Lesson Plan Template

LTC 4240: Art for Children

Use the following template for the Final Art-Integrated Lesson Plan you will write for this course.
• In the left column, you will describe the lesson criteria for each aspect of the lesson.
• In the right column, you will provide the rationale for each of the choices you are making. The rationale should be:
o supported by AFC class readings & video resources
o supported by content from your other education courses.
Sharing your rationale is important as it asks you to think about why you are doing what you are doing.
Providing a rationale is also an important aspect of the performance assessment you will complete while student
teaching, so think of this assignment as a warm up!

Lesson Title: Shapes and their Attributes

Targeted Grade Level: 2nd Grade
Teacher(s) Name(s): Ashley Knackstedt and Ally Hardy
Lesson Plan Rationale
1. Big Idea: How does the Big Idea connect ideas across the curriculum?
Visualizing Shapes and Their Attributes
Shapes are found in objects throughout everyday life. Shapes
and their attributes can be used to visualize, describe, and
characterize objects. In this lesson, students are exploring
shapes and their attributes and using them to consider and
visualize how they can be found in the objects and life around
them (Franco, 2023).

2. Enduring Understandings: How do the Enduring Understandings relate to the Big Idea and how are
they important to the lesson & to the student?
1. A shape (2D) is a flat area surrounded by an outline
(National Gallery of Art).
In this lesson, students are exploring and identifying shapes
and their attributes through artwork. In order to do this,
2. Attributes are characteristics that can be used to
students must first have a clear understanding of what a shape
identify and create shapes (Wordsmyth).
is which enduring understanding 1 addresses. Additionally,
they must know what an attribute of a shape is and how it can
be used to identify the shape. This is addressed in enduring
 3. Shapes with varying attributes can be seen in and used understanding 2. Finally, to extend their knowledge it is
to make art. important for students to see that geometric shapes can be
used and seen within art works. This lesson allows students to
start recognizing geometric shapes in their own lives and
notice how they make up the world around them.
3. Essential Questions: How are these questions essential to the lesson & meaningful to the
student?
1. What shapes can you find and name around the
classroom? For the first essential question, the students are encouraged to
apply their understanding of shapes to what they see in the
2. What attributes can we use to describe shapes? classroom. This requires students to be active agents in their
(triangles, squares, rectangles, pentagons, hexagons, learning and pushes them to see how the content applies to the
circles) world around them. For the second essential question,
students must think about the attributes or characteristics that
make up a shape. This encourages them to think deeply about
3. Through what art forms can shapes and their attributes the shapes. This is an important skill because it equips
be used in meaningful ways? students to be able to notice and describe the shapes around
them using the attributes of the shapes. The third essential
question is important for students to begin thinking about the
meaning that a shape might convey due to its attributes and
how shapes can be used to create art. This gives students a
reason to feel that learning about shapes is valuable and useful
because they can apply these skills of identifying and creating
shapes as they make art or analyze how shapes are a part of
their life.
4. Objectives: (“Students will” statements) Why are these objectives important?
How do the objectives support learning across the curriculum?
1. Students will define a “2D shape” as a flat area How do they connect to the students’ lives?
surrounded by an outline.
These objectives are important as they connect the enduring
2. Students will explain that attributes are characteristics understandings to what the students will be able to do by the
that are used to identify and create shapes. end of the lesson. Additionally, by employing various depths
of knowledge, students are thinking beyond the surface level
3. Students will recognize that shapes with varying of shapes and their attributes. The SMART objective lays out
attributes can be seen in and used to make art. a very specific and exact plan for how students will obtain
 and demonstrate their knowledge. Across the curriculum,
these objectives are a connection to a variety of subject
4. In two 60-minute class periods, and inspired by a VTS matters including Math, ELA, and SEL topics. Each objective
discussion of Senecio (Head of a Man going Senile) by connects to one or more of these content areas. All our
Paul Klee. , students will employ basic drawing skills objectives are applicable within the students’ lives and are
with colored pencil to design an abstract self-portrait important skills to have outside of this lesson alone. For
that communicates identity & emotion using geometric example, noticing attributes and characteristics of shapes to
shapes and expressive color. describe objects is something that can be used within
conversations every day.
5. Standards: How do the standards support each other and the learning taking place?
National Core Arts Standards:
As students participate in a VTS discussion (VA:Re8.1.2a)
- VA:Cr1.2.1a- Make art or design with various which requires them to analyze and deeply consider a work of
materials and tools to explore personal interests,
art, they will be developing and applying effective listening
questions, and curiosity. skills (2.SL.3.A) and speaking clearly and to the point
- VA:Re8.1.2a- Interpret art by identifying the mood (2.SL.1.A) at the same time (National Art Standards).
suggested by a work of art and describing relevant
subject matter and characteristics of form. As students create an artistic design (VA:Cr1.2.1a) using
various materials and tools that supports exploration of
English Language Arts Standard(s): personal interests, they will also be recognizing and drawing
- 2.SL.3.A- Speaking clearly and to the point, using shapes with specific attributes (2.GM.A.1.a). While students
conventions of language when presenting are engaging in art making and using their understanding of
individually or with a group. geometric shapes, they are also expressing their feelings
- 2.SL.1.A- Develop and apply effective listening skills (2.PS1.A.a) about themselves (Missouri Learning Standards).
in formal and informal settings.

