COELD Lesson Plan Template

TEACHER CANDIDATE INFORMATION

Name: Shaana Allen
SCSU Course: ART 396
Date: 4/16/2023
LESSON JUSTIFICATION / CONTEXT FOR LEARNING
Lesson Title: Georgia O’Keeffe Line Landscapes
Grade Level: 3rd
Subject Area: Art
Unit of Study: American Artists

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?)
It will come after a lesson on Norman Rockwell and creating artwork inspired by him to learn about
him and photorealism. The following lesson would be on Jackson Pollock and creating artwork
inspired by him, and abstract art.

ACADEMIC LANGUAGE
Language Function (Highlight one or both):
 Syntax OR  Discourse
Student support tool (notes outline, graphic organizer, pneumonic, etc…):
 Step by step breakdown with images
Content Vocabulary (word/term and grade level appropriate definition):
No new vocabulary words
Supporting Vocabulary (word/term and grade level appropriate definition):
 No new vocabulary words
 STANDARDS AND LEARNING OBJECTIVES
Content & Language Standard
(Code and Benchmark)
MN Content Standard:
5.3.2.4.1
Discuss feedback about choices
made in creating artwork
MN Content Standard:
5.3.5.10.1
Recognize that responses to art
change depending on knowledge
of the time and place in which it
was made.
Common Core or MN ELA
Standard for Academic Lang.:
L.3.6
Acquire and use accurately
grade-appropriate
conversational, general
academic, and domain-
specific words and phrases,
including those that
signal spatial and temporal
relationships (e.g.,
After dinner that night we went
looking for them).
MATERIALS/RESOURCES/TECHNOLOGY
Content Objective
(What skill will the student demonstrate and
how will you assess it?)
Students will be able to…by…
Discuss with classmates how and
why they made the creative
choices they did while creating
their artwork.
Students will be able to…by
Identify how the reactions to the
art pieces changed once
background was given.
Students will be able to…by…
Participate in a class discussion
about the new material using
language appropriate for the class
and materials.
Assessment
(How will you measure the skill, determine
proficiency, and give feedback to students?)
Measurement Tool(s):
Informal assessment in the form of
a discussion
Indicator/Criteria for Proficiency:
Have a healthy discussion between
students to share creative choices.
Means of Feedback to Student:
Verbal and written after the class
period.
Measurement Tool(s):
Informal assessment in the form of
discussion, and a short paragraph
on how the reaction changed.
Indicator/Criteria for Proficiency:
Describe two or more ways their
reaction changed.
Means of Feedback to Student:
Verbal and written after class
Measurement Tool(s):
Informal assessment of the
discussion
Indicator/Criteria for Proficiency:
Each student speaks at least twice
with thoughts of their own.
Means of Feedback to Student:
Verbal during discussion and
comments written after.
  White paper
 Black sharpie
 Washable markers
 Paint brush
 Water
 PowerPoint presentation Presentation.pptx

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.)
30 Sec- 1 Good evening students, today we are going to create Gifted students I would allow them
Min some art inspired by Georgia O’Keeffe and her line to work ahead or complete
landscapes. multiple at a time if wanted.
2-3 min Before we start, I’ll give you a couple of minutes to make SPED students I would allow more
sure you have all the materials you will need for this time, have them sit by someone
project. Show slide one with materials list. Does everyone they are comfortable with to work
have everything ready to go? together, or simply alongside.
1-2 min Before we start the project let’s learn some background EL students I would include
on Georgia O’Keeffe. Switch to slide 3. pictures along with the directions.
2-3 min Slide 4 These are some examples of Georgia’s work. The
top left is titled Rose, top right is titled Black Hollyhock
Blue Larkspur. The bottom image is the inspiration picture
for what we are going to be making.
2-3 min Now we are going to move onto making our very own line
landscapes. Slide 5. To start we are going to take our
paper and draw a line across the middle, doesn’t have to
be straight or exactly in the middle with a black sharpie.
1 min Slide 6 now draw a line above and below the middle line
3-4 min Slide 7 now we are going to draw a shape that looks like a
mountain on top of the top line, you can make it look however
you like. Then we are going to draw a couple more, again you
make it look however you want. Fill up the rest of the space,
 they can overlap or be farther apart.
3-4 Slide 8 now we are going to draw the same mountain
shapes on the bottom, like a reflection, try your best to
make them as close to identical as possible.
2-3 min Slide 9 we are now going to grab a marker, whatever
color you would like. We are going to underline the top
line, tip the marker sideways and make the line thick and
dark. Do the same thing on the top of the bottom line.
3-5 min Slide 10 Grab another color and go just below the line of
the first mountain shape we drew and trace it, making the
outer edge by the side of the paper very thick, and narrow
it as you get closer to the bottom. Do the same thing on
the reflection of the first mountain.
2-3 min Slide 11 take another color and add underneath the first
color on both mountains.
5-6 min Slide 12 Continue adding a different color to each
mountain and its reflection. I would like to see everyone’s
when they are done with this part.
2-3 min Slide 13 now we are going to do the sky part, go around
the outer edges of the paper on the top and bottom with
your blue marker, make a thick dark line all the way
around.
5-6 min Slide 14 now we are going to blend everything. We are
going to dip our paintbrushes in our water. We are going
to turn the marker into watercolor, start anywhere you
would like, drag the paintbrush from the colored part to
the white paper and watch the color spread. Go ahead
and do the whole page and let me know when you are
done.
CLOSURE
(Check for understanding, wrap-up, reminders, connections to tomorrow’s lesson)
You have successfully created your own line landscape. You did a great job, next class we will be learning
about Jackson Pollock and creating work inspired by him and his artwork.

CONNECTIONS TO RESEARCH/THEORY
“The development of a culture of cooperation not only fosters communication, new information sharing, and
cooperation but also increases student class participation and thus improves student creativity.” Having the
students share their creative decisions helps them become more cooperative with classmates, and can
inspire new creativity after hearing others ideas.

Huang, Chiung-En. “Discovering the Creative Processes of Students: Multi-Way Interactions among
Knowledge Acquisition, Sharing and Learning Environment.” Journal of Hospitality, Leisure, Sport & Tourism
Education, vol. 26, 2020, p. 100237., https://doi.org/10.1016/j.jhlste.2019.100237 Accessed 24 Apr. 2023.
CITATIONS
“Explore the Art and Life of Georgia O'Keeffe.” Georgia O'Keeffe Museum: Collections Online,
https://collections.okeeffemuseum.org/

SELF-ASSESSMENT/REFLECTION
(Complete after teaching)