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CREATIVE ART

Checklist for Choosing a Meaningful Activity

Your role is to select, plan, implement, and evaluate a creative art activity in your practicum classroom.

The experiences you have in our class workshop and the assigned readings will provide a good foundation for

Name:__Sara Pintauro_ Lesson/activity:___The 12 Days of Kindergarten__

Can the activity be presented to the children without the use of a model?
Presenting a model to children limits thinking and creativity and implies that a specific kind of product
is expected.
Note: Yes, the children just need to be explained what to do and assisted if theyre still confused.
Is the activity value both process and product?
The activity focuses on childrens exploration, expression, and creativity, AND a final product that
children can feel sense of achievement and be proud of.
Note: They get to choose their own object and own sense of what it looks life and what they think it should be
doing.
Does the activity encourage children to explore different ways of using the materials that are provided?
Creativity is the goal of this activity. Choose open-ended materials that will encourage the children to
express themselves in a unique way.
Note: They use scissors, glue sticks, pencils and multiple different colored crayons to color in their different
objects.
Will the children in your class be able to complete the activity with a minimal or some amount of adult
assistance?
Note: Yes they should be able to complete it on their own but help will be their for them if needed

Do I have access to the materials and supplies that are needed for this activity?
What does the school have that I can use? What do I have? What will I need to purchase?
Note: Yes! I can make copies for the students at the school and they have cubbies with all the supplies I need and I
have the book at home that I can bring in.
2
Do the children have the fine motor skills to be able to do what is required?
Can the children use glue bottles successfully? If not, what modifications should I make?
Can they use scissors to cut their own collage shapes?
Note: They are all at the level to use scissors and glue sticks, but I will be evaluating how well they could use them

Do I have enough time for this activity to be satisfying?

If this is a new kind of activity for the class or if you introduce new materials, the children will need time
to explore before they can use them creatively. Be realistic in assessing the time you have available and
the childrens prior experiences as you plan for your activity. This can help avoid a frustrating
experience for both you and the children.
Note: Yes. Read aloud and the art activity has an allotted time slot in the day. Also, if they dont finish the activity
there is a time in the day they can finish any work that they didnt finish in the allotted time.

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\LESSON PLAN OUTLINE

JMU Elementary Education Program

Sara Pintauro
Mrs. Berrys Kindergarten class at John Wayland Elementary School
To be presented week of March 13th-March 17th during Read Aloud & Project Centers time
Submitted to practicum teacher: February 13th

Mrs. Berrys Approval: ____________

TITLE OF LESSON: The 12 Days of Kindergarten

The children will create their own version of the book The Twelve Days of Kindergarten by filling out the
worksheet I provided for them. For the first day of kindergarten they have to write the alphabet, but for the next 11
days I left black spots in the next to the number of what day it is for them to cut out the objects and glue it next to the
correct day it belongs too. Then on the back of the page they have to make up an object that they got on the 13th day of
kindergarten..

CONTEXT OF LESSON
Before this activity, the read aloud book for the day will be The Twelve Days of Kindergarten, written by
Deborah Lee Rose and illustrated by Carey Armstrong-Ellis. This activity is extremely appropriate to the children to
expand their literacy skills and theyre knowledge of the book. I have observed that the students know the alphabet,
yet are still practicing their handwriting skills and writing each letter. I also have observed that they are learning to
relate words to action, which this activity does in each day of kindergarten by letting them choose the object and
what the object is being used for. This will also expand on their artistic abilities and abilities to cut, glue, and draw
each object as whichever object they choose they have to then draw the number of times. This also expands on their
counting abilities as they have to count up to 12 objects when deciding where the correct spot to glue the objects are.

