Lesson Planning Template

Name: Krista Voelker

Date:4/10/2020
Lesson Title: Texture a Tree
Lesson Justification
Who are my students? (student information, interests, and needs specific to the content
of this lesson)

23 fourth graders:
3 LD
1 LD/EBD
1 ADHD/Autistic
1 SLD
15 students are able to work independently after instructions are given.
8 students will need more specific instruction and attention throughout the
entire lesson
5 students have expressed a great interest in art
Most of the students say they enjoy art, but some grow frustrated with
listening to directions and following directions and completing work.

What conditions/limitations might impact the planning and delivery of the

lesson?
If this lesson was taught by the Art Teacher there would be more of a time
constraint for completing the lesson. If the lesson was taught be the General
Ed Teacher, there would be a little more flexibility with time. Making sure
ALL supplies and tools are available and accessible will save time and
frustration in giving the students the most possible time to complete their
projects. Making sure the lesson is adapted to fit the abilities of the
students is important so that all students can do as much of their own
project as possible. Practice the project to trouble shoot parts of the lesson
that are above the students’ abilities. Make sure all tools are in working
order. The lesson will need to comply with the school district’s COVID
protocols.

What are you teaching?

I will demonstrate to students how to use various techniques, tools, and
materials to add texture to their project. I will show them that texture is
one of the elements of art and that texture makes an object look more
interesting and more realistic. This is part of a science unit on tree
identification and tree parts and their functions.
Why do students need to know this content?
Texture is part of their everyday life. It adds interest to their art and
makes it more realistic. It is one of the elements of the foundations of the
art standards and benchmarks.

Why did I select the instructional strategy (ies) utilized in this lesson?
Provide a research/theory connection to support the instructional strategy.
I selected this instructional strategy because I would be able to incorporate
several levels of Bloom’s Taxonomy throughout the lesson. Students will
recall facts and concepts learned from precious lessons and justify how they
used them in their art work. Students will apply what they have learned
about texture to an art piece that they will create. Students will need to
explain in their artist statement the reason for their choices and cite
evidence for meeting the project criteria.

How does this lesson connect with and build on previous/subsequent

lesson(s)?
This lesson is part of a series of lessons on the elements of art. After
demonstrating the knowledge of the foundations of art students will create
works of art using the different elements of art.

Academic Language
Language Function (see the last page of the template)
Students have to listen to the teacher introduce the lesson and describe and
demonstrate the project. The students have an opportunity to respond orally
to questions the teacher will ask during the introduction. Students will cite
evidence of previous learning when answering questions about deciduous
trees and coniferous trees and their knowledge of the element of art:
texture. Students will complete a writing assignment to justify their choices
of texture in their art piece.

Vocabulary (think about both content and academic vocabulary)

Content: Academic:
Texture realistic
Bark 2 dimensional
Trunk complete
Pinecone components
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 will complete an artist statement that will include the 3 tree parts
and 2 examples of texture used in their art work and explain why those
examples were chosen. Students will have to justify their choices of texure.
Do they help make their art piece look realistic?

Student support tool: (see the last page for ideas)

Visual aids assistance with cutting/ripping
Recordings rephrasing complex concepts
Sentence stems on worksheets

Standards And Learning Objectives

Standard: Content Objective Assessment: Finished
(Any and all standards (make sure it is Tools: (things that are Product: Each
that pertain to the assessable, specific, used to assess students) student will
lesson) and aligns to the complete 1 of
4.2.1.5.1 standards and 3 tree
Create or make in a assessment) options.
variety of contexts in
the arts area using the Students will create at Indicators/Criteria: The tree will
artistic foundations. least one two (the ways you are have at least
Benchmark: dimensional tree that measuring if they 2 different
Create original two and includes 3 parts: a successfully met the examples of
three dimensional trunk, leaves, and 1 standards and objectives) texture.
artworks to express other item, using at The tree will
ideas, experiences or least 2 examples of have at least
stories. texture. 3 components:
Trunk,
Leaves, and 1
other item.

Feedback: Rubric
(how will you let students
know if they’ve met the
objective or not?)

