COELD Lesson Plan Template

TEACHER CANDIDATE INFORMATION

Name: Alex Foehrenbacher
SCSU Course: ART 396
Date: April 19th, 2023
LESSON JUSTIFICATION / CONTEXT FOR LEARNING
Lesson Title: Colors of the Sea
Grade Level: 2nd Grade
Subject Area: Art
Unit of Study: Color

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?)

Students will be adding onto their artistic foundation skills using color and shape. They will experiment how
color and the shapes of the fish can affect the artwork together. They will use this in their art piece with
drawing different colored fish all shaped differently.

ACADEMIC LANGUAGE
Language Function (Highlight one or both):
 Syntax OR  Discourse
Student support tool (notes outline, graphic organizer, pneumonic, etc…):
 Pneumonic device (Primary and secondary colors song).
Content Vocabulary (word/term and grade level appropriate definition):
 Primary colors- the set of colors used to mix all other colors.
 Secondary colors- the colors you get when you mix two primary colors.

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

 Environment- A place where animals live.

STANDARDS AND LEARNING OBJECTIVES

Content & Language Standard
(Code and Benchmark)
MN Content Standard:
5.2.2.3.1
Create art that represents natural
and constructed environments.
MN Content Standard:
5.2.2.4.1
Describe choices made at different
steps in an art making process.
Common Core or MN ELA
Standard for Academic Lang.:
2.1.7.7
Use information gained from the
illustrations and words in a print or
digital text to demonstrate
understanding of its characters,
setting, or plot.
Content Objective
(What skill will the student demonstrate and
how will you assess it?)
Students will be able to create an
underwater environment by using
art throughout our lesson
Students will be able to describe
their choices during the steps of
the art making process by
presenting their monsters to the
class.
Students will be able to use the
information heard in the story and
to demonstrate understanding by
applying sea animals in their
artwork.
Assessment
(How will you measure the skill, determine
proficiency, and give feedback to students?)
Measurement Tool(s):
Based off understanding of
directions.
Indicator/Criteria for Proficiency:
Each student having their own
idea.
Means of Feedback to Student:
Teacher feedback during worktime.
Measurement Tool(s):
Reflection
Indicator/Criteria for Proficiency:
Presentation includes a description
of all choices made on a student’s
artwork.
Means of Feedback to Student:
Written feedback on the artwork
turned in after presenting.
Measurement Tool(s):
Student summarization and think,
pair, share with students nearby.
Indicator/Criteria for Proficiency:
Ideas are shared based on guided
questions to the group or
individuals nearby.
Means of Feedback to Student:
Oral feedback during group
 discussion.
MATERIALS/RESOURCES/TECHNOLOGY
 Standard size white paper. (One per student)
 Watercolor or markers (one pack per student)
 Sharpie or black marker

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.)
2 min. Introduction:
 Gather students and welcome them to art. (“Hello
everyone! Welcome to art!)
 Ask how the class day has been going. (They can
respond with thumbs up, down, or middle)
 Give a quick recap of colors. Ask them to name
the primary colors (Yellow, Red, and Blue).
 Then introduce that those three colors make the
secondary colors (purple, orange, and green).
 Then I will jump into a song about the primary and
secondary colors. (“Let’s learn more about these
colors”).
3 min. Primary and secondary color song:
https://www.youtube.com/watch?v=bmquqAP2w_8 Closed captioning can be put on
 (“Listen closely to this song to learn more about for student’s aid.
the primary and secondary colors.”) The song
linked will help the students learn how secondary Could create movement to the
colors can be made and a reminder of what the song for students who can’t sit
primary and secondary colors are. still.
2 min. Ask Questions about the song:
 What are the primary colors? Scaffolding for the questions can
 What are the secondary colors? be added to help students in need

 What two primary colors make orange? of understanding.

 What two primary colors make purple?

More diverse questions can be
 What two primary colors make green?
asked for gifted students to
challenge their thinking.

5 min. Read aloud: Commotion in the Ocean

 https://www.youtube.com/watch?v=9pRhgZ8Jffs Language assistance can be
 What types of animals did you see in the book? added for students in need of

 Does anyone have a favorite sea animal? extra explanation.

 Did anyone learn anything new about an animal?

Please share. Closed captioning can be on for
students who need it.

Partner sharing will help

comprehension and further
understanding.
7 min. Introduce the art lesson:
 “Today we will be creating our own sea animal During instruction the words can
environment.” Show students an example of the be defined as needed for students
art piece being made in class today. who need it.
 Explain the process to the students by
demonstrating the art being done. Extra small group instruction can
 Step 1: Students get a white piece of paper. be available as needed.

 Step 2: students get their markers or watercolor

out.
 Step 3: they trace their sea creatures with a black
marker. They must have 6 objects- 3 primary
colors and 3 secondary colors. Try and use all of
the colors!
 Step 4: They color in their sea creatures or sea
structure.
 Step 5: Once they have all their objects colored,
 then they can add more detail if desired.
 Step 6: Plan presentation and be ready to explain
their artistic process to the class.
2 min. Brainstorm time:
 Students will have two minutes to brainstorm their Group work will provide resources
ideas with their table mates. and ideas for any students in need
 Walk around and listen to the ideas being shared. of help or a challenge.
Give students freedom to share anything about
the art topic they desire.
 Make sure students stay on topic.
12 min. Art time:
 (“You will have 12 minuets to create your sea One on one assistance can be
creature environment. You will use paper and available during this time for
either marker or watercolors. That choice is up to student who need it.
you. Be creative and have fun. Remember 3
primary color objects, and 3 secondary color Will give extra tasks for the
objects at least. Vary the sizes of your fish, talented students as a I see fit.
animals, or other details.”)
 They will have access to all the materials listed
above.
 They will receive a time warning with 5 minutes
left and 2 minutes left.
5 min. Present:
 Students will be called up by drawing popsicle Teacher can aid students who
sticks. may not seem comfortable
 Each student explains what they created. (“shark, presenting.
fish, jellyfish, coral, seaweed, etc.”)
 Ask students questions as needed. (“What made
you choose that animal, or what made you
choose that color.”)
2 min. Closure:
 I will show students the color wheel and I will have Visuals to help students as
student come up and point to the primary colors. needed.
 Then I will test them on their secondary colors.
(“What do blue and yellow make?”) That will
continue for all the combinations.
 CLOSURE
(Check for understanding, wrap-up, reminders, connections to tomorrow’s lesson)
Show students the color wheel and call up students to label the primary colors. Then I will quiz them on
combining two primary colors and what secondary color they would make. For example, “what does red and
blue make” and the students would say “purple.”

CONNECTIONS TO RESEARCH/THEORY
Constructivism:
 Active engagement throughout the lesson will help students learn best.
John Dewey’s Educational Theory:
 Students learn best when they are learning hand on and in engaging ways.

CITATIONS

https://artlessonsforkids.me/2010/12/12/color-mixing-in-grade-one/ (source of lesson idea)

https://www.phoenix.edu/blog/educational-learning-theories.html (Constructivism)
https://theeducationhub.org.nz/deweys-educational-philosophy/ (John Dewey’s Theory)
https://www.youtube.com/watch?v=9pRhgZ8Jffs (Commotion in the ocean read aloud)
https://www.youtube.com/watch?v=bmquqAP2w_8 (Primary and secondary colors song)

SELF-ASSESSMENT/REFLECTION
(Complete after teaching)