OBJECTIVES AND ASSESSMENT

Developmental Objectives Plan for Assessment

1. The students will create a neat project
using the tools.
2. The students will match the correct
group of objects to the number they
belong to.
3. The students will correctly write the
alphabet.
4. The students will correctly count out
loud from 1-12.
Here I will be assessing the students fine motor skills. I will see how
well they cut by making sure they cut the objects out along the dotted
lines. I will look at how successful the objects were glued onto the page,
by seeing that no glue is visible and the object is fully stuck to the page. I
will collect this data at the end by looking at the final products.
I will assess student performance on this objective by seeing if the correct
group of objects were glued next to the number that correlates to the
amount of objects. This could be assessed at the end while looking at the
final products.
I will assess student performance on this objective by seeing if they can
correctly write the full alphabet. I will also be looking to see how well
they could write each letter, if their letters are legible, and if any of the
letters are backwards, or they skipped any. Capitalized or lower case
letters are accessible. This could be assessed at the end or during the
activity.
I will assess student performance on this objective by seeing if they can
correctly count aloud from 1-12. I will go over this with them in the
beginning of the activity and advise them to use their skill of counting
from 1-12 when they are deciding which objects go to which number. If a
student is unable to count on his own, I will go through the numbers 1-12
with him and watch over his work to make sure he can do it alone while
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working. This has to be assessed right before allowing them to start the
activity.

5. The students will draw their own object
on the back of the worksheet.
6. The students will successfully explain
their own personal 13th day of
kindergarten with pictures and words.
I will assess student performance on this objective by checking to see that
each child drew a picture of an object that they got for the 13th day of
kindergarten on the back of the sheet. For the children that need to be
challenged, I will have them right a sentence about what they used the
object for.
I will assess student performance on this objective by observing their
presenting skills when explaining the object they drew for the 13th day of
kindergarten. This will be assessed at the end of the activity, when they
completed the worksheet and are presenting to me/group I call them over
with.

COLLECTION OF ASSESSMENT DATA

When looking over the worksheets, circle any misspelled word, backwards letter, missing work, and
anywhere that they mixed up the objects.
You should also be checked off next to each question asked on the data assessment chart.
If you need any additional space to write comments, write it on the side or the back of the sheet with their
name written next to it, but just checking off whether they were able to do each skill should be enough.
Collect all of the worksheets, finished or not.
When they are at music you will go over all the worksheets and circle anything wrong or missing and hand it
back to them if anything is wrong or incomplete and have them work on it during project center time/play
time until the worksheet is completed/corrected.
Before letting them put it in the mailbox, collect them all again to take pictures for documentation of all of
their work.

RELATED VIRGINIA STANDARDS OF LEARNING (K)

Oral Language
K.2 The student will expand understanding and use of word meanings.
a) Increase listening and speaking vocabularies.
c) Use words to describe/name things.
d) Use words to describe/name location, size, color, and shape.
e) Use words to describe/name actions.
f) Ask about words not understand.
K.3 The student will build oral communication skills.
a) Express ideas in complete sentences.
g) Follow one- and two-step directions.
h) Begin to ask how and why questions.

Reading
K.5 The student will understand how print is organized and read.
b) Identify the front cover, back cover, and title page of a book.
c) Distinguish between print and pictures.
d) Follow words from left to right and from top to bottom on a printed page.
e) Match voice with print (concept of word).

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K.6 The student will demonstrate an understanding that print conveys meaning.
b) Explain that printed materials provide information.
c) Read and explain own writings and drawings.
K.7 The student will develop an understanding of basic phonetic principles.
a) Identify and name the uppercase and lowercase letters of the alphabet.
c) Demonstrate a speech-to-print match through accurate finger-point reading in familiar text that includes
words with more than one syllable.
K.8 The student will expand vocabulary.
a) Discuss meanings of words.
b) Develop vocabulary by listening to a variety of texts read aloud.
K.9 The student will demonstrate comprehension of fictional texts.
a) Identify what an author does and what an illustrator does.
b) Relate previous experiences to what is read.
d) Begin to ask and answer questions about what is read.
e) Use story language in discussions and retellings.
g) Discuss characters, settings, and events.
K.12 The student will write to communicate ideas for a variety of purposes.
a) Differentiate pictures from writing.
b) Draw pictures and/or use letters and phonetically spelled words to write about experiences.
c) Use letters and beginning consonant sounds to spell phonetically words to describe pictures or
write about experiences.
d) Write left to right and top to bottom.

Visual Art Communication

6.3 The student will communicate personal ideas, experiences, and narratives through the creation of
works of art.
6.4 The students will examine and apply ethical decisions in art making.
6.5 The student will use elements of art and principles of design, including the following, to express meaning in
works of art:
1. Color Relationships
2. Line Variation, implied
3. Texture Visual, tactile
4. Value Gradation
5. Proportion Realistic, distorted

Number and Number Sense

K.1 The student, given two sets, each containing 10 or fewer concrete objects, will identify and describe one
set as having more, fewer, or the same number of members as the other set, using the concept of one-to-one
correspondence.

