COELD Lesson Plan Template

TEACHER CANDIDATE INFORMATION

Name: Betsy Manz
SCSU Course: Art 394
Date: November 21, 2022
LESSON JUSTIFICATION / CONTEXT FOR LEARNING
Lesson Title: Kaleidoscope painting
Grade Level: 3rd
Subject Area: Art
Unit of Study: Repetition

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?)
We are learning about each principal of art. They can be taught in any order.
Developing works of art/design.

ACADEMIC LANGUAGE
Language Function (Highlight one or both):
 Syntax OR  Discourse
Student support tool (notes outline, graphic organizer, pneumonic, etc…):
https://permadi.com/java/spaint/spaint.html Digital Kaleidoscope maker
Betsy, Principals of Art.pptx Presentation
Content Vocabulary (word/term and grade level appropriate definition):
 Repetition- this is one of the principals of art. This is when an image is used over and over again.
Usually this leaves viewers relaxed or give the art a sense of completeness.

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

 Kaleidoscope- visual toy that reflects colors to make a design.

STANDARDS AND LEARNING OBJECTIVES

Content & Language Standard Content Objective Assessment
(Code and Benchmark) (What skill will the student demonstrate and (How will you measure the skill, determine
how will you assess it?) proficiency, and give feedback to students?)

MN Content Standard: 5.3.2.2.2 Students will be able to create a Measurement Tool(s):

Apply knowledge of available
resources, tools, and
technologies to investigate ideas
through the artmaking process.
MN Content Standard: 5.3.2.3.2
Demonstrate safe use of studio
spaces and equipment.
MATERIALS/RESOURCES/TECHNOLOGY
 Large white paper
 Black crayons
 Watercolor paint and brushes
 Smartboard or computer to show pictures of real kaleidoscopes
 Cups to trace
 Kaleidoscopes (if possible)
kaleidoscope painting by
repeatedly tracing circles and
painting the shapes different
colors.
Students will be able to safely
make their project by following
classroom rules and teacher
direction
Based on final project
Indicator/Criteria for Proficiency:
Many overlapping circles with
many different colored sections.
Means of Feedback to Student:
Rubric after compeletion
Measurement Tool(s):
observation
Indicator/Criteria for Proficiency:
No need for redirection
Means of Feedback to Student:
Redirection from teacher

PROCEDURE/INSTRUCTIONAL STRATEGIES/LEARNING TASKS

Time Instructional Strategy/Learning Task Differentiation
(Estimate in (Break-up each task into easy-to-follow steps that include (How will you serve SPED/EL/Gifted
Minutes) what you would say, directions, examples of possible student students? Students with varying
responses, key notes or information, etc… A substitute reading/math abilities?)
should be able to replicate your lesson successfully using
this procedure.)
2 min Introduction: Hello third graders! Moving along with the Betsy, Principals of Art.pptx Link to
principals of art, the next one we will be learning is the presentation.
repetition. Can everyone say repetition?
 Repetition is the use of the same color/shape/symbol Teachers could print this out, so
throughout a piece of art to give emphasis on students have a hard copy. The font
something. This can give a comfortable feeling to size and spacing can be changed as
viewers. needed.
So, today we are going to make some kaleidoscope
art using repetition.
2 min Can anyone tell me what a kaleidoscope is? Show pictures of kaleidoscopes,
Students’ answers will vary. May include a toy with actual kaleidoscope, and/or link.
beads in it that shows a colorful circle, a bunch of
shapes over and over again, etc. If students need more help
These are some images of kaleidoscopes or what we understanding allow them to play with
might see inside one. Here is a real kaleidoscope so the digital kaleidoscope.
you all can see if you have never used one before.
Please pass it to the next person after you’ve had a
chance to see.
If no kaleidoscope is available, follow this ling
(https://permadi.com/java/spaint/spaint.html) to make
and see your own.
(if there is extra time you can allow students to play
with this website and see how their kaleidoscope
comes together.)
5 min So first, everyone will get a big piece of paper and a Show students the example first.
black crayon and a circle to trace. We are going to Help students trace by holding the
trace circles all over the paper. We want them to cup.
overlap but still able to see the inside of the circle.
Kind of like the Olympic rings.

5 min Now that we have all of our rings, what do you think
about your art right now? Turn and talk to your
neighbor. What does it look like, or make you feel like,
or remind you of?
Would anyone like to share with the class?
Teachers can be included in the turn
in talk if someone doesn’t have a
partner or needs extra support.
 Student answers will vary, they may say it looks like a
metal fence, it looks weird, etc.
15 min Now, we are going to start painting! We are going to Offer direct help.
use the watercolor paints to color in each section of
the circles. We want different colors to touch each
other, so try not to paint two parts blue next to each
other. It’s okay if it happens at the end because you
ran out of other colors. Keeping the same colors away
from each other help it look more like a kaleidoscope.
5 min We are going to look at our paintings while they dry Teachers can be included in the turn
and talk about them a little. How do you feel about in talk if someone doesn’t have a
your painting now? How is different than before? Turn partner or needs extra support
and talk to your neighbor.
Would anyone like to share with the class?
Students may say that is more fun, colorful, or
interesting.
1 min You may put your paintings on the drying rack. Help students bring them over and
put them on the shelves.
CLOSURE
(Check for understanding, wrap-up, reminders, connections to tomorrow’s lesson)
Now that we are done with our projects, how do you feel about it? What did you like or not like? Would you
change anything?
Possible student answers: I liked I thought it was fun, or this was boring to me.
Also how did we use repetition in the project? Does it help make it look like kaleidoscope?
Possible student answer: yes, it is a lot of the same shapes and colors over and over.
Great job today everyone! Next time we will be finishing off the principals of art with Harmony.

Assessment: Based on the discussions we have as a class I will know if the students have understood the
concept of repetition in art, as well as how it effects their work. Their finished project will show me there
understand of the lesson this as well.
CONNECTIONS TO RESEARCH/THEORY
Modeling and observation
Students will know what it means to repeat something. I will first show them each step before they
do it. Then, they will be repeat the same circle many times over their page to start this project. By
doing this themselves it will help them remember it better as well as tie their learning to something
they have. I will monitor the class as they do this to ensure they are on task.
 CITATIONS
http://chrissiegrace.blogspot.com/2013/06/summer-series-2013-week-3.html?m=1
https://permadi.com/java/spaint/spaint.html

SELF-ASSESSMENT/REFLECTION
(Complete after teaching)