COELD Lesson Plan Template

TEACHER CANDIDATE INFORMATION

Name: Halli Martin
SCSU Course: ART 396
Date: 04/14/23
LESSON JUSTIFICATION / CONTEXT FOR LEARNING
Lesson Title: Presidents integration
Grade Level: 2nd
Subject Area: History/Art
Unit of Study: Presidents and shape

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 to previous lessons because before students discussed color and contrast of choosing
appropriate letters that work well with each other. This lesson will include texture because of the cotton balls,
add a fluffy texture. The next lesson we will learn is lines and the different tools of lines, which we will have a
small introduction too.

ACADEMIC LANGUAGE
Language Function (Highlight one or both):
 Syntax OR  Discourse
Student support tool (notes outline, graphic organizer, pneumonic, etc…):
 Students will have access to examples created by the teacher to refer to for ideas.
Content Vocabulary (word/term and grade level appropriate definition):
 Word – kid friendly, grade level appropriate definition (repeat for all vocabulary terms)
 Texture- the way something feels.
 Shape- needs to enclose space and needs to be 2D
 President- the leader of the United States

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

 Word – kid friendly, grade level appropriate definition (repeat for all vocabulary terms)
 Creative- expressing ideas
 Memorial- remembering something
  Materials- items used to create artwork
STANDARDS AND LEARNING OBJECTIVES
Content & Language Standard
(Code and Benchmark)
MN Content Standard:
3.1.4.6.2
6. The United States government
has specific functions that are
determined by the way that power is
delegated and controlled among
various bodies: the three levels
(federal, state, local) and the three
branches (legislative, executive,
judicial) of government.
MN Content Standard:
5.A.1.31
Demonstrate safe procedures for
using materials and tools while
making art.
5.A.1.34
Make artistic choices in order to
convey meaning through
presentation.
Common Core or MN ELA
Standard for Academic Lang.:
2.1.4.2
Read critically to comprehend,
interpret, and analyze themes and
central ideas in complex literary and
informational texts
Content Objective
(What skill will the student demonstrate and
how will you assess it?)
Students will be able to…by…
Recognize that the United States
has different branches of
government by
Students will be able to…by…
Students will be ablet to
demonstrate using art materials
safely by cutting, pasting, and
drawing responsibly.
Students will be able to make
artistic choices by choosing the
design of their president.
Students will be able to…by…
Students will be able to
comprehend the reading by
understanding the content
vocabulary.
Assessment
(How will you measure the skill, determine
proficiency, and give feedback to students?)
Measurement Tool(s):
Based off understanding of
questions being asked.
Indicator/Criteria for Proficiency:
Students will all have an answer for
questions.
Means of Feedback to Student:
While in whole group teacher will
observe students and give
feedback.
Measurement Tool(s):
Based off understanding of
directions.
Indicator/Criteria for Proficiency:
Each student having individual
ideas.
Means of Feedback to Student:
While students are working teacher
will give feedback.
Measurement Tool(s):
Students proficiency in reading.
Indicator/Criteria for Proficiency:
Students answering thoughtful
questions during the text.
Means of Feedback to Student:
Teacher will observe during
 reading in whole group.

MATERIALS/RESOURCES/TECHNOLOGY

 Paper plates
 Construction paper of various colors
 Paint
 Googly eyes
 Marker
 Glue
 Scissors

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.)
3min Introduction- have students gather together and have
them sit quietly. Explain to the students that today we are
going to read about what a president is, and why they are
important. After we are done reading, the class will do a
fun art activity which will be explained after reading.
7min As a whole class the teacher and students will read For EL students the paper can be
through the handout together. The teacher will start to printed in their respective
read, and then students will be called on to read different language as well as English so
sections. Through the reading the teacher will pause to they can follow along.
ask prompting questions. Teacher will ask questions like
“what month is presidents day celebrated?” “What is a Harder questions can be asked to
memorial?” “Who was the first president of the United prompt higher thinking students.
States?”

5min Teacher will introduce the art activity. The teacher will Teacher can show additional
 describe the focus on texture, and how texture can add examples of textures for students
realistic looks to different art work. The teacher will show who are struggling.
an example and explain to the students the materials they
can use. The teacher will specifically point out different
types of texture in the presidents. Students will be able to
choose what president they would like to make, or they Words can be defined for children
can just make a generic-looking president. Students will as needed if they cannot
have the choice to use the materials they want such as understand parts of the
paper plates, paper, googly eyes, markers, crayons, instructions.
cotton balls, scissors, etc. Students can choose how they
want to style their president such as beard a lot of hair, a
bow tie, a top hat, the color of their president's clothes,
etc.
Teacher will explain steps-
1. Decide on a president theme
2. Gather materials needed for president
3. Paint paper plate
4. Cut out paper
5. Glue pieces and materials together
6. Add details
7. Let dry
8. Share with class
15min Students will begin to work on their project. Students are Students can consult with their
expected to work quietly but may quietly talk with the peers if they are having issues
person next to them. Students are encouraged to get with coming up with ideas.
creative with their design and ask question about unique
materials. Studnets will receive a warning time when Students can ask the teacher to
there are five minutes left. help them come up with ideas.

5min Each student will present the president they made. They If a student does not fee
will share details of their art work such as why they comfortable presenting they will
choose to have a beard or not, why they choose specific not be forced.
colors, etc. The teacher will ask students questions as
needed. Students will explain what texture they used in
their president.
2min The closure will consist of asking what did you learn Students who need extra help
 about president today? I will have students share different may get their president worksheet
facts that they learned and details of their artwork that out.
relate to texture.

CLOSURE
(Check for understanding, wrap-up, reminders, connections to tomorrow’s lesson)
The closure will consist of asking what did you learn about president today? I will have students share
different facts that they learned and details of their artwork that relate to texture.
CONNECTIONS TO RESEARCH/THEORY
Constructivism- Students will have active engagement throughout the lesson which will help them learn.
Experiential learning theory (David Kolb)- students learn best by doing. Students will learn to be creative with
crafts by doing creative work.

CITATIONS

https://www.kixcereal.com/4-presidents-day-crafts-for-kids/ (source of lesson idea)

https://www.teacherspayteachers.com/Product/Presidents-Day-Informational-Text-Reading-Comprehension-
Worksheet-Holidays-6182201?st=266bde6e6639dd1f9c8b00600bf083dc (reading paper)
https://www.wgu.edu/blog/five-educational-learning-theories2005.html#close (learning theories)

SELF-ASSESSMENT/REFLECTION
(Complete after teaching)