Patterns, Functions, and Algebra

K.15 The student will sort and classify objects according to attributes.
K.16 The student will identify, describe, and extend repeating patterns.

Art Analysis, Evaluation, and Critique

6.14 The student will use critical inquiry skills when describing, responding to, interpreting, and evaluating
works of art.
6.15 The student will describe ideas and emotions expressed in works of art.

MATERIALS NEEDED
Worksheets (I will provide)

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The Twelve Days of Kindergarten book by Deborah Lee Rose (I will provide)
Scissors, crayons, pencils and glue sticks (Classroom will provide children have it at in their cubbies at their
desks)

PROCEDURE

- Make instruction cards

-
PREPARATION OF THE LEARNING ENVIRONMENT
I will have the worksheets already passed out at their desk
The glue sticks, pencils, crayons, and scissors will already be provided for them in their cubbies at their
desks
INTRODUCTION AND ORGANIZATION
To arrange for taking turns, I will take turns calling on children as I ask questions throughout the read
aloud. To take turns in the groups, the assigned groups they already have will just be called on in a
rotating transition, giving every student an equal turn with each teacher.
To introduce the activity I will present the read aloud book The Twelve Days of Kindergarten then
leads us into the activity. Throughout the read aloud I will have the students help me finish the line of
what the teacher gave to me of each day, as its repeated on every page throughout the story. This will
keep the childrens attention throughout the read aloud.

IMPLEMENTATION
During read aloud time from 11:35-12:00pm, gather the students on the carpet and introduce the book The
Twelve Days of Kindergarten left on the desk. Go over the title, author, illustrator, and the difference
between the author and the illustrator. Then begin to read the book. Ask questions throughout reading such as
Who can say the whole alphabet right now? Where is the alphabet written in this room? Do you see any
pattern forming? What song does this remind you of, etc. Also go over any words or definitions of words
you think they may not understand right away.
After lunch, at 1:05-1:50 you will begin the activity. You will make them sit on the rug and you will explain to
them they are going to make their own twelve days of kindergarten by writing in their own objects the teacher
gives you and cutting out from the list on the back page what those objects are for. You will describe to them
that they will then have to draw that object, the specific amount of times depending on the day they chose to
put the object at. You will explain to them that they will cut out the words on the back page and glue them on
each day on the second line provided for them, depending on what they want that object to be used for.
You will then begin to call the students over in groups, as the other teachers will do the same. You will work
with the 4-5 students individually and help them with anything they may need help on. If they seem to
understand what they are doing, you can rotate the groups or tell them to work on their own and call another
student to replace their seat at the group table.
Once the assignment is done you will ask them to reflect on what they did and the relation to the book (as told
below) and hand in their work.

As stated above, I will ask questions like I stated, and have them sing the repeated story along with me, during
the reading aloud. This will help keep the students engaged throughout reading the whole entire book. For the
assignment part, I will make sure all the students are engaged fully by putting them in their groups and allowing
the three other teachers and I too work with them in groups of 4-5 helping them with anything they need. I wont

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answer anything for them, but I will help guide them to the answer. During the reflection I will help them think
by asking them open ended questions such as Why did you chose that object and put it with that action?, etc.

CLOSURE
I will ask the students to think about how the activity we just did related to the read aloud book we read.
I will then ask any students if they wanted to share an object and what they made it be used for that they
enjoyed.

CLEAN-UP
I will make them make sure all the caps are on the glue sticks, and have them put their scissors, crayons
pencils, and glue sticks back in their cubbies. Then I will ask them all to throw out any scrap paper they
find on their desk or on the floor. Then they will hand in their assignment or put them in their BEE
folders if Ive already evaluated and took pictures of them all. If there are any leftover scraps, at the end
of the day I will throw them away when Im wiping down the tables, getting rid of any glue marks.

DIFFERENTIATION
For the ELL students, I plan to have them work on this activity with the ELL program teacher that pulls them
out every day during class to do worksheets and projects like this one. For the rest of the students, I plan to pull them
aside in their assigned groups of 4-5 while the other two groups are working with Mrs. Berry and Mrs. Harder. That
way, there will be a teacher for every 4-5 students guiding them through the activity and helping them with what they
need help with. This way, the needs of the students in the classroom will be met. For the students who need additional
challenge, I will challenge them to choose their own words that the object can be used for and writing it on a separate
sheet and cutting it out. To help support the learning of the children struggling with your objectives, I may assist them
counting each set of objects that they draw to make sure they drew the right amount, depending on what day they
choose it to be on.

WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?

Children may not be able to think of objects. To help this, I will ask them to look around the room and
choose anything you might see. Or I will suggest they think of a theme like animals or toys or food or
their favorite snack or craft tools and have them choose objects based on that.
Children might get easily distracted. I will solve this by calling on the students that might not be
devoting their full attention, to answer the questions I ask during the read along.
Children may have trouble gluing, cutting, or finding out how many drawings to make for each day. To
help this, Mrs. Berry, Mrs. Harder, and I will be focusing on 4-5 of the students at a time helping them
with any troubles they might have.

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DATA COLLECTION FORM

(repeated for all 21 students)

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 (2nd grade level worksheet)
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 Cut these out and put them on the second line
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on your worksheet for each number!

Cooking feeding breeding reading speaking
telling drinking meeting writing eating
playing coloring spelling measuring

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weighing counting building hatching
sorting stringing showing talking
screaming jumping walking running riding
communicating climbing typing
texting working planting teaching

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On the first day of kindergarten my teacher gave to me the whole alphabet from A to Z.

_________ _________ _________ _________ _________ _________ _________ _________

_________ _________ _________ _________ _________ _________ _________ _________

_________ _________ _________ _________ _________ _________ _________ _________

_________ _________ On the day of kindergarten my teacher gave to me

2nd day 8th day

3rd day 9th day

4th day 10th day

5th day 11th day

6th day 12th day

7th day

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And on the 13th day of kindergarten my teacher gave to me

13 Draw a picture

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Documentation

and Reflection

PICTURES

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Pictures
Pictures

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Lesson Plan Reflection

As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to guide
your thinking. Be thorough in your reflection and use specific examples to support your insights.

I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why you
made them.
The first issue on the lesson plan was that the worksheet was way too difficult for kindergarten. After going
over the worksheet with my CT, I sat down while they were at music and came up with a new worksheet that modeled
some of the worksheets they do in class and incorporated a drawing they could do to express their thinking on the
back. I went over a rough draft of the new worksheet that I had handwritten with my CT and she said it was perfect
and to type it up and bring in the revised lesson plan tomorrow.
The second issue on the lesson that I encountered that made me alter my plans was the time that I was given.
Instead of being able to read the book during read aloud then have them go back and draw their picture and fill out the
worksheet, I had to quickly do the read aloud as part of the time slot I was going to give them to work on their
worksheets and drawings. Due to this time change I decided go around and help the students go through the worksheet
part as quickly as they can. I did this by going around and encouraging them to focus on the task at hand and helping
them figure out what letter goes next when they were stuck. By the time all of the students were done with the
worksheet and started drawing their picture, it was time for them to go to computer lab. Considering the drawing on
the back was one of the most important parts of my lesson plan, I asked my CT if a few students can stay behind with
me and finish their drawings and I can take them to computer lab late. She allowed me to do this and I sat with 6
students and talked about their drawings with them while encouraging them to add color and details.

II. Based on the assessment you created, what can you conclude about your impact on student learning? Did
they learn? Who learned? What did they learn? What evidence can you offer that your conclusions are valid?
Based on the assessment I created, I learned that the students I observed were able to do most of the objectives,
but struggled with some. My CT told me for most worksheets to save time, to have the objects they have to cut out be
lined up so they just have to cut straight, although that if my point was to make them work on their fine motor skills
and ability to weave in and out of lines when they cut (which it was), then it was perfect. I believe that I impacted their
fine motor skills during this activity as they are so used to cutting objects from worksheets being easier. I also believe
that they learned the concept of relating a story that was read to an activity they did in class, to then the real world.
This showed to me when the students drew their own object on the back of the worksheet representing what they
wanted for their 13th day of kindergarten, and when they had to explain their story to me using their pictures and their
words. For example, without me even telling Hannah to draw 13 of the objects on the back of the page, she assumed
from the story and from the worksheet that on the 13th day their should be 13 objects, so she drew 13 scissors. I believe
that Bailey was able to connect the story and worksheet to the real world when she drew her picture of her house and
her yard. When I asked her what she drew and why she told me I drew a house because on the 13th day of
kindergarten were not going to be here were all going to be having a playdate at my house, I believe that my
students also learned to use as much detail and colors as they can. For instance, when Ian drew me a dinosaur I asked
him if the dinosaur was clear and he said no its red and yellow. I then asked so why isnt it red and yellow? And he
said youre right and drew the dinosaur red and yellow. He then showed me his picture again and I asked him
where does the dinosaur live? and he said in the forest! so I asked him to show me and he drew colorful detailed
trees and a depiction of his forest. I also believe my kids learned to correct themselves when they accidentally write a
letter backwards. I saw this when I noticed when they wrote a letter in step 1 of the lesson plan backwards and I asked
them whats wrong with this letter and they would say oh yeah then correct themselves. I knew they learned from
their mistake when I looked at the back of a worksheet where my student wrote dinosaur with a backwards s at
first then clearly tried to erase it and write it the correct way, when I saw a faded backwards s in the background of
the correctly written s.

