Professional Documents
Culture Documents
Monmouth University
School of Education
Lesson Plan
Context:
Cerebral Palsy
Ask the students what their favorite color is in a class discussion and have
them quickly write or draw an object that is that color (Anticipatory Set)
(Combs, 2011). Also, (UDL Strategy) (Ralabate, 2011). Students will watch a
video about colors and color mixing called The Color Song
2011). Also, (UDL Strategy) (Ralabate, 2011). Ask students what color their
Teacher will show students what they will be doing, by taking a sample Mouse
template, dipping their paintbrush in red, and painting the mouse. Then,
teacher will dill paintbrush in water and wipe it with a paper towel. Next,
teacher will dip their paintbrush in yellow, and paint over the red mouse,
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creating an orange mouse. Teacher then explains how the primary colors red
and yellow made the secondary color orange (Guided Practice) (Hermann,
Mondrian on the computer and onto the projector screen and will start to
name some colors seen to guide students on what they will do (Guided
overlap to form a secondary color. For example, teacher will glue a red square
in the butterfly and then glue a yellow square on top to create orange (Guided
Practice) (Hermann, 2011). Students will write down what colors they see.
Then they will turn to their partner and Think-Pair-Share about what they
https://www.moma.org/media/W1siZiIsIjIwMzU0MCJdLFsicCIsImNvbnZlcnQiLCIt
cmVzaXplIDEwMjR4MTAyNFx1MDAzZSJdXQ.jpg?sha=17ce5f2f04cf5f05 (UDL
Strategy) (Ralabate, 2011). Students will then be asked to find two primary
colored objects in the classroom, bring them to their seat, and think about
homework assignments, and class activities like picking two objects around
to interact with the community and discover color around them. Students
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and parents will also be given links for additional resources and assistance,
Central Focus: Students use analytical skills and creating to understand the
NJCCCS
1.1.2.D.1 Identify the basic elements of art and principle of design in diverse types
of artwork.
1.3.2.D.1. Create two- or three- dimensional works of art using the basic elements of
color.
1.3.2.D.3 Employ basic verbal and visual art vocabulary to demonstrate knowledge
of the materials, tools, and methodologies used to create and tell visual stories.
1.3.2.D.4 Explore the use of a wide array of art mediums and select tools that are
1.4.2.B.1 Observe the basic arts elements in performances and exhibitions and use
visual art.
1.4.2.B.2 Apply the Principles of positive critique in giving and receiving responses
to performances.
NJPST
1.1In-depth the subject matter they plan to teach and the relationship of that
2.1 How students construct knowledge, acquire skills and develop habits of mind and
4.1 How to plan instruction based on students needs, developmental progress and
prior knowledge.
assessments of student work) for evaluating how students learn, what they know and
are able to do, and what kinds of experiences will support their further growth and
development.
7.7 Meet the needs of all learners by using a wide range of teaching techniques to
10.1 How education research and other methods of inquiry can be used as a means
CEC
structures of the discipline, and tools of inquiry of the content areas they teach, and
4.1 Beginning special education professionals select and use technically sound
5.0 Beginning special education professionals select, adapt, and use a repertoire of
exceptionalities.
4.1, 5.1, 7.7, 10.1, CEC 3.1, 4.0, 5.1 Outcome 1: Students will be able to identify
primary and secondary colors after reading the story Mouse Paint by Ellen Stoll Walsh
and mixing their own primary colors with paint to create secondary colors.
4.1, 5.1, 7.7, 10.1, CEC 3.1, 4.0, 5.1 Outcome 2: Students will be able to apply
what they learned about color to analyze and identify colors in paintings, and fill in a
1.1, 2.1, 4.1, 5.1, 7.7, 10.1, CEC 3.1, 4.0, 5.1 Outcome 3: Students will be able
to apply what they learned about colors to use primary colored tissue paper squares
to create a secondary colored animal and evaluate two primary colored classroom
objects, and determine the secondary color they make and why.
Day 1:
Formative: Observe and guide the students as they discover how primary colors
Summative: Students will hand in mice project with labeled colors stating which two
primary colors made which two secondary colors that will be a way of assessment to
Day 2:
Formative: Observe and guide students as they view paintings, write down the
colors they see and whether they are primary or secondary, Think-Pair-Share with a
Summative: Students will fill in and label blank color wheel sheets with the
appropriate colors that they will hand in for grading, as a way of assessment to make
Day 3:
Formative: Have students choose two primary colored objects in the classroom and
bring them to the front, and then call on each student to tell what secondary color
the two objects make. Observe and guide students as they paste primary colored
Summative: Have each student hold their project up and go through each color,
explaining which are the primary, which are the secondary, and how you make each
Academic Language:
class.
