Elementary Teacher Candidate Name: Asmaa Arifi Date: 10/21/19

Lesson Title/#: Murals

Lesson Plan
Grade Level: 3rd
Template
Introduction/Lesson Foundations
Learning Objectives - no more than 1 per content area

1. Students will be able to explain how murals affect a community.

Central Focus: Art can have a positive affect What do you know about your students?
to a community. (Personal, cultural, developmental assets)

Standard(s) - no more than 1standard per content Personal: creative, enjoy hands on work,
area: Cultural: value community
Developmental: express thought, neat and precise work
3.GS.HS.6. Evidence of positive and negative human
modification of the environment can be observed in the local
community.
Create 2 formative assessments - one for each learning objective,and one summative assessment for literacy
content standard.
Evidence Learning Objective(s) Addressed - copy/paste Assessment
LO here
Students will describe the LO1 Students will write, on a note
positive affects murals have in a card, where they would add their
community mural and how it would affect
the community.
Materials/Resources:
Website
Maybe Something Beautiful
Paper
Coloring utensils
Note card

Instructional Procedures/Steps
Lesson Stage Teacher Behavior Student Behavior
Opening:  Read authors note from Maybe Something
Include Beautiful  Students think aloud and share out.
transition and
 “What kinds of murals have you seen? Where
hook
did you see them?”
 So as we saw in the book, art can bring a big
change to a community. Lets take a look at some
murals that are found in Columbus.”
 Go to Link. Scroll though the images while
allowing students to talk to the person next to
them about what they like about the mural or
 how it makes them feel.
Academic Mural, describe
Language (Key
vocabulary) - no
more than 2-3
words (2 content
& 1 metacognitive
/thinking word)

Body of Lesson  “Now we’re going to be our own artists. When

you go back to your tables, I will hand out a
piece of paper and a note card. On the piece of
paper, you will draw your mural. Imagine you
are one of these artists and you’re going to be
putting your work on a big wall for your
community to see. After you are done with this,
you will use the note card to describe your
mural, where you would put it, and how it would
affect the community.”
 Dismiss students to work  Students will create their murals using coloring
 Walk around to help students utensils.

Closure  Students will be asked to come to the front of  One student comes up to share while we listen.
the room to share their murals and what they
have written.

Modifications/  If link does not work. Google Columbus Murals to show different examples.
Accommodations  If a student is not feeling confident in the work they might produce, I will encourage them to think about the
/
kind of work each person did in the book. They can simply choose a phrase they would like to put up as a
Enrichment
Remember this mural.
section is to
address specific
children who
 need extra
support learning
this content.
jh 7/31/18; modified dms 3/12/19

General Reflection:
I began the lesson by reading the author’s note from our read aloud. I explained that aurthors leave us a note to give us more
information about what inspired them. The author’s note talked about how their community started adding murals all around to
make it a better place. After we finished, I asked students to share out what kinds of art they have seen around our city or another
place they have been. Many students shared out and had great things to say. I wish it had gone differently during this part. It was
very difficult for me to build off of my student’s voices. I wish I had asked follow up questions or made connections about what is
being said. After student shared, I put up the link to different art in Columbus. I explained we would look at some art around our city
and I want them to talk about what they like or how it makes them feel. I also explained that murals can be just phrases.
After this, I told students it was our turn to be artists and make murals. Students were to make a mural and then write about their
mural. Students had to include a description of their mural, what community they would like to add it to, and how it would affect
that community. Students were kind of confused about the instruction sbecause they had a lot of questions. Before I dismissed them
to work, I should have had students rephrase what were the expectations. In giving directions, I would have also liked to mention
that we have writing with our mural to give our audience more information. I should have also connected the author’s note by
explaining that we are leaving a little note for our work too.
We did not have enough time to share out.
Language Learning:
The book and activity revolved around murals. This was the only word I pre-taught before our read aloud. We continued to focus on
this word.
Reflections on Culturally Responsive “Teachable Moments”:
There were many opportunities to honor and build on student voices in this lesson. However, I think I was too focused on the lesson
and missed these opportunities. I didn’t really feel like I used my students’ voices to guide the discussion.