III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more
thorough way if you were to teach this lesson again.

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If I were to teach this lesson again to incorporate DOP more effectively I would have the focus of the
assignment be more on the last step, which was drawing their 13th day of kindergarten. OR, to make sure their focus
was on the last part of the assignment I would make sure to have enough time to do the full lesson plan and have the
children explain not just to me about their picture but to their children as well. I would also bring in the actual objects
of whats given on the 1st-12th day of kindergarten and have them organize the objects that way instead of just cutting
out and gluing a picture of the objects. Another way I could incorporate DOP better would be to have them make the
object they want on the 13th day of kindergarten with a few arts and craft materials I would supply for them.

IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom
teacher?
Unfortunately, the classroom in my case study is very diverse and on different levels of learning. For the
majority of the class what I would teach next if I was the teacher would be writing sentences about what they
drew/made on the back of the worksheet. I believe this is most of the students next step as they are being prepared for
1st grade and connected words they speak with words they write. For the children that struggled writing the alphabet on
their own (ELL students) I would go start to go over the recognition of letters and have them associate then with the
sounds they make and then have them write each letter until they are able to write the full alphabet on their own,
recognize all the letters, and associate them with their sounds. For the children who are successfully beginning to write
sentences with their pictures without me telling them to, I would teach them next to write two sentences or sound out
the words slower so they could start to successfully spell the words or at least come closer to how to spell the words.

V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young
children as learners?
As a result of planning and teaching this lesson, I have learned that young children as learners are at all
different levels. For instance, two of my students (ELL) were struggling coming up with the next letter in the alphabet,
meanwhile a majority of my students knew what to do and were just struggling staying on task, while a few of my
advanced students were writing sentences about their pictures on their own. I also learned that young children need to
be motivated and put on task very frequently throughout the lesson plan.

VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?
As a result of planning and teaching this lesson, I have reinforced how important it is to encourage children to
stay on task. I reinforced this during the read aloud when after each page I would ask the students to complete my
sentence about how many objects theyre going to get on the 5th day of kindergarten, as it was a pattern throughout the
book and it kept them engaged throughout the story. I also reinforced this by going around the classroom and
refocusing the students that were distracted to do their next task at hand. I also learned that as a teacher you need to
give an extra push and encouragement to open up their mind and explore their creativity. I learned this when children
kept trying to hand in their drawings to simply get the work done, instead of sitting down and exploring their
creativity. I learned to sit down with them and tell them theres no rush and this is the fun part and there is not right or
wrong answer just to draw whatever they want on their 13th day of kindergarten.

VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?
As a result of planning and teaching this lesson I have learned that I need to be flexible. I learned that things
always come up, such as snow days, holidays, illnesses, fire drills, etc. and I need to be prepared to work with it. Due
to the snow days I didnt get the full time slot for the lesson that I had hoped for, and I had to rush through reading the
book and didnt get to spend small group time with all the students like I was planning to. But I learned that you just
have to work with it and I was able to work with one group of children while the others went to computer lab. I also
learned that I need to know exactly what level of difficulty to make my worksheet and lesson plans that meet the needs
for most of the children, but could still be adjusted for the struggling or advanced children. I learned this when I
remade a worksheet because my first one was too hard. I was able to make the worksheet be at the level most of the
class is at, and have a few worksheets with some letters drawn as dashed lines to assist the struggling students when
writing the alphabet, and have a big enough space on the back for the advanced students to have room to write a
sentence about their picture.

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