(Vocab) As a class, define Primary
Duration: (provide overall time for class session AND include timing for
Day 1:
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1. Ask the students what their favorite color is in a class discussion and have
them quickly write or draw an object that is that color (Anticipatory Set)
2. Read Mouse Paint by Ellen Stoll Walsh, and as I read each page, ask students
to guess what color they think the paint will turn before I flip to the next page.
(10 minutes)
5. Give students Mouse template with 3 mice, a cup of red, yellow, and blue
6. Teacher will show students what they will be doing, by taking a sample Mouse
template, dipping their paintbrush in red, and painting the mouse. Then,
teacher will dill paintbrush in water and wipe it with a paper towel. Next,
teacher will dip their paintbrush in yellow, and paint over the red mouse,
creating an orange mouse. Teacher then explains how the primary colors red
and yellow made the secondary color orange (Guided Practice) (Hermann,
2011).
mouse, dipping brush in water and wiping with paper towel, dipping brush in
yellow, and painting mouse to make orange. Teacher will observe students as
they work, in case they need help and to assess their understanding and
comprehension.
8. Students dip their brush in red, painting mouse, dipping brush in water and
wiping with paper towel, dipping brush in blue, and painting mouse to make
purple.
9. Students dip their brush in yellow, painting mouse, dipping brush in water and
wiping with paper towel, dipping brush in blue, and painting mouse to make
10. Students will then write down next to each of their 3 mice what primary colors
they used to make each secondary color mouse (Red and yellow made
orange, Red and blue made purple, and Yellow and blue made green) to show
11. Students will then put supplies away in supplies bin at front of classroom and
12. Tell students their homework. Students will fill in graphic organizer with
missing colors to show they understand which primary colors make which
questions. (2 minutes)
Day 2:
1. Students will watch a video about colors and color mixing called The Color
the computer and onto the projector screen and will start to name some colors
2011).
4. Students will write down what colors they see. Then they will turn to their
partner and Think-Pair-Share about what they wrote, and a few students will
be called on to share.
https://www.moma.org/media/W1siZiIsIjIwMzU0MCJdLFsicCIsImNvbnZlcnQiLCIt
cmVzaXplIDEwMjR4MTAyNFx1MDAzZSJdXQ.jpg?sha=17ce5f2f04cf5f05 (UDL
5. Teacher will pull up painting two Girl Before a Mirror by Picasso on the
computer and onto the projector screen and students will write down what
colors they see. Then they will turn to their partner and Think-Pair-Share
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about what they wrote, and a few students will be called on to share.
https://www.moma.org/media/W1siZiIsIjIwMzk0MCJdLFsicCIsImNvbnZlcnQiLCIt
cmVzaXplIDEwMjR4MTAyNFx1MDAzZSJdXQ.jpg?sha=ce18fbf31c41a4f0 Using
computer and onto the projector screen and students will write down what
colors they see. Then they will turn to their partner and Think-Pair-Share
about what they wrote, and a few students will be called on to share (Practices
https://dnq5fc8vfw3ev.cloudfront.net/thumbnail/46000/46304/painting_page_8
00x/Kandinsky/Composition-VIII.jpg?ts=1459229076
7. Teacher will pull up painting four Abstract 17 by Picasso on the computer and
onto the projector screen and students will write down what colors they see.
Then they will turn to their partner and Think-Pair-Share about what they
https://www.chinaoilpaintinggallery.com/image/oilpainting/pablo-
picasso/abstract-painting-17.jpg
8. Teacher will pull up painting five Dora Maar in an Armchair on the computer
and onto the projector screen and students will write down what colors they
see. Then they will turn to their partner and Think-Pair-Share about what they
http://images.metmuseum.org/CRDImages/ma/web-large/DT4263.jpg (Total of
25 minutes)
9. Students will then be assessed by being given a blank color wheels of which
they will color in with crayons and label the proper colors, red, orange, yellow,
green, blue, and purple, as an exit slip to show their understanding. (10
minutes)
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10. Students will then put away supplies in supplies bin at front of classroom and
11. Tell students their homework. Students will be given a copy of the painting
and will be asked to write down the colors they see in the painting and write a
few sentences about what else in the world are each of the colors. They will
then write down which are primary colors and which are secondary colors, as
Day 3:
1. Ask students what color their favorite animal is in a short class discussion.
primary colored tissue paper squares in red, yellow, and blue, and glue.
color. For example, teacher will glue a red square in the butterfly and then
2011).
