EDU 543 VAPA Lesson Plan

Lesson Name and Content Area

Grade Level__3rd Grade_____

Candidate Name:

Cathy McIntosh

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
List potential high risk (type
information. (view their web site and find supporting information)
of) students, issues, or
Include the following:
anticipated difficulties with
Grade 3
engaging students in this
Average Age 7.6 years to 9 years
learning opportunity.
Boys 13
Girls 11
Physically ChallengedSES level (socio-economic status)
difficulty maintaining
Likes/dislikes
balance on rough terrain or
General Background experience in this content area.
sloped ground may struggle
Types of learning opportunities needed for this group
with picking up leaves.
Developmental needs of this group in grade:_3__
Wanderer-likely to wander
Any other specific information needed concerning the students who will be
further than desired, give
engaged in this lesson.
specific detailed instruction
on boundaries.
Behavior Challenged-will
need direct observation with
the samples and the bug
collection.
State Adopted Content Standard(s)
How do these standards
List full Standard with grade level and standard number.
integrate across the
Grade 3 ~ Visual Arts
curriculum?
Analyze Art Elements and Principles of Design
List /explain possible links:
1.5 Identify and describe elements of art in works of art, emphasizing line,
Language Arts:
color, shape/form, texture, space and value.
Math:
Science:
Social Studies:
Academic learning goals (objectives)
What specifically will
Students will be able to identify symmetry in nature, create a work of art using
students be able to know
color and shape to generate symmetry in shape/form, and clearly articulate
or do?
the definition of symmetry and a line of symmetry with 100 percent accuracy.
Students will be able to
state the meaning of
Symmetry-having exactly
the same thing on both
sides, mirror image. They
will also state The Line of
Symmetry- the imaginary
line that you can draw to
show the mirror image of an
item that has symmetry.
Materials, Technology, other Resources
Rationale: Why did you
-geometric shapes (tangrams)
select these materials?
-mirrors (pairs for sharing)
To allow the students to
-art paper
manipulate items creating
-markers
symmetry will cement the

-water colors
-example of finished BIG BUGS
-bug collection for students to examine symmetry in nature
-books for children to hunt for symmetry
-leaves (students will have collected and brought into class)
Assessment: What evidence of learning will you collect during this
lesson that will indicate the extent the students have completed the
lesson goals?
Student creates an original work of art displaying symmetry.

Instructional Strategies: What content specific instructional strategies are

you using to teach this lesson?
KWL chart, activating prior knowledge of symmetry.
Visual production of line of symmetry on a student.
Demonstration of articles from nature that have symmetry for students to
manipulate.

Student Learning Activities:

List Activities and describe each of the teaching steps in the order that you will
implement each step.
Activity One:
Step 1:
Teacher will use a student volunteer to help demonstrate symmetry: look at
Sara. Humans are mostly Symmetrical. We can draw an imaginary line down a
human and see that both sides are the same. (Take string and place on the
forehead of the student down to the floor to demonstrate a line of symmetry).
Step 2:
PARTNER A/B: the teacher will show how the geometric shapes she placed on
the table will turn into a full symmetrical object with the use of a mirror. Then
have students use their own geometric shapes to create a pattern/image then
use their individual mirrors to see the mirror image.
Step 3:
Students will examine articles from nature (shells, leaves) to see symmetry
found in nature. Tying the concept to their world creating greater depth of
knowledge.
Activity Two:
Step 1:
The teacher will create a BIG BUG using symmetry: Students will watch the first
2 steps then continue to create their own big bug.
Step 2:
The teacher will fold the construction paper vertically, then draw only half the
bug with black oil pastel crayon, then fold the paper over and rub the sides
together. This will create a mirror image on the other side.
Step 3:
Students will then create their own BIG BUG by following these steps
Students will paint their BIG BUGs using tempera and/or water colors to create
a symmetrical pattern on their bugs. (Remind students that symmetry means it
looks the same on both sides so their painting should have the same pattern
on both sides of the bug).

