Teacher: Chelsea Ansari Date: 4/30/17

2016-2017 LESSON PLANNER

Part 1: Classroom Information

Grade: 5 Content Area: Art-ELA Group Size: 32 Lesson Length: 60 minutes

Student Context:
Identified Student Needs Accommodations During Instruction to
Support Student Needs

Students with Special Visual processing & Visuals to accompany key instruction, modeling,
Needs (IEP and/or 504) Comprehension. repetition to determine comprehension of
instruction, text-to-speech during testing

Students with Specific English language learners
Language Needs (ELL) who speak a variety of
English other than the
language used in the
textbooks or lessons.
Pre-teach core vocabulary used in the lessons
through examples and charting the vocabulary
on a graphic organizer. The teacher helps make
connections between familiar language the
student already knows and uses with the
language used in the textbooks or lessons.

Students with Other Struggling readers Shared & guided reading, direct instruction,
Learning Needs monitoring, small group intervention

Part 1: Planning for the Lesson

A: Standards
i. Key Content Standard:
Art-Visual 5.2.7: Communicate values, opinions, or personal insights through an original work
of art.

ii. Related ELD Standard (must be included when using an ELA Standard):
W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.

B. Objectives
i. Learning Objective/Goal: The students will (DO __) to (LEARN ___).
The students will add watercolor paint to their perspective drawings in order to learn the impact
color has on a piece.
 ii. Language Objective (transfer this from "Incorporating Academic Language"):
The students will construct an opinion on the role of color in their piece using conjunction words
such as because, therefore, for this reason to provide evidence for their opinion.

C. Assessments:
i. Informal assessment strategies you will use during class
Assessment Strategy Evidence of Student Learning

Ask students to share out and add to the Students will be able to recall facts and pull
thinking map on perspective from the from their experiences from the previous
previous day lesson

Walk around and question students as they Students are able to explain how their art has
add color changed and why

ii. Written assessment you will use to determine, for each individual student, to
what extent they have met your learning objectives.

At the end of the lesson students will be asked to perform a quick write where they will need to
construct an opinion on the role of color. Students will be asked to look at how their artwork
changed with the addition of color and use this to support their claim. The quick write and the
finished piece of work will be the assessment used to determine if students understood the role of
color in art.

D. Lesson Resources/Materials:
Watercolors, paint brushes, cups of rinsing water
writing journals
Drawings from Lesson 1
vocabulary word cards (for word wall)

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Introduction (_5 min.):

Have students share-out and add to the thinking map on the the power of perspective
from yesterdays lesson. Ask them if their opinions or understanding of perspective
changed since beginning their art projects.
Tell students the lesson objective: The students will add watercolor paint to their
perspective drawings in order to learn the impact color has on piece.

Body of the Lesson (_35_ minutes):

Vocabulary Review:
Review the lesson vocabulary, posted on the classroom word wall:
Second language support: Have students turn and tell the definition to their
partner
One-point perspective: is a drawing method that shows how things appear to get
smaller as they get further away, converging towards a single 'vanishing point' on
the horizon line. It is a way of drawing objects upon a flat piece of paper (or other
drawing surface) so that they look three-dimensional and realistic.
Vanishing point is that spot on the horizon line to which the receding parallel
lines diminish
Depth is defined as the distance from top down or front to back, or the intensity
of color or sound.

Water coloring
Tell students they will be water coloring their Italian perspective drawings from
yesterdays lesson. Support: Show and display sample work:
 Tell students to use color that will reflect where the actual setting is taking place. Tell
students that buildings in Italy are sometimes very vibrant.
Remind students that with watercolors, you should avoid using too much water. Also
remind students that using more water will make the colors lighter and the less water they
use, the more the richer or vibrant the color
Model how students can use contrasting colors to give little details extra pop.
Support: Provide direct/one-on-one support to students struggling with using the
watercolor

Closure (_15_minutes): Describe how you will prompt the students to summarize the lesson
and restate the learning objective.

Written assessment:
Students complete the quick write assessment answering the prompt: Do the types of
colors you use affect the overall mood of the piece? Why or why not? Make sure to
discuss how adding color to your drawings affected your picture.

Part 3: Incorporating Academic Language

(to be completed after you have planned the content part of your lesson plan)

1. Describe the rich learning tasks) related to the content learning objective.
In this lesson students will be adding color to the work of art that they created from the previous
lesson. Students will be able to observe the effect that color has on a piece of work as well as
revisit the idea of perspective. After students have completed adding color to their piece they will
then be asked to construct an opinion on the role of color in their art work.

2. Language Function: How will students be communicating in relation to the content in

the learning task(s)? Identify the specific function (purpose or genre) you want to
systematically address in your lesson plan that will scaffold students to stronger
disciplinary discourse.

Construct

3. Language Demands: Looking at the specific function (purpose or genre) your students
will be using, what are the language demands that you will systematically address in this
lesson?
Vocabulary: Tier II and Tier III
Key to this lesson: one point perspective, vanishing point, depth

Syntax: Construct
I think that color is because
In my art work I used color to
Without color
The role of color is

Discourse: Oral and written

4. Language Objective: What is/are the language objective(s) for your lesson?
The students will construct an opinion on the role of color in their piece using conjunction
words such as because, therefore, for this reason to provide evidence for their opinion.

5. What does your language objective sound like/look like for different levels of language
learners?
Emerging Expanding Bridging

I think color... I think color is I think color because...

because
In my piece I used color to
In my piece I used color to create therefore...
create...
6. Language Support: What instructional strategies will you use during your lesson to
teach the specific language skill and provide support and opportunities for guided and
independent practice?
Instruction Guided Practice Independent Practice

-Activating prior -Majority of the lesson is -Teacher provides

knowledge by having either instruction or examples for the water
students revisit what we independent practice color phase
did yesterday -Teacher models how color -Individual support for
-Review of the can be used students who struggle
vocabulary -Students have access to
-Think-pair-share the word wall to use
during the quick write