4. Teacher will walk around and observe as students glue their primary squares
5. Once the animals are complete, students will put supplies away in supplies bin
at front of the classroom, and teacher will collect animal projects. (3 minutes)
6. Students will then be asked to find two primary colored objects in the
classroom, bring them to their seat, and think about what secondary color
objects they chose and student will say what secondary color they make. (12
minutes)
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8. Students will then place objects back where they found them. (2 minutes)
9. Tell students their homework. Students will look around their house,
backyard, neighborhood, etc for six objects, one of each of the six colors
learned about in class (red, orange, yellow, green, blue, and purple) and will
draw a picture of each using the correct color, as well as write which are
(After reading this section, delete bullets and use this chart)
(Strength/Need)
Cerebral Palsy (Strength (Strength) Allow student
when
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writing,
coloring,
and
painting.
Autism (Strength (Strength) Allow student
Students buddy.
lines.
Needs
organizati
on
Students all have good cognitive abilities and therefore can complete these
accommodations
Teacher Materials
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3. Mouse template, red, yellow, and blue paint, paper towel, water cup, and
4. Supplies bin
6. Computer
7. Projector Screen
and parents students will also be able to access at home for additional
https://www.moma.org/media/W1siZiIsIjIwMzU0MCJdLFsicCIsImNvbnZlcnQi
LCItcmVzaXplIDEwMjR4MTAyNFx1MDAzZSJdXQ.jpg?sha=17ce5f2f04cf5f05
https://www.moma.org/media/W1siZiIsIjIwMzk0MCJdLFsicCIsImNvbnZlcnQi
LCItcmVzaXplIDEwMjR4MTAyNFx1MDAzZSJdXQ.jpg?sha=ce18fbf31c41a4f0
https://dnq5fc8vfw3ev.cloudfront.net/thumbnail/46000/46304/painting_pag
e_800x/Kandinsky/Composition-VIII.jpg?ts=1459229076
https://www.chinaoilpaintinggallery.com/image/oilpainting/pablo-
picasso/abstract-painting-17.jpg
http://images.metmuseum.org/CRDImages/ma/web-large/DT4263.jpg
15. Butterfly template and red, yellow, and blue tissue paper squares and glue
1. Day 1: Notebooks
2. Pencils
3. Crayons
6. Water cups
7. Paper towels
8. Paintbrushes
17. Pencils
picasso.net/images/works/148.jpg
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students and parents can access at home for additional help with
homework).
students and parents will also be able to access at home for additional
Day 1: Students will fill in graphic organizer with missing colors to show they
understand which primary colors make which secondary colors, as a way of further
assessment.
Day 2: Students will be given a copy of the painting Still Life by Picasso
down the colors they see in the painting and write a few sentences about what else
in the world are each of the colors. They will then write down which are primary
Day 3: Students will look around their house, backyard, neighborhood, etc for six
objects, one of each of the six colors learned about in class (red, orange, yellow,
green, blue, and purple) and will draw a picture of each using the correct color, as
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well as write which are primary colored and which are secondary colored, as a way of
further assessment.
Resources
http://www.edulink.org/lessonpl
ans/anticipa.htm
http://exclusive.multibriefs.com/content/the-importance-of-guided-practice-in-
the classroom/education
Ralabate, P. (2011). Universal design for learning: meeting the needs of all students.
meeting-needs all-student
Rose, D. & Meyer, A. (2002). Teaching every student in the digital age: universal
design for
Name:
Mouse Template
Paint each mouse one primary color and then paint another primary color over it, in order
to create a secondary color. Once this is complete, write which two primary colors
created which secondary color.
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Name:
Color Mixing Graphic Organizer
Day 1 Schedule
Visual Chart
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Walsh.
as a class.
colors as a class.
7. Go over homework.
Name:
21
Name:
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Write down the colors you see in the painting and write a few
sentences about what else in the world are each of the colors. Then
write down which are primary colors and which are secondary colors.
Day 2 Schedule
Visual Chart
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Song.
3. Painting Think-Pair-Share
Activity
6. Go over homework.
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Name:
Fish Template
Glue primary colored tissue paper squares to create a secondary colored animal. Label
the primary and secondary colors.
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Name:
Butterfly Template
Glue primary colored tissue paper squares to create a secondary colored animal. Label
the primary and secondary colors.
Name:
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Tiger Template
Glue primary colored tissue paper squares to create a secondary colored animal. Label
the primary and secondary colors.
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Day 3 Schedule
Visual Chart
animal?
5. Go over homework.
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