Lesson Planning Template Edtpa 2021

Lesson Planning Template
Name: Brittany Pozorski Date: 4/26/22

Lesson Title: Coffee Filter Art
Lesson Justification
Who are my students? (student information, interests, and needs specific to the content of this lesson)
My students are 1st graders during this activity.
What conditions/limitations might impact the planning and delivery of the lesson?
Some limitations that may occur would be lack of materials and lack of student participation.
Lack of planning if you don’t have enough materials for all students.
What are you teaching?

I am teaching how to make butterflies and flowers from simple everyday items. Pushing their
creativity to make new designs that are original.
Why do students need to know this content?

Students can use this content with their learning in the color wheel along with symmetry for
math. It will help them push their creativity limits with creating individual and unique artwork.
Why did I select the instructional strategy (ies) utilized in this lesson? Provide a
research/theory connection to support the instructional strategy.
I used direct instruction strategy. I used this because it provides instructions and directions
on how to complete the project. Siegfried Engelmann theory on education is most effective
way to teach is by explicit guided instructions.
How does this lesson connect with and build on previous/subsequent lesson(s)?
This builds on their prior lessons with the color wheel and with their lessons in symmetry in
math. It helps them build on their creativity and works with different elements of are like
line, color, value, texture.
Academic Language
Language Function (see the last page of the template)
Students will be listening to instruction and be experiencing cause and effect. After they
color and add water to the coffee filter, it effects how the colors sit on it.
Vocabulary (think about both content and academic vocabulary)

Stagger, Overlapping
Syntax OR Discourse (circle one and explain how this lesson practices either discourse or
syntax. See the last page for information on each of these)
Discourse, because it’s oral language which means there isn’t any words or phrases in the
project.
Student support tool: (see the last page for ideas)

The student support tool I used is interactive because it has students getting involved with
how they want to make their projects look and using their own creativity.
Standards And Learning Objectives

Standard Content Objective Assessment:
(Any and all standards that (make sure it is assessable, Tools: (things that are used
pertain to the lesson) specific, and aligns to the to assess students)
standards and assessment) Things use to assess the
5.1.2.2.1 Generate and develop students would be if their
original artistic ideas. Students will be able to make final product looks like a
Benchmark: Identify multiple their own original artwork. butterfly or a flower. If they
ideas for an artistic prompt. That when they are finished could follow instructions or
with their pieces, they look not.
like the examples shown, but
with their own creativity Indicators/Criteria:
added to it. (the ways you are measuring
if they successfully met the
standards and objectives)
Students met the standard if
they have successfully
created their own unique
coffee filter flower or
butterfly.
Feedback:
(how will you let students
know if they’ve met the
objective or not?)
I will let students know they
have met the objective by
giving them trueful but
helpful feedback on their
final product along with their
step by step instructions.
Standard Content Objective Assessment Tools: Listed
Listed above Listed above above
Indicators/Criteria: Listed
above
Feedback: Listed above
Materials
 Markers
 Pipe Cleaners
 Spray bottles with water
 Coffee filters
 Parchment paper or tin foil
 Blow dryer if you don’t have time to let it air dry
(please use bullets or list format here)
Instructional Strategies And Learning Tasks
Time Instructional Strategies/Learning Tasks Differentiation
(Introduction) I could give all
2 min  Start with explaining what they are making students their own
2 min  How it can be used in their future classrooms handout to look at.
3 min  Background knowledge if anyone has made them Another option would
before be to have them work
4 min  Have students decide if they want to do a in pairs of 2. A third
butterfly or a flower option would be to
giving more time for
each part that they are
working on.
(Lecture/Demonstration) Students could have an
3 min  Show what the flower or butterfly outcome look example to look at
like during the explanation
6min  Flower demo portion. They could also
Broken  Go through power point of the flower be given individual hand
down  Explain step 1 out with the step by
between  Explain step 2 step instructions. I
each  Explain step 3 could also check in with
step  Explain step 4 them individually if
 Explain step 5 they needed any help
8 min  Go through power point of the butterfly with anything.
Broken  Explain step 1
down  Explain step 2
between  Explain step 3
each  Explain step 4
step  Explain step 5
 Explain step 6
 Explain step 7
10 min  Allow for work time
(Work time) During work time I can
At least  Students will get work time for all of the steps accommodate them
10 min  They may have to use a blow dryer for step 2 on with things they need.
if not the flower and step 3 on the butterfly- due to it If that’s their own
more taking a while to dry work area or just a
for  Then they will have time to assemble them more quite area to
work  If students have extra time they can make a work.
time second one
Closure
(How will you close the lesson? Remember this should pertain to reviewing the lesson
objectives.)
I will close with asking them how they liked the project if anything was difficult or easy for
them. Along with why they picked certain colors to reinsure they had plenty of choice in their
work. Review how it fit in to their objective.
Self-Assessment/Reflection
Complete after teaching event (There will be no need to do this section this semester)
Language Function – what do student have to DO with language – reading, speaking, writing
and/or listening? It must include one of the language usage verbs like you see below…
Cite evidence
Cause/effect
Justify evidence
Infer, predict
Conclude
Syntax: The set of conventions for organizing symbols, words, and phrases together into
structures (e.g., sentences, graphs, tables).
Discourse: the structures of written and oral language, as well as how member of the discipline
talk, written, and participate in knowledge construction.
Examples: essays, debates, multimedia presentations, artist statement, reports, discussions/

questions to ask; what types of information are included? How are the pieces of information
organized? What comes first, etc?
Academic Vocabulary: (What are the key academic vocabulary words students need to know and
use in this benchmark?)
Text evidence
Symbolism
Explicit versus implicit
Inference/infer/inferring
Student Support Tools:
Sensory, Graphic and Interactive Supports that could be used to help your language learners
succeed.

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Lesson Planning Template

Name: Brittany Pozorski Date: 4/26/22

My students are 1st graders during this activity.

What are you teaching?

Why do students need to know this content?

Vocabulary (think about both content and academic vocabulary)

Student support tool: (see the last page for ideas)

Standards And Learning Objectives

Examples: essays, debates, multimedia presentations, artist statement, reports, discussions/

Student Support Tools:

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