COELD Lesson Plan Template

TEACHER CANDIDATE INFORMATION

Name: Olivia Hirschey
SCSU Course: 395/396
Date: 4/15/24
LESSON JUSTIFICATION / CONTEXT FOR LEARNING
Lesson Title: Alien Name Creatures
Grade Level: 1
Subject Area: Art
Unit of Study: Art, Math, and Literacy

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?)
By this point, students will have had sufficient practice in writing their own names neatly enough for this
project. The students will have also been introduced to the concept of symmetry by this point.

ACADEMIC LANGUAGE
Language Function (Highlight one or both): Reading, Writing
Syntax OR Discourse
Student support tool (notes outline, graphic organizer, pneumonic, etc…):

● Sentence Frames (I chose ____ because____…)

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

● Symmetry – when something is the same on both sides

● Color-the way we see light

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

● Original–something that’s new or the first of its kind

● Observe–to look closely at something

● Investigate–to look carefully to learn something

 STANDARDS AND LEARNING OBJECTIVES
Content & Language Standard
(Code and Benchmark)
MN Content Standard:
5.1.2.2.2:
Use observation and
investigation in preparation for
making a work of art.
MN Content Standard:
5.1.2.3.2:
Practice safe use of art materials
and tools while making art.
Common Core or MN ELA
Standard for Academic Lang.:
MATERIALS/RESOURCES/TECHNOLOGY
Content Objective Assessment
(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?)
Students will be able to create an Measurement Tool(s):
original art piece by observing Art piece
their symmetrical cutout of their Indicator/Criteria for Proficiency:
name and planning out their Art piece originality
design. Means of Feedback to Student:
Verbal feedback
Students will be able to use Measurement Tool(s):
scissors and markers safely by Scissors and Markers
using them for their correct Indicator/Criteria for Proficiency:
purpose Safe and correct usage of
materials on display
Means of Feedback to Student:
Verbal feedback and modeling
correct usage.
Students will be able to…by… Measurement Tool(s):
Indicator/Criteria for Proficiency:
Means of Feedback to Student:
 ● White Cardstock

● Markers

● Scissors

● Abstract shapes cut-out sheets

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.)

5 Min 1. Review some elements of art (Shape,Color,Line): Use sentence frames when asking
T: Alright, so before we begin today’s project, we’re students to answer questions.
gonna review some elements we’ve already talked about.
One of them was color. Does anyone want to share what
they remember about what we learned about color? One
thing I remember about color is that they can make us
feel things. What do you remember about color?

S: *Give responses*
 T: *Gives feedback/explanations*

T: *Do same for shape and line*

5 min 2. Introduce the project: Use sentence frames for answers

T: So, we’ve got a fun project today. We’re gonna be to question
creating some fun alien name creatures, where we fold a Use simple words and phrasing
piece of paper, write our name on it, cut out our name,
and draw a little creature on the inside. Now, another
thing we need to review for this lesson is symmetry. Does
anyone want to share what they remember about
symmetry?

S: *answer*

T: *gives feedback*

T: When something is symmetrical, that means it is the

same on both sides. That’s how, when we fold the paper
and cut out a shape, the shape will be the same on both
sides when we open it.
5 min 3. Practice cutting Using different phrasing and/or
T: But before we start our fun project, we’ve got to do wording
some practice with cutting, because this project requires
a lot of cutting with weird looking shapes, and I’d like us
to practice cutting out some weird shapes so we can do it
well for our final projects. *Hand out worksheets* I’ve
made a few shapes for you to practice cutting out. I’m not
looking for it to be perfect, but I want you to try your best
to cut out these shapes along the lines. I will give you 5
minutes to practice your cutting. You don’t have to cut out
every shape, but cut out as many as you can.
10 min 4. Model Final Project: Modelling during the process.
T: Alright, now that you’ve had some good practice with Have them follow along each
cutting, let’s get started on the fun project. I’m going to individual step.
pass out a piece of paper to everyone. *Pass out papers*
Now watch as I fold it like a hot dog and be sure to
crease the fold. Now you try it. *Model Process*

S: *Fold paper and crease edge*

T: Now I want you to set the paper in front of you, and

make sure the open side of the paper is facing away from
you. *Model step*

S: *Set paper in correct position*

T: Now, I want you to take a marker–it can be any color,

but it works best with a black marker–and carefully write
your name across the paper. Try to write it so that it
covers the whole length of the paper. *Model step*

S: *Write names on paper*

T: Alright! Now comes the tricky part. I want to to take

your scissors and cut carefully around the top of your
name so it looks something like this *shows example*
*model step*

S: *carefully cut around their names*

T: Alright, now after it’s all cut, open it up *model

step/show example* and it makes a strange looking
symmetrical shape. One more time, what does
symmetrical mean?

S: *answer*

T: Alright, now you get to create your own little alien

 creature with your markers. *show example* Like this
one!
10 min 5. Independent work time Lay examples out to give students
T: Now you guys are gonna take the next 10 minutes to inspiration if they are stuck
color in your own alien creature in the shape! There is no
wrong way to color your alien.

S: *work on their alien*

T: *walk around to observe and give feedback*

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

T: Alright! Now let’s do some quick review before we wrap up. Can anyone tell me what they
remember about Color, Shape, or LIne?

S: *answer*

T: *Give feedback* Now can someone remind me what symmetry is?

S: *answer*

T: *gives feedback*

CONNECTIONS TO RESEARCH/THEORY

- Creative Process
- The students are in first grade. They might have some experience with cutting out shapes,
but extra practice doesn’t hurt, especially for those less experienced in using scissors. This is
also a good way to gauge how well students use scissors in a safe manner.
 CITATIONS

https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2018.02266/full

SELF-ASSESSMENT/REFLECTION
(Complete after teaching)

I feel like I did pretty well. In the future I will rehearse my lesson so it comes off less shaky. My voice was
confident and I felt like everyone was enjoying the lesson.