Lesson Plan Template (Teacher FacilitatedArts

Integration)
HEADING:
Students Name: Shayna Schmitt
Subject Area(s): Art, painting, science
Concept/Topic: Self-portrait with favorite season activity

Date: 4/11/16
Grade Level: 1st grade
Time: 10:30am

CONTEXT:
Composition of Classroom:
Who are the students? Describe the instructional context including any specific
characteristics of the class or of individual students that are important to consider.
Include the following:
Students background and attributes (Include: cultural background, prior
knowledge, and prior experiences): I have 17 students, 10 girls and 7 boys. 2
students with special needs (ADHD and dyslexia) and 1 ESL student.
Students abilities (Include: cognitive strengths & weaknesses; social &
behavioral characteristics): I have different levels of reading abilities, and my
special needs students have trouble with attention span. I also have one
student who gets frustrated very quickly and needs all of his work to be
perfect of he wont turn it in until it is.
DESIRED RESULTS:
Big Ideas/Key Concepts:
What do you want students to understand about the topic? Summarize the Big
Ideas (overarching concepts that transcend all grades) and Key Concepts your
lesson is designed to address. Include the specific content and process information
(Teacher Knowledge) you need to know about this concept in order to teach your
lesson.
a. Big Ideas: draw their body and think back to favorite thing to do in the
different seasons
b. Key Concepts: the parts of the body and site words to describe activities in
different seasons.
c. Teacher Knowledge: Introduce the parts of the body before this lesson and
talk about seasons.
Objectives:
1.

What do you want the students to be able to do at the end of the lesson?
Continue to refer to these objectives during the lesson. (These objectives
should describe what students will do in the lesson, and what they will be
learning through that activity.): I want my students to really think back to
what their favorite things to do are that represent the season. For example,
you wouldnt have jumping in leaves to represent winter. I also want my
students to learn how to draw a body using basic shapes.

2. Address Coherence and Continuity: Describe how this lesson fits into the
unit. How does this lesson connect to what came before and what comes
after? What did students learn in previous work that provides the

underpinnings for this lesson and unit? How does this lesson relate to other
subjects?: This lesson fits into my thematic unit of the seasons because we
will cover all 4 seasons and be able to tell the difference of each based on
their drawings/paintings of themselves doing their favorite season activities.
Curriculum Standards:
List the education standard(s) that will be addressedPennsylvanias Standards
Aligned System (www.pdesas.org) (These standards should be closely related to the
big idea(s) and objectives described above.):
4.1.1.E: Describe the seasons and describe how the change of the seasons affects
living things.
4.3.1.A: Identify some renewable resources used in the community.
7.2.1B: Identify the basic physical processes that affect the physical characteristics
of places.
7.2.2.A: Identify the physical characteristics of places.
7.3.1.A: Identify the local climate and how it determines the way people live.
7.3.2.A: Identify the effect of local geography on the residents of the region (food,
clothing, industry, trade, types of shelter)
EVIDENCE:
What data will you collect to assess the extent to which the desired outcomes were
achieved? Explicitly state how the collected data are linked to the big ideas and
objectives identified above (e.g., if students do x, then I will know that y.).
Answer the following questions

Describe how will you monitor progress during the lesson: During the
painting, I will have the students do check points to check in with me and
make sure that they are incorporating everything in their bodies. The
background is all on them as long as it goes with what season we are working
on that day or which season they choose.
During and after the lesson, how will you determine if the students have
gained understanding about the big ideas/concepts?: I will use a rubric for
their paintings and will use their paintings as a prompt for them to write
about it for a literacy lesson using their science site words.
How will you know if they are able to perform the skills taught in your
lesson?: I will know they are able to perform the skills by seeing what they
are doing with their hands on activity.

