COELD Lesson Plan Template

TEACHER CANDIDATE INFORMATION

Name: Jada krinke
SCSU Course: art 394/396
Date: 4/17
LESSON JUSTIFICATION / CONTEXT FOR LEARNING
Lesson Title:
Grade Level: 2nd grade
Subject Area: art
Unit of Study:

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?)

ACADEMIC LANGUAGE
Language Function (Highlight one or both):
 Syntax OR  Discourse
Student support tool (notes outline, graphic organizer, pneumonic, etc…):
 Example of one of the birds they can make
 PowerPoint of many different options of birds they can make
Content Vocabulary (word/term and grade level appropriate definition):
 Word – kid-friendly, grade-level appropriate definition (repeat for all vocabulary terms)
 Shape- what something looks like on the outside.
 Texture- the way something looks or feels
 Shade- how a color looks
 Flamingo- a tropical pink bird
 Parrot- colorful bird
 Owl- nocturnal bird that lives in a tree
 Nocturnal- comes out at night
 Peacock- blue/green bird with a big tail
 Chicken- can find them in the wild and on a farm
Supporting Vocabulary (word/term and grade level appropriate definition):
 Word – kid-friendly, grade-level appropriate definition (repeat for all vocabulary terms)
 Create-making something
 Materials- what we are using to create.
 Pallet- what we put our paint is

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 make their Measurement Tool(s):

5.2.2.2.2
2. Use various materials and tools to
explore personal interests, questions,
and curiosity.
MN Content Standard:
5.2.2.3.2
2. Demonstrate safe procedures for
using materials and tools while making
art.
Common Core or MN ELA
Standard for Academic Lang.:
2.10.6.6 Use words and phrases acquired
through conversations, reading and
being read to, and responding to texts,
including using adjectives and adverbs
to describe
MATERIALS/RESOURCES/TECHNOLOGY
 Computer
 PowerPoint
own bird background and leaves
by using the model and different
choices
Students will be able to safely cut,
paint and glue to make their bird
of choice by following rules
previously set in the classroom.
Students will be able to talk and
have conversations by using what
they know about language.
Watching as they are creating
Indicator/Criteria for Proficiency:
The finished art piece
Means of Feedback to Student:
Verbal communication
Measurement Tool(s):
Watching as they are creating
Indicator/Criteria for Proficiency:
They do not need to be talked to
about inappropriate use of
materials
Means of Feedback to Student:
Verbal communication
Measurement Tool(s):
Watching as they are working
Indicator/Criteria for Proficiency:
Correct usage of words
Means of Feedback to Student:
Verbal communication
(correction if they use a word
wrong)
  Pallet
 Scissors
 Paper
 Brushes
 Paint
 Pencils
 Water cup
 Paper towels

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 Explanation- “Today we are going to be making a bird I would explain more in-depth and
and we will use our hands to make the wings (I will show one-on-one for students who may
the example that I made). You will get to pick what bird have questions.
you want to make. I have a few options for Ideas, but you
can choose whatever type of bird you want (I will show
the PowerPoint of options)
3min Getting set up- I will help students get paper and paint
and everything else they need to make their bird out
handed out.
7min The activity (Painting)- “You will get to pick what you want I will give extra time and check in
your background will look like. You can pick any color or to make sure they understand
design. Im going to have you paint your background first directions.
and then we will cut out the other pieces to make our
bird.”
11min The activity (cutting out)- “Now that we made the I will help trace and cut out hands
background for our bird, we are going to cut out our and leaves as needed throughout
leaves and bird parts. You can make your bird one of the cutting time.
examples that I showed, or you can create your own bird.
For the wings of our bird, we are going to trace our hands I will have the students that finish
and cut them out. I am going to give you time to trace and quicker the option to move onto
cut out everything you need.” assembling their bird.
 7min The activity(assembly)- “Before putting our bird on our I will help students glue on and
paper we are going to put it together. First glue on the give more one-on-one time if
eyes, head and beak and then glue the wings on.” needed.
3min The activity (gluing)-“When you are finished with you can I will help students glue on and
glue your bird onto the paper. After your bird is glued on give more one-on-one time if
you can put your leaves anywhere on your paper.” needed.
5min Clean up-“when you are finished with your leaves and I will help students finish up and
everything is glued to your paper you can start cleaning clean up with them.
up all of your materials and put your project away.”

CLOSURE
(Check for understanding, wrap-up, reminders, connections to tomorrow’s lesson)
“What bird did everyone decide to make? You can show someone share with the class if you would like. As
you are finishing up make sure that your name is on it and that you glued everything into the right spot, if you
need you can look at my example. If your paint is still a little wet you can put it in the drying rack. Make sure
that your project has everything it needs like wings, leaves, and your bird all put together.”

CONNECTIONS TO RESEARCH/THEORY
For my project I am giving them many different options and way to make their bird, background, and leaves.
We talked a lot about how tab style art classrooms help students feel more creative and motivated to want to
do art. Although my project isn’t necessarily tab, they have so many different choices to make and can
decide how it comes out in the end.

CITATIONS
https://www.pinterest.com/pin/61361613657972608/

SELF-ASSESSMENT/REFLECTION
(Complete after teaching)