EDU 155/255 Social Studies and the Arts

Opportunity Task #1: Social Studies and Arts Lesson Plans

Goal:
Your task is to create two lesson plans that will be learning experiences in the
instructional unit you have been designing. These lessons should demonstrate your knowledge of
state-adopted content area curriculum in History/Social Science and the Visual and Performing
Arts.

Role:
You are a valued member of an elementary school faculty and the lead teacher for your
grade level.

Audience:
Your target audience is your colleagues that teach at this grade level.
Situation:
You have been asked to develop and demonstrate a model unit for social studies content
integrating the arts. These two lessons will be representative of the type of learning experiences
you have planned for students in this unit of study.

Product:
You will create a lesson that addresses History/Social Science and a second lesson that
addresses Visual and Performing Arts Content Standards of the California Department of
Education for your selected grade level. The lessons must include all elements of the Mount St.
Mary’s College Lesson Plan format.

Standards and Criteria for Success:

Your product must meet the following standards:
1. Two lesson plans that are effective and engaging.
● Students will know where they are going, why, and what is required of them.
(goals, reason for learning, performance requirements and evaluative criteria)
● Students will be hooked – engaged.
● Plan will provide adequate opportunities to explore/experience big ideas and
instruction to equip students with knowledge and skills required.
● Students will have sufficient opportunities to rethink, rehearse, revise and/or
refine their work based upon timely feedback.
● Students will have an opportunity to self-evaluate their work, reflect on their
learning and set future goals.
● Plan is tailored and flexible to address the interests and learning styles of all
students.
● Plan is organized and sequenced to maximize engagement and effectiveness.
2. You will teach one of these lessons in class
 Lesson Plan Format for
Specially Designed Academic Instruction in English (SDAIE)
with SIOP Elements

Grade/Class/Subject: (For what class is this lesson designed?) Teacher: Natalie Garcia
2nd grade/ Art/ Music
Time/Duration of the lesson: (i.e. 9:15-10:00 or 45 minutes)
Two days, 45 minute lessons
English Language Proficiency of Students: (Before classroom instruction, teachers must understand their
students’ English language proficiency, and the language demands of the lesson’s instructional materials.)
- SL.2.1, 6
- L.2.1, 3, 6
- SL.2.4–6
- L.2.1, 3, 6
Standards:
(Which standards do you plan to focus on for this lesson?)
- 2.4 Create a painting or drawing, using warm or cool colors expressively.
- 3.1 Explain how artists use their work to share experiences or communicate ideas.
- 4.1 Compare ideas expressed through their own works of art with ideas expressed in the work of others.
- 5.4 Discuss artists in the community who create different kinds of art (e.g., prints, ceramics, paintings,
sculpture).

Unit/Theme:
(Place this lesson in context: What is the broad topic students have been studying? Where does this lesson fit in
sequentially?)
- Important Mexican women from the past and present

Lesson Topic:
(What big idea/concept do you want to teach in this lesson? Or What is a focusing question for this lesson?)
- Who can be a hero?
- What makes a hero?

Objectives: You must include content objectives and language objectives as indicated below.
(What will students be able to do at the end of the lesson?)

Content:
- Learn how to make a self-portrait
- Learn about the life of Frida Kahlo and how she went through hard times to be able to become the person she developed into
Language:
- Students will be able to identify what a self-portrait is

Assessment:
(How will you know if all students learned both the content and the language objectives? What informal and/or
formal methods will you use to gather evidence?)
- Asking the class at the end of the lesson about the definition of a self-portrait at the end is
important since it would serve as a vocabulary check and as a different way that the
 definition is presented since it is in their classmate’s own words; this would also be good
since it is finishing the lesson off the same way that it started which is with the same
exact question that I asked in a beginning of the lesson. I would walk around the
classroom and listen to what the students’ responses to see if they understood the content
or remembered what they learned. This would be a good option since it is observing the
students naturally while they speak to their classmates/ friends about the lesson and what
they found what was important.

Key Vocabulary:
- Self-Portrait
- Frida Kahlo (Who is she? What about her life?)

