1

Monmouth University

School of Education

Department of Curriculum and Instruction

Lesson Plan

Teacher Candidates Name: Liana Bluzer

Tentative Date: April 1st-3rd

Lesson Title: Basics of Creating Color

Context:

Grade Level/Subject: 2nd /Grade Art

Disability Categories represented: Autism Spectrum Disorder and

Cerebral Palsy

Type of classroom (continuum of placements) Inclusion

Describe UDL integration (into anticipatory, procedure, guided

practice, and assessment)

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

https://www.youtube.com/watch?v=N8yuyekP_So. (Anticipatory Set) (Combs,

2011). Also, (UDL Strategy) (Ralabate, 2011). Ask students what color their

favorite animal is in a short class discussion. (Anticipatory Set) (Combs, 2011).

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,

2011). Teacher will pull up painting one Broadway Boogie Woogie by

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

Practice) (Hermann, 2011). Teacher will demonstrate an example by taking a

butterfly template and gluing primary colored squares on it so that they

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

wrote, and a few students will be called on to share.

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

what secondary color they make (UDL Strategy) (Ralabate, 2011).

Students will be assessed through class discussion, Think-Pair-Share,

observation, creating mouse and animal projects, filling in color wheel,

homework assignments, and class activities like picking two objects around

the room to assess on color comprehension (UDL Strategy) (Ralabate, 2011).

Communication skills are being worked on through class discussions and

Think-Pair-Share (Ralabate, 2011).

Collaborative methods used to enhance the lesson (e.g., families,

community resources, school resources) Students will be doing

homework assignment that involves them looking around their neighborhood

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,

such as The Color Song https://www.youtube.com/watch?v=N8yuyekP_So.

Central Focus: Students use analytical skills and creating to understand the

fundamentals of color and its importance in art and everyday life.

Standards (NJCCCS, CCSS, NJPST, and/or CEC):

NJCCCS

1.1.2.D.1 Identify the basic elements of art and principle of design in diverse types

of artwork.

1.1.2.D.2 Identify the elements of art and principles of design.

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

appropriate to the production of works of art in a variety of art media.

1.4.2.B.1 Observe the basic arts elements in performances and exhibitions and use

them to formulate objective assessments of artworks in dance, music, theatre, and

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

discipline to other content areas.

2.1 How students construct knowledge, acquire skills and develop habits of mind and

how to use instructional strategies that promote student learning;

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4.1 How to plan instruction based on students needs, developmental progress and

prior knowledge.

5.1 The characteristics, uses, advantages, and limitations of different types of

assessments (for example, criterion- referenced and norm-referenced instruments,

traditional standardized and performance- based tests, observation systems and

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

accommodate and modify strategies, services and resources, including technology;

10.1 How education research and other methods of inquiry can be used as a means

for continuous learning, self-assessment and development.

CEC

3.1 Beginning special education professionals understand the central concepts,

structures of the discipline, and tools of inquiry of the content areas they teach, and

can organize this knowledge, integrate cross-disciplinary skills, and develop

meaningful learning progressions for individuals with exceptionalities.

4.0 Beginning special education professionals use multiple methods of assessment

and data sources in making educational decisions.

4.1 Beginning special education professionals select and use technically sound

formal and informal assessments that minimize bias.

5.0 Beginning special education professionals select, adapt, and use a repertoire of

evidence-based instructional strategies to advance learning of individuals with

exceptionalities.

Learner Outcomes (goals/objectives):

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NJCCCS 1.1.2.D.2, 1.3.2.D.1, 1.3.2.D.3, 1.3.2.D.4, 1.4.2.B.1, NJPST 1.1, 2.1,

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.

NJCCCS 1.1.2.D.1, 1.1.2.D.2, 1.3.2.D.3, 1.3.2.D.4, 1.4.2.B.1, NJPST 1.1, 2.1,

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

color wheel chart.

NJCCCS 1.1.2.D.2, 1.3.2.D.1, 1.3.2.D.3, 1.3.2.D.4, 1.4.2.B.1, 1.4.2.B.2, NJPST

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.

Assessments (include formative and summative):

Day 1:

Formative: Observe and guide the students as they discover how primary colors

make secondary 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

make sure they understand and comprehend.

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

peer buddy, and share with the class.

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

sure they understanding and comprehension.

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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

tissue paper squares on an animal template, to create secondary colors.

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

color, as a way to assess their understanding and comprehension.

Academic Language:

Examine the learning goal/objective to complete the chart.

Identified Language Demands Planned Language Supports

(Function) Analyze, Identify, Apply We will define analyze,

identify, and apply as a

class.
(Vocab) As a class, define Primary

colors and secondary colors.

(Discourse) Through use of class discussion,

color chart handouts, homework

assessments, creative hands on

projects, think-pair-share, and

observation, I will be able to

make sure the students

understand the content.

Duration: (provide overall time for class session AND include timing for

each section of the lesson below) 45 minutes.

Instruction Strategies and Learning Tasks (include anticipatory set,

procedure, guided practice, and independent practice):

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)

(Combs, 2011). Also, (UDL Strategy) (Ralabate, 2011). (4 minutes)

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)

3. Define Identify and apply as a class.

4. Define primary and secondary colors as a class.

5. Give students Mouse template with 3 mice, a cup of red, yellow, and blue

paint, cup of water, paper towel, and a paintbrush.

