EDUC 230 Lesson Plan

Samantha Hess and Tanya Priego

Grade Level: Materials You’ll Use: PowerPoint, paper, crayons, colored pencils,
College true/false tests, wellness wheel worksheet

Central Learning Focus and Planned Learning Outcomes

Central Focus How do art programs in schools effect school safety?
(Content) Students will learn how mental health impacts both art
programs and school safety.
ELA Anchor Standard NJSLSA.W4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
Standards for purpose, and audience (New Jersey Department of Education,
Mathematical Practice 2016, pg. 5).

1. Make sense of problems and persevere in solving them (New

Learning Standard(s)
for the Central Focus
Objectives based on the
Learning Standards
Listed above
Prior Academic
Knowledge
Anticipated Issues
Jersey Department of Education, 2016, p. 79).
Determine diseases and health conditions that may occur
during one’s lifespan and identify prevention and treatment
strategies (New Jersey Department of Education, 2014, pg. 3).
Students will be able to relate art classes and school safety by
identifying the connections between the two topics.
Prior to this lesson about art classes and school safety, students
will have learned about the effects of school safety and the
importance of extracurricular activities to prior demo lessons in
EDUC 230.
 Students may have trouble expressing their emotions in
the extension activity. The students can talk amongst
their peers for help.
 Students may have difficulty understanding the
connection between the two topics. The teacher can
reference back to the PowerPoint and rephrase.

Academic Language Demands

Language Used Vocabulary used in lesson:
(Vocabulary, Syntax,  Art: “the expression or application of human creative
Discourse) skill and imagination, typically in a visual form such as
painting or sculpture, producing works to be appreciated
primarily for their beauty or emotional power” (Merriam-
Webster, n.d.).
  Art therapy: “a form of psychotherapy involving the
encouragement of free self-expression through painting,
drawing, or modeling, used as a remedial activity or an
aid to diagnosis” (Merriam-Webster, n.d.).
 Mental health: “a person’s condition with regard to their
psychological and emotional well-being” (Merriam-
Webster, n.d.).
 Self-esteem: “confidence in one's own worth or abilities;
self-respect” (Merriam-Webster, n.d.)
 School safety- “schools and school-related activities
where students are safe from violence, bullying,
harassment, and substance use” (Merriam-Webster, n.d.).
Meeting the Language The students will have group discussions to talk about what some
Demands of these vocabulary words mean to them. The words will also be
discussed, defined and emphasized throughout the lesson.

Assessment
Assessment Type Assessment Task Planned Evalution
(Informal and Description Modification to Criteria and
Formal) (Student Tasks) Feedback for
Assessment Tasks
Students
Informal In the beginning of If students don’t If students seem to
(During Instruction) the lesson, students understand after the be struggling to
will be asked to Rorschach test, teachers understand the true
answer a series of will pass out hand out a or false test, a
Rorschach test that different response from phone a friend and
evaluates personality different Rorschach test or a discussion
and emotion. After responses to show the will be allowed to
the test, the lesson different responses that understand dhow
will then begin with many have on the test the test relates to
an explanation of the and how this determines mental health.
test and then an mental health problems.
introduction to our If students are confused
lesson, with 3 points after the first discussion
of discussion of art of the first point of
classes and school discussion will be able to
safety. ask questions if they feel
confused or need extra
explanation.
Informal A video will then be If students don’t If students are
(During Instruction) shown after the first understand or are struggling during
point of discussion confused after the 3 the lesson or
that focuses on points of discussion, during the
school safety's impact teachers will ask peer/group
on students. Students questions like, “Are you activity, teachers
will be able to pair up okay?”, “Do you will walk around
and discuss and the understand?” and “If you to answer any
question about mental don’t ask a question.” to questions that need
health that will be help students understand to be answered.
asked by the teachers. the importance of art
After the group classes and school safety.
discussion, the 3rd
point of discussion
will be then
presented. A quick
thumbs up and down
to reassure the
students if they have
understood the lesson
that was presented at
them.
Formal After the lesson, If students are struggling The true and false
(After Instruction) teachers will then with the lesson after the test will then be
hand out a true and lesson plan, there will be collected from the
false test to evaluate open question discussions students. The
what the students to understand the topic teachers will
have learned. Once that was discussed at evaluate and grade
students are done hand. Students can come the tests. They will
with their test, sheets to the teachers to after also take note if
will then be collected class to ask questions any students got
and assessed and anything wrong.
given back to the Students will then
students. have their test
returned. There
will be a class
discussion to go
over the answers
to the test.

Instructional Strategies and Learning Tasks

Launch/ Motivation / Students inside the classroom would be welcomed with an open
Anticipatory Set question such as, “What is mental health?” and “What does it
(engage) mean to have art classes in school?” by the teachers. This will

Instructional Core
Sequence
(explore, explain, elaborate)
open discussion about what the lesson is going to be about and
what to expect and what to look forward to. Many of these
open/group discussions will allow a comfortable air for the
students to engage is a topic like mental health and school
safety.
Explore- With a topic like mental health and school safety,
students will have the opportunity to ask teachers to stop or
refocus on a different topic if the topic at hand becomes too
heavy to speak upon. Many of these open/group discussions will
allow a comfortable air for the students to engage is a topic like
mental health and school safety.

