The purpose of this lesson plan is to integrate language arts, science and art.Students are going to create art to express .

1. Blair Thallmayer
Dr. Narey/ ELED 311
Pleasant Valley Elementary School
Mrs. Hardy
LESSON PLAN 5C
Grade Level: 2
National Standards:
A. #1 Understanding and applying media, techniques and processes
a. C.) Students use different media, techniques, and processes to
communicate ideas, experiences and stories.
B. #2 Use knowledge of structure and functions—
a. a) Know the differences among visual characteristics and purposes of art
in order to convey ideas
State Standards:
A. 9.1. Production, Performance & Exhibition of Dance, Music, Theatre and Visual
Arts
a. 9.1.3 B- Recognize, know, use and demonstrate a variety of appropriate
arts elements and principles to produce, review and revise original works
in the arts.
b. 9.1.3 E- Demonstrate the ability to define objects, express emotions,
illustrate an action or relate an experience through creation of works in the
arts.
B. 9.3 Critical Response

2. a. 9.3.3 D- Explain meanings in the arts and humanities through individual
works and the works of other using a fundamental vocabulary of critical
response.
Learning Goals
1. The learner will define and identify lines, colors, size and symbols in the real
world.
2. The learner will depict the information about oneself by creating a name tag.
3. The learner will critically respond to their name tag by listing the details of it
including size, lines, colors and symbols.
Summative Assessment Method: Students illustration
Summative Assessment Tool: Checklist completed by oral discuss & observations- it
must match size, line, color, and symbols exactly as the learner provided written
expression details on the name tag of size, line, color and symbols.
Instructional Design:
The learners will develop creative/critical thinking, problem solving and
performance skills by creating a name tag. The strategies that I will use are observation,
recreation (by drawing) and explanation. I selected these strategies because the students
are observing their own characteristics, recreating their name by drawing, and explanting
on lined paper the purpose for which they have selected to create their drawing. Some
meaningful connections that the children’s will make to their knowledge and experience
are everything has a size, color, lines, and symbols. The difference of each defines
personal characteristics of objects, e.g. human beings. Meaningful connection I will make
across subject matter to provide opportunities for rich conceptual development are

3. characteristics define objects and that anyone student at any age can define those
characteristics.
Instructional Delivery:
• Materials, Tools, Resources
o One Sheet of White Paper per student
o One Sheet of Handout- Art to Express
o Pencils
o Crayons
o Teacher made poster
o Teacher sample
• Motivation
o Today we are going to take a Nature Walk. On our nature walk, I want
everyone to find one leaf that they think looks special. It does not matter
the shape, size, or color of the leaf.
• Explanation
o Today we are going to create a name tag book. A name tag is a term for a
scientific picture of plants. It is created for the purpose of identification
and expression. These name tags may be attractive, but are mainly going
to help in the identification of our classroom. This will be to express who
you are to people that might not know you. In addition, this is a good
describing activity about you, your likes or your dislikes. First you are
going to complete the Art to Express handout. Next you will draw this
picture of the name tag as if someone has never me you before. Then you

4. are going to describe the name tag that you drew. After everyone is
finished we will put it together to create our own classroom name tag book
to keep track of our students.
• Demonstration
o Students will be called by table to sit on the blue rug in front of the
chalkboard to view the demonstration. I will have my drawing of a name
tag. I will explain to the students the size, the symbol, the lines and the
color using the poster as my visual aid. The poster will remain at the front
of the class during the entire class period, students will be told to come up
and view during any time, and I will personally walk around with the
poster to make sure each table is completing the necessary requirements.
o Teacher-made Name Tag
Classifying and describing yourself to create a name tag with the
class
• Symbols- what type of symbols should I use? Letters
• Size- should the letters be small, medium or large?
• Lines- what type of lines should I use? Should I use thick
or thin lines? Should I use straight or wavy lines? Should I
use side to side, up and down or diagonal lines?
• Color- what color(s) do I like? What do colors resemble?
Black means death, white means pure or good, red means
hot, blue means cool, pink mean fun, yellow means out of
control, green means jealous, purple means elegant, etc.

5. Written description of the leaf with the class
• This name tag must include a few details when writing out
its description. After the details of size, symbol, line and
colors were written, you can begin to work.
Draw the name tag in class
• Next, I would draw my name tag, explaining its
characteristics as I draw them. I would explain how the
size, symbols, lines and colors match what I like and what
is written in my handout.
• Closure
o Let’s review. We carefully classified and described things about ourselves
to create a name tag. In the name tag we learned about size, symbols, lines
and color. After completing our handout, we carefully used a pencil to
draw our name onto paper. After our name was drawn, we carefully used
colors to match our name from the handout. What else do you think could
be done to this picture to make our drawing of the name tag look more
life-like?
• Modifications
o A struggling learner would create a name tag but his/her drawing could
focus on size, shape, lines, and/or color. As many as that student could
successfully complete.
o An advance learner would create a name tag in a 3-D form using size, line,
color and symbols. The student could use other materials, such as wire,

6. pipe cleaners, and etc to create a 3-D name tag. In addition, this student
could use the subject of space.
• Procedures
o Step One- Motivation
o Step Two-Explanation
o Step Three-Demonstration
o Step Four- Materials
After the Demonstration I will tell the students once again what
they are doing in this project. After that I will have each student
return to their assign sits at their assign tables.
I will call on my two paper passers to pass out Art to Express
handout. “The handout being passed out right now I want everyone
to complete both pages. You may work within your tables.” Next, I
will have the paper passers pass out white construction paper. “The
white construction paper is where you will create your name tag
on. Remember you are creating your name tag to match the
handout that you completed exactly.” The students already have
pencils on their desk. The students already have a red box at the
middle of their table that contains supplies such as crayons,
scissors, glue, cubes, and counters. The students will use only their
pencils and crayons to complete this assignment.
o Step Five- Independent Practice

