Kelsey Broderick

Veronica Campos
Laura Ixta
Lorenzo Rivera
UCLA TEP ELEMENTARY LESSON PLANNING TEMPLATE,
2013-2014
Key Content Standard(s): List the complete text of only the relevant parts of each
standard. TPE: 1 & 9

Common Core Standards
Grade 11-12- Speaking and Listening
11-12.1 Initiate and participate e!ectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues,
building on others ideas and expressing their own clearly and persuasively.
Grade 11-12- Language
11-12.1 Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9

Students will be able to produce a community art project.

Students will be able to understand the importance of working collaboratively on an art

piece.

Students will be able to understand the importance of how historical events, culture and
ones identity plays a role in murals in East Los Angeles.

Students will learn of di!erent ways of incorporating community building and art in the
classroom.
Assessment: Formal and Informal Assessment. TPE: 2 & 3

What evidence will the students produce to show they have met the learning
objective?
When the students are working on their art projects within their groups the teachers are
circulating the room listening to the various conversations that students are having and
watching how they work collaboratively. When students pair share at the end of the lesson the
teachers will be walking around listening to as many students as possible to assess if the
lesson was e!ective.

What modications of the above assessment would you use for language learners
and/or students with special needs?
The lesson addresses di!erent learning styles by incorporating art, discussion and visuals into
the lesson. A sentence frame for pair sharing is also provided throughout the presentation.
Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8

Prerequisite skills from prior school experiences

Students are building on their knowledge of the importance of the community and valuing
students cultures.

Strategy to connect school learning with prior experiential knowledge and/or

cultural background
Each individual student is valued through allowing them to incorporate their own lives or ideas
of what represents them in TEP.

Pre-assessment strategy
Students will be asked What do you think is the importance of public art in the community for the
community members? in order to gauge their understanding of the topic before beginning the lesson.
Academic Language. TPE: 7 & 9

What content specic vocabulary, text structures, stylistic, or grammatical features

will be explicitly taught?
In order to be able to talk and discuss in their groups about their art projects, students will
need to know the following vocabulary terms: community, public art, culture, identity, and
murals. In order to be able to share their experience in creating their art project, students will
need to be able to use I statements.
Equity. TPE: 4, 5, 6, 7 & 8

How will ALL learners engage? (varying academic abilities, cultural backgrounds,
and language levels) Describe your di!erentiated instructional strategy.
The lesson will engage all learners by allowing them to bring their own culture and
backgrounds into the art activity. We are not limiting the art activity to strictly visual
representations, the students who would prefer to write words are encouraged to.
Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10
What will the teacher do to
1)stimulate/motivate students by connecting the lesson to experiential backgrounds,
interests and prior learning 2)identify learning outcomes 3)present material, guide
practice, and build independent learning 4)monitor student learning during instruction,
and 5) build metacognitive understanding.
Time Teacher Students Resource
s/
Materials
2
minutes
2
minutes
1
minute
Introduction:
Teachers present their
Community Inquiry Project
which was focused on public art
in East LA. They pose the
essential question: what is the
importance of public art in the
community for the community
members. Teachers tell the
students that the slideshow will
be playing throughout the entire
presentation and to take a look
at it when they have the chance.
Teachers will explain that the
slideshow consists of different
ndings and experiences that
they had in East LA during the
Community Inquiry Project.
Teachers explain that they are
going to begin an art activity.
The teachers will explain the
purpose of the activity: you will
come together in different
groups to create an art piece
that all of you will contribute to
that represents you as an
elementary TEP student. We
want everyone in the group to
draw something in the art piece.
You will have 4 minutes to do
this art activity, so please use
your time wisely. We will then
come back as a group and
discuss
Teachers split up students into 6
groups of 6, the teacher does by
telling students to group up with
the 5 students next to them.
Teachers hand out poster paper
and markers to each group.
Introduction:
Students are actively listening and
thinking about the essential question.
Students will Think Pair Share: What do
you think is the importance of public art
in the community for the community
members? Students have 30 seconds to
share.
Students are actively listening.
Students are splitting up into groups with
the 5 people around them.
Slideshow
with pictures
of public art
and quotes
from
community
members
playing in the
background.
Teachers will
have a pre-
made
example of
the art
project.
Poster
paper,
markers
Time Teacher Students Resource
s/
Materials
4
minutes
6
minutes
4 1/2
minutes
Teachers are circulating the
room and listening to group
conversations and well as
seeing what they are working
on. The teachers will provide
the students with time warning
beginning at 1 minute.
The class will come together.
The teachers will ask each
group to elect one member to
present to the class.
Presenters have the option to
either share their art project or
talk about the experience
creating their art project.
Students will have 1 minute to
present.
Teachers will thank the students
for sharing.
I hope you all enjoyed this
activity and now we want to
explain our reasoning behind it.
When we were planning this
lesson we had a lot of ideas but
due to time constraints we had
to narrow it down to three
things that we wanted you to
get out of it.
1)When we were doing our
research and went out into the
community we talked to
community members and
organizations like VELA (who
restore murals) we learned that
murals are important for
community members because it
is a way for them to come
together to share their
experiences while working
collaboratively. This is why we
had you all come together in
groups to create a piece
together rather than individual
art pieces.
2) Each of you brought a piece
of your own identity, personal
history or culture into the art
project.
Students are working in groups on their
art activity. Each student will have the
opportunity to draw something in the
collective art piece.
Students are electing 1 person from their
group to present to the rest of the class.
Students are actively listening.
poster paper,
markers
On the
board: 1)
Share your
art project.
2)Talk about
the
experience
making the
art project.
Time Teacher Student Resource
s/ Material
30
seconds
This is important because
many of the events that took
place in East LA and the culture
of the people in the community
played a role in inspiring what
the content of the murals were.
For example many of the
murals contain evidence of the
Chicano movement.
3) Lastly we wanted to show
you a way to incorporate
community building and
valuing the importance of
each of your students
through an art project. You
can take this lesson and
incorporate it into your
classroom as it is, or some
possible alternatives could
be; painting a mural as a
whole class or creating a
classroom mosaic by having
every student work on a
piece of the mosaic.
Teachers will tell students to
pair share; Today I learned
that...
Students are sharing with their partners
what they learned today.