Physical Education Lesson Plan Template
|EDU 543 VAPA Lesson Plan |
|Lesson Name and Content Area |
|Grade Level___2nd ___ |
| |
|Candidate Name: Michelle Martinez |
|Locate a VAPA lesson plan on WWW and work backwards to fill out this lesson plan form. Fill out the student information form at the end of this lesson plan to help you|
|know your individual students. Download TPA 1 and 2 and use as a reference as you complete this lesson plan. This plan is intended to provide you with some of the |
|major skills and types of writing needed for completing TPA 1 and 2. |
|Learning about your students: Locate or develop an interest survey you could use to learn about your students: Google interest surveys for elementary students and get |
|ideas. Arts and PE are great areas of the curriculum to learn more about the interests and attitudes of your students and helps you plan other content area lessons. |
|Describe the students in this class: Use your fieldwork school for information. (view their web site and find supporting|List potential high risk (type of) students, |
|information) |issues, or anticipated difficulties with |
|Include the following: |engaging students in this learning |
| |opportunity. |
|The students that I am observing are in the second grade. These students are around seven or eight years old. The class | |
|is composed of fourteen boys and eighteen girls. The social economic level of the students in this class is middle class.|They are becoming more critical and |
|The students enjoy playing outdoors and tend to play with same-sex peers. The students in this grade level like to be |self-conscious of how well their skills are |
|competitive, so they love playing in team sports. Students dislike having to move their clip down on the behavior chart |in comparison to the rest of the class. |
|because they will not receive a perfect week reward. Some background experience that this classroom teacher has in this |Therefore, students who does not perform at |
|content area is several hours of professional growth. The teacher has participated and attended workshops which promote |the level of the rest of the class are at |
|visual arts in elementary school classrooms. The second grade students in this group need to have more hands-on projects |risk of facing issues and difficulties. |
|and field trips where they can make connections to the things they are learning in school. | |
| | |
|State Adopted Content Standard(s) |How do these standards integrate across the |
| |curriculum? |
|Visual and Performing Arts Content Standards | |
|Visual Arts 2.0 Creative Expression |Language Arts: |
|2.2 Demonstrate beginning skill in the use of art media, such as oil pastels, watercolors, and tempera. |Speaking and Listening Standards: |
|2.3 Depict the illusion of depth (space) in a work of art, using overlapping shapes, relative size, and placement within |1 Participate in collaborative conversations |
|the picture. |with diverse partners about grade 2 topics |
| |and texts with peers and adults in small and |
| |larger groups. |
|Academic learning goals (objectives) |What specifically will students be able to |
|After completing the activities, the students in the fourth grade will be able to demonstrate beginning skill in the use |know or do? |
|of watercolors and will illustrate depth and overlapping shapes on their art project with accuracy. | |
| |Students will learn how to use watercolor and|
|Vocabulary: |will be able to use a common technique. |
|Rainforest Depth |Additionally, they will learn how to |
|Creatures Design |illustrate overlapping and depth in their art|
|Overlapping Patterns |work. |
|Water painting | |
| | |
|Materials, Technology, other Resources |Rationale: Why did you select these |
|white paper |materials? |
|pencil |The materials selected are all essential |
|Watercolor |elements that will be needed to complete the |
|color markers |piece of art. The students will use several |
|small cup for each student |commonly used tools such as markers and |
|water |pencils; however, they will also have an |
|scratch paper |opportunity to use more complex art skills |
|Teacher sample |like watercolor. |
|Assessment: What evidence of learning will you collect during this lesson that will indicate the extent the students have|Why did you select this evidence of learning |
|completed the lesson goals? |and how will it show student competence? |
|The students will demonstrate evidence of learning by being able to draw a rainforest. |I selected this evidence of learning because |
|Students’ ability to show depth and overlapping of objects will be assessed. By placing trees in a specific spots on |by assessing each student’s artwork the |
|their paper the students will show that they have learned how to illustrate depth in their art work. |teacher will be able to identify whether or |
| |not the student understood and paid attention|
| |to the lesson on rainforests and the art |
| |lesson. |
|Instructional Strategies: What content specific instructional strategies are you using to teach this lesson? |Rationale: Why did you select these |
|The teacher will use direct instruction to teach and demonstrate this lesson to the students. The first part of the |strategies? |
|lesson the teacher and the class will explore the environments and the animals that are found rainforests. The teacher | |
