COELD Lesson Plan Template

TEACHER CANDIDATE INFORMATION

Name: Mia Fiedler
SCSU Course: ART 394
Date: 4/4/24
LESSON JUSTIFICATION / CONTEXT FOR LEARNING
Lesson Title: Culture and its Impact on Art
Grade Level: 5th Grade
Subject Area: Art
Unit of Study: Art and Culture

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 as students were just working on artwork and making
pieces that reflect who they are as a person. This will help them transition into learning about
culture, since we were just studding sense of self portrayed in art. Now, we are broadening the
scope to include what made them who they are, by focusing on family, culture, traditions, and
beliefs. They have been working on art pieces that are all focusing on different mediums and
techniques with each project. This project focuses on drawing and is very self-driven with lots of
freedom and choice. This project is serving as an opener to the unit on culture in artwork that they
will just be starting. It will help them get an introduction to drawing and help them start to consider
culture and tradition while working with and creating art. They have been working on reflecting on
and responding to artwork all year. This will continue this practice by asking students to justify and
describe what went into their artwork. This will also help them later in the unit to refer back to when
asked to create more pieces about family, culture, and traditions.

ACADEMIC LANGUAGE
Language Function (Highlight one or both):
 Syntax OR  Discourse
Student support tool (notes outline, graphic organizer, pneumonic, etc…):
 Sentence Frames, Example outline for paragraph:
 I chose to include ______ because it signifies ________ in my culture/family/beiliefs….
 I chose to draw __________ because it shows _________.
  I feel ________ when I draw ___________.
 My artwork will draw feelings of ___________, because __________.
 This part of my artwork will describe _____________.
 The art element __________, will enhance my art piece by _________.
 My artwork relates to my families culture/family/customs/traditions by _________.
 I decided to include ________ because __________.
Graphic organizers
Content Vocabulary (word/term and grade level appropriate definition):
 Culture – knowledge, beliefs, arts, customs of a certain group of people.
 Integrate – combine or bring two things together to create something new.
 Heritage – a tradition, something handed down from the past.

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

 Elements of Art – features of art that are building blocks of art
 Oil pastels – drawing medium made out of pigment and a binder mixture.
 Drawing utensils – any medium that helps you draw
 Line – any sort of line that does not connect one end to the other
 Color: the color that a piece has
 Shape: lines connect and enclose space
 Texture: implied or simulated texture on an artwork could be fuzzy, rough, bumpy…

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:
5.5.5.9.1- Integrate knowledge
and personal experiences while
responding to, creating, and
presenting artistic work.
Benchmark: Use knowledge of
one's own culture and heritage to
explore personal identity.
For example: Family history;
ethnic background; customs and
traditions.
MN Content Standard:
5.5.2.2.2 - Generate and develop
Students will be able to create a
piece of original artwork by
drawing on personal or cultural
experiences using drawing
utensils of the student’s choice.
Students will fill out a planning
worksheet that plans for a future
Measurement Tool(s):
- If piece is completed to
best of ability
- It is clear effort was put
in.
Indicator/Criteria for Proficiency:
- If student’s’ art is finished
and relates to their paper
it will be considered
proficient. If it lacks a
connection to the paper
and justification does not
relate to the art piece, it
will be considered not
proficient. Piece includes
some sort of family
culture, custom, tradition,
or background.
- Piece looks and feels
finished.
- Piece is completed using
some sort of drawing
tool.
-
Means of Feedback to Student:
- Feedback will be
submitted on students’
paper and or the rubric
that they turn in with the
art work and paper. It may
also be found online in
the students learning
platform.
Measurement Tool(s):
- If student turns in paper
original artistic ideas.
Benchmark: Generate plans for
art that investigates a social,
cultural, or personal theme.
Common Core or MN ELA
Standard for Academic Lang.:
5.6.4.4 Produce clear and coherent
writing in which the development and
organization are appropriate to task,
purpose, and audience. (Grade-
specific expectations for writing
types are defined in standards 1–3
above.)
MATERIALS/RESOURCES/TECHNOLOGY
 Any learning database the students currently use (for us it will be D2L)
art project on culture that
addressed elements and
principals of art.
Students will be able to write
clear, organized, sentences that
accurately describe future art
projects.
on time.
- If student meets the
indicator/criteria for
proficiency
Indicator/Criteria for Proficiency:
- Students use sentence
frames (optional) and the
outline given (optional) to
answer the prompt.
- Students justify art work
- Students can describe
artwork
- Students describe/justify
art elements in the work
- Students tie artwork to
culture.
Means of Feedback to Student:
- Student will receive notes
on paper they turn in or
on online learning data
base if they turn it in
online.
Measurement Tool(s):
- Refer to second art
standard
Indicator/Criteria for Proficiency:
- Paper is well written and
clear.
- Paper has minimal errors
- Paper has correct
grammar.
Means of Feedback to Student:
- Refer to second standard
  Culture video https://www.youtube.com/watch?v=Jx-1EthJeIg
 Computer/iPad/some sort of device.
 Drawing paper
 Drawing mediums
 Worksheets

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.)

