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First Name Last Name Email Date: Lesson Plan Format Form
First Name Last Name Email Date: Lesson Plan Format Form
First Name
Last Name
Date
Lindsey
Seu
seulinds@hawaii.edu
Semester
Year
Grade Level/Subject
Lesson Duration
Fall
2015
Kindergarten/Art/Math
45 Min
Title
Spring Art-Flower Hand
Central Focus (Enduring Understandings)
A description of the important understandings(s) and concept(s)
Art can be created in many ways. We are not limited to tools that are provided (i.e. paintbrushes). Our hands can be used as an instrument to create
art pieces. Through modeling and assistance, students will learn how to create an art piece using different parts of their hands. Students will
demonstrate different techniques such as dobbing and painting and will learn the process of creating a hand printed flowerpot.
Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III) that align with the central focus and address
essential understandings, concepts, and skills
____ Dobbing
____ Painting
o ____ Flowerpot
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Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
Teacher Will
Students Will
1.
1.
2.
2.
3.
3.
4.
4.
Students will raise their hand and count with the teacher the
number of flower petals (25) and the number of stems (5).
5.
5.
Students will raise their hand and count their fingers with
the teacher. Students will count and look at other friends
hands.
6.
6.
7.
7.
8.
8.
9.
Take paper towel and wipe hand. Take opposite hand and
identify pointer and thumb. Explain the two fingers are used
to make flower petals
10. Students will copy teacher doing this motion five times.
(Down, up. Down up, Down up, Down up, Down up).
Students will say it out loud to the rhythm.
11. Students will identify with teacher right and wrong way of
dipping.
Differentiation
Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the needs of students who require further
support (e.g., ELL/MLL, struggling, accelerated, 50/IEP, etc.)
Struggling: Students will work together in pairs, receiving further assistance. Students who struggle with cutting will receive precut flower pot. They
will also receive a sample to refer to if they struggle.
Advanced: Students will add more details to painting (Petals/Stems).
Paint Pallets
Paint brush
White Paper
Paper towels
Aprons
What changes would you make to your instructionfor the whole class and/or for students who needed greater support or challengeto
better support student learning?
o Why do you think these changes would improve student learning? Support your explanation with evidence of student learning
AND principles from theory, recommended practices, and/or research.
Based on your reflection and your analysis of student learning, describe the next steps for instruction to support students learning.
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Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
4. What changes would you like to make to your instructional practice and
why? Support your explanation with evidence of student learning needs
and principals of research and/or theory.
I felt this lesson went very smoothly. I felt the transitions were great and the students
were very engaged. If I could change my instructional practice, I would have liked it if
I had given my students more freedom to create their own art piece. I think I would
have my students create different things using finger paint. According to Gardners
Multiple Intelligences, students learn perform and understand things in different ways.
I wish as a teacher I could have catered to other areas and taught in different ways.
There are seven different learning styles: visual-spacial, bodily kinesthetic, musical,
interpersonal, intrapersonal, linguistic, and logical-mathematical. I could see my art
lesson ntegrating math. I could have had my students count by 5s and learn
grouping. As a teacher, its important to consider all different learning styles and allow
students to express themselves in their own way.
http://www.tecweb.org/styles/gardner.html
v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
Teacher Candidate:
Lesson Reflection Rubric:
Unacceptable
Target
Writing is superficial and is Describes insights gained
limited to retelling the
on teaching and student
events that occurred in
learning
the lesson.
Describes lesson
Writing is vague and could successes with clear and
describe any lesson in the specific details.
observed content areas.
Discusses proposed
Writing does not include
changes to instruction
proposed changes to
with connections to
instruction and/or does
student evidence and
not offer a rationale for
research and theory.
change.
Writing is clear and
Writing lacks focus and
organized; includes
organization. It includes a academic vocabulary and
casual voice and general
professional voice.
vocabulary not suitable for
a professional paper.
Writing included minimal
errors in conventions that
Writing includes numerous do not distract from
errors that are distracting
overall meaning.
to the reader.
Writing meets style
Writing was not submitted criteria.
on time.
Assignment was
submitted on time.
Overall: Unacceptable
Overall: Target
Professional
In addition to target
criteria.
Writing includes questions
about teaching and
learning for further inquiry.
Samples of student work
with commentary is
provided as evidence of
student learning and
lesson success.
Uses assessment data and
principles of research and
theory to justify proposed
changes to instruction.
Writing demonstrates
depth of knowledge and
includes specialized
vocabulary.
Writing is of professional
quality with no significant
errors.
Overall: Professional
v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa