COELD Lesson Plan Template

TEACHER CANDIDATE INFORMATION

Name: Halle Brenny
SCSU Course: ART 396-54
Date: April 17, 2024
LESSON JUSTIFICATION / CONTEXT FOR LEARNING
Lesson Title: Symmetry and Shapes
Grade Level: 4th Grade
Subject Area: Art
Unit of Study: Symmetry and Shapes

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 will build on previous lesson as yesterday, we created art using shapes. We drew
shapes and turned them into different figures, created landmarks and buildings, and talked
about how to create an abstract piece of art. This will then connect to future lessons as we will
be learning how to draw the different kinds of symmetry, rotational, flip, slide, and reflection. We
are learning about reflectional symmetry today, so tomorrow we will extend our learning and
draw using rotational symmetry.
ACADEMIC LANGUAGE
Language Function (Highlight one or both):
 Syntax OR  Discourse
This lesson is a discourse lesson because students will be sharing and discussing their
artwork and the shapes they use.
Student support tool (notes outline, graphic organizer, pneumonic, etc.…):
 Power Point
Content Vocabulary (word/term and grade level appropriate definition):
 Word – kid friendly, grade level appropriate definition (repeat for all vocabulary
terms)
 Symmetry- when an object looks the exact same on one side as the other
 Rotational Symmetry- when an object is rotated over the line of symmetry
 Reflectional Symmetry- when an object is reflected over the line of symmetry
 Translational Symmetry- when an object slides over the line of symmetry
 Line of Symmetry- the line that cuts something in half

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

 Word – kid friendly, grade level appropriate definition (repeat for all vocabulary
terms)
 Create- to make something new
 Use- to make use of, or to think
 Imagination- being creative or creating something you’ve never seen before
 Original- being the very first
 Abstract- it doesn’t represent something in our everyday lives
 Various- having multiple to choose from

STANDARDS AND LEARNING OBJECTIVES

Content & Language Content Objective Assessment
 Standard (What skill will the student demonstrate (How will you measure the skill, determine
and how will you assess it?) proficiency, and give feedback to
(Code and Benchmark)
students?)
MN Content Standard: Students will be able to create
Measurement Tool(s): One way
5.4.2.3.1 a symmetrical piece of art that I will measure this skill is by
Create Original Artistic Work abstractly using various assessing their art using a
Create art that is shapes. formative assessment and
representational and non- Students will be able to use having my students show me
representational using artistic their imagination to create an
their work when they are done
foundations. original piece of artwork using
with it.
shapes and color. Indicator/Criteria for
Proficiency: Had a line of
symmetry visible, looks the same
on both sides, uses various
shapes, and it is colored.
Means of Feedback to
Student:
I will be giving verbal feedback
as they show me their artwork at
the end.
MN Content Standard: Students will be able to draw Measurement Tool(s):
Mathematics symmetrical shapes by using a I will use a formative assessment
4.3.3.2 line of symmetry and reflecting of having my students verbally
Use translations, reflections, their shapes over the line. tell me what shapes they used in
and rotations to establish their artwork.
congruency and understand Indicator/Criteria for
symmetries. Proficiency: Having different
shapes in their artwork, and
using a straight edge to create
their line of symmetry.
Means of Feedback to
Student:
I will give verbal feedback as
they show me their line of
symmetry and the shapes they
used.
Common Core or MN ELA Students will be able to…by… Measurement Tool(s):
Standard for Academic Lang.: N/a N/a
N/a Indicator/Criteria for
Proficiency:
N/a
Means of Feedback to
Student:
N/a
MATERIALS/RESOURCES/TECHNOLOGY
 White piece(s) of paper
 Pencil
 Eraser
 Straight Edge
 Colored Pencils, Markers, or Crayons
 PowerPoint Presentation (Teacher)
  Online Story