Supplementary Materials:
(What resources, “realia”, visuals, documents, or manipulatives will you use?)
 Books about Frida Kahlo (I would use the Frida Kahlo: the artist who painted herself.)
 Scissors
 Whiteboard or chart paper and markers
 Print of The Frame by Frida Kahlo,
 Other self-portrait prints by Frida Kahlo
 Mirrors, one per student
 Pencils
 Erasers
 White construction paper, (enough for at-least one sheet per student)
 Crayons
 Colored Pencils
 A ball of yarn
 Buttons
 Ribbons
 Puff-balls
 Artificial flowers
 Pipe-cleaners
 Construction paper in a various amount of colors
 Glue

Technology in Support of Learning:

(What type of technology would you and the students use in this lesson? Remember to explain how it will be used
with in your plan.)
- Zamba - Excursión al Museo de Bellas Artes - Frida Kahlo (Spanish video)
https://www.youtube.com/watch?v=ueXcGuCqPLA
- FRIDA KAHLO PARA NIÑOS (Main Spanish Video) https://www.youtube.com/watch?v=zd_Mtyi-
9Zs&t=29s
- Frida Kahlo brief biography and paintings/ great for kids and esl
https://www.youtube.com/watch?v=CeCcfDAB5Gs
- The Magic of Discovery https://www.youtube.com/watch?v=XVkq_Ikaa40
- Jurassic Classics: Meet Frida Kahlo https://www.youtube.com/watch?v=RzTDupFfnuo&t=23s

Anticipated Misunderstandings/Difficulties:
(What areas of confusion or difficulty do you anticipate students might encounter with this material? How will you
address them?)
- Students may have trouble understanding the concept behind the art lesson
- Students may not remember some of the facts that they learned about Frida Kahlo and her life
- Students may not want to work on self portraits
- I will address the misunderstanding about the concept by trying to interject the purpose of the lesson
throughout the lessons’ entirety
- I will write a T-chart on the board and ask the students about facts they remember about Frida Kahlo after
watching the video and our discussion
- I will try to encourage student participation by asking the disinterested student what they need or why they
may not want to work on the activity

