COELD Lesson Plan Template

TEACHER CANDIDATE INFORMATION

Name: Pachia Thao
SCSU Course: ART 396
Date: 11/28/22
LESSON JUSTIFICATION / CONTEXT FOR LEARNING
Lesson Title: Form of Visual Art: Mix Media
Grade Level: 5th
Subject Area: Art
Unit of Study: Different Form of Visual Arts (Mix Media)

How does this lesson connect with and build on previous lessons and how will it connect to
subsequent lesson(s)? (What came before and what will come next?)

This lesson connects and build on previous lesson by creating and looking at different form of visual art and
combining it to create an art piece. This lesson would be my last form of visual art that the students will work
on because it will cover other form that they may want to use for this lesson.
ACADEMIC LANGUAGE
Language Function (Highlight one or both):
 Syntax OR  Discourse
Student support tool (notes outline, graphic organizer, pneumonic, etc…):
 presentation
Content Vocabulary (word/term and grade level appropriate definition):
 Word – kid friendly, grade level appropriate definition (repeat for all vocabulary terms)
 Mix Media – work of art that uses different materials.
 Visual art – different art form such as painting, drawing, and etc.
 Medium – art supplies used to create work of art
 Texture – how something feels or look
 Focal point – the part you look at first when you see something.
 Color – to create emotions

Supporting Vocabulary (word/term and grade level appropriate definition):

 Word – kid friendly, grade level appropriate definition (repeat for all vocabulary terms)
 Create – to make something
 Statement – sentences that express a fact, opinion, or idea
 STANDARDS AND LEARNING OBJECTIVES
Content & Language Standard
(Code and Benchmark)
MN Content Standard:
5.5.2.3.2.1 Using artistic
foundations create art that
redesign artworks, object, places,
or systems.
MN Content Standard:
5.5.2.4.1 Create artist statement
to describe choice in artmaking,
using art vocabulary.
Common Core or MN ELA
Standard for Academic Lang.:
5.10.2.2 Demonstrate command
of the convention of standard
English capitalization,
punctuation, and spelling when
writing.
Content Objective
(What skill will the student demonstrate and
how will you assess it?)
Students will be able to create a
mix media art piece using at least
two or more material provided for
them by the end of the class
session.
Students will be able to write a
brief 3-5 sentence artist statement
about their artwork by the end of
making their art piece.
Students will be able to
demonstrate their writing by
writing an artist statement.
Assessment
(How will you measure the skill, determine
proficiency, and give feedback to students?)
Measurement Tool(s): artwork
after they are done
Indicator/Criteria for Proficiency:
 Two or more different
material use
 Completion
Means of Feedback to Student:
Rubric
Measurement Tool(s): Their artist
statement
Indicator/Criteria for Proficiency:
 3-5 sentences
 Free of punctuation and
grammar error
 Thought put into it
 2-3 art vocabulary
Means of Feedback to Student:
Rubric
Measurement Tool(s): artist
statement paper
Indicator/Criteria for Proficiency:
 Capitalization
 Punctuation
 The spelling of the words
Means of Feedback to Student:
 Rubric

MATERIALS/RESOURCES/TECHNOLOGY
 Color paper
 Yarn
 Cardstock paper
 Stickers
 Washi tape
 Fabric
 Color pencil
 Watercolor paint
 Paint brush
 Tempera paint
 Water bowl/cup
 Glue
 Scissors
 Magazines
 Markers
 Hot glue gun
 Glue stick for the hot glue gun

PROCEDURE/INSTRUCTIONAL STRATEGIES/LEARNING TASKS

Time Instructional Strategy/Learning Task Differentiation
(Estimate in (Break-up each task into easy-to-follow steps that include what (How will you serve SPED/EL/Gifted
Minutes) you would say, directions, examples of possible student students? Students with varying
responses, key notes or information, etc… A substitute should reading/math abilities?)
be able to replicate your lesson successfully using this
procedure.)
1 min 1. Introduction Having visuals image and
T: “Hello 5th graders” example for them to look at.
S: “Hello ______”
T: “How is everyone today/tonight?”
S: “Good, okay, fine, not so good, etc.”
T: “Well, today we will be looking at an art form
called, mix media. Then after that we will create
 our own mix media. Before I start, is there any
questions?”
S: Ask questions
T: Answer any questions the student may have
4 mins 2. Go over the presentation explaining what mix
media mean and what they can use for mix
media. Additionally, show the example on the
slide and some in person.
5 mins 3. Go over the assignment or lesson with the
students. Additionally, go over some ideas and
the artist statement piece of the assignment.
T: “Today’s project we will be creating our very
own mix media. First, you can brainstorm or
sketch out what you want to do (this is optional)
then after that you can get started and over there
is all the material you can use. When you are
down with your art piece I would like if you can
take out a piece of paper and write an artist
statement. Then when everyone is done or time is
coming to an end, we will share out what we
created. Any questions?”
S: Listen and ask question if somethings not
clear.
T: Answer question. “Okay, the criteria for this
project is to use at least two or more media and
for your artist statement it has to be 3-5
sentences”
S: listen
T: “Here is some ideas and some questions that
that you can think about when writing your
statement.”
S: listen and look at the list and questions.

26 mins 4. Student brainstorm and gather material as needed

and start working on their project. As the students
work on their project, just walk around and ask
 what they are planning on doing and if they need
anything.
4 mins 5. When student is done with their project, remind
them to write their 3-5 sentence artist statement.
CLOSURE
(Check for understanding, wrap-up, reminders, connections to tomorrow’s lesson)
Share out as a whole class on what they worked on and have created.

CONNECTIONS TO RESEARCH/THEORY
This lesson connects to TAB learning or follow TAB learning because the students get to decide what they
want to do instead of the teacher. Also, base on TAB if you allow your student to explore on their own it
increases engagement, experimentation, and support. Additionally, I tried to not talk too much and allow as
much time as possible for my students to experiment and get hands on experience because I want the class
to be student-center not teacher-center learning. When we allow student-center learning it help the students
memorize the information better and problem-solve what they are learning.
CITATIONS
https://teachingforartisticbehavior.org/

SELF-ASSESSMENT/REFLECTION
(Complete after teaching)