Lesson Planning Template

Name: Arianna Munoz Chevalier                               Date: April 20, 2021

Lesson Title: Parts of a flower
Lesson Justification
Who are my students? (student information, interests, and needs specific to the content of
this lesson)
Grade: Kindergarten
Specific learning needs: ELL
Interest: the is classroom have a variety of interests, talents, and experiences. The common
interest among the students are among us, superheroes and Disney. Most of the students love
to sing and dance, when we do GoNoodle.
Other information: Since school is in a low-income community, many of the students have a
lack of structure at home. Few of the male students have been taught misogynistic attitudes,
where they struggle to make eye contact and work with their female peers. Communication
among peers is highly practiced through group activities.
What conditions/limitations might impact the planning and delivery of the lesson?
A limitation that might impact the planning and delivery of the lesson would be if students are
exposed to COVID-19 and need to quarantine. If that were to happen the lesson could be
taught through SeeSaw. I could send students a presentation with the link for the video and
students could use their ipads to draw a flower.
What are you teaching?
The students will identify parts of the flower by painting flowers and labeling the parts.
Why do students need to know this content?
This art lesson integrates science and gives students the opportunity to work on their
painting motor skills.
Why did I select the instructional strategy (ies) utilized in this lesson? Provide a
research/theory connection to support the instructional strategy.
In this lesson, I used the Think-Pair-Share as an interactive support strategy. This strategy
helps students think independently about the topic, build oral communication skills when
sharing ideas, and helps them to focus and stay engaged in the lesson.
How does this lesson connect with and build on previous/subsequent lesson(s)?
This lesson builds on students' background knowledge of elements such as shapes and colors.
The lesson also connects to students' personal experience of seeing flowers outside.
Academic Language
Language Function (see the last page of the template)
Students justify evidence orally, when explaining why flowers need certain parts.
Vocabulary (think about both content and academic vocabulary)
Content vocabulary
Petal: Bright color that surrounds the center.
Stem: Supports the flower and holds it up.
Leaves: Help the flower to breath and make the air cleaner.
Roots: Secure the flower in the ground and absorb water and nutrients(food).
Academic vocabulary
Symbolism: The use of symbols to represent the ideas or qualities.
Syntax OR Discourse (circle one and explain how this lesson practices either discourse or
syntax. See the last page for information on each of these)
Students match the vocabulary to the symbols.
Student support tool: (see the last page for ideas)
Matching the vocabulary to the symbols meets the needs of ELLs.
Give Kinesthetic learners an interactive art project.
The video meets the needs of ELLs because students can re-watch, pause and/or use captions.
Standards And Learning Objectives
Standard Content Objective Assessment:
(Any and all standards that (make sure it is Tools: (things that are used to
pertain to the lesson) assessable, specific, and assess students)
0.4.1.1.2 aligns to the standards  Students flower painting
Living things are diverse and assessment) Content Vocabulary labels
with many different Given the content Indicators/Criteria:
observable characteristics vocabulary labels, (the ways you are measuring if they
kindergarteners will be successfully met the standards and
Benchmark: able to identify the objectives)
Identify the external parts parts of a flower on Students label the petal, stem,
of a variety of plants and their painting. leaves and roots
animals including humans. Feedback:
For example: Heads, legs, (how will you let students know if
eyes and ears on humans and they’ve met the objective or not?)
animals, flowers, stems and Circulating between tables and
roots on many plants. providing verbal feedback.

Standard Content Objective Assessment

0.2.1.5.1  Given the water painting Tools:
Create or make in a variety utensils, kindergartners Students flower painting
of contexts in the arts area will create 2-dimensional Indicators/Criteria:
using the artistic paintings to express the The petals, stem, leaves and roots
foundations.  parts of a flower. are in accurately placed on the
flower
Benchmark: Feedback:
Create original two- and Circulating between tables and
three- dimensional artworks providing verbal feedback.
to express ideas,
experiences or stories.

Materials
Google Slide:
https://docs.google.com/presentation/d/170bLZHw2ITPq0mFUvMppT6s2ZjxkBiDJq1DbX79v
HFc/edit?usp=sharing
Video: https://www.youtube.com/watch?v=ql6OL7_qFgU
Water paint
Paint brushes
Paper
Content Vocabulary labels
Scissors
Glue
Instructional Strategies And Learning Tasks
Time Instructional Strategies/Learning Differentiation
Tasks
Introduction
2 minutes 1. Draw a flower. Think-Pair-Share method, using
Students draw a flower. individual practice.
2 minutes 2. Turn and talk to the person next
to you. I want you to compare Think-Pair-Share method, using
your flowers. What do they have partner practice.
in common?
3 minutes 3. Ask students the following: Think-Pair-Share method, using
What your flowers had in large group practice.
common?
What was different about your
flowers?
Can anyone tell me the parts of
a flower?
3 minutes 4. Today, we will be watching a Introduce the topic of the day.
video about the parts of a
flower. Then we will be painting
our own flowers.
Watch video
Lecture/Demonstration
2 minutes 5. Let’s review! I will display a Giving students a word bank to
picture of a flower and word match vocabulary with symbols.
bank on the board, you will
connect the word to the symbol.
Students will take turns coming
to the board.
Teacher defines the terms on
the board.
2 minutes 6. Ask students the following
 questions: Justifying Evidence.
Why does a flower need a stem?
Why does a flower need roots?
Why does a flower need leaves?
2 minutes 7. Ask students the following Building on what students already
questions: know.
What are the types of flowers?
What color are they?
What do the petals look like?
4 minutes 8. Here are some types of flowers Provide examples of flowers.
Refer to the presentation
Work time
18 minutes 9. We will create our own flowers Interactive art project.
by painting with watercolors!
When you make your flower, you
get to choose the color and
shape of the flower. What are
the parts of the flowers we
need to include in our painting?
Students say a stem, petals,
leaves and roots.
Students work on their
paintings.
Teacher circulates between Checking students work for
tables and ask students where immediate feedback.
the stem, petals, leaves and
roots go on the flower.
2 minutes 10. Today we learned about the Closure.
parts of a flower by painting
flowers and labeling the parts.
The parts of a flower are a
stem, petals, leaves and roots.
They are all necessary in order
for the flower to grow.

Closure
Today we learned about the parts of a flower by painting flowers and labeling the parts. The
parts of a flower are a stem, petals, leaves and roots. They are all necessary in order for the
flower to grow.
Language Function – what do student have to DO with language – reading, speaking, writing
and/or listening? It must include one of the language usage verbs like you see below…

Cite evidence
Cause/effect
Justify evidence
Infer, predict
Conclude

Syntax: The set of conventions for organizing symbols, words, and phrases together into
structures (e.g., sentences, graphs, tables).

Discourse: the structures of written and oral language, as well as how member of the discipline
talk, written, and participate in knowledge construction.

Examples: essays, debates, multimedia presentations, artist statement, reports, discussions/

questions to ask; what types of information are included? How are the pieces of information
organized? What comes first, etc?

Academic Vocabulary: (What are the key academic vocabulary words students need to know and
use in this benchmark?)

Text evidence
Symbolism
Explicit versus implicit
Inference/infer/inferring

Student Support Tools:

Sensory, Graphic and Interactive Supports that could be used to help your language learners
succeed.