Standards-Aligned Lesson Plan Template

Subject(s): ___________Visual Arts___________________________________ Grade: _______4_______

Teacher(s): __________Miss Moreno_________________ School: ___Loma Vista_______________

Date:___________
Part I GOALS AND STANDARDS (TPE3.1)
1. Common Core Learning Standard(s) Addressed:
Speaking and Listening:
SL.4.1 Students engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4
topics and texts, building on others ideas and expressing their own clearly

2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):

Visual Arts:
4.0 Aesthetic Valuing Responding to, Analyzing, and Making Judgments About Works in the Visual Arts...Students analyze, assess, and derive
meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.

3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C.
Productive; and Proficiency Level addressing Emerging, Expanding, Bridging)
ELD.I.4.1.Ex: Exchanging information and ideas with others through oral collaborative discussions on a range of social and
academic topics

4. Learning Objective: (What will students know & be able to do as a result of this lesson?) STUDENT-
FRIENDLY
SWBAT look carefully at works of art, talk about what they observe and examine, back up their ideas with TRANSLATION
evidence, listen to and consider the views of others, and discuss many possible interpretations of Pablo
Picassos three art periods, Blue, Rose, and Cubism. (Blooms analyzing). I will look carefully at
a work of art and talk
about what I observe.
I will back up my
observations with
 evidence and listen to
others classmates
view and discuss
many possible
interpretations of
Picassos art periods.

5. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why STUDENT-
are these outcomes essential for future learning?)(TPE1.3) FRIENDLY
TRANSLATION
Students must be able to analyze works of art in order to appreciate artifacts from a culture to its fullest I need to be able to
extent. They must also be able to discuss their ideas and express their feelings in order to engage in society talk about works of art
as a participating member. and what I notice
about them so I can
appreciate different
cultures. I also need
to be able to discuss
and explain my
feelings so that I can
interact with other
people.

6. Essential Questions (TPE1.5):

How does your idea connect to _________s Idea?

What is something different or similar between the three periods?

What other ideas or examples relate to this idea?

Part II STUDENTS INFORMATION (TPE1.1,3.2)

7. Class Information:

a. Total number - There are 34 students in this class; 20 boys and 14 girls.
b. English Learners/Standard English Learners - There are 2 EL students. Both of these students are at

the high intermediate level (level 3 in proficiency). They have the capacity to understand speech delivered

in most settings with some repetition and rewording.

c. Students with Special Needs There is one student on an IEP, this student is receiving additional help

for reading because of extremely low performance and has difficulty comprehending and obtaining

information through text and through verbal explanations and directions. In this class there is also one

student with a 504 for behavior, the school is in the process of testing the student for ADHD. There are also

five gate students. Each of the students have high math and science scores and tend to finish their work

quickly in those subjects. They tend to need more time to prepare of complete assignments in Art or

Language arts.
d. Academic language abilities, content knowledge and skills in content area - The students at this

stage have started the process of expanding their Tier 2 vocabulary. There are many posters of the words

they have acquired in this tier. They can write using opinions and produce writing and verbal information

from informational text. Students can apply logical thought to their speaking, writing, reading and listening.

The students vary in reading abilities but are predominantly at their grade level. They use language to

exchange ideas thoughts and share within groups about reading and content discussed in class. The class

has also conducted ten art lessons with throughout the school year. The school is a STEAM focus school and

incorporates art into all areas of their curriculum. They have not had specific lessons on Picasso or any of

his art periods, this will be new information for the students.
e. Linguistic background There are 7 students in the classroom that speak Spanish. Out of the 7 only 2 of

them are considered English Language Learners.

f. Cultural background (home/family) - The class is made of a diverse population. There are two African

American students, Hispanic and Caucasian students. There are two African American students, three

students from Asian decent, fifteen Hispanic/Latino/White and fourteen students from mixed ethnical

backgrounds. Out of these students 10 have the capacity to speak another language.
g. Health considerations (if any) There is one student with a peanut allergy and five students that have

asthma. All five of the students have medication in the office in case of an asthma attack.
h. Physical development factors that may influence instruction in this academic content area The

students are physically capable of fine and gross motor skills. They are able to sit or interact amongst the

classroom with ease. They are all capable of participating in Physical education activities and at recess. In

the classroom flexible seating is used to ensure movement and the least restrictive environment for each

student. They have a high energy level, which leaks over into the attention they provide on each lesson. BY

providing flexible seating and opportunities for movement the student are able to stay focused and on

track.
i. Social development factors that may influence instruction in this academic content area