Standard Content Objective: Assessment Worksheet

4.4.1.5.1 Student will complete Tools:
Respond to or critique an artist statement
a variety of creations that will list the 3 tree Indicators/Criteria: List will
and performances using components and 2 include 3
the artistic examples of texture parts of the
foundations. used in the art work tree and 2
Benchmark: and why those examples examples of
Justify personal were chosen. texture.
interpretations and Explanation of
reactions to works of why those
visual art. examples
were chosen.
Feedback: Rubric

Materials
 Card stock
 Assorted construction paper scraps
 Assorted craft papers: paper bags, wall paper, wrapping paper, tissue
paper
 Tempera paint in various colors
 Paintbrushes
 Sponges
 Stamps/ink
 Scissors
 White glue
 Comb
 Assorted pieces of fabric
 Artist Statement worksheet
Instructional Strategies And Learning Tasks
Time Instructional Strategies/Learning Tasks Differentiation
(Introduction) (consider supports
5 min Ask students if they remember the two for three different
different types of trees we have been populations for each
studying in Science. Deciduous and step here. IEP/504
Coniferous trees. Compare and contrast student, Language
the two types of trees and explain that learners and
today we will be making examples of trees Gifted/Talented
in our art lesson and combining what we are students)
learning in science with what we have
learned about texture in art. Language Learners
We will talk about how texture adds and LD Students:
interest to our art project and makes it 1)Use visual aids
look realistic. Ex: Deciduous and
 T: What are some texture words that we Coniferous trees and
could use to describe the different parts their characteristics
of a tree? Ex: actual items that
S: Trunk/Bark: rough, bumpy, are bumpy, rough,
S: Leaves: crunchy, smooth, prickly, pokey crunchy, smooth
S: Flower: soft, pokey etc.
S: Fruit: smooth, hard, fuzzy, 2)Re-phrase complex
S: Pinecone: bumpy, sticky, words or phrases in
simple terms or
phrases

Gifted/Talented
Students:
1)Before the
introduction: Have
the student find
physical examples in
the classroom for
rough, bumpy, soft,
hard to use as visual
aids.

(Lecture/Demonstration) Language Learners

10 min. We will use a variety of tools and materials and LD Students:
to create a tree using at least 2 different 1)Re-phrase complex
examples of texture. Your tree will have 3 words or phrases in
parts: The trunk/branches, leaves, and 1 simple terms or
other item of your choice. Ex: fruit, phrases during the
flowers, nest, demonstration
Show examples completed examples 2)Use visual aids for
You may choose one of the following trees words like trunk,
to make: branches, leaves, etc
*Summer Deciduous tree
*Fall Deciduous tree LD Student:
*Coniferous tree 1)Position student
near the front and
Demonstration: ask student to help
1) Place a piece of cardstock on your hold examples to
work space to build your tree keep him/her actively
2) Create the trunk and branches: involved in listening.
 Demo techniques
*Crunching up brown craft paper and
shaping Gifted Talented
*Using wallpaper Student:
*Paint a piece of cardstock and use a 1)In writing offer
comb to “rake the paint” to form student the ways
lines he/she can add to
3) Create the leaves: Demo techniques their artwork for a
*Cut wallpaper into shapes of leaves more challenging
and arrange on tree branches experience. (Extra
*Rip tissue paper into leaf shapes options listed below)
*Use sponges and paint to create
leaves
*Cut cardstock into pointy pine
needle shapes
4) Create Flowers/Fruit/Pine cones Etc:
Demo techniques
*Stamps/Ink
*Markers/Color Pencils
When you have finished your project you
will fill out the artist statement worksheet.
You will list the 3 tree parts and 2
examples of texture used in the art work
and why those examples were chosen. Do
your choices of texure help make your art
piece look realistic?

(Work time) Language Learners

25 Students Choose the type of tree they and LD Students:
want to create and pick up their supplies at 1)Record the
the supply table. individual steps for
the project for
When they have finished their work they students to refer to
will fill out the artist statement worksheet. if needed.
2)Visual aids are still
Then students will place their project in on display for
the drying rack, their artist statement in students to refer to
the turn in bin and clean up their space. 3)Artist statement is
partially filled out
with sentence stems
4)Students have the
 option to dictate
their artist
statement digitally or
to a para or the
teacher.

LD Student:
1)Assist student in
ripping, cutting,
shaping papers as
needed.
2)Student could work
with a buddy to
complete the project.

Gifted/Talented
Student:
1)Student could make
more than one tree.
2)Student could
create a tree from a
different season
other than fall or
summer.
3)Student could add
more than 3
components to the
tree requirements.
4)Student could
offer support to
another student

Closure

(How will you close the lesson? Remember this should pertain to reviewing the
lesson objectives.)
T: Today we combined what we have been learning in science with what we are
learning in art. We’ve been talking about deciduous trees and coniferous
trees.
Raise your hand if you want to share what kind of tree you made and tell us
about the parts of your tree and how you created texture in your art
project?
S: Shares about his/her project
T: Raise your hand if you made a different type of tree and want to share the
three parts of your tree and how you created texture in your art project?
S: shares about his/her project
T: Did anyone have to add anything to their art work after starting their
artist statement? Would anyone like to share what you had to add to your
art work?
S: I had to add……
T: You all have done excellent work today with what we have been learning in
science and with our elements of art!

Self-Assessment/Reflection

Complete after teaching event (There will be no need to do this section this
semester)

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.