EDUC 104E Media Lesson Plan Template

Student name: Xu Xia

Group name/table number: 8
Target grade level: First Grade

List the “strand” that is the focus of this lesson: (Artistic Perception, Creative
Expression, Aesthetic Valuing, Historical Cultural Context, Connections,
Relationships, or Applications.)
Creative Expression
Brief narrative introduction:
Let the students listen the song “It’s a small world” and show the picture of
food from all over the world. Let them discuss with their partner about the food
they ate before and what kind of the food they like.
Talk about the primary color and secondary color, let them use the clay to mix
the color and make their favorite food or the food they want to try.
Goal setting: What is your overall Big Picture? What are your unit goals?
What is the ultimate outcome you’d like to see happen from your unit? Think
BIG.
- Each student made their own food by clay from different culture background.
Such as: Pizza, Taco, Dumplings, Sushi, etc)”
- The goal is to let the students understand the different culture and accept
the difference.
- Know the basic color theory.

I. Standards and Objectives

Part 1: Academic Content Standard

(Copy one that is the focus of this lesson, one is usually sufficient, copy this
exactly on/from the California State Standards in Visual Arts or National Core
Arts website

2.1Use texture in two-dimensional and three-dimensional works of art.

2.2 Mix secondary colors from primary colors and describe the process.
2.3 Demonstrate beginning skill in the manipulation and use of sculptural
materials
(clay, paper, and papier maché) to create form and texture in works of art.

Part 2: Overall Project Goal and Your individual Objective(s)

What do you plan on accomplishing with this lesson? What concepts, ideas,
or theories will you teach? Remember, these should relate to the Big Picture
(above). Set at least 3 objectives for your lesson. Some words you may want
to use: enhance, expand, continue, address, build, foster, develop, increase,
identify, demonstrate, etc.

Reply to this prompt: “By the end of this lesson students will be able to…”
By the end of this lesson students will be able to understand the culture
difference, they will know that we should respect the difference although we
are not familiar with it. We should not make fun of others lunch box. Students
will also develop the knowledge of color theory and 3-D shapes.

Part 3: How does your lesson support the concepts of the Common Core
Standards (hands-on learning)?
Students will use the clay to mix color and build different shapes to make
their favorite food. It can show their cultural background and their living
environment.

II. Assessment:
How will you know you have accomplished your lesson goals? In what ways
will the participants be able to show evidence of their understanding of what
you’ve taught them?
I will know when students talks about the food they made. They can talk
about when their family will eat those food. Or they food from the other
counties they want to try, why it attract him/her.
When they mix the color they want, I will know that they understand the color
theory.
Likely misunderstandings:
hink ahead. Where do you suppose the participants might have a difficult
time understanding concepts you are teaching?
I think the concept is not hard to understand because I combine it with the
food. Maybe they will focus too much on the food, not culture.
I feel the material (clay) may lost of control. For first grade students, they may
throw the clay or stick it on other things.

III. Sequence of Instruction:

Activities: What activities will you do with the participants? Be sure to give the
amount of time planned for each, and order them in sequence they will need
to be presented. Activities should lead the participants to meet your learning
objectives and should support the VPA State Standards. If an activity requires
a step-by-step process that you feel should be explained in detail, please
provide a separate sheet with those directions.
5 min : Listen the song and see the pictures of different food. Explain some
culture background relate to those food.
5 min : Let the students talk about what kind of food they ate before? Which
one is their favorite? When are they going to eat those food? It that relate to
some important festival?
10 min: introduce the primary color and secondary color. Let the students start
to mix the 6 colors.
15 min: Students start to make the food by using clay.
10 min: Let the students to find 3 partners with different food. And talk about
why they like the food and and some experience.
IV: Resources/materials: List all of the resources and materials you will use
in this lesson.

Identify your sources (copyright)

It’s a small world” song

https://www.youtube.com/watch?v=CbIhYhrOJAg

Vocabulary: What words are the “academic” language of this lesson?

Culture
Diversity
Difference
Creating
Group discussion

Technology: How will you use technology in this lesson?

Use Google Slide to show the food picture
Use YouTube to play the sone

Submit this lesson plan with copies of any of handouts you have produced.

Reflection: What have you learned about teaching and learning from this
project? What worked well? How would you change it to be more effective in
the future. What else would you like to know about teaching in the arts?
(These are some topics you might reflect on after teaching a lesson, it is for
your information only, and is not required for this assignment)