COELD Lesson Plan Template

TEACHER CANDIDATE INFORMATION

Name: Bonnie Kaiawe
SCSU Course: Sp 23-Art394,396,03,54 Visual Art in the Elementary Ed.
Date: April 26,2023
LESSON JUSTIFICATION / CONTEXT FOR LEARNING
Lesson Title: “ My favorite hot drink.”
Grade Level: 3rd Grade
Subject Area: Art Class
Unit of Study: Complimentary Colors
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?) Previously the 3rd graders
created their own color wheel that includes Primary, and Secondary colors. This lesson will visually
connect the “Complimentary colors” that will be recognized on their color wheel they already
created in class. By connecting to these complimentary colors, they will be able to use them in this
Project “My favorite hot drink.”
The next assignment after this will be using Primary colors only to create Secondary colors and then through
this, create Complimentary colors in their own artistic painting. By learning how to use these colors in this
order, students will be able to create their own colors on the color wheel and find out what colors will cancel
each other or creating another color.

ACADEMIC LANGUAGE
Language Function (Highlight one or both):
 Syntax OR  Discourse
Student support tool (notes outline, graphic organizer, pneumonic, etc…):
 Previous color wheel sample, board visuals of art examples, step by step drawing visuals,
and visual vocabulary words on board.
Content Vocabulary (word/term and grade level appropriate definition):
 Word – kid friendly, grade level appropriate definition (repeat for all vocabulary terms)
Complimentary color, Line, Culture
Supporting Vocabulary (word/term and grade level appropriate definition):
 Word – kid friendly, grade level appropriate definition (repeat for all vocabulary terms)
Explanation of Complimentary color- Through Color wheel
Line- Explanation of Word sheet, using the words Horizontal and Vertical in lesson.
Culture- Explain it can be a Place, Style, or belief. (This idea will be used on the design of the cup.) Also, it
will be used in the next lesson.

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: Students will be able to…by… Measurement Tool(s):

5.3.2.4.1 Discuss feed-back
about choices made in creating
artwork.
MN Content Standard:
5.3.3.6.2 Make choices to convey
meaning through presentation
Common Core or MN ELA
Standard for Academic Lang.:
5.3.4.8.2
Evaluate artistic work by applying
Students will be able to tell me
about the complimentary colors by
location on the color wheel.
Students will be able to…by…
Students will be able to design
and create their favorite hot
drink, by having own choice of
design on cup.
Students will be able to…by…
Students will be able to verbally
use vocabulary words
discussed through the
Verbal recognition during
classroom individual monitoring.
Indicator/Criteria for Proficiency:
Lines drawn and colored are
only complimentary colors/ 2
sets. One set for foreground and
one set for background.
Means of Feedback to Student:
Discuss during coloring, “Tell
me what you see in the
complimentary colors.”
Measurement Tool(s):
Cup design is culture relevant
with student.
Indicator/Criteria for Proficiency:
Completion of cup drawing and
coloring.
Means of Feedback to Student:
Ask the student how colors
relate to their cup design.
Measurement Tool(s): critique
on project.
Indicator/Criteria for Proficiency:
Does student use the words,
complimentary color, vertical or
criteria. demonstration process. horizontal line. During
description of project
Means of Feedback to Student:
Value students with progress on
completion or efforts to
complete even through
vulnerability.
MATERIALS/RESOURCES/TECHNOLOGY
One for each student:
8 ½ X 11 ( handout sheet of xeroxed cup image.)
Red, yellow, purple, green, orange, blue markers.
1 black permanent marker
Eraser
Pencil
Ruler

Each student has their color wheel in front of them.

Teacher has one color wheel displayed on the board.
Chart board with vocabulary words displayed on board.

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.)
5mns (Prior to class start handing out xerox image of cup, and
Prior to Students color wheel, pencil, eraser, ruler, black
Class start. Permanente marker.)
10mns *Introduction: “Hello students today we will be making
your favorite hot drink.” In front of you I handed out an
image of a cup. Turn your paper over and write your
name in pencil on the back of the paper.
Your project today will be to make this cup Pop off this
page with Bold vibrant colors.”
*“First let’s review our Color wheel in front of us.”
“What are your Primary Colors?” (Call on random Give Color wheel sample to any
students: red, blue & yellow.) other student in need.
*“What are your Secondary Colors?” (Call on random Include them in on naming the
students: Orange, green, purple.) Praise. colors in front of them.
*Today we will learn our Complimentary colors.
(Does anyone know these colors?
Explain to students that complimentary colors are
opposite of the color wheel.)
“Let’s look at the color wheel, find the red color, what is
the color opposite of the red?” (green).
“Yes, green is the complimentary color of red.”
Hold up the two-color swatches (red and green) and
show the students how vibrant they look when next to
each other, and their colors POP!
Look at Yellow and Purple.
Orange and Blue. (Explain the same theory and show the Give the color swatches to any
color swatches next to each other.) student that needs recognition of
Explain that if you look at red, and orange next to each color visually.
other on the color wheel these are not complimentary,
they are considered “next to each other not opposite of
each other. Complimentary colors are opposite of each
other.