Focus Content Area: Math

- 2.GM.A.1.a- Recognize and draw shapes having
specified attributes, such as a given number of
angles or sides: Identify triangles, quadrilaterals,
pentagons, hexagons, and circles

Other Content Area: SEL

- 2.PS1.A.a- Express a variety of feelings
6. Teaching Resources: Briefly explain why each teaching resource is necessary and how they
work together to support student learning.
(Include everything required to teach the lesson except art making
materials which will appear in Section 11 below. Teaching resources
include art images, books, videos, slide shows, manipulatives, The VTS image, Senecio by Paul Klee, demonstrates the use
special equipment, etc.) of geometric shapes to create an image. Students will have
practiced the skill of identifying and recognizing shapes
Art: within images and the world. When the VTS image is
introduced prior to the art making experience, students will be
able to pick out these shapes and notice the larger image they
are contributing too.

The book Shapes That Roll by Karen Berman Nagel, is a good

resource for introducing the names and attributes of varying
shapes. It presents the idea that shapes are seen in many
common life experiences and objects. This book will extend
students' application of shape identification and description
within their conversations throughout the lesson and beyond.
Senecio by Paul Klee
The shape slideshow is necessary to provide a visual for
students when learning about the names and attributes of
English Language Arts: common shapes. Students can benefit from the visual
(Include reading materials, slideshows, children’s books, etc.) information on the slides.

The shape flash cards are a helpful resource to review the

shapes with students without giving away the names of the
shapes. With these flashcards, the teacher can withhold from
showing students the shape and begin by just giving clues. If
students are stumped, the teacher can show the shape being
described. These flash cards will help students review for the
summative assessment and give them the opportunity to
picture shapes based on their attributes.
 Shapes That Roll by Karen Berman Nagel (2022) The summative shape identification is an important resource,
as it is a way to collect information on student understanding.
Shape Slideshow After they have been instructed from the resources above, this
summative assessment will test their knowledge.
Shape Flash Cards