|will confirm that the students understood the lesson by asking questions that will help review and will prepare the |I selected direct instruction to teach this |
|students for the next part of the lesson. The teacher will demonstrate through direct instruction how the students will |lesson because with this instructional |
|make a rainforest art piece. Before the students work individually on their project the teacher will make an example of |strategy students will learn efficiently the |
|the project the students will make. Specifically, the teacher will show the students how to illustrate overlapping and |content that is being taught. Direct |
|depth in their art creations. |instruction allows the students to learn |
| |through example making the learning process |
| |faster. |
|Student Learning Activities: |Rationale: Why did you select these |
|List Activities and describe each of the teaching steps in the order that you will implement each step. |activities? |
|Activity One: | |
| |Activity one will prepare students for |
|Step 1: Introduce and obtain background knowledge by saying “what do you it means to paint with watercolor? Painting with|activity two. They will learn what watercolor|
|watercolor, also known as water painting, is using painting with water-based paint. This form of painting is used by many|is and how to use it to an artistic |
|artists.” The teacher will ask the students to watch the technique she is going to use with the watercolors to paint the|watercolor technique. Additionally, the |
|rainforests. |students will brainstorm to think of the |
| |things they know about rainforests. In |
| |activity two the students will learn about |
|Step 2: After a teacher demonstration on how to use watercolor, the students will paint the background (sky, green |two artistic techniques that make artwork |
|plains) of their rainforest. |appear real. These are depth and overlapping.|
|Students will have water color, small cup of water, and a brush to paint. | |
|The students will begin to dip the painting brush into the water cup and then into the paint. | |
|The students will paint their rainforest’s background by making long horizontal brush strokes with the green and blue |I selected these activities because they will|
|paint. |review the week’s science lesson about |
|When they have finished they will put away their materials and will leave their painting on their desk to dry. |rainforests and will introduce watercolors, |
|While students wait for the class to finish, they will be encouraged to think about the plants, trees, and animals that |depth, and overlapping objects to students. |
|lived in the rainforest; and if they have time practice drawing their animal of choice on scratch paper. | |
| | |
| | |
| | |
| | |
|Step 3: The class will discuss some of the animals, trees, and plants that can be found in the rainforest. The students | |
|will be encouraged to use descriptive words to describe these items. | |
| | |
| | |
|Activity Two: | |
|When the teacher feels that the majority of the students have a good understanding of rainforests, the discussion will | |
|shift and the teacher will introduce two artistic techniques. Then the students will continue to work on their artwork. |How will they help students accomplish the |
| |lesson goal and standard? |
|Step 1: The teacher with check for knowledge by asking, “does anyone know what depth is? Depth is the word that describes| |
|how objects look when they are a space behind other objects. Artistic use depth in their artwork to make their work |The students will accomplish the lesson goal |
|appear more real. In our rainforest projects, we will also be showing depth. By drawing the trees of a rainforest in |and the standards by being able to paint |
|special spots and by drawing some trees bigger and some smaller, each of you will be able to show depth, like real |their rainforest’s background with watercolor|
|artistic”. The teacher will demonstrate how to show depth. |and by illustrating depth and overlapping |
| |objects in their art project. |
| | |
| | |
|Step 2: Next the teacher will say, “What does it mean to overlap? To overlap is to put one object over another. Did | |
|another notice that many things in the rainforest overlap? What are some of the things that overlap in rainforest? Some | |
|of the things that overlap are branches, leaves, and sometimes even the animals overlap some of the trees”. The teacher | |
|will demonstrate how to overlap the branches and animals in front of trees. | |
| | |
| | |
|Step 3: Students will begin working individually on their art project. | |
|Students will gather the required materials. | |
|Using a pencil, the students will begin by drawing the trees with the directions given by their teacher on the paper that| |
|has the rainforest background on it. | |
|After drawing the trees, the students will draw with a pencil tree branches that overlap each other. Students may opt to | |
|draw an animal that overlaps the trees that they have drawn. | |
|Next the students will draw a variety of patterns on the trees. | |
|The students will use markers to outline and color their art project. | |
|Students finish and place art project in a safe place and they put away their materials. | |
|Student Work: Make the assignment/activity (use as a model). |Explain how you will use this work sample. |
|They will practice their vocabulary words by completing a handout. | |