LEARNING PLAN:
Rationale:
What about prior sessions with the students and your knowledge of students
in general prompted you to select the tasks and develop the ideas in this
lesson plan as you did? Be specific. Consider what theory is driving your
instructional decisions as well as how you plan to incorporate the Temple
teaching standards into your lesson: learning about the body, how to start to

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draw people, learning about the geography of our community and what our
seasons look like.

Differentiation: Be specific. Explain how your lesson will help ALL students,
including your special education and linguistically diverse students, develop
the big idea(s) and key concept(s).: I would help the students by writing
words down on the board and examples of what they could draw and write
about for their seasons background. Some may need help drawing their
shapes for the body parts, so I will have things they can trace.

Materials and Technology:

List all the materials/equipment needed for this lesson, including technology.
Include a separate list for teachers and students.
Paint
Pencils
Large white paper
Lined paper
Harry Sternberg season paintings
Step-By-Step Procedure:
Be very specific about the details of the lesson plan, such that someone, in your
absence, could use the plan to teach it the way you intended. For example, if you
want to discuss something, how will you facilitate the discussion? What will you
say? Make sure you ask students to explain their thinking and engage
with the content on a higher level.
1. Launch:
a. Hook/Lead-in: I will show my students Sternbergs pictures and ask
questions like What season do you think this represents? How do
you know? What are some of your favorite things to do or see in our
community that reminds you of the season? What do you notice
about the bodies?
b. Activate Prior Knowledge: We know about the body, but were not
too sure how to draw them yet, so lets use some shapes we know to
make our bodies. What do we know about the weather in the seasons
that affect what we wear? What about the trees and scenery that
affects what the season is?
2. Instruction: Specify the steps required to instruct, model for, and to guide
students. Decide how students will participate.
a. Explicit Instruction or Worked Example:
i. Showing the paintings and describing them
ii. Tell the students to brainstorm what they like about different
seasons and write it on the back of their paper
iii. Start with drawing the body. Circle for head, triangle for body,
thing rectangles for arms and legs.

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iv.
v.
vi.
vii.
viii.

Add some details

Think about what the background can be for each season
Have the students do their own backgrounds
Check in with me
Talk about what they are going to write in their prompt about
their painting
ix. Have the students write and check back for adult writing
x. Make corrections together
xi. Outline in black
b. Modeling: I will model how to draw our people. I will also write site
words on the board that they will use to describe their drawings.
3. Independent Practice: the writing prompt is independent because theyre
describing what they drew. Their background is independent because its
what they like about the different seasons. And even though we will be
drawing our people together, they will be independently done because they
will be drawing themselves.
4. Application: they will use this in other lesson plans in our thematic unit for
science, social studies, math, arts, and literature.
5. Closure: I would use a writing prompt and to have a 1:1 for the students to
tell me about what they wrote about, and if they need to revise (adult writing)
and for them to explain the parts of the bod they added, what season they
are showing.
EVALUATION:

I will make sure my students know the season they are representing,
the parts of the body and what shape they used to start it, the site
words they used. I will have a mini meeting 1:1 for them to talk about
it, I will grade the art work on rubric scale to make sure they have
everything, and I will use the prompt to grade for a literacy
assignment.

TEMPLE TEACHING STANDARDS (TTS):

Deep Content Understanding: creating a body, thinking about seasons

and what represents them.
Coherence & Continuity:
Real World Connections: students are thinking back to imagine what they
like about the different seasons that reminds them of what season it is.
Active Learning: students are hand on the whole time from drawing,
painting, writing, and rewriting.
Critical & Creative Thinking: drawing their backgrounds, posing their
human in the picture, writing about their picture.
Teacher Reflective Thinking

REFLECTION (AFTER THE LESSON):

Analyze the evidence you collected and reflect on how the lesson went:

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What did the students learn? How do you know?

What went well? What makes you think so?
What would you change if you were to teach the lesson again? Why?
Explain how the evidence that you collected is also useful in thinking
about something more than the success of this particular lesson. For
example, consider how your data support or conflict with theory and
research that youve read.

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