AEAH 4780 UNT COMMON LESSON PLAN

Teacher: Mori Blanco, Andrew Briones

Grade Level and or Subject: Kindergarten
Lesson Title: Collage us a Story
PART I. DEFINE THE GOALS/S FOR THE LESSON
What is the focus of this The focus of the lesson will be to teach the students to create an
lesson? image that tells a story using collage and the elements of design
National / State Learning
Standard/s:
ART.K.1A Identify similarities, differences, and variations
among subjects in the environment using the senses. 

ART.K.1B Identify the elements of art, including line, shape,

color, texture, and form, and the principles of design,
including emphasis, repetition/pattern, and balance, in
nature and human-made environments. 

ART.K.2A Invent images that combine a variety of lines,

shapes, colors, textures, and forms. 

ART.K.2B Create composition by placing shapes and forms

in an orderly arrangement.

Goal/s of the lesson

Students will explore various techniques to tell a story through

media art by using themes, colors, and a cohesive thought process.
Areas of mixed media include collage, mosaic, recycled art, and
sculpture.

PART II: WRITE THE OBJECTIVE/S FOR THE LESSON

Specific learning target(s) /
objectives:
*** Objectives have a formal o The students will Identify similarities, differences,
structure and differ from the and variations among subjects in the environment
Goals you stated above. using the senses. 

o The students will Identify the elements of art,

You must include 2 TEKS. including line, shape, color, texture, and form, and
the principles of design, including emphasis,
For example: repetition/pattern, and balance, in nature and
“Students will identify rhythm, human-made environments while creating an image
rhyme, and alliterations so they using collage.
can underline examples of each
in the poem The Raven.” o The students will invent images that combine a
variety of lines, shapes, colors, textures, and forms
“Students (audience) will through mixed media collage to tell a story.
identify (behavior) rhythm,
rhyme, and alliterations so they
can underline examples (degree)
of each in the poem The Raven
(context).”
PART III TEACHING THE LESSON (over several days)
This is the body of the lesson plan. Here you explain the instructional and learning
activities/actions that will best ensure all learners will successfully achieve the objective/s?
Day One
A. Opening/Introduction (10 Min)
(also referred to as a “motivator,” Prior knowledge Explain how you will assess, activate, and/or
“hook,” “engage,” & “creating
disequilibrium”)
add to the Prior Knowledge necessary for learners to be successful
This is the Engage part of the 5E in the lesson.
model. To activate prior knowledge the children will gather around the
instructor. The instructor will read aloud the book Look Look Look.

Anticipatory Set Identify how you will gain the students’ attention
and engage them with the lesson content. How this lesson is
meaningful to the students and connects to their lives.

Engage in discussion with the students about the reading.

1. What happened in the reading today?
2. Did you notice anything interesting?
3. Based on the reading, what are we working on today?
B. Procedures (30 Min)
o Begin Presentation on using Mixed Media and Collage
o What is Collage?
o Review Elements of Design
o Line
o Shape
o Color
o Form
o Texture
o Space
o Value

o Introduce Artist Exemplar as someone who works with

collage in their art.
o Contemporary Artist: Marbie

o
 o
O TO DANCE, 2022
o Collaged paper

TRYING TO BE COOL, 2022

Paper collage
11 x 8 1/2 in
14.5 x 12 (framed)

o Discuss the artists’ works and what kind of story

are they creating.
o What’s happening in this picture?
o What shapes do you notice?
o How is collage being used to tell the story?
o Demonstrate other forms of collage in art
 o What will we be working on this week?

(5 Min)
o Lineup for class exit

C. Formative Students will be assessed based on the discussion participation.

assessment
methods/tools:
D. Grouping structure/s: Students will be grouped according to their assigned color-coded
seating.
E. Accommodations/
Modifications Accommodations for change HOW the content is taught; not the
content itself, the standard/s, or the objective/s
o sign language interpreters for students who are
deaf.
o computer text-to-speech computer-based systems
for students with visual impairments or Dyslexia.
o extended time for students with fine motor
limitations, visual impairments, or learning
disabilities.

Modifications
 working in a small group

 working one-on-one with the teacher

 For visually impaired students, include more tactile
materials. If the lesson involves drawing or coloring in
the lines, you can use hot glue or puffy paint to create
an outline for your child. Textured paper instead of
construction paper may be needed.
 Using markers or paint brushes with larger handles
for children that have difficulty gripping.

F. Instructional Computer
Materials, Equipment Presentation Screen
and Technology Projector
G. Management Plan No Supplies will be necessary for the first day of the lesson.

Day Two : Demonstration

A. Opening/Introduction Prior knowledge (5 Min) Discussion
(also referred to as a “motivator,” o Student’s will be engaged in a discussion based on the
“hook,” “engage,” & “creating
disequilibrium”)
prior day’s lesson.
This is the Engage part of the 5E o Who can tell me what we discussed yesterday?
model.
o What is a collage?
o What is important about making our picture?
o What kind of story does it tell us?
Anticipatory Set
Instructor will show images of the works presented the day
before.

