Art Lesson Plan

Grade/Class/Subject: Second Grade / Visual Art with Social Science Teacher: DukHee Lee

Time/Duration of the lesson: 60 minutes in total

English Language Proficiency of Students: Bridging

Standards:
HSS 2.2.4 Compare and contrast basic land use in urban, suburban, and rural environments in
California
VPA 2.1.3 Identify the elements of art in objects in nature, the environment, and works of art,
emphasizing line, color, shape/form, texture, and space.
VPA 2.2.1 Demonstrate beginning skills in the use of basic tools and art making processes, such
as printing, crayon rubbings, collage, and stencils.
VPA 2.2.2 Demonstrate beginning skill in the use of art media, such as oil pastels, watercolors,
and tempera.
VPA 2.4.3 Use the vocabulary of art to talk about what they wanted to do in their own works of
art and how they succeeded.

Unit/Theme: Our Communities

Lesson Topic: Our communities are unique and different from each other. Such characteristic
are urban, suburban and rural.

Objectives: You must include content objectives and language objectives as indicated below.

Content: Students will be able to compare and contrast urban, suburban and rural
environments and describe what type of communities they’re currently living in.
Students will also learn to use simple print making process with masking tape and
demonstrate art skills with tempera paint.

Language: Students will be able to define and describe urban, suburban and rural as they
are making group art work(mural).

Assessment:
Students will use their completed art work to describe the three characteristic they have learned.
They will be able to define the differences by identifying things that can be found in certain
areas.

Key Vocabulary:
 Urban
 Suburban
 Rural
Supplementary Materials:
 Photographs of different cities, residential, and farms that depicts urban, suburban, and
rural.
 Large butcher paper
 Masking tapes
 Tempera paint
 Paint brushes
 Palettes

Technology in Support of Learning:

None

Anticipated Misunderstandings/Difficulties:
Students may not be able to differentiate some of the characteristics between urban, suburban
and rural because some things can be seen in other areas. To help the misunderstandings,
detailed pictures of urban, suburban and rural in different areas will be provided in the front and
discussed before starting.

Element Rationale
Describe what will happen. Why did you choose to do it this way?
Introduce the Lesson:

The objective of the lesson is to help student Stating objectives to the students will
understand the concept of urban, suburban and help them to understand the three types
rural by creating the community using art. of communities and they can identify the
characteristics in their community.
Prior to the lesson, students can talk about what
they can find in their community and try to find
similarities between each other’s community.

Develop Understandings (Instruction):

Go over the description of each characteristics of Students will practice identifying the
the community using pictures and discuss characteristics of urban, suburban and
students’ communities. Each pictures should rural communities.
include specific characteristics of the communities.

Students can discuss types of buildings or what
they see in their neighborhoods to figure out what
types of communities they’re living in.
By using pictures to talk about the
characteristics, it will give better
understandings to the students who are
unable to differentiate the three
characteristics.

Practice/Application:
First, students are divided into three groups. Each
group will be assigned to urban, suburban and
rural areas. There will be three large butcher
papers taped on the floor (or the wall) securely.
Each group will be assigned a characteristic.
Each group will be sent to where the large butcher
paper and masking tape is.
Using the masking tape, students will start creating With masking tapes, students will get a
houses, buildings like schools, markets, and
skyscrapers. Students can also use the space for
the trees, sky, mountains and transportations seen
in each community. Students are also encouraged
to add windows, doors and any other designs
desired on the building.
Once the masking tape part is completed, students in the drawings made with masking tape
will use tempera paint to paint the creation using
various colors.
When the paint is fully dried, students can take off
the masking tape carefully without ripping the
paper. After all the masking tape is taken off, it
can be displayed on the wall where it’s visible for
all students to see.
Wrap-up:
Looking at the completed mural, students can
discuss about what makes each mural urban,
suburban or rural.
Extension:
This lesson can be extended into informative
writing activity to describe the three environments
in more detail.
To help students to grasp differences and
identify the three characteristics (urban,
suburban, and rural) students are
provided with an activity which they can
create their own image of all three
characteristics.
chance to try simple print method.
Students are using tempera paint to color
giving students to work with various
colors.
When the work is displayed, students can
start to identify the differences of the
characteristics.
Students will get a chance to discuss
about the types of characteristics
explaining what and how they have used
the materials after what they saw in the
photographs.
By going back to the objectives and
reviewing the students’ outcomes,
teacher is able to assess students’
understanding.
Now that students have an idea of the
three types of communities using art,
students can practice writing by using the
completed mural as a background.
Students can make anchor chart or graphic
organizer to find similarities or differences.
Differentiating Instruction for EL focus
student:
To support EL students, they will be mixed in the
group with students who are more proficient.
Various examples of urban, suburban and rural
photographs should display throughout the entire
art time.
The teacher should also walk around monitoring
the progress of the EL students.
Differentiating Instruction for a focus student
with Special Needs:
To support the student with physical disability
(wheelchair), the group with the student with
special need will have their butcher paper taped on
the table. The tables can be put together to
provide bigger space.
The masking tape will be placed on the table along
with tempera paint, palettes and brushes.
Other students are encouraged to help the student
if the student with the special needs help getting
the tools or need assistance ripping the masking
tape.
The student who “get it” can extend their
describing the three characteristics using more
words.
With the photographs, the EL students
can constantly go back to find the
characteristics of the communities.
With a buddy that can help the student in
the group, EL student can gain
confidence and can ask questions in case
the student is too shy to ask the teacher
when all attention is centered to them.
When the teacher is going around to
monitor the progress, the EL student can
feel comfortable enough to feel that the
attention is not only on him/her. This
method will also give teacher to see if the
EL is gaining understandings without
hovering over the student.
Student will have difficulty participating
if the butcher paper is placed on the
ground or on the wall. When it’s placed
on the table, the student will have access
it and help them to participate.
The materials are placed on the table will
be accessible for the student easily.
Student will be able to reach the material
to choose from the choices.
Adding challenges to the students who
already get it can avoid students to get
bored and help to be interested in the
assignment.
If the student is artistically talented, student is
encouraged to add more details using the masking
tape.