Lesson Planning Template

Name: Lily Strecker Date: 4/12/2021

Lesson Title: Crayon Resist Bug Painting
Lesson Justification
Who are my students?
My students are first graders.
5 EL students
3 Struggling Readers
1 IEP for Autism, 1:1 para for full support
What conditions/limitations might impact the planning and delivery of the
lesson?
Since I am a general elementary education teacher, I have as much time as I may
need since I can move around our schedule a little bit. If it was an art teacher
who was teaching this lesson, they would have to make sure this lesson is done in
a timely manner to get through the project before the class ends. Make sure you
have all the supplies out and ready to start the project, so you are not trying to
dig stuff out while the students are waiting or trying to start the project.
What are you teaching?
I am teaching how crayon resists paint that’s mixed with water.

Why do students need to know this content?

It is a fun and new technique that helps show that there are many ways to make
art. It also teaches them about resisting, and how when you mix things together,
they don’t always mix well or go together. (Ex. Crayon and paint water)

Why did I select the instructional strategy (ies) utilized in this lesson? Provide a
research/theory connection to support the instructional strategy.
The instructional strategies I used in this lesson is limited lecture and active
learning. I explained what we are going to be doing, and then I let my students
engage in an activity, which is drawing/coloring.

“The research soundly supports active learning: A 2014 meta-analysis found that
it boosts letter grades by half a point, on average.” (Smith, 2014)

How does this lesson connect with and build on previous/subsequent lesson(s)?
This lesson connects and builds on previous lessons because I am going to do this
art project after my science unit that teaches the students about bugs/insects.
They will just have learned about bugs/insects, so they get to choose which
insects/bugs they will want to draw.

Academic Language
Language Function (see the last page of the template)
The students will end the project with concluding. They will be writing stories
that go with the art project and then will conclude the lesson by sharing with the
class about their art project.

Vocabulary (think about both content and academic vocabulary)

Resist- withstand the action; keep out; to stop.

Syntax OR Discourse
My lesson practices discourse because they are orally communicating to the class
why they chose the bugs/insects that they did. They are also practicing written
language by writing a little story about the bugs/insects they drew.

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

Graphic- I am going to be using pictures and a video to help my English learners
succeed in this lesson. Pictures of the possible bugs/insects they can use and a
demonstration video they will be able to watch.

Standards And Learning Objectives

Standard Content Objective Assessment:
(Any and all standards (make sure it is Tools: (things that are
that pertain to the assessable, specific, and used to assess students)
lesson) aligns to the standards
and assessment) Indicators/Criteria:
(the ways you are
measuring if they
successfully met the
standards and objectives)

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

Standard Content Objective Assessment

Tools:
0.2.1.5.1 Students will create a  Rubric
piece of artwork using a Indicators/Criteria:
Create original two- and new technique.  2 or more
three- dimensional bugs/insects
artworks to express Students will share about  4 or more
ideas, experiences, or their work to the class. different colors of
stories. crayon
Students will write a  3 or more extra
story that describes details
their piece of work.  4 or more
sentences
Feedback:
I will verbally let them
know. Students will show
me their art piece before
they paint, if they have
met the criteria, I will
send them to the painting
station, if they haven’t
met the criteria, I will
send them back to their
desk to keep working. I
will take their writing and
give them feedback on
the paper.
Materials
 Crayons
 Thick Paper (1 per student)
 Paint (Blue)
 Water
 Bucket/Pail
 Paint Brushes
 Lined Paper
Instructional Strategies and Learning Tasks
Time Instructional Strategies/Learning Tasks Differentiation
5 min (Introduction) IEP Student: I will
“First graders, today we are going to be making a give him a piece of
special kind of art. You will be drawing a picture paper and crayons
with crayon, and then painting over it. This is to color. His para
called crayon resist painting. Do you know what will help him, but it
resist means?” (Answers may vary.) will mostly be
scribbles on the
“Resist means to stop; keep out. What do you paper.
think the crayon is going to resist/keep out?”
(Answers may vary.) Language Learners:
Have pictures of
“The crayon is going to keep the paint out! So the steps that I am
instead of the paint covering the whole picture, talking about. Talk
you will still be able to see the drawing of crayon slower and re-
that you make.” explain if they have
questions. Maybe
show a video
demonstration.

Talented Students:
The way that I
start the
introduction is good
for talented
students.

2 min (Lecture/Demonstration) IEP Student:

“Since we have been learning about bugs/insects He is non-verbal,
in science, I thought it would be fun to make an which means he
art piece that includes you drawing your own might not listen at
bugs/insects. Your drawing must include two or all, his para will
more insects, some grass, and a sun. You also need repeat the
to make sure that you have four different colors directions to him
of crayon on your paper.” while they are
working on it.
*Write the requirements on the whiteboard. Pass
out white construction paper* Language Learners:
 I will demonstrate
“Here on the board are pictures of some for them in a small
bugs/insects that you can include in your picture group and answer
but feel free to pick whatever bugs/insects you any questions they
would like.” may have.

Talented Students:
Tell them that they
can add more
insects as well as
more detail.
25-30 (Work time) IEP Student: I will
min “Take out your crayons and start give him a piece of
drawing/coloring. Once you are done coloring your paper and crayons
work, bring it to me so I can make sure you have to color. His para
everything you need. Remember we are drawing will help him, but it
and coloring like second graders! Make sure it is will mostly be
neat.” scribbles on the
paper.
*Once they come check it with you, send a couple
at a time over to the paint station. Once they Language Learners:
finish painting, and their artwork is drying, hand Have a word list
them out a piece of lined paper.” that will help them
write their stories.
“On your lined paper, you are going to write a The pictures of the
story about the bugs/insects that you drew. You different insects
can come up with names for them if you want, or will help as well.
just write what they are doing. You must have 4
sentences on your paper before you turn it in.” Talented Students:
Have them write a
longer story, filling
up the whole page.
(Or close to it.)
Closure
I will start closure by having every student share about their artwork. They will
read the story that they wrote to the class and show their picture. I will then
ask the students to tell me what resist means, and how the vocabulary word fits
into our activity. (They will explain it means to stop, and that the crayon stopped
 the paint from covering it.) I will then ask the students to hand in their artwork
to hang up in my classroom.

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.