0:00-1:00 Introduce new activity and lesson for today. Tell students n/a
that we will be doing an activity that combines art and
culture.
1:00-6:00 Ask students to discuss the following questions in think- If needed to, pair SPED/El
pair-share-groups. Ask students what their definition of students with students of higher
culture is. Some answers might include holidays, where ability for scaffolding reasons.
students are from, traditions, their families histories… Allow for a greater group, and
Ask students if they believe that culture can be allow for teacher or para support
represented through art. Ask them how and if they have during this time. Provide visual
any examples. After they discuss in pairs, feel free to ask cues on the board or smartboard
any groups if they would like to share their thoughts with so students can refer back to the
the class. It’s alright if they are unsure, this discussion is instructions. Put a timer up so
 just to introduce the topic to the students. Encourage all students know how much time
students to share at this time, they all have different they have left.
cultural traditions and families and they all have important
beliefs to add the discussion.
6:00-15:00 Show student’s video on culture. Explain that culture is a Provide a guided note sheet for
main driving force for artists. Briefly elaborate on the EL or SPED students. This will
video and explain that culture is the reason that students help them follow along with the
are who they are. Also touch on how art and culture are content in the video and have
often intertwined (artwork reflects upon and upholds the something for them to refer to.
objects, ideas, and customs that society values) This will help student
although not the same thing. engagement.
Note: for a sub, don’t feel like you need to go super in
depth as this is an introduction and the content level is 5th
grade.
15:00- Introduce assignment. Students will have 10-15 minutes Provide teacher support and allow
17:00 in class to work filling out the my culture worksheet that for devices to be used. EL
describes their culture. This includes holiday’s, family students and SPED students will
traditions, beliefs, basically anything that represents use the sentence frames and
student’s culture. They will have 20 minutes to work on outline. More extensive outlines
this in class. It is just a short drawing assignment to get with sentence frames built in can
students thinking about culture. Let them know that after be provided. Give more time for
they finish their art assignment, students will start to write students in class another class
and plan their future drawing assingment. They will be period to finish the writing
given a short amount of time to work on this in class assessment. They will not have to
(10:00 min), but this will be a homework assignment for take this home so teacher support
them to complete on their own. can be provided. They will be
given a note sheet of the art
elements, or given work time in
the art room where they can see
the definitions and visuals on the
walls.
17:00- Students will use this time to draw and fill out their See box above
27/37:00 worksheet. Students may use digital devices to help them
with ideas, designs, ect… During this time, if students
start to finish their artwork, invite them to start their
written rough draft/planning for their art project.
37:00- Let students know it is time to wrap up their Use visual transitions and write
 42:00 drawing/worksheet time. This is the designated clean up reminders on board so students
and transition time for them to start planning for their next are aware of what they are
project. Explain to students that their planning rough supposed to do.
drafts they write are to write in full sentences and fill out
all the sections. Students are to use the sentence frames
given to them to help complete the reflection. Students
are not required to use the sentence frames; they just are
there to guide students. Students should not necessarily
finish these reflections in class, it is meant to be
homework.

CLOSURE
(Check for understanding, wrap-up, reminders, connections to tomorrow’s lesson)

At the end of the class (after clean up) with the short time you have left, ask students if any would
like to share their worksheets with the class. Have students share and discuss about their artwork.
Tie artwork to aspect of culture once more. Have students turn in their art, and then make sure to
remind them that their reflection is homework if they have not finished.

CONNECTIONS TO RESEARCH/THEORY
Variation of the five Es, lesson plan.
Components of DI model are used.

CITATIONS

https://education.indiana.edu/students/undergraduates/clinical-experiences/_docs/Academic
%20Language.pdf

https://www.youtube.com/watch?v=Jx-1EthJeIg

SELF-ASSESSMENT/REFLECTION
(Complete after teaching)