EDN 323 - Kite Project by Randy Mitty Plan Framework Grade Level and Subject Area Kindergarten Date

your are scheduled to teach the lesson 04/09/12 Time frame of lesson 10 minutes Purpose of Lesson The purpose of this lesson is for students to create a spring themed object, kite, that contains a spring symbol and has movement. Learning Objective(s) TSWBAT 1. Identify objects that represent the season of spring 2. Understand how movement can enhance art. 3. Demonstrate how to trace and cut out an object using paper and scissors. Connection to Illinois State Standards > Visual Arts: Identify the elements of line, shape, space, color and texture; the principles of IL.25.A.1d repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation. IL.26.B.1d IL.27.B.1 > Visual Arts: Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building and imagination. > Know how images, sounds and movement convey stories about people, places and times.

Materials Required Kite tracers, pencils, scissors, brads, Spilsh, Splash, Spring by Jan Carr, Wiggle by Doreen Cronin,

Instructional Sequence Introduction: Gather students into the center of the room and read Splish, Splash, Spring by Jan Carr. Detailed Instructional Procedures: Discussion: Question: What objects in our story do you think represent Spring? (Kites, flowers, raincloud, umbrella) One object in particular that we are going to look at is a kite. Question: Can anyone tell me what a kite is? (A kite is a toy that flies in the sky on the wind) Question: What do kites look like? (They have patterns and shapes tails) Question: When do we fly kites? (During the spring and summer)

It's too cold during the winter and fall even though it can be windy during those seasons

Direct Teaching: We are going to make kites today because it is now spring and its perfect time of year to fly kites. The kites that we are going to make are going to have a tail that is going to move just like kite tails in the sky move in the wind. You will also be creating an image on your kite that represents the season of Spring Demonstration: 1. Show students tracer of Kite and tail 2. Explain that students need to trace both the kite and 3 bows onto their piece of paper 3. After kite and tail have been traced students need to put their name and class on the back of their paper 4. Students will color in their bows 5. Students will color and draw a spring themed image on the back of their kite 6. Students will cut out the kite, tail, and bows 7. Attach the tail to the kite using a brad, connect bows to tail with brads Direct teaching: When students are done with connecting their kites and tails together they can then free draw until the end of class. Closure: Before students can line up for class ask them the following question. Question: What image did you choose to draw on your kite to represent Spring? (Flower, Rain Cloud, umbrella)

Assessment Tools or Strategies Objective 1 is assessed when students successfully trace, cut, and color, their kites and connect the tail of their kite with a bracket. I will know that the students can identify a spring themed object when they draw a flower, rain cloud, or umbrella on their kite. Objective 2 is assessed when students listen to me reading the book Splish, Splash, Spring. I will know that the students understand how motion can enhance art when they attach their kite tails to their kite and they show me how they move. Objective 3 is assessed when students trace and cut out their kites and tails. I will know that students can successfully trace and cut out an object when I see that there kites are successfully created. Adaptations/Accommodations If students have a hard time tracing their kite pieces I will be available to help them. I will leave my kite example out for students to see if they are confused. Sources Cited List all the resources (text, articles, published materials, internet sites, or person) you used when making this plan.

Attachments Resources Resources

APA_Citations.pdf

Six Common Mistakes in Writing Lesson Plans (and what to do about them) http://www.adprima.com/mistakes.htm While this site does not follow the NCC lesson plan format, it contains useful information to help you improve in your abilities to plan lessons. Help with Lesson Planning http://www.educationoasis.com/curriculum/LP/lesson_plans.htm Resource that will help with thinking about the plan as a whole and with writing effective objectives. Lesson Plan Writing Guide http://www.lessonplanspage.com/writelessonplan-htm Page that will help you think through writing a lesson plan. Writing Lesson Plan Guide http://712educators.about.com/od/lessonplans/ht/lessonplans.htm Overview of essential elements to consider.