Caregiver interaction and participation in the classroom and during activities produces large levels of

student participation and focus. The students in this class have had a student teacher present from the first

day of school. They work with the additional teacher assistance and are accepting to having multiple

supervisors in the classroom. The class gets along very well with one another and is highly sociable in the

classroom and outside of the class. This adds an additional level of chatter and discussion and provides an

extra mean for the lessons to be taught, Think-Pair-Share.

j. Emotional development factors that may influence instruction in this academic content area
 Children at this age react to feelings, are vocal about opinions and emotionally present. The students are

kind and accept one another in the class. They treat each other with respect and support others when they

are emotionally acting out or are having a difficult day in the classroom. There is one student receiving

district sanctioned and funded psychological guidance and has been showing great progress within the

classroom.
k. Interests/Aspirations (relevant to this academic area) - The class is split between high interests in

technology and sports. There are a large group of students that code in their free time. This is a great tool

that is utilized within the classroom it provides another level of academics by having the students code

once they finish their work. There are also many students that have a great interest in video games. They

relate a lot of the subject matter back to the games they are playing. The other half of the classroom is

interested in sports such as: hockey, gymnastics, and lacrosse. There are four students that are extremely

interested in art and tend to doodle or draw during their free time. These interests help guide the material

and way of providing and teaching the lesson to the students. Incorporating every aspect of the students

interests throughout the days lessons. I will use technology to present the information, Have the students

work in teams to present and detail the information to each other, and they will be looking at art and

discussing different aspects of the art.

8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content? Please specify anticipated difficulties for English Learners, Standard English Learners, and/or students with
special needs. )):

I anticipate that the student that has an IEP will need additional support and motivation to stay on task. This
particular student was assessed and it was determined that they only accomplish work 7% of the time within the
classroom.
For the student that has a 504 for behavior, I anticipate that this student will have difficulty focusing on their work
and become distracted easily. This will lead to more opportunities for the student to become flustered or annoyed by
other students resulting in the student ceasing all work. I also anticipate that the student will rush through the work
to avoid having to spend time on the questions so the student can listen to music.

There are also several GATE students in the classroom. These students tend to either finish their work quickly or take
more time then needed to analyze and support their information, they tend to do this in Language Arts and in Art.

Part III - LESSON ADAPTATIONS (TPE3.5,4.4)

9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties? Ex:) Please specify modifications/accommodations for English Learners, Standard English
Learners, and/or students with special needs. )
For the student with the IEP I plan on providing the student with additional time, constant motivation and support
throughout the assignment as well as simplified directions and more time to answer question, the student should be
able to provide their opinion. I will also aid the student when answering her questions on the Google form.

For the student with the 504, I will allow the student to listen to music during the writing time, and to use other
stimuli such as grippers or flexible seating. This will provide the student with privacy during the writing time as well
as a way to focus any annoyance or disturbance of their movement within their seat.

For the GATE students, I will constantly remind them to either take their time or to elaborate on their opinions within
their group. This can provide them with more of a challenge when working within the group to discuss and aid other
students thoughts and opinions on the pictures they are viewing. I will also ensure that the students are answering
questions as they go along in the form. This will provide them with additional time to finish the questions as well as
discuss their opinions with their group and class. I will also monitor their writing and if needed provide them with
additional questions that will expand their thinking.

10. 21st Century Skills Circle all that are applicable

Communication Collaboration Creativity Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson
 (TPE1.5,3.3):

Communication: Student will discuss and provide opinions in pairs to describe the work of art.

Collaboration: Students will work with their table or shoulder partner to elaborate on opinions about the work of art.

Critical Thinking: The students will thinking critically about different aspects of the work of art to create and form opinions and views.

11. Technology - How will you incorporate technology into your lesson? (TPE4.4, 4.8)

Goggle form with a video description on the artist and questions for the students to answer regarding the work
of art shown.

https://docs.google.com/a/vanguard.edu/forms/d/1aql-bVKp6ldsFSir2AAJ9c-4jIfefu9_2w6sjTQOCBQ/edit
12. Visual and Performing Arts How will you provide the students with opportunities to access the
curriculum by incorporating the visual and performing arts? (TPE1.7)
I will be including a power point with a picture by Pablo Picasso to spark discussion.