Summative Shape Identification

7. Lesson Plan Sequence Provide rationale for choices at each step and for each day.
Day 1:
Steps 1 & 2: Student attention will be better if they are
1. Bring students to the carpet to introduce the unit.
brought on the carpet. This is also a good place to complete
the read aloud, which will introduce students to attributes and
2. Begin by reading Shapes That Roll by Karen Berman Nagel.
names of shapes (The Big Idea).
3. Have students think-pair-share about the shapes they find
Read aloud addresses 1 ELA standard:
around the room (formative assessment). Listen to student
- 2.SL.1.A- Develop and apply effective listening skills
responses and identify their level of understanding. Help
in formal and informal settings.
students recognize that shapes are in the world all around
them, just like the book showed us- for example a piece of
Step 3: This encourages student participation and gives them
pizza is a triangle.
a space to connect and communicate with a partner. Think-
pair-share activities strengthen collaboration and
4. Have a class discussion about how they can tell shapes apart
communication skills. It is also a great way to formatively
from one another. Encourage students to consider what things
assess student knowledge of the big idea while also touching
we can use to describe the shapes mentioned in the story.
on the first essential question.
Emphasize that these characteristics are called attributes and
Think-pair-share addresses 2 ELA standards and a math
they help us name shapes.
standard:
5. Navigate to the slideshow detailing important shapes and - 2.SL.3.A- Speaking clearly and to the point, using
conventions of language when presenting individually
their attributes. Go through the PowerPoint with students.
or with a group.
- 2.SL.1.A- Develop and apply effective listening skills
6. After completing the PowerPoint slides, send students to
their seat with whiteboards. Ask students to draw shapes and in formal and informal settings.
answer questions based on shape names and attributes - 2.GM.A.1.a- Recognize and draw shapes having
(formative assessment). specified attributes, such as a given number of angles
 or sides: Identify triangles, quadrilaterals, pentagons,
7. Wrap up the lesson by asking students to write one new hexagons, and circles
thing they learned about shapes on their whiteboard (formative
assessment). Step 4: Class discussions promote student participation and
provide a space for students to share their ideas with the class.
8. Put whiteboards away and have students get ready for the This helps students feel like an active, capable contributor to
next part of the day. their classroom community. This point in the lesson begins to
touch on the second enduring understanding and essential
Day 2: question.
9. Begin with a VTS discussion of Paul Klee’s Senecio. Class discussion addresses 2 ELA standards and a math
- What’s going on in this picture? standard:
- What do you see that makes you say that? - 2.SL.3.A- Speaking clearly and to the point, using
- What more can we find? conventions of language when presenting individually
or with a group.
10. Talk about how the artwork was made from a lot of - 2.SL.1.A- Develop and apply effective listening skills
common shapes the students were able to name. Emphasize in formal and informal settings.
that the shapes created the work of art that brought out - 2.GM.A.1.a- Recognize and draw shapes having
messages and feelings that students discussed in the VTS. specified attributes, such as a given number of angles
or sides: Identify triangles, quadrilaterals, pentagons,
11. Explain that for their own artwork, students should create a hexagons, and circles
self-portrait or image that shows their feelings or sends a
message about them. Their artwork must use at least 4 of the Step 5: This is a necessary step for students to receive more
shapes that were discussed in class (formative assessment). direct instruction surrounding the big idea. It’s a place for
These shapes can be free drawn or traced using a template. students to see specific shapes and their attributes that were
mentioned in the book or are commonly seen in their worlds.
12. Explain that they will create their artwork using watercolor They are also engaging in answering questions surrounding
with wax resistance. They will draw the outline in crayon and these topics throughout the slideshow. This is also an
then paint with watercolor inside the crayon lines. The crayons introduction to the possible shapes they will use in their
will prevent the watercolor from spreading outside of the lines. artwork.
They can use whatever colors they feel will look best in their Direct Instruction addresses 2 ELA standards and 1 math
artwork. standard:
13. Show students the teacher exemplar. Ask them if they have - 2.SL.3.A- Speaking clearly and to the point, using
questions or if there is anything they do not understand. conventions of language when presenting individually
or with a group.
14. Begin the art making process by giving students their piece - 2.SL.1.A- Develop and apply effective listening skills
of paper and crayons for their table to share. Do NOT give in formal and informal settings.
students watercolors yet. - 2.GM.A.1.a- Recognize and draw shapes having
specified attributes, such as a given number of angles
15. After students have shown their crayon drawn image, and or sides: Identify triangles, quadrilaterals, pentagons,
it has been approved by the teacher, they will be given a hexagons, and circles
watercolor pallet and paint brush (make sure they put on a
paint smock). Before sending students on to the next step, ask Step 6: This allows students to display their understanding
about the shapes they used in their artwork and the attributes through an interactive activity. Students have the opportunity
that describe these shapes. to manipulate and apply their knowledge from the lesson to
answer the questions. Teachers can use this to formatively
16. When students have completed their artwork, they will assess.
bring it to the drying rack. They are expected to work from Whiteboard activity addresses 1 math standard:
their incomplete folder or read until the rest of the class is - 2.GM.A.1.a- Recognize and draw shapes having
finished. specified attributes, such as a given number of angles
or sides: Identify triangles, quadrilaterals, pentagons,
17. After everyone is done, bring students to the carpet to hexagons, and circles
discuss. Have students name what image they created in their
artwork, how this is an image of their identity, and one shape Step 7&8: This requires students to reflect on the lesson and
they used to create this image (formative assessment). the things they learned. Again, it is a way for teachers to
gauge what content was new to students. This is a good place
18. After the discussion, have students get ready for the next to wrap up the first day of instruction.
activity.
Step 9: This step is important for students to connect the big
Day 3 idea to art. It also provides a space for students to attend to
19. Once more, we will review the shapes that students should visuals and participate in a discussion surrounding art. Given
know from the original PowerPoint. Using shape flash cards, the nature of a VTS discussion, all students have the
students will name the shape as a class (whisper to self, release opportunity to meaningfully contribute which will make them
to class). Students can volunteer to identify the attributes that feel smart and capable.
help us know what the shape is.
 VTS discussion addresses 2 ELA standards and 1 art
20. After review, they will complete a shape identification standard:
worksheet/quiz to check their overall understanding - 2.SL.3.A- Speaking clearly and to the point, using
(summative assessment). conventions of language when presenting
individually or with a group.
- 2.SL.1.A- Develop and apply effective listening
skills in formal and informal settings.
- VA:Re8.1.2a- Interpret art by identifying the mood
suggested by a work of art and describing relevant
subject matter and characteristics of form.

