August 18, 2014

First Name

Sean

Last Name

Chang

UH Email

Chang4@hawaii.edu

Date

11/21/14

Semester

Fall

Year

2014
60 minutes

Grade
Level/Subject

3/Art

Title

Lesson Duration
Native American Vests

Lesson Overview
Briefly summarize your lesson plan in a few sentences.
In this lesson, Im going to give the students a brief background of the first Thanksgiving
and how the Native Americans helped the first settlers during their first winter in
America. After that, Im going to have each of the students make their own Native
American vest and, time permitting, a headband.
Central Focus (Enduring Understandings)
A brief description of the important understanding(s) or key concept(s)
Art concepts:
-Patterns
-Lines
-Color
Symbols
Native Americans
Essential Question(s)
The big idea of the lesson stated as a question or questions
How can we use symbols, patterns, and colors to create a Native American themed
vest?
How did the Native Americans dress at the first Thanksgiving feast?
Content Standard(s)/Benchmark
The Common Core State Standards (CCSS) or Hawaii Content & Performance
Standards III (HCPS III) that align with the central focus and address essential
understandings, concepts, and skills
Standards/Common Core, benchmarks, and performance indicators for this lesson.
Standard/Common Core

Benchmark

Performance Indicator

August 18, 2014

Standard 1: VISUAL ARTS:
Understand and apply art
materials, techniques, and
processes in the creation of
works of art and
understand how the visual
arts communicate a variety
of ideas, feelings, and
experiences

FA.3.1.1- Use elements

and principles of art and
design to create an original
work of art, including, value
(i.e., tints and shades,
analogous colors), line,
rhythm, movement,
proportion, and balance.
FA.3.1.3-Create an original
artwork based on
observation of objects
and/or scenes in daily life
that depicts the subject
with appropriate
developmental skill.

The student: Uses

elements and principles of
art to design and create an
original work of art(paper
bag vest), including, value
(i.e., tints and shades,
analogous colors), line,
rhythm, movement,
proportion, and balance.
The student: Creates an
original artwork based on
observation of objects
and/or scenes in daily life
that depicts the subject with
appropriate developmental
skill.

Prior Academic Knowledge and Student Assets

The students prior academic learning and personal/cultural/community assets that will
support their learning
Prior to lesson, students will know:
- What Thanksgiving is
- Who the Native Americans were
- How to cut, paste, and color
- How to share supplies

Academic Language Demands

The language function essential for student learning (verb), additional language
demand(s) (vocabulary or symbols, syntax, discourse), and language supports (helps
the student understand and use language)
Vest- a piece of clothing
Native Americans- The people who were living on North America before Columbus
came
Symbol- a picture that represents a word
Pattern- lines, pictures, or colors that are repeated

August 18, 2014

Instructional Strategies and Learning Tasks
A description of what the teacher will be doing and what the students will be doing that
1) uses clear steps that convey the use of multiple strategies, resources, and
technology and 2) offers opportunities offered for inquiry, active learning, individual
work, and pairs/small group interactions
ACTIVE LEARNING STRATEGIES
StrategiesTell what your STUDENTS WILL do to learn and practice standards
Teacher will:
1. Have students come to floor area and
introduce the topic of Thanksgiving by asking
guising questions about the Pilgrims, Native
Americans, and Thanksgiving. Then give
presentation about Native Americans and the
first Thanksgiving
2. Show page of different symbols and their
meanings and relate them to the petroglyphs
of the Hawaiians. Allow for students to
choose one that looks cool to them and have
them share that with their partner.
3. Hand out pre-cut vests and have students
begin to decorate them using at least one
pattern, 3 symbols, and a fringe at the
bottom of the vest.
4.After everyone is done, clean up classroom,
throw away all trash, take a group picture

Students will:
Share prior knowledge about their knowledge of the
holidays and of Native Americans and how they are
connected as well as answer guided questions that
allow teacher to transition into powerpoint about
Native American culture
Students will choose a symbol that they find
interesting and share with their neighbor about why
they find it interesting.
Decorate their vests for the next 15-30 minutes
using the mentioned criteria
Clean up their areas, make sure the room is cleaner
than it was before we started, cooperate for picture
taking

August 18, 2014

Assessment
The tools/procedures to monitor students learning of lesson objective(s) to include
formative assessments applied throughout the lesson and a summative assessment of
what students learned by the end of the lesson (include checklist or rubric)
a.

Task
What students do to demonstrate they meet standards( matches Performance Indicator

Students will decorate a vest using either patterns or Native American Symbols.

b.

Tools (criteria)How good is good enough? Decide on rubrics, checklists, or

other criteria with students to show they meet standards.

c
Students will: (Insert or Attach Rubric or Checklist Assessment)
ME(meets with Excellence)
MP (meets with Proficiency
Vest is decorated with all of
the mentioned criteria and
then some

Vest is decorated using at least

one pattern, 3 symbols, and a
fringe at the bottom of the vest.

DP (developing proficiency)
Vest is missing at least one
of the components

Differentiation and Accommodations

Instructional strategies and planned supports for individuals, and/or groups of students
with specific learning needs that provide adaptations connected to instructional
strategies, the learning environment, content, and/or assessment/performance task for
individuals and/or small groups (e.g., ELL/MLL, struggling, accelerated, 504/IEP, etc.)

August 18, 2014

TYPE OF LEARNER

ELL/MLL

Struggling

Accelerated

504/IEP

List the type of accommodation or differentiation (learning

environment, content, process, or performance task) and
describe how you will differentiate.
Allow students to use patterns and symbols from their homeculture and to share it with their peers.

Allow students to get assistance from peers who are done with
their vest
Give students the option to make a headband and feather to
match their vest
Follow 504/IEP

Materials (Optional)
Please note and/or paste any supporting materials (i.e., teaching materials, custom
lesson plans, etc.) into the space below. You may use as many pages as needed
beyond the space below to paste your materials.
Provided by me:
Pre-cut paper bags
Precut card stock
Construction paper
Powerpoint about the first Thanksgiving
Provided by students:
Scissors
Glue
Crayons
Imagination

August 18, 2014

Lesson Plan Reflection
An analysis of what worked, what could be changed, and the next steps for teaching.

What changes would you make to your instructionfor the whole class and/or
for students who need greater support or challengeto better support student
learning of the central focus (e.g., missed opportunities)?
Based on your reflection and your assessment of student learning, describe the
next steps to support students learning related to the central focus and student
learning objectives.

I would try to allow for more time to do the lesson. I feel like one hour was rushing it for
this activity and that with a little more time, I couldve done a much more thorough job
with explaining. Also, I would go more into detail about the art concepts that I used
because due to time, I didnt have much of an opportunity to go into too much detail
about the art concepts that were used.
The next step for these students is to research a tribe and to go more into depth about
that particular tribe and their customs and culture. This lesson was a great introduction,
but it didnt provide much in the way of history or culture for more than 3 tribes.