Part IV - ASSESSMENT OF STUDENT LEARNING (TPE1.8,5.1)

13. Assessment Criteria for Success: (How will you & your students know if they have successfully met the
outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons
outcomes look like?)

Formative:I will walk around the room and record students appropriate responses according to their opinion on the art.

a. Summative (if applicable):

I will have the students work on and complete a Google Form on Picasso, this will provide me with a clear explination
on the information the students gained from the presentation and think-pair-shares with their partner.

b. Attach rubric here ( and copy and paste your objective above your rubric):

SWBAT look carefully at works of art, talk about what they observe, back up their ideas with evidence, listen to and consider the
views of others, and discuss many possible interpretations. .
3 2 1

Works on Student answers Student answers Student does uses

Google Form questions in questions with partial phrases to answer
complete sentences sentences and questions and
and completes completes multiple completes part of the
multiple choice and choice and submits multiple choice and
submits form. form submits form.

Provides The evidence that Has some evidence, Does not explain what
evidence for they used to create but is not clearly able their viewpoint is at all,
their their viewpoint is to explain what that or does not provide
viewpoint clear and evident. evidence is. any evidence for their
viewpoint.

c. How do you plan to involve all students in self-assessment and reflection on their learning goals
and progress? (TPE5.3)

At the end of the lesson, students will reflect on the objective, explaining whether or not they feel as if they achieved it. They will
discuss this with their partner, then a select couple will share with the class.

Part V - INSTRUCTIONAL PROCEDURE

14. Instructional Method: Circle one Direct Instruction Inquiry Cooperative Learning

15. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)

Google Form with YouTube video

https://docs.google.com/forms/d/e/1FAIpQLScUrugji1Xnriopt4nQMmFxIU2SPaXZMO4ZE7RMSTiJwR_a0Q/v
iewform?usp=sf_link

Slides for the presentation with picture from Pablo Picasso

https://docs.google.com/presentation/d/1Cgo85QsgtKu6AtOYcICQFBnTpb52X4qAfCNmtxcYbIc/edit#slide
=id.p

16. Procedure (Include estimated times. Please write a detailed procedure, including questions
that you are planning to ask.):
OPEN:

The class will sit on the carpet and I will ask them if they have heard of Pablo Picasso. The teacher will have the students provide
what they know and then think pair share with each other regarding who they thing Picasso is. (Face to Face Interactions)
BODY:

After the students have discusses who they believe Picasso to be, I will begin the Google slides presentation on Picasso and three of
his art Periods.

I will have the students discuss the photos in the presentation using the discussion questions in the slides presentations for guidance.
I will then ask the students these four questions to prompt the
a. What is going on in this picture?
b. What do you see that makes you say that?
c. What more can we find?
5, After each question is asked, I will have the students Think-Pair-Share with one another to discuss their opinions. (Social Skills)
(Group Processing)
6. After each question is discussed between the pairs, I will call on the students to share out what they talked about in the pair shares
and ask the next question. (Positive Interdependence).

CLOSE:

7. Students will reflect on the objective with their partner, explaining whether or not they feel as if they achieved it and they will also
provide a clear indication of knowledge by showing a thumbs up down or to the side if the understand each period. (Individual
accountability).
8. Once the students were able to discuss, if any students want to share their reflection they may share at this point

9.The students will then be dismissed to their desks to complete the Google Slides form on Picasso.
 Part VI REFLECTION (TPE6.1)
1. Please include your rubric data here. Include 5 student work samples low,
medium, high, EL, & Student with Special Needs. On student work samples,
please include scores according to rubric categories.
Speaking and Listening:
SL.4.1 Students engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and
expressing their own clearly

Visual Arts:
4.0 Aesthetic Valuing Responding to, Analyzing, and Making Judgments About Works in the
Visual Arts...Students analyze, assess, and derive meaning from works of art, including their
own, according to the elements of art, the principles of design, and aesthetic qualities.

