doing your best is all that you
can do. I then moved into modeling and showing the student how to use their hand as
an instrument to paint. Step by step, I showed them how to apply paint to their hands
and how to dob as well. This lesson took about two days finish, something that I
never expected. In my head, I thought this lesson would be done on one day. My
students didnt have enough time to paste their flowerpots on their art piece. Instead
of rushing my students like the last time, I decided to extend it to the next day.
2. Did students meet the learning objectives? What evidence and assessment
tools did you use to evaluate the learner outcomes?
Looking at my students art pieces, I noticed majority of the students were able to
follow simple directions and create a hand printed flowerpot. All except two students
were able to dob five petals on each flower and perform the tasks required. The first
student did not dob but instead smudged the paint around and made five big dots.
The second student did not follow the directions and had more than six stems.
3. Consider your lesson through the lenses of observation described by Borich.
What successes did you and/or your students experience during the lesson?
The lens that I used to observe my students was lens 3: Look for Lesson Clarity. What
worked for this lesson was the amount of modeling I performed for my students. I felt
the multiple demonstrations really helped my students throughout my lesson. I
repeated the steps during explicit instruction as well as during the individual work.
The pacing of this lesson went really well in my opinion. I broke down slow and
breaking down every single step helped the students visually see what was
happening. I repeated my self many times so that my students could grasp the
concept.

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4. What changes would you like to make to your instructional practice and
why? Support your explanation with evidence of student learning needs
and principals of research and/or theory.
I felt this lesson went very smoothly. I felt the transitions were great and the students
were very engaged. If I could change my instructional practice, I would have liked it if
I had given my students more freedom to create their own art piece. I think I would
have my students create different things using finger paint. According to Gardners
Multiple Intelligences, students learn perform and understand things in different ways.
I wish as a teacher I could have catered to other areas and taught in different ways.
There are seven different learning styles: visual-spacial, bodily kinesthetic, musical,
interpersonal, intrapersonal, linguistic, and logical-mathematical. I could see my art
lesson ntegrating math. I could have had my students count by 5s and learn
grouping. As a teacher, its important to consider all different learning styles and allow
students to express themselves in their own way.
http://www.tecweb.org/styles/gardner.html

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Teacher Candidate:
Lesson Reflection Rubric:
Unacceptable
Target
Writing is superficial and is Describes insights gained
limited to retelling the
on teaching and student
events that occurred in
learning
the lesson.
Describes lesson
Writing is vague and could successes with clear and
describe any lesson in the specific details.
observed content areas.
Discusses proposed
Writing does not include
changes to instruction
proposed changes to
with connections to
instruction and/or does
student evidence and
not offer a rationale for
research and theory.
change.
Writing is clear and
Writing lacks focus and
organized; includes
organization. It includes a academic vocabulary and
casual voice and general
professional voice.
vocabulary not suitable for
a professional paper.
Writing included minimal
errors in conventions that
Writing includes numerous do not distract from
errors that are distracting
overall meaning.
to the reader.
Writing meets style
Writing was not submitted criteria.
on time.
Assignment was
submitted on time.
Overall: Unacceptable

Overall: Target

Professional
In addition to target
criteria.
Writing includes questions
about teaching and
learning for further inquiry.
Samples of student work
with commentary is
provided as evidence of
student learning and
lesson success.
Uses assessment data and
principles of research and
theory to justify proposed
changes to instruction.
Writing demonstrates
depth of knowledge and
includes specialized
vocabulary.
Writing is of professional
quality with no significant
errors.

Overall: Professional

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