B. Procedures o (5 Min) Setup

o Assign a shape to grab caddy for table
o Assign a shape to grab handout for table
o (25 Min) Activity: Live Demo of collage on how to make a
sunflower
o Students will follow directions and class will
proceed to create a collage.
 Instructor will hand out an image of a
sunflower to the students. (One student
will be assigned to pick up sheets for their
table)
 Students will begin to demo the sunflower
activity via projector.

o Steps:
 Using the precut shapes, the instructor will
direct the students to place specific shapes
to cover up areas of work.
o Instructor will walk around as each step is being
produced by students.
o Students will be encouraged to expand their
images through use of mixed media such as
markers, paints, or glitter during the activity.
o Students will who finish the activity will begin
cleanup of their areas and proceed to the center
reading carpet area where a video with kids’ music
 will be playing to continue to grab the students’
attention.

o Kids Songs and Nursery Rhymes

https://youtu.be/lWhqORImND0

o (5 Min) Cleanup
 Assigned shape from each table will
put up Caddy
 Assigned shape will wipe down table
o (5 Min) Lineup for exit

C. Formative Students will be assessed based on the discussion participation

assessment and participation during the demonstration.
methods/tools:
D. Grouping structure/s: Students will be grouped according to their assigned color-coded
seating.
E. Accommodations/
Modifications Accommodations

o sign language interpreters for students who are

deaf.
o computer text-to-speech computer-based systems
for students with visual impairments or Dyslexia.
o extended time for students with fine motor
limitations, visual impairments, or learning
disabilities.

Modifications
 working in a small group

 working one-on-one with the teacher

  For visually impaired students, include more tactile
materials. If the lesson involves drawing or coloring in
the lines, you can use hot glue or puffy paint to create
an outline for your child. Textured paper instead of
construction paper may be needed.
 Using markers or paint brushes with larger handles
for children that have difficulty gripping.

F. Instructional
Materials, Equipment Sunflower Handout
and Technology Caddy filled with art supplies:
Glue Stick
Markers
Precut Construction Paper

Day Three : Work Day

A. Opening/Introduction Prior knowledge
(also referred to as a “motivator,” (5 Min) Discussion
“hook,” “engage,” & “creating
disequilibrium”) o Who remembers what we talked about last class?
This is the Engage part of the 5E o What were we trying to do with our collage yesterday?
model.
Anticipatory Set
(5 Min)
o Revisit Demonstration from last class.
o Show finalized demonstration work from last class.
o Introduce today’s main idea of creating a story
from collage.

B. Procedures o (5) Setup

o Assign a shape to grab caddy for table
o Assign a shape to grab construction paper for table
 Students will be issued a colored sheet of
construction paper based on the assigned
seating
o (20 Min)
o Students will be asked to think about what story
 they want to tell
o The students will create an image the way we
created the day prior.
o Activity – Students will create their own collage.

Students will use precut shapes (trees,

Mountains, people, various shapes) to
create an image.
 Once the students are prepared to move
on, they may ask to work with paint,
markers or glitter to add to the image.
 At 15 minutes class will be notified that
they have 5 minutes till clean up.
o (5 Min) Cleanup
o Assigned shape from each table will
put up Caddy
o Assigned shape will wipe down table
o (5 Min) Lineup for exit

C. Formative Students will be assessed based on the discussion participation

assessment and artwork participation.
methods/tools:
D. Grouping structure/s: Students will be grouped according to their assigned color-coded
seating.

E. Accommodations/
Modifications Accommodations

o sign language interpreters for students who are

deaf.
o computer text-to-speech computer-based systems
for students with visual impairments or Dyslexia.
o extended time for students with fine motor
limitations, visual impairments, or learning
disabilities.

Modifications
 working in a small group

 working one-on-one with the teacher

 For visually impaired students, include more tactile
materials. If the lesson involves drawing or coloring in
the lines, you can use hot glue or puffy paint to create
 an outline for your child. Textured paper instead of
construction paper may be needed.

 Using markers or paint brushes with larger handles

for children that have difficulty gripping.

F. Instructional Colored Construction Paper

Materials, Equipment Caddy filled with art supplies:
and Technology Glue Stick
Markers
Precut Construction Paper
Computer
Presentation Screen
Projector
G. Management Plan Supplies will be distributed via selected Shape from each colored
table.
Ex. Square assigned to grab supply caddy with supplies for each
table.
Triangle assigned to pick up sunflower design from front table.
Instructor will handout one sheet of each color needed to each
student.

DAY FOUR: WORK DAY

H. Opening/Introduction Prior knowledge
(also referred to as a “motivator,”
o (5 Min) Setup
“hook,” “engage,” & “creating
disequilibrium”)
o Assign a shape to grab caddy for table
This is the Engage part of the 5E o Assign a shape to grab handout for table
model.
Anticipatory Set (5 Min)
o Revisit work from last class.
o How are we feeling about our work from
yesterday?
o Discuss items to look at when creating collage?
o Are we using the elements of design?