Step 10: This step displays how shapes can be integrated in

artwork, while also making a meaningful connection to
emotions that can be expressed in different pieces of art.
This step addresses 1 art standard:
- VA:Re8.1.2a- Interpret art by identifying the mood
suggested by a work of art and describing relevant
subject matter and characteristics of form.

Step 11&12: Provides an overview of the artwork students

will be creating. Students are given each of the components
that need to be included (self-portrait or image of identity
with a minimum of 4 shapes), as well as what materials they
will be using to complete their piece (crayons & watercolors).
Step 13: This step gives students a visual model of what they
will be creating in their art making. It demonstrates that the
project is something that the teacher has also completed
themselves. Students can express areas of concern or
misunderstanding based on what they see in the exemplar.

Step 14: This step allows students to begin art making. It is

important to give students tasks in waves, so they are not
overwhelmed or get confused about the sequence of the
artmaking. Additionally, this provides the ability for the
teacher to check on progress of the product throughout.
Artwork Creation addresses 1 math standard, 1 SEL
standard, and 1 art standard.
- 2.GM.A.1.a- Recognize and draw shapes having
specified attributes, such as a given number of angles
or sides: Identify triangles, quadrilaterals, pentagons,
hexagons, and circles
- 2.PS1.A.a- Express a variety of feelings
- VA:Cr1.2.1a- Make art or design with various
materials and tools to explore personal interests,
questions, and curiosity.

Step 15: With this step, teachers are able to formatively assess
how students apply their knowledge of shapes. It also gives
the teacher an insight into student identity and emotions.
Students know that once their work is checked they are able
to move on to the next portion of the project.

Step 16: This step is provided to eliminate chaos and

confusion in the classroom. Students are given a clear plan of
action of what to do when finished, so they know what is
expected of them.

Step 17: Students are able to share and take pride in the work
they created. Students are practicing communicating with
peers and clearly expressing ideas. Additionally, they are
explaining how they have applied the big idea to the art
making process.
Sharing addresses 1 math standard, 1 SEL standard, and 2
ELA standards.
- 2.GM.A.1.a- Recognize and draw shapes having
specified attributes, such as a given number of angles
 or sides: Identify triangles, quadrilaterals, pentagons,
hexagons, and circles
- 2.PS1.A.a- Express a variety of feelings
- 2.SL.3.A- Speaking clearly and to the point, using
conventions of language when presenting
individually or with a group.
- 2.SL.1.A- Develop and apply effective listening
skills in formal and informal settings.

Step 18: Provides a time slot for transition time and gives
students an opportunity to clean up their areas from art
making so the class can move to the next activity.

