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Lesson Plan

The lesson plan is for a 1st grade art class and focuses on teaching students to tell wordless stories through drawings. The objectives are for students to be able to tell a wordless story using a series of drawings and to understand how their classmates tell similar stories using different illustrations. To assess the objectives, the teacher will monitor students as they draw to check understanding, have students match drawings to stories, and see if they can identify each other's stories from the drawings. The lesson involves the teacher demonstrating wordless storytelling, modeling different ways to illustrate concepts, and providing guided practice and feedback to students as they work to draw their own wordless stories.

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920 views

Lesson Plan

The lesson plan is for a 1st grade art class and focuses on teaching students to tell wordless stories through drawings. The objectives are for students to be able to tell a wordless story using a series of drawings and to understand how their classmates tell similar stories using different illustrations. To assess the objectives, the teacher will monitor students as they draw to check understanding, have students match drawings to stories, and see if they can identify each other's stories from the drawings. The lesson involves the teacher demonstrating wordless storytelling, modeling different ways to illustrate concepts, and providing guided practice and feedback to students as they work to draw their own wordless stories.

Uploaded by

api-315886098
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan Template (Teacher Facilitated

Literacy)
HEADING:
Students Name: Jesse Halteman
Subject Area(s): Art
Concept/Topic: Art/ Storytelling

Date: 4/20/16
Grade Level: 1st Grade
Time: N/A

CONTEXT:
Composition of Classroom:
Who are the students? Describe the instructional context including any specific
characteristics of the class or of individual students that are important to consider.
Include the following:
Students are mostly Caucasian, they know how to tell a story and how to
write one. Have not yet drawn a story without using words to explain the
story
Students motor skills are improving and have been improving, all can use
markers and crayons. Cognitive skills are good
DESIRED RESULTS:
Big Ideas/Key Concepts:
What do you want students to understand about the topic? Summarize the Big
Ideas (overarching concepts that transcend all grades) and Key Concepts your
lesson is designed to address. Include the specific content and process information
(Teacher Knowledge) you need to know about this concept in order to teach your
lesson.
a. Students are able to tell a story without using words just through their own
drawings
b. Students will hopefully become better story tellers and artist through this.
They will also be able to understand how their classmates have different
ways of drawing and telling similar stories as them using different
illustrations
c. The teacher has to be able to do this well. The teacher needs to be able to
convey to the children a logical way that they can understand what they have
to do. Being proficient in wordless story telling is recommended
Objectives:
1. The students need to be able to tell a wordless story through drawing.
Drawing a series of images that can put together to tell a story. They will be
taking one their favorite writings from a previous class. The students will then
swap drawings and begin to place different drawings on their classmates
stories that they think was writing and drawn by the same artist.
2. Address Coherence and Continuity: The students are in the unit of
storytelling. It began with the teacher reading different stories and asking the
students to verbally repeat them after making sure they had all the parts to
the story. They also worked on understand what the lesson of the story was
and picking that out of the story. The students were then instructed to make

up a story of their own that had a lesson in it. It could be something that had
happened at home or something they came up on their own. This relates to
language arts and art.
3. Curriculum Standards:
PA.CC.RL.1.
Reading Standards for Literature
Integration of Knowledge and Ideas
RL.1.7.
Use illustrations and details in a story to describe its characters, setting, or events.
PA.CC.W.1.
Writing Standards
Production and Distribution of Writing
W.1.5.
With guidance and support from adults, focus on a topic, respond to questions and
suggestions from peers, and add details to strengthen writing as needed.
Research to Build and Present Knowledge
W.1.7.
Participate in shared research and writing projects (e.g., explore a number of ''howto'' books on a given topic and use them to write a sequence of instructions).
EVIDENCE:
What data will you collect to assess the extent to which the desired outcomes were
achieved? Explicitly state how the collected data are linked to the big ideas and
objectives identified above (e.g., if students do x, then I will know that y.).
Answer the following questions

Monitoring student progress will individually going to each student as they


are drawing and seeing if you can understand what they story they are trying
to get across. You have a knowledge of what each student is going to be
drawing from their writings that they had based it on.
If the students are able to find one anothers stories based on the drawings
that the students had done. During the task the teacher walking around the
room should be able to identify each students story from their drawings.
They will be drawing and trying to find other students writings. If they are
able to do that then they have understood the lesson being taught.