Element
Describe what will happen.
Introduce the Lesson:
(Clearly identify the objectives for the lesson. Also, how will
you ensure students are engaged and can access the content?
-How will you link information to student’s lives? What will
you do to teach unknown vocabulary?)
- I would start off the lesson by first seeing
if the class can name any artists that they
know and listen to their responses. Then I
would ask who has heard of Frida Kahlo
and see how many students have raised
their hands. I would explain to the class
that Frida Kahlo is known for her self-
portraits. I would then ask the class what a
self-portrait is and wait for their responses.
- I would then read aloud the book Smart
About Art: Frida Kahlo: The Artist Who
Painted Herself by Margaret Frith. T-chart
on the board and ask the students about
facts they remember about Frida Kahlo
reading the book together and our
discussion
Rationale
Why did you choose to do it this way?
- I would start off the lesson like
this because I would like to gauge
the student’s pre-existing
knowledge on the content and try
to expand on it and/ or inform the
students about the content.
- Reading is always a good tool for
all grade levels and it would be
good to have the students make
connections to who is Frida
Kahlo with facts about her and
pictures that show who she is.
This book is an interesting
resource to use since it will
present students with facts about
the important figure that they are
learning about, but in a different
way instead of just learning
through a typical autobiography.
This book also helps explain
possible artistic vocabulary that
the students can use while also
depicting Kahlo’s work with
various photos. The T-chart is a
good way to see what the students
remember and what are the
important facts that they learned
when actively listening to the
book, it would also work as a
good reference point for later
discussion.
Develop Understandings (Instruction):
(How will you make input comprehensible – scaffold the
content-, convey information to be learned, and integrate the
concept and language objectives?)
- After learning about Frida Kahlo and her
self-portrait art style, I would give each
student a mirror. I would ask them to look
at themselves in the mirror and think about
what they like most about their face and
what they would focus on and emphasize if
they were going to draw their own self-
portrait. I would then have the students
share with their table partner what they
would focus on if they were asked to draw
their own self-portraits.
Practice/Application:
(What activities will help students grasp and practice
concepts/skills? How will students be grouped?)
- After talking to their table partners,
students will be asked to create self-
portraits of themselves using mirrors,
butcher paper, pencils, crayons, colored
pencils, and erasers. Once the students are
done drawing their self-portrait’s, they will
be able to customize their drawings with
different types of things such as yarn and
buttons, if they like.
Wrap-up:
(Review objectives and have students assess progress.)
- Once the students finish the activity, we
will regroup as a class. I would ask the
class who remembers what a self-portrait is
and wait for student’s responses.
- I would then ask the students will present
their artworks and explain what inspired
them to make their art the way they did.
- I would have the students have
the students to really take at
themselves and think about what
they like about their own faces
because it is important that the
students understand the
importance of confidence and self
since Frida Kahlo did emphasize
her image in her art style. I would
want the students to take a good
look and then discuss their ideas
with their partner so that they can
talk about their ideas out-loud
and begin to have a layout of
what they would do as an artist
themselves. This would also have
the students become more
comfortable with the concept of a
self-portrait through talking it out
with a peer.
- To have the students understand
the type of art that Kahlo created,
they will be making self-portraits
of themselves. The students will
be practicing their own art styles
while following Kahlo’s art as a
sample of what they can possibly
use. The students will be
provided with different types of
craft supplies that they can adorn
their art with to make a brighter
and vibrant art piece that matches
with what they like. Students will
work independently so that they
can effectively focus on their
self-portrait.
- I would check student’s
understanding of what a self-
portrait is when wrapping up the
activity to see if they remember
their vocabulary word.
- It is important to have the
students present their art work to
show the class that everyone has
a different type of art style and
 - The students will discuss in pairs what they
learned about Frida Kahlo and her self-
portrait art style and why they think art is
important.
Extension:
(How might this lesson be extended into future lessons or
other content areas?)
- Possibly having the class collaborate to
paint a mural.
- Having the students draw another self-
portrait at home, but this time they can
surround the drawing with things that are
important to them around the house or with
the important animals/ people in their lives
such as some of Kahlo’s portraits.
Differentiating Instruction for EL focus student:
(Describe the challenges and ELD goals of this EL student.
What will you do specifically support this student for this
lesson?)
- I would like the student to be able to
participate and understand the concept of
the lesson.
- Pairing the student with a fellow peer that
has a higher English proficiency.
- I would use different types of visuals to
help the EL student understand what we
are doing.
that everyone’s skills are different
and valid. It also gives students
insight about their classmates
choices and insight about their
own choices for their artwork.
- Having the students work in pairs
to discuss these questions is less
intimidating then discussing with
the class. I would walk around
the classroom and listen to what
the students’ responses to see if
they understood the content or
remembered what they learned.
- Having the class collaborate to
make a moral will be an
interactive and fun activity that
will have the students engaged
while working together to show
the skills that they have learned
from the lesson. It would also be
nice to display their artwork in
the classroom to show their hard
work and connection to Frida’s
art style in their own way.
- By having students draw another
self-portrait at home surrounded
with the items that are important
to them, it gives the students
more creative freedom to make
connections to what is important
to them and their lives while also
making connections to the art
style that Kahlo practiced.
(How do your choices support this student?)
- Pairing the student with a fellow
student that has a higher English
proficiency is useful since it will
give the EL student a chance to
practice their language skills will
also understanding the concept of
the lesson through their peer’s
guidance and they will hopefully
have an easier time asking their
peer for help then going directly
to the teacher since it can be a
little intimidating for some
 - I have supplementary videos for the student
that has different images, music, voices,
and words for the student.
- For the discussion, I would the questions
on the board and even include sentence
starters.
- If need be, depending on the student’s
language proficiency, I would find some
resources that are translated into their
native language.
Differentiating Instruction for a focus student with
Special Needs:
(Describe student(s) special need and relevant IEP goals.
What will you do specifically to support this student for this
lesson?)
- Having different types of videos for the student
would also be useful.
- Having the T-chart on the board
- Having the questions on the board
- Sentence starters
- Printed out directions
- Working with a partner
(What will you do for those students who already "get it"
and need to be challenged in different ways?)
- I would add a writing component. Ask them to write
about what is important to them.
students. The different types of
visuals are useful since it gives
meaning to what we are doing
and learning. The video can be
useful to help connect the
material to the activity that we
will be doing and the discussion.
This exact video could possibly
act as a supplementary material
for Spanish speaking ELL
students, who may need the
concept explained in their native
language to reinforce the
concepts that we are learning.
The reminder on the board would
be useful when doing the
discussion, so the student is able
to reference what we are focusing
on. The facts about Frida on the
board would also be useful as a
reference point if they need help
remembering what we are talking
about. Having translated
resources would be useful to have
the student feel more comfortable
with what they are learning,
having different videos with
different languages prepared as
supplementary materials would
be useful as well.
(How do your choices support this student?)
- Videos such as this one, are a
refreshing way of presenting facts
and history to students. The
animation style and the light-
hearted feeling of this video
would hopefully help get the
students’ attention while also
helping them get a better insight
for the person that is being
depicted in the video. It also
presents the material in a
different manner that the student
may prefer. Having these
reminders and sentence starters
on the board would be useful
since it will give the student a
 reference point for the discussion
and will remind students to stay
on task. Having the directions
printed out/written out will also
help the student stay on task or
feel at ease having the directions
listed out for them just in case.
Working with a partner would be
useful if the student is having
trouble with the activity at hand
and would like a peer to help
guide them through it or as an
example.
- For the students who already
understand the concept, I would
have them elaborate on their
understanding through a writing
topic and ask them what is
important to them, this can also
connect to the extension lesson
that they would be doing at home.