Ellen Wilson

Anne Straume, 3rd grade

Meriwether Lewis ES
LESSON PLAN
1. Description: Describe the activity [lesson] you have planned.
This activity is designed for students to apply their knowledge from our geometry unit to
the artistic pursuit of Kandinskys abstract art.

2. Context: What do the children already know about this topic? How does it fit into the current
unit of instruction or set curriculum?
Students are already familiar with two and three dimensional shapes as well as types of
line segments, lines, endpoints, and rays. Students have a firm grasp of three dimensional shapes
but have trouble identifying two dimensional shapes or plane figures based on their properties.
This activity asks students to apply their knowledge of two dimensional shapes by identifying
them through the definitions of their properties as an added review and to incorporate these
shapes into their art. It also asks students to foster their creativity and fine motor skills in
applying their knowledge of lines, line segments, endpoints, and rays to draw and identify them
within the context of Kandinskys abstract art.

3. Concepts: What will the children LEARN as a result of this lesson?
Students will learn the properties of two dimensional shapes.
Students will learn to draw and identify representations of points, line segments, rays,
angles, and lines.

4. Objectives: What will the children be able to do as a result of their participation? Goals
and objectives should be stated clearly.
Students will identify two dimensional shapes by the definitions of their properties.
The student will identify and draw representations of points, line segments, rays, angles,
and lines.
Students will be able to foster their creativity and fine motor skills in pursuit of abstract
art.

5. Virginia SOLs:
3.14 The student will identify, describe, compare, and contrast characteristics of plane and solid
geometric figures (circle, square, rectangle, triangle, cube, rectangular prism, square pyramid,
sphere, cone, and cylinder) by identifying relevant characteristics, including the number of
angles, vertices, and edges, and the number and shape of faces, using concrete models.
3.15 The student will identify and draw representations of points, line segments, rays, angles,
and lines.
3.16 The student will identify and describe congruent and noncongruent plane figures.
6. Targeted group: Whole group.



7. Procedure: Detailed sequence of events/activities step by step.
1. Class will begin with a review of the two dimensional shapes, lines, rays, angles, and line
segments from the class before.
2. Students will then be introduced to the art of Kandinsky through the use of a Youtube video
and a webpage of his background information. Students may move to the rug for viewing.
3. I will then post models of Kandinsky art that incorporates the geometric features we will be
studying. I will ask for student feedback on the artwork. We will discuss the features of abstract
art.
4. Students will return to seats with their Kandinsky assignment sheet. We will review the
expectations of the assignment sheet and I will explain to students the finished product they will
be creating.
5. I will tell students that they may use their notes for geometry but that this is an individual
assignment.
6. I will field student questions to clarify any misconceptions.
7. I will have my helpers pass out supplies.
8. Students will then be given the remainder of class for unfinished work time. Student work will
be turned in to the finished or unfinished work bins.
9. Exit slip: Students will identify one geometric feature they used in their art and identify its
properties on a Post-It note. This will be their ticket out of the door.

8. Differentiation: How are you going to address different learning styles and
abilities? Modifications for students with special needs, ESL, or any other adaptations or special
considerations.

This is an extremely advanced group of students with no learning disabilities. One
student is very smart but it is believed to be on the Autistic spectrum. He tends to squeak in class
making the sound of a hiccup. To meet his needs I will play classical music while the students
are working on their art because it calms him and helps set an atmosphere conducive to work on
creative art. This lesson has been modified to meet the needs of an advanced class by having the
students identify two dimensional plane figures by their properties and definitions rather than
being asked to simply include them. It has also been modified to appeal to a variety of learning
styles including visual and auditory components in the introduction of Kandinksy, and
kinesthetic through the hands on manipulation of art supplies for purpose of creating abstract art.

9. Evaluation/Assessment: How are you going to evaluate? What evidence will you look for to
indicate the students learned what you were teaching? What assessment techniques will you
use? How will you know you have achieved your objectives?
Students will be evaluated through the completion of their art work based on the
Kandinsky assignment sheet to see that all items were included through the following rubric.










Kandinsky Assignment Rubric
Expectations 3 2 1
Student included all
the required elements
of the plane
geometric figures.
Student included all
of the plane figures in
his or her art and was
able to identify them
correctly when asked.
Student included
some of the plane
figures and was able
to identify some of
them when asked.
Student did not
include any of the
plane figures and was
not able to identify
any of them when
asked.
Student included all
required line
segments, lines,
angles, and rays.
Student included all
required elements and
was able to identify
them when asked.
Student correctly
identified some of the
required elements in
his or her art and was
able to identify some
of them when asked.
Student did not
include any of the
required elements in
his or her art and was
not able to correctly
identify them when
asked.
Students included at
least one set of
congruent figures.
Student included at
least one set of
congruent figures and
was able to correctly
identify them when
asked.
Student included a set
of congruent figures
but was not able to
correctly identify
them when asked.
Student did not
include a set of
congruent figures and
was not able to
identify them when
asked.
Neatness It is clear that student
used a straight edge
for their work and put
forth the highest
effort into his or her
finished product,
paying attention to
detail.
It is clear that the
student put forth a
reasonable effort into
his or her finished
product. There is
some evidence to
suggest that the
student did not use a
straightedge.
Student did not
follow the directions
of the assignment.
The finished product
displays a lack of
neatness and effort
that does not meet
expectations.

Total: ___/___

Teacher Comments:


10. Follow-up activities: (what about tomorrow?}.
Students will present their finished art in small groups before we display them on a bulletin
board in the hall. Students will then be given a geometry test to conclude the unit and we will be
moving on to a unit on probability and statistics.