LEARNING PLAN:
Rationale:
Students are able to tell great stories if you give them the time to do so. The
students are always wanting to tell you everything about their day. The
students being able to draw their story and not being able to use words test
how well they are understand the stories that they are telling you. If they are

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able to convey what is going on inside their heads when telling stories and
put that on paper that is a great skill for students to have.

Differentiation: This lesson will help students from special education who
may not always be able to find the right words to explain a story to draw
what they really want to get across. The ESL students will be able to use
drawing instead of having to be translated to our unable to find the right
English words to use. They are able to draw and have their classmates still
understand their story without feeling different.

Materials and Technology:


Paper, markers, crayons
Step-By-Step Procedure:
Be very specific about the details of the lesson plan, such that someone, in your
absence, could use the plan to teach it the way you intended. For example, if you
want to discuss something, how will you facilitate the discussion? What will you
say? Make sure you ask students to explain their thinking and engage
with the content on a higher level.
1. Launch:
a. Hook/Lead-in: Begin by going through a book that does not have any
words and used for interpretation. Follow this by asking the students
what they thought the book was about. After asking the students why
they thought the book was illustrated that way to get the story across.
The teacher then draws a story in front of the children and doesnt use
any words about the story. Showing the students how to draw a story
that does not use words can still have an impactful message.
b. Activate Prior Knowledge: The students had prior lessons about
what it takes to tell a story. Through verbally saying it to one another
and also by writing their own stories. The students need to understand
that it takes details to tell a story without using words and that just
because the student who is drawing it can understand it doesnt mean
that other students can.
2. Instruction: Specify the steps required to instruct, model for, and to guide
students. Decide how students will participate.
a. Explicit Instruction or Worked Example: Describe the detailed
procedures regarding how you will guide students to learn a specific
example so as to build students schema for problem solving.
i. If the students are running into issues with not knowing how to
draw something they are trying to get across like a feeling or
expression. The teacher could tell them to think of what different
people look like having that feeling or the students could also
draw multiple different images that mean one thing if they
cannot draw what they are exactly meaning. Using multiple
different drawings and putting them together to create one part
of the story.
ii. The teacher will be asking students if they think that is the best
way to get that across to other students who do not know the

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story. If maybe there is a different way to draw the same thing


but allowing it to be more understandable.
iii. Students will run into issues not being able to think of a different
way to draw the same thing and this can be frustrating but the
teacher needs to keep them on track and give them slight hints
as to what it could be.
b. Modeling: Using my own story that I draw in front of the story will be
one way of modeling that the teacher could do. Another way the
teacher could lead them into this activity and the activity after is
modeling a story through body action. The students could watch and
understand a silent story through acting.
c. *Guided Practice: This is the most important part of the
lesson. The teacher can begin with simple parts of the students
stories and showing them multiple ways to draw the same thing.
Showing students that there is more than one way to get something
across and giving them examples. Also letting the students struggle for
some time to see if they can come to it on their own. This would give
the students time to think without immediately be given the answer so
they are able to think on their own and problem solve for themselves.
3. Independent Practice: Drawing a story at home of something they saw on
their way home from school that day. The students bring it in the next day as
homework.
4. Application: The students will be able to describe their stories better. When
they are thinking about their writing they will understand that they need to
be more descriptive then they had in the best to give the reader the best
image in their head of what the story is supposed to get across.
5. Closure: When the students bring in their independent work the next day go
over with each student what you thought the story was and make sure that it
is what they were meaning.
EVALUATION:
The purpose of evaluation is for you to check the students mastery of the
lesson objectives.

The students drawings and writings will be hung up on a board in the


classroom, the stories and drawings will be mixed so whoever comes in
the classroom will have to read a story and see if they are able to
understand what the student was trying to get across.

ATTACHMENTS:
Attach any supplemental materials (e.g., worksheets, graphic organizers,
etc.)
TEMPLE TEACHING STANDARDS (TTS):

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Review your lesson plan to make sure you have addressed the six
TTS (Deep Content Understanding, Coherence & Continuity, Real
World Connections, Active Learning, Critical & Creative Thinking,
Teacher Reflective Thinking).
Revise, if necessary, to ensure all standards are included.
Be prepared to explain how your lesson plan addresses the TTS.

REFLECTION (AFTER THE LESSON):


Analyze the evidence you collected and reflect on how the lesson went:

What did the students learn? How do you know?


What went well? What makes you think so?
What would you change if you were to teach the lesson again? Why?
Explain how the evidence that you collected is also useful in thinking
about something more than the success of this particular lesson. For
example, consider how your data support or conflict with theory and
research that youve read.

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