PROCEDURE/INSTRUCTIONAL STRATEGIES/LEARNING TASKS

Time Instructional Strategy/Learning Task Differentiation
(Estimate in (Break-up each task into easy-to-follow steps that include (How will you serve
Minutes) what you would say, directions, examples of student SPED/EL/Gifted students?
responses, key notes, or information, etc.... A substitute Students with varying
should be able to replicate your lesson successfully using reading/math abilities?)
this procedure.)
3 minutes I will begin the lesson by having all my students One way that I can serve
sitting at their desks facing the front screen where students with a reading
my power point will be displayed. I will introduce the disability is by providing them
lesson by saying “Today we are going to be learning with a large print out of power
about symmetry and creating a piece of artwork point. This way they can then
using symmetry and shapes.” Then I will introduce follow along and have a visual
the objectives. “Our objectives for today's lesson are in front of them. I can also
‘Students will be able to create a symmetrical piece provide more visuals for them
of art that is abstract using various shapes. And to look at, and make sure that
Students will be able to use their imagination to if I show a video or am
create an original piece of artwork using shapes and speaking, that they can hear
colors.” the audio.
5 minutes After I introduce the topic and objectives, I will One way that I can serve
display a symmetrical image of a butterfly. I am Gifted students is by asking
going to tell my students that I am going to display them more about the butterfly.
an image, and I want them to think about what they They can go into more detail
notice about the picture, what they see, and how it about what they see, the
makes them feel. I will also tell them that they will colors, shapes, lines, and
look at the image for 1 minute without talking, and more. For SPED/EL students,
they will only be using their eyes. I will then display I could help assist them in the
the image and let my students look at it. Once it has right direction, by pointing out
been a minute, I will ask my students to tell me what things about the butterfly for
they see, and we will discuss the image. I will then them to see that the butterfly
tell them that the butterfly is symmetrical and the is the same on both sides.
same on both sides.
5 minutes After looking at the image, I will then play the online One way I can serve an EL
story Seeing Symmetry by: Loreen Leedy. As a student is by having this video
class, we will watch and listen to the audio book as prepared in more than 1
it is played. language. I can have it ready
in their 1st language to either
listen to first or listen to after
we watch the audio book in
English.
5 minutes I will then discuss with the students what symmetry One way I can serve SPED
is. I will say “Symmetry is when an object looks the students is by providing more
exact same on one side as the other. We often use visuals on the slides, or show
a line of symmetry which can be drawn horizontally examples on the white board
(sideways) or vertically (up/down) in the middle of or smart board. This way they
your paper.” I will also add that “there are 3 kinds of can have a visual to look at.
symmetry, reflectional, rotational, and translational
symmetry, but today we are just going to focus on
 reflectional symmetry.” I will then go to the next slide
and talk about reflectional symmetry. “Reflectional
symmetry is also known as the mirror symmetry.
This reflects over the line of symmetry and looks the
same on both sides or looks mirrored.”
2 minutes When we are done learning about symmetry, I will One way that I can serve
display the materials needed list on the board. SPED/EL students is by
Which contains of pencil, eraser, white piece of having images of the materials
paper, ruler, and crayons, colored pencils, or that they need, or I can have
markers. I will then have my students gather the the supplies ready in piles
materials they need and return to their seats. where they can then be
handed to them.
30 minutes I am then going to begin the project. I would begin One way I could serve Gifted
by displaying my example on the screen and students is by challenging
discuss with the students what we are going to them to create more than 1
draw. I am going to point out where I drew my line of piece of artwork, or by having
symmetry, and what shape I started with first. I am them use more than 1 line of
then going to show how I kept drawing more shapes symmetry.
making it symmetrical on both sides, and then once
I was done, I colored it.

CLOSURE
(Check for understanding, wrap-up, reminders, connections to tomorrow’s lesson)
I am going to close this lesson by saying; “today, we learned about what symmetry is, what the
3 kinds of symmetry are, and then we created a piece of artwork that is symmetrical. Can you
tell me what symmetry is?” the students should then respond with something like ‘when an
object is cut in half and looks the same on both sides’. I will then ask, “what are the 3 kinds of
symmetry?”, the students will respond with ‘reflectional, rotational, and transitional’. Lastly, I will
remind my students that tomorrow we will make artwork using rotational symmetry.
CONNECTIONS TO RESEARCH/THEORY
One theory I am connecting this lesson to is Experimental Learning Theory as the students will
experiment with different shapes they want to use in their art. It may be trial and error until they
learn how to use reflectional symmetry.
Research says that connecting your learning to something they may already know can be
beneficial, so I am using the Connectivism Learning Theory. I use this to show a butterfly for the
students to view, and they can connect the word symmetry with an image or object they are
familiar with.
CITATIONS
https://www.youtube.com/watch?v=GL0Cvu_7pKY
https://study.com/academy/lesson/what-is-a-line-of-symmetry-lesson-for-
kids.html#:~:text=Symmetry%20is%20when%20an%20object,like%20making%20a%20mirror
%20image.
https://www.wgu.edu/blog/five-educational-learning-theories2005.html
https://byjus.com/maths/reflection-symmetry/
https://www.cuemath.com/geometry/reflection-symmetry/
SELF-ASSESSMENT/REFLECTION
(Complete after teaching)
N/A