concept of symmetry
through active participation.
The art supplies will allow
the students to create an
original work of art through
the use of hands on
creativity.
Why did you select this
evidence of learning and
how will it show student
competence?
Creating an original work of
art will demonstrate the
students comprehend the
meaning of symmetry.
Rationale: Why did you
select these strategies?
Activating their knowledge
enables students to build on
what they already know.
Visually creating the line will
demonstrate the concept of
symmetry.
Manipulation of objects
independently by students
will cement the concept
solidifying for memory and
future recall.
Rationale: Why did you
select these activities?
Visual demonstration of
symmetry will allow the
students to conceptualize
the meaning of symmetry.
Guided practice will ensure
the students fully
comprehend the meaning of
symmetry.
Allowing students to use
manipulates increases the
instruction providing hands
on experience creating
symmetry.
The use of articles/items
from nature provides
detailed exploration of the
concept of symmetry in
nature.
How will they help
students accomplish the
lesson goal and
standard?
The goal for this lesson is to
teach the students the
meaning of both a Line of
Symmetry and the concept
of Symmetry. Through the
lesson they will visually
experience the line of

(Etc.)
Bonus Activity for early completers:
Use the books set for hunting items of symmetry and examining everyday
items for the line of symmetry in objects and nature of our environment we live
in.
Closing Activity:
Ask volunteers to ask debrief questions:
1 What did you learn today?
2 Who asked a good question/contributed to todays lesson?
3 What did you like about todays activity?
4 How can we make it better next time?
5 How can we use this outside of the classroom? or Why is this important
to the world outside our classroom?
Student Work: Make the assignment/activity (use as a model).
Mini posters with the definitions of symmetry and line of symmetry.
KWL chart to activate the students knowledge of similarities in objects that
have symmetry.
Three samples using various mediums, oil pastels, watercolors and markers,
each on art paper.

Student Grouping
How will students be grouped during this lesson? Keep in mind that the
groupings may change during the lesson (ex. begin with whole group and then
divide into small groups).
I will begin with whole group instruction of the concept, instructing the
meaning of symmetry and line of symmetry.
I will partner by elbow partners for the experimentation with the tangrams,
items from nature and the mirrors.
Students will work independently to create their Big Bug piece of art.

Progress Monitoring of Student Learning:

Through guided questions, close monitoring and informal observation; I will be
able to assess students ability and understanding of the subject being
introduced. Through individually assessing during independent practice and
reviewing during guided practice I will be able to evaluate students acquisition
of the concept of symmetry.

Difficulties: List and explain the 2-3 difficulties or problems you anticipate

symmetry and then

examine articles for
symmetry, finally the
students will create a piece
of original art to display
symmetry.

Explain how you will use

this work sample.
The samples will be used to
show the students the
outcome based on the
various mediums, allowing
for greater experimentation
amongst the students
through their individual
choice of mediums used.
Students will create a
symmetrical bug to
demonstrate knowledge of
the concept.
Rationale: Why did you
select this type of
grouping (ex. whole
group, small groups,
boys, girls, ELA/ELD)?
The classroom discussion on
symmetry will be done for
direct instruction of the
concepts. The KWL chart will
also be done as a group to
build on the knowledge of
those who are able to
recall/identify symmetry
expanding the concepts to
other students. Recalling,
activating prior knowledge
can be stimulated by
nuggets shared by others
within the group.
How will you monitor
how the students are
doing with learning this
lesson?
I will monitor by actively
engaging with students as
they create their art work. I
will also be able to assess
their understanding through
questioning regarding
symmetry and line of
symmetry as I move about
the classroom while they
work on their own art piece.
Why do you think these

that all students might have with this content and these learning activities.
1. When creating the Big Bug, students may get the paper too wet with the
watercolors causing the paint to run.
2. The markers may not smear to the opposite side of the paper creating
clearly defined symmetry.
Explain how you will solve these problems so all students will learn to full
potential.
I will explain the challenges and demonstrate the amount of moisture in the
watercolors to allow the paint to spread with out running. I will show them how
to use a paper towel to absorb excess water in the event they do use too much
liquid with the paint.
The markers must be pressed before they fully dry to create the

might be potential
problems?
Through creation of the
samples and my experience
with students in third grade
these are easily identifiable
challenges in this project.