|Students will draw a picture of two objects that are overlapping. |As a home assignment, the students will |
| |complete a vocabulary word handout and will |
| |draw a picture of two things that overlap. |
| |The students will be encouraged to possibly |
| |use their favorite objects to motivate the |
| |students about this artistic technique. |
|Student Grouping |Rationale: Why did you select this type of |
|How will students be grouped during this lesson? Keep in mind that the groupings may change during the lesson (ex. begin |grouping (ex. whole group, small groups, |
|with whole group and then divide into small groups). |boys, girls, ELA/ELD)? |
| | |
|The students will be grouped in this lesson as one large group. This will allow the students to receive the instructions |For the purpose of this lesson, it is best to|
|for activity one. After having received the instructions the students will work independently using water color to create|begin each activity as one whole group. This |
|their rainforest’s background. The students will share the art materials with one partner. |will allow the entire class to understand the|
| |art lesson and directions. After the teacher |
|For the second activity the class will again be in one large group. The teacher will demonstrate what the students will |demonstration, the students may work in small|
|be doing and will review the instructions to ensure that each student understands the directions. Then the class will |groups of two. This will encourage students |
|work in small groups of two. The students will work together to assist each other and to share the materials. Each |to develop social skills and will have the |
|student will work on their own art project. |opportunity to ask their peers for |
| |clarification if it is needed. |
|Progress Monitoring of Student Learning: |How will you monitor how the students are |
| |doing with learning this lesson? |
|The teacher will check for understanding by asking the students questions. In addition, the teacher will walk around the | |
|classroom to monitor the progress of the students. The teacher will be able to informally assess the each student’s |I will monitor the students by asking |
|understanding of the lesson on rainforest, watercolor, depth, and overlapping by checking the work done by the students. |questions during the art lesson. I will ask |
| |students to repeat instructions and the new |
| |vocabulary. I will also check to see if the |
| |students understood how to illustrate depth |
| |and overlapping by walking by the students to|
| |watch their progress. |
|Difficulties: List and explain the 2-3 difficulties or problems you anticipate that all students might have with this |Why do you think these might be potential |
|content and these learning activities. |problems? |
| | |
|Students might not understand the vocabulary. |Not understanding the vocabulary can be |
|Students might add too much water to their paper when using watercolors. |problematic because the students will not be |
|The students self-concept about drawing might be low causing them to feel discourage about drawing trees and animals. |able to understand what the teacher is |
| |referring to when speaking. Also, the |
|Explain how you will solve these problems so all students will learn to full potential. |students are not very familiar with |
|To clarify the vocabulary terms that will be used during this lesson, the teacher will review the words to ensure that |watercolors, so they might add too much water|
|all students understand the vocabulary words. Students will receive more practice with the vocabulary worksheet. |to their brush which is problematic because |
|When the students begin to use the watercolors, the teacher will remind the students not to use too much water because if|it could ripe the paper or elongate the |
|they use too much water their paper can ripe and it will take too long to dry. |drying period. If students feel |
|The teacher will encourage all students to try to make the animals, plants, or trees they are trying to draw. The teacher|self-conscious about their drawing abilities,|
|will also mention that the art projects will all be different. |they might be discourage and attempt to avoid|
| |the activities. |
|Adaptations: Teacher will introduce vocabulary words to the students and if possible will have concrete objects that will help the students understanding the meaning |
|of the vocabulary words. In regards to directions, the teacher will provide them in writing on the board and orally. The teacher will make hand gestures when possible |
|to explain the directions. |
|ELD Learner: |Rationale: |
| | |
|English language learners will be encouraged to participate in this activity since it will be portrayed as a simple and |These seating arrangements will encourage |
|fun art project. However, these students will likely have difficulties understanding everything since the terms used in |students that are English language learners |
|this lesson will probably be terms that the teacher has not used before. To assist the students in this lesson, the |to ask for assistance and to work with their |
|students that are English language learners will be paired with students that can speak both English and Spanish or |peers to figure things out if they become |
|students that often like to help others. The arrangements will depend on each individual ELL student’s English abilities.|confused. |
| | |
| | |
|Special Needs Learner: |Rationale: |
| | |
|Special needs learners will be excited and interested in participating in this art lesson. For a successful experience |Including these students in the lesson and |
|the lesson needs to be plan with each student’s special needs taken into consideration. Students with special needs might|demonstration portion of the activity will |
|not be able to wait patiently during the lesson and demonstration portion of the activities. Therefore, to help these |help maintain their attention span and it |
|students perform better they can be actively participating during this portion of the activity. An adaption would be to |will avoid any possible frustration from |
|give the students a specific job during the lesson. For instance, the student with special needs could hold and show |waiting through the explanation part of the |
|their classmates the materials that will be used. |activities. |
| | |
|Student with Behavior Issues: |Rationale: |
| | |
|Students with behavior issues are often quickly distracted which result in classroom disruptions. To avoid behavior |Pairing the student that often experience |
|issues these students will be carefully paired with students that are not often distracted in class. Additionally, to |behavior issues with students who do not |
|prevent behavior issues possible distractions will be removed or avoided, like the watercolor wrapper should be removed |often get distracted in class will encourage |
|and the amount of given water will be limited to only the necessary amount. This with decrease any behavior issues and |the student to maintain their focus on the |
|will encourage the students to use their strengths, which is often creativity, in their art project. |lesson. Also, through prevention, the student|
| |is more likely going to enjoy this art |
| |project without exhibiting behavior issues. |
| | |
|Reflection: |
| |
|From planning this direction instruction plan, I learned that a teacher can make small adaptions to ensure that all the students in the class are successful. A |
|diversity set of students will encourage the teacher to be creative and think out the box to help the all the students. Several of the areas of this instructional plan|
|were easy to complete. After having a solid idea of the activities the students will have in this lesson, the following sections were easier to complete: materials, |
|assessment, student grouping, progress monitoring, and difficulties. One of the areas that I would need more knowledge in is in the watercolor techniques. I think it |
|would benefit the students to know exactly what kind of technique they are using to water paint. Knowing the name of this technique could inspire students to |
|investigate further watercolor techniques. |
| |
Use form below for finding out about your students prior to planning your lessons/fieldwork
Skill needed for TPA 1 and 2
Getting to know your students - Work Backwards: What questions can you ask to get the information in this case study? Turn each statement into a question and provide a source or a person you could ask to get this information.
|Chan is a 10-year-old fourth-grade English learner. He is from Cambodia and lives with a single mother, two younger brothers, and a baby sister. His mother works long |
|hours and is often not home when he returns from school. His extended family in the United States includes one aunt and two grown cousins and his grandparents. Chan’s |
|family immigrated to the United States two years ago. His written Cambodian language is mostly forgotten, but he is to communicate with his family orally. |
|Chan reads English two years below grade level. He has difficulty using correct grammar when writing or speaking. Chan is a happy and social boy who enjoys friends. |
|He is well liked and works well in small groups. He is seldom or never absent from school. The CELDT results indicate an overall score in the beginner to early |
|intermediate range, and he has been identified as an English learner. |
|Question 1: How old is Chan? |Who would you ask? Or what source would you check? |
|2. What grade is Chan in? |Information is easily attained through observation |
|3. What language is he learning? |Information is easily attained through observation |
|4. What country is Chan from? |Ask Chan or his parent this question |
|5. Who does Chan live with? |Ask Chan this question |
|6. Does Chan have any siblings? |Ask Chan this question |
|7 Who helps him with his homework? |Ask Chan or his parent this question |
|8 How long has Chan lived in America? |Ask Chan’s parent this question |
|9 Is Chan bilingual? |Ask Chan’s parent this question |
|10 What is Chan’s English reading level? |Check Chan’s files |
|11 Does Chan read in another language? |Ask Chan or his parent this question |
|12 What is Chan’s writing and speaking skills like? |Use EL descriptor chart to identify skills |
|13 What kind of attitude does Chan have? |Information can be attained through observation |
|14 Does Chan have any friends? |Information can be attained through observation |
|15 Does Chan work well with others? |Information can be attained through observation |
|16 Is Chan absent from school frequently? |Check attendance or ask attendance clerk for this information |
|17 What are the results of Chan’s CELDT scores? |Check Chan’s files |
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