Next: Now that you have that figured out, and if you get Double check to see that colors
 confused you can refer to your color wheel in front of you. are selected correctly. Praise.
(Any questions.?)
2mns **Now you will select your complimentary colors-
Students choose 4 colors; this will be 2 sets of
complimentary colors. Examples refer to swatches again
or refer to color wheel. Double check students to see that
everyone has 2 sets.

Double check to see that everyone has material. Recall

the list of material.
5mns 1. Students take your cup image, pencil, and ruler Give the finished paper with all
and make a Horizon line about the middle of the lines and image present to anyone
paper. (Tell the students to not draw through the having any impairment. Have start
image of the cup.) coloring their lines. Make sure the
2. Redraw the pencil line with Black Permanente Para has them recognize the color
marker. that comes next in order if
3. Take your pencil and use the width of your ruler to possible.
draw horizontal lines, on the foreground of your
paper. (This will create a table for your cup.)
Again, reminding the students not to draw through
the cup.
4. Take your pencil and ruler and do the same thing
to make vertical lines on the background of your
cup. (Reminding students not to go over the
steam, or any part of the cup.
10mns 5. Now it’s your turn to color in your lines with your
complimentary colors, start at the Horizontal line
with one of the colors, and alternate with the other
complimentary color. The foreground or table will
be two colors, and your background will be the
other two colors that you chose to be your
complimentary colors.
6. Tell the students not to color any parts of the cup
and steam. Show the students the examples on
the board again so they understand that the colors
should be alternating
2mns Walk around and double check to
see that everyone is staying on
task, and following directions.
**** If anyone needs help
remembering their color to
alternate with, help the student put
a dot of color on that specific line
so they are reminded of what color
the next line will be.
2mns Ask the questions while they are coloring.
“Name the colors of the famous Vikings football team.
(Purple and Yellow.) Ask them what is so significant to
those colors?) Answer: They are complimentary colors,
bold and vibrant and can be seen on the football field.
Anyone else notice any other complimentary colors in our
outside world? What colors do we see in the sky?
(Blues and Oranges.) Christmas colors red and green.
10mns While the students are coloring the horizontal and vertical Student can color their cup with
lines, start to get them thinking about how they would like any other color they chose. If they
to create their favorite hot drink? want to create anything they want
**Ask the students if any of their colors they chose are on their cup.
relative to the design they would like to put on their cup?

IDEAS**One way is to think of the culture you are from.
Refer to the word board: culture could be part of a belief,
a style, or a place that you come from.
Show the students more cup examples.
Have the students use the remaining class period to
finish their cups.
If any students are stuck on a
cultural idea prompt their thinking
into things their family likes to do?
Fishing, camping, gardening ex.

**Mention to the students, you have 3 different browns for

the color of their hot drink.
5mns Check for Understanding by sharing what they learned
 CLOSURE
(Check for understanding, wrap-up, reminders, connections to tomorrow’s lesson)

When the students use the brown colors, have the students share what complimentary colors they used,
ask recognition of their lines (Horizontal, Vertical) Ask to explain what cultural idea was created on their cup
and does it have relation to any of the complimentary colors.

CONNECTIONS TO RESEARCH/THEORY

Mention to students the next project they will be doing will be involved with only 3 Primary colors and they
will be creating all their secondary colors only with those primary colors. With the addition of practicing how
to cancel out complimentary colors in realization of the different color browns they will create, or different
tones of complimentary colors to make colors pop with more vibrance.
Through this study of color students will be experienced enough to create their own painting.
Continuing the study of Pop ART:
Study Andi Warholhttps://classroomcanvas.weebly.com/whats-happening-in-art/pop-art-with-andy-warhol

CITATIONS

Hot chocolate in oil pastels: Pattern & colour: Winter art projects, elementary art projects, art lessons
elementary. Pinterest. (2022, October 24). Retrieved April 22, 2023, from https://pin.it/5XMYngZ

SELF-ASSESSMENT/REFLECTION
(Complete after teaching)