Adaptations: List steps that you could take to ensure learning for specific students experiencing these
difficulties in the spaces below.
ELD Learner:
Rationale:
The visual representation
Strengths: the visual display of materials from nature will easily identify the
will eliminate the language
concept of symmetry for ELD learners. Creating original works of art based on
gap making this an easily
individual students knowledge of bugs will allow for ease of participation with
grasped concept for the ELD
this project.
students.
Weaknesses: The ELD student may not initially recognize the term symmetry
or line of symmetry.
Your intervention or adaptation: Allow for use of manipulative by individual
students to create symmetry solidifying the concept for each student. Partner
with a student who will increase the knowledge of symmetry through
manipulates.
Special Needs Learner:
Strengths: Hands on learning, visual conception, and creating of individual art
will allow for full participation.
Weaknesses: May have difficulty with the terminology, symmetry and line of
symmetry, initially.
Your intervention or adaptation: Allow for extra time experimenting with the
tangrams, items from nature and mirrors. Partner with a student who will more
easily grasp and replicate the symmetry by suing the mirror.
Student with Behavior Issues:
Strengths: Brief direct instruction, hands on with manipulates allows for more
movement and individual engagement.
Weaknesses: must monitor the bug collection, and the use of the mirror,
Your intervention or adaptation: Direct observation when examining the bug
collection. Activate students engagement in the creation of the creation of the
Big Bug.

Rationale: This project

allows for great flexibility in
movement and hands on
activity to increase personal
engagement. Creating the
Big Bug will allow each
student the opportunity to
excel and create an original
piece of art.

Rationale: The bug

collection is made up of
fragile components that
could be easily damaged,
direct observation will help
to ensure on task behavior.
The mirror could break so
must be aware of its use by
all students.

Reflection: What have you learned about planning instruction for a diverse student population in this content
area?
I learned through trial and error in creating the samples that I must create a sample to ensure the materials
accomplish the stated goal in creating the project. Dont want to have a failed art lesson with a room full of
expectant students.
What area of this instructional plan was easy to complete?

The determining of supplies to use in the implementation and demonstration of the lesson of symmetry.
What area will you need more knowledge/skill in order to do the task well?
I need more knowledge in writing the rationale for use of strategies, creating the foundation for ach of the
steps of instruction.

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. Chans 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?

I would check his enrollment papers in the

administration office.

3. What is Chans cultural heritage?

I could ask his mother, I could learn through

journaling assignments about his family practices
surrounding holidays or special events.

4. What is Chans ethnic root?

Enrollment paperwork, I could ask his mother,

5. What is Chans family dynamic, or situation?

Enrollment papers, interview mother with a

beginning of year get to know you assignment.

6. What is the primary language spoken in the home?

Enrollment papers, ask mother

7. What resources are available to assist Chan with

homework after school?

Discuss with Chan, make a home visit, Inquire

with mother

8. When did Chan and his family immigrate to the USA?

Through autobiography prompts in journaling,

ask his mother.

9. Does Chan have contact with; spend time with his

father?

Examine the enrollment documents, ask his

mother, inquire to Chan

10. What activities does Chan enjoy outside of school?

Ask Chan, surveys of activities, and journaling

prompts

11. Does Chan enjoy reading, what does he enjoy

reading?

Observations of materials Chan selects at the

library or in class, ask Chan, survey of interests.

12. What is Chans current reading instruction level?

Assessments, prior work, Prior teachers,

13. What is Chans current reading fluency rate?

Assessments, prior teachers,

14. What is Chans level with writing academically?

Assessments, work samples, prior teachers,

current assessments

15. Based on the CELDT score, What is Chans overall

understanding of my spoken instruction?

Verbally quizzing for comprehension, assessing

for comprehension regularly to ensure Chan is
understanding.

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