UMU Lesson Plan Template

2015-2016

Name: Rachel Andrews

Grade Level: 1

Date: March 16, 2016

Class Period: 4

Subject: Art
Big Idea/Lesson Focus:
Function of the Lesson (check all that apply):

Lesson # & Title: #9 Color Wheel & Color Mixing

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Introduce New Skill or Content

Practice
Review
Remediation/Re-teaching

Context for Learning: There are 21 students in the class, 11 girls and 10 boys. There are 3 African Americans, 1 Asian
American, 4 Hispanics, and 13 Caucasian students. There is one ELL, and 4 students on IEPs. Three of these students have
an OHI IEP, and 1 of them have an IEP for AU.
Content Standards:
Theme: Art Basics
Strand: Color
Topic: Color Wheel and Color Mixing
Content Statement:
1PR-Demonstrate beginning skill and craftsmanship in the use of art materials and tools.
3PR-Explore and use a range of subject matter to create original works of
art.
Learning Objectives (aligned to assessment plan):
Students will be able to answer 4 of 5 questions correctly about the color wheel while being able to use a color
wheel.
Students will be able to identify the product of mixing two colors together with a 4 of 5 question accuracy.
Academic Language (Academic Language Demands and/or Academic Language Objectives):
Color Wheel
Mixing
Product
Primary
Secondary
Complementary
Assessment Plan (aligned to learning objectives)
Formative Assessment: I will ask each child to answer a question in class about the topic to ensure understanding.
Summative Assessment: I will assess at the end of the lesson by giving students a project based on the what I have
taught.
Procedures: Lesson Introduction: I will begin the lesson by showing students a color wheel on the Smart Board and
explaining how it is used. I will also show them how mixing two colors together can form another color through an
interactive game on the Smart Board. I will then ask for volunteers to help me choose which colors to mix to engage the
students in the lesson on the Smart board.
Procedures: Lesson Body
Revised 11/2015


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Presentation/Explicit Instruction (I do: 100% teacher, 0% student):

I will explain how to use a color wheel in detail to the students show them examples.
I will demonstrate how two colors mixed together can create a new third color.
I will use the Smart Board to show students color mixing on the computer.
Structured Practice/Exploration (We do: 75% teacher, 25% student):
I will gather students into a circle around my demonstrations and allow them to choose the colors that I mix.
I will allow the students to look at color wheels individually and pass it around the room.
Guided Practice/Checking for Understanding (We do: 25% teacher, 75% student):
I will group students into groups of 3 and give each group a color wheel, various colors of paint, a Styrofoam plate,
and a paintbrush.
I will tell students to use the color wheel to decide which two colors to mix.
I will have the students mix the two colors that they have chosen and show the class group by group.
Independent Practice/Application (They do: 0% teacher, 100% student):
I will have the students create a painting of their choice in their small group using the primary colors I have given
them and the secondary colors that they have created.

Procedures: Lesson Closure: I will close the lesson by assigning the students an in-class project that they will be working
on for the next couple following class periods using paint, color wheels, and mixing colors. I will tell the students to paint a
landscape of their choosing using the colors that they have and the colors that they will create.
Differentiation, Individualized Instruction, and Assessment: While developing this lesson, I kept in mind that there are
students in my class that may require differentiation. I created this lesson to be rather basic and allow students to learn as a
whole. I will allow students to work in groups while learning about the color wheel and mixing, and I will also be available to
help those students who need a little extra attention to reach their full potential.
Instructional Materials and Support:
Smart Board
Color Wheel
Paint
Paintbrushes
Styrofoam plates
Paper
Paper towels

Cultural Responsiveness Commentary: In this lesson, I will make sure to respect the culture of all of my students and
allow them to express their own culture through their work. During their projects of painting landscapes, I will encourage
students to paint landscapes that are associated with their culture if they wish to. I will also talk about how wonderful it is that
we all come from different backgrounds and places but can use the same tool to express ourselves and our cultures.
Research and Theory Commentary: In this lesson, students will be working in small groups which incorporates
Vygotskys Social Learning Theory. It also includes the use of Blooms Taxonomy by have the students create colors on their
own instead of being led the entire way. It gives students a chance to explore on their own, which is also John Deweys
Experimental Learning Theory.
Essential Question (as applicable):
Use of Technology Commentary (as applicable): I will be using technology by means of the Smart Board to demonstrate
color mixing and by showing an interactive color mixing game.
Reflection & Instructional Commentary (if lesson was taught):

Revised 11/2015