ELD.I.4.1.Ex: Exchanging information and ideas with others through oral collaborative
discussions on a range of social and academic topics

Objective: SWBAT look carefully at works of art, talk about what they observe and examine,
back up their ideas with evidence, listen to and consider the views of others, and discuss
many possible interpretations of Pablo Picassos three art periods, Blue, Rose, and Cubism.
(Blooms analyzing).

3 2 1

Works on Student answers Student answers Student does uses

Google questions in complete questions with partial phrases to answer
Form sentences and sentences and questions and
completes multiple completes multiple completes part of the
choice and submits choice and submits multiple choice and
form using information form uses minimal submits form using
from the presentation. information from the no information from
(20/35 --- 57%) presentation the slide. .
(15/35--- 43%) (0/35 --- 0%)
Provides The evidence that they Has some evidence, Does not explain
evidence used to create their but is not clearly able what their viewpoint
for their viewpoint is clear and to explain what that is at all, or does not
viewpoint evident. evidence is. provide any evidence
for their viewpoint.
(25/35--- 72%) (4/35---11%) (6/35---17%)

EL-
2017/04/24 10:20:24 AM MDT
1 .He started when he wanted to. (I dont know)
2. The Rose Period
3. Not real
4.Cubism
5. I would create a little abandened kitten to represent sadness
so people could help animals to and not just people.
6. I would want to see a illusional one so I can figure it out.

When looking over this students form results, based off the rubric, I would
provide the student with a 2. She was able to provide complete sentences, but
did not completely relate the information to the presentation. When the student
was speaking on the carpet with her neighbor, she was providing some evidence
from the presentation when answering the questions but, was not clearly able to
explain her evidence or observations from the painting. I would give her a 2 for
this section of the lesson. Over all, she would receive a 4.

Student with Special Needs-

1. Whenever he first started painting.
2. The Rose Period
3. Not real
4. Cubism
5. Nothing, because i dont draw.
6. Nothing because i dont like paintings.

When looking over the results from my student with special needs, or 504, I
realized that he was not interested in the lesson. He was bouncing around on a
chair and focusing on a fidget toy. When asked to provide evidence to support his
viewpoint, he would say I dont know or I dont care. Because of these responses
and lack of participation he received a 1 according to the rubric. When looking at
his answers on the Google form, the student did not provide evidence from the
slides or from the YouTube video. Because of his answers and lack of evidence
the student, according to the rubric, received a 1. His over all score is 2.

Low-
1. 1900s
2. The Rose Period
3. Not realalisic
4. Cubism
5. A dino
6. Dove

During the presentation and carpet time, the student was at times in and out of
focus. She would sit there and participate very little when think pair sharing with
her carpet buddy. Because of this she provided little evidence of a viewpoint and
connected what she was learned to form her own judgments on the works of art.
According to the rubric, she received a 1. When Looking over this students form
answers she provided little evidence and provided phrases instead of complete
sentences. According to the rubric, she earned a 1. Overall the student earned 2
points.

Middle-
1. 1900
2. The Rose Period
3. Abstract painting is when you paint
somthing fake or not real.
4. Cubism
5. I would create a piano.
6. I would want to see his painting of a dove so
I can see how wierd it looks in real life

When on the carpet for the presentation the student, listened intently. When it
was time to think pair share with her neighbor partner the student was providing
their opinion and forming judgments on the work of arts, but were unable to
provide solid evidence to explain their opinions or views. She earned a 2 for this
aspect of the Rubric. As I reviewed her form responses, she provided some
evidence from the video and from the presentation, but it was limited, Because
of this she was on the fences between a 1 and a 2, I provided the student with a
1 for this section. Over all she received 3 points.

High-
1. He started painting between 1907 and 1911.
2. The Rose Period
3. A abstract painting is a paitning that is not realistic but, its not
real in a unique way.
4. Cubism
5. I would draw a German shepard that is flying with its owner to
heaven because they both didnt make it out of the civil war. Also,
it'll be cubism.
5. If Picasso's paintings were at the Orange County Art Museum I
would love to see the three musicians because maybe the
painting will be differnet and I love cubism so it'll be very
intristing for me to see the painting in person.