Step 19: Students are able to refresh their knowledge about

the shapes we have discussed over the past two days. This
gives students an extra boost of confidence going into the
summative assessment.
Review addresses 1 math standard:
- 2.GM.A.1.a- Recognize and draw shapes having
specified attributes, such as a given number of angles
or sides: Identify triangles, quadrilaterals, pentagons,
hexagons, and circles

Step 20: This step is crucial in order to summatively assess

student work. It gives time for students to take everything
they have learned and apply it. It is a way for teachers to
obtain a body of evidence surrounding the specific math
standard and to make note of the students who might need
extra support on this topic.
Summative assessment addresses 1 math standard:
- 2.GM.A.1.a- Recognize and draw shapes having
specified attributes, such as a given number of angles
 or sides: Identify triangles, quadrilaterals, pentagons,
hexagons, and circles

8. Differentiation/Accommodations/Modifications Provide a rationale for each – Differentiation, Accommodations,

Modifications.
(Clearly label/name & describe a minimum of one example
of each and the type of student who might require the Accommodations:
particular support.) For students that struggle with speech and language, they
would be provided sentence frames throughout the
Accommodation: Sentence Frames, Message Abundancy lesson when discussion occurs. These sentence frames
Visuals, Tech Assistance make language construction a simpler task for a student
- Sentence Frames: Throughout the lesson, we would who struggles with building sentences or voicing
provide sentence frames at any point that MLL or thoughts (Arella, 2016).
underconfident students would be contributing .
discussion or conversation. For example, I think this
shape is a ________________ because ____________________. For students that struggle with comprehension or speech and
- Message Abundancy: Throughout the lesson, as language, such as EL students, they would be provided with
shapes are mentioned, the teacher will point to message abundancy during lessons. In our lessons the content
visuals of the shape or hold up the flash cards. This we are conveying is supported by visual images and physical
could benefit MLL and other struggling students. signals (such as pointing and emphasizing) for students to
- Tech Assistance: Students with underdeveloped refer to (Arella, 2016).
motor skills create their artwork on a digital device.
They would create the shapes with free drawing, For students with underdeveloped motor skills, they have the
such as using their finger on an iPad. They could opportunity to create a portrait of their identity using a digital
then still choose the colors and shapes they want to device. Rather than having to hold a pencil or paint brush, the
express themself with. students draw using only their finger on tech such as an iPad.
They still have the ability to create and express through shape
Modification and color choice (Arella, 2016).
- Students could be given a premade portrait sheet
that they would trace and color rather than making Modifications:
an artwork from a blank piece of paper. They would While we feel that this takes away from the art making
not use watercolor, but instead only crayon. These experience and would result in a student not fully meeting the
students would be using color to express through art standards, there may be students who are not physically or
their work.
 emotionally capable of completing the art making. This
Differentiation: Choice modification allows students to still be engaged in using their
- Students are given choice throughout their art hands and would allow them to meet the math standards.
making. They have the opportunity to choose what They would be creating a portrait made from shapes, but with
colors and shapes they want to use to create their simplified expectations (Arella, 2016).
piece of art.
- They also will have the ability to create any image Differentiation:
that speaks to them. If they do not believe that a Students are offered a choice of how they would like to
portrait conveys their identity, they are given a convey their identity. For students who have no interest in a
choice in how to express themselves. self-portrait or feel strongly that it does not display their
identity, they are given freedom to create an artwork that suits
them, while also meeting all the criteria and standards (Arella,
2016).
9. Assessment Strategies Provide rationale for each formative and summative assessment.
(Be sure to indicate when each will occur in the lesson.)
Each of these formative assessments are important for
• Formative Assessments:
checking understanding at multiple points throughout
- Beginning of day 1 to gauge prior knowledge:
instruction. They provide opportunities to correct
Shapes around the room activity (think-pair-share)
knowledge gaps or misconceptions. Each of the formative
assessments are slightly different and require students to
- Day 1 after direct instruction: Draw shapes and
use varying skills throughout (Wisconsin DIP, 2016).
answer questions about their attributes on white
- Shapes around the room activity: gauges students'
boards.
prior knowledge to inform future instruction.
- Whiteboard Activity: Collect student understanding
- End of day 1: Students will write one thing they
from day 1 lesson
learned about shapes on their whiteboards (exit
- Exit ticket: Make note of something the students
ticket).
did not know before the lessons.
- Artwork: Checking students' ability to apply their
- Day 2: Completion of student artwork
skills and knowledge within activities.
• Summative Assessment: Summative Shape Identification: The summative
- End of day 3: Summative Shape Identification assessment is important because it is the final check of
knowledge at the end of the lesson. It tests a variety of
 skills that students should know related to shapes and
their attributes including naming shapes, drawing shapes,
and listing attributes (Wisconsin DPI, 2016).