Explain- With open discussion between peer and groups,

students will have the opportunity to ask questions about how art
class and school safety go hand in hand. Students can also ask
teachers to refer to slides that they seemed confused about and
teacher will explain on about that slide.

Elaborate- In this lesson, student have the opportunity to ask

Structured Practice &
Application
(Formal Assessment for
Evaluate)
questions during the lesson about any of the 3 points that are
discussed. If a student does not feel comfortable asking a
question out loud in class, students will be welcome to ask
questions at the end of class. With a conversation about school
safety and mental health, questions are more than welcomed.
In this lesson there will be a total of 3 activities throughout.
There will be an open discussion with both teachers and students
about the importance of mental health and extracurricular
activities. The open discussion will give a little introduction to
what the lesson will be about. At the end of this discussion and
the introduction to the lesson, the lesson will then finally begin.

There will be there will be an activity about the Rorschach test

that students will then answer. Students will then be able to
share their response by raising their hands. After this activity is
done, teachers will then start to explain what the use of
Rorschach test is and how this connects to the lesson at hand.

There will be a lot of discussion about throughout the lesson so

that the student will be able to answer a true and false test
towards the end. This true and false will allow the teachers to
evaluate their progress and knowledge about the lesson.
Closure The students will be asked to think about how they are feeling
right in that moment. They will be told to draw a picture
explaining their current emotions. When everyone is finished,
the class will share their pictures and the students need to guess
 the student’s feelings. The class can come to the front of the
room and grab colored pencils and crayons provided for them. In
understanding the lesson of “Why Art Classes and School Safety
Go Hand in Hand” Teachers will be walking around the
classroom, to evaluate the students’ progress in the activities that
were given out to them. This evaluation allows the teachers to
see the progress of the PowerPoint presentation and make any
changes or ask any questions that will allow the students to
understand the lesson.
Extensions Activity If the students have finished their drawings before their
classmates, they will receive a “wellness wheel” worksheet. This
worksheet asks the students to think about their current mental
health and fill out the wheel rating each component of the wheel
to their personal life. The wheel is broken up into a low, middle
and high section. It explains that if we are unbalanced, the wheel
becomes dysfunctional. The students can work on this worksheet
until the entire class is finished with their drawing activity.
Differentiation/Planned For all the students to understand the lesson, an open discussion
Additional Support will be at the end for a better understanding on how art classes
(Special Needs, ELL, and school safety go hand in hand. For those who are struggling
Gifted, Apathetic) to understand, will be able to ask questions throughout the
lesson and the extension activity will give a clear context of how
mental health connects to art classes and school safety.

The extension activity allows the students who are struggling

with connecting art classes and school safety, with the coloring
and drawing what they are feeling allows the students to
understand emotions and how much their emotions and feelings
matter. allowing to express their opinions of

With the activities in this lesson, this allows the students to

understand and those who don’t understand to be able to how art
classes and school safety go hand in hand.

Teaching Analysis
Which lesson aspects worked? The class understood the connection between
the two topics. Our closing activity worked
Which did not work as well as you and reinforced our point about using art as a
planned? outlet for your emotions or state of mind.

Collecting the true/false tests gave us this

empty time where we could have come up

What would you need to say/do tomorrow,
based on how well this lesson worked
today?
Specific changes
with better class discussion questions while
the tests were being graded.
The next day the teacher can recap the lesson
by briefly discussing again the main points on
mental health and how that connects art and
school safety. If any students did not get to
work on the wellness wheel worksheet from
the previous day, those students can receive
the worksheet. They can look over it and even
work on it if they have any free time during
the day.
We could have provided more
evidence/statistics on how art has impacted
student’s mental health.

We also could have included a video clip

within the PowerPoint.

We could have gone over the true/false tests

as a class instead of collecting them.

Resources
Merriam-Webster. (n.d.). Dictionary by Merriam-Webster: America's most-trusted online
dictionary. Retrieved from https://www.merriam-webster.com/

New Jersey Department of Education. (2014). New Jersey Student Learning Standards for
Comprehensive Health and Physical Education. Retrieved from
https://www.state.nj.us/education/cccs/2014/chpe/standards.pdf

New Jersey Department of Education. (2016, May). New Jersey Student Learning Standards for
English Language Arts. Retrieved from
https://www.state.nj.us/education/cccs/2016/ela/CompanionG1112.pdf
New Jersey Department of Education. (2016, May). New Jersey Student Learning Standards for
Mathematics. Retrieved from
https://www.state.nj.us/education/cccs/2016/math/standards.pdf
New Jersey Department of Education. (n.d.). K-12 English Language Arts Revisions. Retrieved
from https://www.state.nj.us/education/cccs/2016/ela/crosswalk.pdf
Project School Wellness. (2019, February 18). Wellness Basics: The Wellness Wheel. Retrieved
from http://www.projectschoolwellness.com/wellness-basics-the-wellness-wheel/