7. The students will independently complete the Art to Express
handout in which they will write down 4 characteristics (size,
symbol, line & color) to create their name tag.
The students will independently draw their name on the white
construction paper with a pencil and using the characteristics (size,
symbol, line & color) created from their handout.
The students will independently color their name on the white
construction paper with their crayons using the exact colors, lines,
symbols and size, of the descriptions they have chosen.
o Step Four-Closure
o Step Five-Clean Up
The students will put all of their materials back into the correct red
box in the center of their tables. I will come around and collect all
student work.
Reflection & Proposed Revisions
The purpose of this lesson was to teach the students the concepts of size, lines,
colors, and shapes. Concepts, such as the ones listed above, are often known by the
general population but are very hard to describe. I know how to describe what the “size”
means but I could not remember where or when I learned about it. The goal here was to
instruct the students of these concepts in a way that would let them learn by having fun
simultaneously. Learning while having fun is the most effective teaching method, often
because the students do not even realize they are learning.

8. In order to teach this lesson, I began by going over the terms size, lines, shapes,
and colors, and explaining how each varies in many ways. Sizes can be big, small, or
medium, while lines can be straight, curvy, jagged. Once the students had a basic idea of
these concepts, I had them participate in a hands-on activity, wherein they each made a
nametag. These nametags would put to use the understanding of the aforementioned
concepts. By writing or drawing their name with a combination of sizes, lines, and
colors, the students would effectively demonstrate an understanding of the lesson’s
concepts.
This lesson was an example of students using art to express themselves. As I
mentioned before, describing what concepts like these mean can be very difficult,
especially for students as young as these, but by using art, the students can actually
physically show an understanding. They would be expressing themselves through the
design of their nametags. If a student likes the color pink, she would use pink. If a
student has curly hair, he could make his lines curly.
The students all loved this activity and went so far as to complete it in under
twenty minutes. Due to the overall success of the lesson, there is not much I would
change in the future, but something I would like to potentially add would be the usage of
more materials to go on top of the nametag. Materials such as pipe-cleaners to go on top
and make the two-dimensional nametag three-dimensional would take this lesson to
another level.

9. Materials Discriminating Proficient Basic Unacceptable
Components 3 2 1 0
Instructional Effectively supports stated learning Reflects stated learning Somewhat Instructional
Utility goals. Enhances conceptual goals. connected to materials show
understanding. Reinforces key ideas, learning goals. little or no
How well do Reinforces key ideas, provides provides examples, Submits connection to
these materials examples, offers opportunity for offers opportunity for minimum the stated
help you teach practice, builds vocabulary, factual practice, builds required learning goals.
the lesson? knowledge, etc. vocabulary, factual formats for Minimum
Fits smoothly into lesson structure: knowledge, etc. lesson. required
appears integral to instruction Submits minimum formats are not
rather than perceived as an “add- required formats for submitted.
on.” lesson. Effectiveness of
Goes beyond minimum materials is discussed in
requirements. lesson plan reflection.
Effectiveness of materials is
discussed in lesson plan reflection.
Learner Demonstrates substantial Demonstrates some Minimal Needs of
Support understanding of and attentiveness understanding of and evidence of diverse
to the needs of diverse learners attentiveness to the attentiveness learners do not
How do these (differentiation) by effectively needs of diverse to needs of appear to be
materials meet addressing learning styles, cultural learners. Rationale is diverse addressed.
the needs of aspects, abilities, interests, etc. discussed in lesson plan learners.
diverse Materials offer the potential to make reflection.
learners? the lesson more meaningful to the
learner. Rationale is described in
lesson plan reflection.
Visual Design Engages viewer. Aesthetically Satisfactory composition, Composition Extremely
appealing. Effective use of design demonstrates basic shows minimal weak
Are these elements and principles. knowledge of design understanding composition.
materials Consistency of visual elements elements and principles. of design No apparent
aesthetically within the composition resulting in a elements and understanding
appealing? sense of “oneness.” principles. of design
Compositional elements support elements and
conceptual idea. principles.
Creativity Highly original design, approach, Some creativity is Minimal No creativity is
use of format, and/or use of evident in design, creativity is evident.
How do these instructional strategy. approach, use of format, demonstrated Problem does
materials Demonstrates thoughtful analysis of and/or use of in design. not appear to
demonstrate problem and effective, “thinking out- instructional strategy. Minimal be considered.
your personal of –the box” response. Some evidence that apparent Generic
critical/creative problem was considered attention to presentation,
thinking? and attempts were made problem— mere
to resolve. merely replication of
replicates content.
content.
Technical Excellent craftsmanship/ Satisfactory Some Poor
Proficiency construction (crafted items do not craftsmanship/ problems with craftsmanship/c
fall apart, technology projects construction. Minimal craftsmanship/ onstruction.
Are the fuction properly). No technical technical errors (spelling, construction. Multiple
materials errors (spelling, grammar, layout, grammar, layout, Several technical
professionally erasures, uneven edges, smudges, erasures, uneven edges, technical errors.
executed? poor lettering, etc.) smudges, poor lettering, errors.
Excellent use of format (i.e., etc.)
PowerPoint goes beyond a
“glorified overhead transparency
presentation”).
5C Lesson Plan: 36/ 40
5A Teacher-made Materials: 15 /15 Total Score: 51/55

10. Art to Express Handout
1. Your name: __________________________
2. Number of letters in your name:_______
3. Size of letters:
Small Medium Large
4. Name of color(s):
__________________________________________________________
__________________________________________________________
_________________________________________________________

11. Art to Express Handout
Circle
5. type of lines:
a. thick or thin
b. straight or
c.