During the presentation and time on the carpet, the student was actively
connecting the information from the slides to form judgments and opinions about
the works of art that, viewed from Picassos three periods. According to the rubric
he earned a 3. As I reviewed this students responses from the Google form, I
was interested to see the connections and reference to the evidence from the
slides and YouTube video. Because of this evidence and the complete sentences
the student provided, he received a 3, according to the rubric. Overall the
student received a 6.

2. Were the students successful at achieving the lesson objective?

 a) If so, explain which areas in which students were successful, according
to your data analysis.
When looking at the whole class data, the majority of the class showed the
capacity to achieve the lesson objective. Over 50% of the students were able to
receive full points throughout the lesson. In reviewing the objective SWBAT look
carefully at works of art, talk about what they observe and examine, back up their ideas with evidence,
listen to and consider the views of others, and discuss many possible interpretations of Pablo Picassos
three art periods, Blue, Rose, and Cubism. The students were able to analyze and discuss the three
different periods by Picasso. They were able to listen and consider their neighbors views regarding the
art pieces they observed. The students successfully hit both standards, Visual Arts: 4.0 Aesthetic
Valuing Responding to, Analyzing, and Making Judgments About Works in the Visual Arts...Students
analyze, assess, and derive meaning from works of art, including their own, according to the elements
of art, the principles of design, and aesthetic qualities.
and SL.4.1 Students engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas
and expressing their own clearly. The students analyzed and made judgments on the different art
pieces painted by Picasso. They were also able to discuss their observations and judgments with their
carpet neighbor and effectively listen and respect one another views.

b) If not, explain which areas in which students were not successful,

according to your data analysis. Why do you think they were not able to
achieve the lesson objective in these areas?
As I reflect on the lesson, I feel that the students struggled to at times provide
feedback and writing in the Google forms that showed evidence from the
presentation. The students had access to the slides as well as a video on the
form. This video provided them with the information as well as relevant
information for the questions on the form. The students struggled to state or
relate their answers back to the video or the slides. This lead to incomplete
sentences and lack of evidence within their answers. As the teacher I feel that I
need to make it clearer for the students that they need to relate their answers to
the evidence from the presentation and establish their opinions and judgments
clearer in the form.
 3. What instructional strategies did you use to help students achieve the
lesson objective? Which subject-specific pedagogical skills did you employ
to help students be successful? (Reference TPE Part 2: Subject-Specific
Pedagogy)

As I was creating and teaching my lesson, I decided to utilize think pair share strategies
as well as whole class discussions. This created an environment for the students to
discuss and provide their opinions and judgments on the three periods and pieces from
Picasso. This strategy was closely tied to the TPE relating to Visual and Performing Arts.
Beginning teachers understand that learning in an arts discipline supports students in
other academic subjects, fosters engagement in school and motivation to learn, and
builds students' skills in collaboration and communication and in navigating and
understanding the diversity of the world needed for success in college and career.
Through my think pair share strategy, I was clearly allowing the students to collaborate
and communicate their understanding of the different art pieces. The students were also
able to think critically about the art and create and form judgments about each piece. By
following the Art standard closely, I feel that I was providing the students with an
environment to form judgments, analyze art pieces and respond about what they
learned or saw within the works of art. This enables them to share and provide their
views and opinions on each piece to one another.

4. What would you change about the lesson and why (according to your data
analysis)?

After completing my lesson and reviewing the lesson and the results of the
students with my master teacher I discovered a few things I would change about
the lesson. When giving the lesson I was trying to hit the ELA standard, SL.4.1
Students engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing
their own clearly. I wanted the students to be able to have an open environment to
encourage collaborative discussions with their carpet neighbor. When doing so
there were moments when the students became so engulfed in their discussion
and opinions that it was difficult to gain their attention once again. This lead to
my lesson taking a lot more time then was necessary for it. Towards the end of
the lesson, I felt that I had started to lose the students attention and
participation because they had become bored sitting on the carpet. I know that
in the future I may limit the amount of discussion as well as the amount of
students that share out. This particular classroom is a bit chatty but I would
benefit over all by limiting the amount of time on the carpet and the amount of
time provided to the students. I should use a timer in later lesson that will
indicate and provide the students with a clear picture of how much time they
have to discuss with one another. I need to also be mindful of time! This is
something my master teacher discussed with me after the lesson. She stated
that we will be working more one this skill during the fall.

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, low, EL, and Student with Special
Needs, and write your comments on the copies.