10 Teacher Exemplar: Rationale should discuss the significance of the art form & project for
student learning/understanding of the Big Idea, Enduring
Understandings, and Learning Standards. This should include cross-
Ashley: curricular learning students should engage in during the creation of
their own similar art product.

This art form effectively connects the Big Idea, Enduring

Understandings, and various cross curricular learning
standards. Moreover, students are visualizing shapes and their
attributes to create images of their identity. Students must
tend to the attributes of the shape and how it can be found or
applied to real-world examples. Thus, students must know
that a shape is a flat area surrounded by an outline and be able
to use attributes to describe these shapes. Additionally, they
are using shapes to create a meaningful piece of artwork.

All of this can be applied to the various standards that are met
throughout this lesson. For example, the ability to draw and
recognize shapes based on their attributes while making this
artwork fulfills the second-grade geometry standard. At the
same time, students are meeting the national art standard of
making art using various materials and practices. Finally,
students are meeting an SEL standard of expressing a variety
of feelings by creating about their identity and emotions.

My exemplar is a self-portrait describing my identity made

from various 2D shapes. At the top of my self-portrait, I
 include objects that are important to my identity such as an
apple for teaching, a chocolate bar because I enjoy food, the
sunshine for nature and summer, and a volleyball for
staying active. I also made a visual of myself which shows
my heart, my blue eyes, my blonde hair, and my favorite
color.

11. Materials/Tools/Art Supplies Needed Describe prior knowledge & skills students will need to effectively use
all materials.
Art Portion:
- Crayons Students should have motor skills and experience coloring
- Watercolors with crayons and using a paint brush from prior activities in
- Paint brushes the classroom. Students will have been instructed on how to
- Water cups use scissors at the beginning of the year, and we will review
- Paint smocks this skill before sending them off to use scissors on their own.
- Construction Paper (white and other colors) Students will need to be taught how to trace objects through
- Scissors (to make shape templates to trace) teacher modeling.
- Paper towels
The teaching materials will only be utilized by the teacher for
Teaching Portion: conveying information to the students or assessing student
- Book: Shapes that Roll knowledge. Prior lessons will have been taught using these
- Projector materials.
- Slideshow
- Flash cards
- Shape Identification Worksheet
12. References:
(Sources of information; cited using APA formatting style.)

Arella, F. (2016, August 27). Modifications vs accommodations: Difference and examples. Teachings in Education. Retrieved
May 4, 2023, from https://www.youtube.com/watch?v=X6rT2_fn4u0

Attribute: Wordsmyth Word Explorer Children's Dictionary. Wordsmyth. (n.d.). Retrieved May 4, 2023, from
https://kids.wordsmyth.net/we/?level=2&rid=2626
Franco, M. (2023, April 27). A.I.L.P Final Reminders and Tips [PowerPoint Slide]. Art for Children, University of Missouri.
https://umsystem.instructure.com/courses/144854/pages/wk-number-15-instructor-presentation-
slides?module_item_id=6276443

Home. National Art Standard. (n.d.). Retrieved May 4, 2023, from https://www.nationalartsstandards.org/

Missouri Learning Standards. Missouri Learning Standards | Missouri Department of Elementary and Secondary Education.
(n.d.). Retrieved May 4, 2023, from https://dese.mo.gov/college-career-readiness/curriculum/missouri-learning-standards

Most popular paintings. Senecio, 1922 by Paul Klee. (n.d.). Retrieved May 4, 2023,from https://www.paulklee.net/senecio.jsp

Nagel, K. B., & Wilson, S. (2022). Shapes That Roll. Blue Apple Books.

The Elements of Art: Shape. Shape. (n.d.). Retrieved May 4, 2023, from https://www.nga.gov/learn/teachers/lessons-
activities/elements-of-art/shape.html

Wisconsin DPI. (2016, March 23). Formative Assessment (strategic assessment system, part 1). YouTube. Retrieved May 4,
2023, from https://www.youtube.com/watch?v=h8O0hQ32IIQ

Wisconsin DPI. (2016, August 2). Summative Assessment (Strategic Assessment System, part 3). YouTube. Retrieved May 4,
2023, from https://www.youtube.com/watch?v=ySYFrQDRZHQ