I. Procedures o (5) Setup

 o Assign a shape to grab caddy for table
o Assign a shape to grab construction paper for table
 Students will be issued a colored sheet of
construction paper based on the assigned
seating

o (20 Min)
o Students will be asked to think about what story
they want to tell
o The students will create an image the way we
created the day prior.
o Activity – Students will create their own collage.

 Students will use precut shapes (trees,

Mountains, people, various shapes) to
create an image.
 Once the students are prepared to move
on, they may ask to work with paint,
markers or glitter to add to the image.
 At 15 minutes class will be notified that
they have 5 minutes till clean up.
o Students will who finish the activity will begin
cleanup of their areas and proceed to the center
reading carpet area where a video with kids’ music
will be playing to continue to grab the students’
attention.

o Kids Songs and Nursery Rhymes

https://youtu.be/lWhqORImND0

o (5 Min) Cleanup
o Assigned shape from each table will
put up Caddy
 o Assigned shape will wipe down table
o (5 Min) Lineup for exit

J. Formative Students will be assessed based on the discussion participation

assessment and artwork participation.
methods/tools:
K. Grouping structure/s: Students will be grouped according to their assigned color-coded
seating.
L. Accommodations/
Modifications Accommodations

o sign language interpreters for students who are

deaf.
o computer text-to-speech computer-based systems
for students with visual impairments or Dyslexia.
o extended time for students with fine motor
limitations, visual impairments, or learning
disabilities.
o Students will be accommodated based on their
504 and IEP plans.

Modifications
 working in a small group

 working one-on-one with the teacher

 For visually impaired students, include more tactile
materials. If the lesson involves drawing or coloring in
the lines, you can use hot glue or puffy paint to create
an outline for your child. Textured paper instead of
construction paper may be needed.
 Using markers or paint brushes with larger handles
for children that have difficulty gripping.

M. Instructional Colored Construction Paper

Materials, Equipment Caddy filled with art supplies:
and Technology Glue Stick
Markers
Precut Construction Paper (trees, Mountains, people, various
shapes)
Computer
Presentation Screen
Projector
N. Management Plan Supplies will be distributed via selected Shape from each colored
 table.
Ex. Square assigned to grab supply caddy with supplies for each
table.
Triangle assigned to pick up sunflower design from front table.
Instructor will handout one sheet of each color needed to each
student.

DAY FIVE: ARTWORK DISCUSSION

A. Opening/Introduction Prior knowledge
(also referred to as a “motivator,” (5 Min) Summarize this week’s lessons
“hook,” “engage,” & “creating
disequilibrium”)
This is the Engage part of the 5E model. Anticipatory Set
(5 Min) Revisit Images from “Look Look Look”
 What happened in the images?
 What story did they tell?
 How did they do this?
B. Procedures (30 Min)
 Students will be asked to present their drawings to the
class and tell us about it.
 Each student will have 2 minutes to describe their
image.

(5 Min)
Students will be asked to begin lining up for exit.
C. Formative assessment Students will be assessed based on the discussion
methods/tools: participation
D. Grouping structure/s: Students will be grouped according to their assigned color-
coded seating.
E. Accommodations/
Modifications Accommodations

o sign language interpreters for students who

are deaf.
o computer text-to-speech computer-based
systems for students with visual impairments
or Dyslexia.
o extended time for students with fine motor
limitations, visual impairments, or learning
disabilities.

Modifications
 working in a small group
  working one-on-one with the teacher
 For visually impaired students, include more
tactile materials. If the lesson involves drawing or
coloring in the lines, you can use hot glue or puffy
paint to create an outline for your child. Textured
paper instead of construction paper may be
needed.
 Using markers or paint brushes with larger
handles for children that have difficulty gripping.
 Students with difficulties speaking will be given
extra time for work presentation.

F. Instructional Materials, Computer

Equipment and Projector
Technology Projector screen
G. Management Plan No Supplies will be necessary for the presentation of projects.
IV. SUMMATIVE ASSESSMENT
THINK: HOW WILL I ENSURE THE LEARNERS HAVE MET THE OBJECTIVE/S FOR THE LESSON?
Summative Grades will be determined based on participation, level of completion,
Assessment: presentation, and whether they were able to create an image that told a
This is Evaluate phase of story based on the use of Mixed Media and Collage. Students will be asked
the 5E model
to tell us about their drawing in

Assessment o sign language interpreters for students who are deaf as

Accommodations & well as available text detailing instruction
Modifications o computer text-to-speech computer-based systems for
students with visual impairments or Dyslexia.
o extended time for students with fine motor limitations,
visual impairments, or learning disabilities
o Other Modifications will be made according to students
IEPSs.

IEP: Individualized Education Plan

BIP: Behavior Intervention Plan
ELL: English Language Learner
504 plans give kids with disabilities the support they need