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).

7. Students follow teachers example by dipping their brush in red, painting

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

green. (13 minutes)

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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

their understanding. (13 minutes)

11. Students will then put supplies away in supplies bin at front of classroom and

teacher will collect mice projects as assessment. (3 minutes)

12. Tell students their homework. 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. Teacher asks if any

questions. (2 minutes)

Day 2:

1. Students will watch a video about colors and color mixing called The Color

Song https://www.youtube.com/watch?v=N8yuyekP_So. (Anticipatory Set)

(Combs, 2011). Also, (UDL Strategy) (Ralabate, 2011). (5 minutes)

2. Define analyze as a class.

3. Teacher will pull up painting one Broadway Boogie Woogie by 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 Practice) (Hermann,

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

Strategy) (Ralabate, 2011).

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

technology as part of learning for UDL, (Rose & Meyer, 2002).

6. Teacher will pull up painting three Composition VIII by Kandinsky 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 wrote, and a few students will be called on to share (Practices

Communication), (Ralabate, 2011).

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

wrote, and a few students will be called on to share.

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

wrote, and a few students will be called on to share.

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

teacher will collect color wheels as assessment. (3 minutes).

11. Tell students their homework. Students will be given a copy of the painting

Still Life by Picasso http://www.pablo-ruiz-picasso.net/images/works/148.jpg

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

a way of further assessment. Teacher asks if any questions. (2 minutes)

Day 3:

1. Ask students what color their favorite animal is in a short class discussion.

(Anticipatory Set) (Combs, 2011). (5 minutes)

2. Give each student an animal template of a tiger, fish, or butterfly, a handful of

primary colored tissue paper squares in red, yellow, and blue, and glue.

3. Teacher will demonstrate an example by taking a butterfly template and

gluing primary colored squares on it so that they 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).

4. Teacher will walk around and observe as students glue their primary squares

to create a secondary colored animal. (20 minutes)

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

they make (UDL Strategy) (Ralabate, 2011).

7. As an assessment, teacher will then call on each student to share what

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

primary colored and which are secondary colored, as a way of further

assessment. Teacher asks if any questions. (3 minutes)

Accommodations for diverse learners and students with special needs

(include suggested adaptive and assistive tech/software/web-supported

learning with specific skill areas):

(After reading this section, delete bullets and use this chart)

Identified Support for Specific Planned Accommodation(s)

(see list above) Characteristic

(Strength/Need)
Cerebral Palsy (Strength (Strength) Allow student

) to assist as peer buddy.

Students Pencil and crayon grips.

have high Mouth-wand brush that

functioni is held in the mouth as a
ng way of painting.
cognitive Tablet to write on
abilities
instead of writing in
Help with notebook.
motor Intellikeys.
skills

when
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writing,

coloring,

and

painting.
Autism (Strength (Strength) Allow student

) to assist others as peer

Students buddy.

have high Weighted bracelet to

functioni help student color in

ng lines without coloring

cognitive allover the place.

abilities Visual chart or tablet

Difficulty Schedule app that shows

with student what will be

coloring happening during lesson

in the and in what order.

lines.

Needs

organizati

on

Modifications for students with disabilities (none may be needed so just

note that in this section with your rationale):

Students all have good cognitive abilities and therefore can complete these

tasks without modifications, as long as they have the above

accommodations

Materials / Use of Instructional Technology:

Teacher Materials
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1. Day 1: Notebook to observe student strengths/struggles

2. Mouse Paint by Ellen Stoll Walsh

3. Mouse template, red, yellow, and blue paint, paper towel, water cup, and

paintbrush to show example for guided practice

4. Supplies bin

5. Day 2: Notebook to observe student strengths/struggles

6. Computer

7. Projector Screen

8. The Color Song https://www.youtube.com/watch?v=N8yuyekP_So. (which

and parents students will also be able to access at home for additional

help with homework).

9. Broadway Boogie Woogie painting

https://www.moma.org/media/W1siZiIsIjIwMzU0MCJdLFsicCIsImNvbnZlcnQi

LCItcmVzaXplIDEwMjR4MTAyNFx1MDAzZSJdXQ.jpg?sha=17ce5f2f04cf5f05

10. Girl Before a Mirror painting

https://www.moma.org/media/W1siZiIsIjIwMzk0MCJdLFsicCIsImNvbnZlcnQi

LCItcmVzaXplIDEwMjR4MTAyNFx1MDAzZSJdXQ.jpg?sha=ce18fbf31c41a4f0

11. Composition VIII painting

https://dnq5fc8vfw3ev.cloudfront.net/thumbnail/46000/46304/painting_pag

e_800x/Kandinsky/Composition-VIII.jpg?ts=1459229076

12. Abstract 17 painting

https://www.chinaoilpaintinggallery.com/image/oilpainting/pablo-

picasso/abstract-painting-17.jpg

13. Dora Maar in an Armchair painting

http://images.metmuseum.org/CRDImages/ma/web-large/DT4263.jpg

14. Day 3: Notebook to observe student strengths/struggles

15. Butterfly template and red, yellow, and blue tissue paper squares and glue

to show example for guided practice.

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Student Materials (Include Adapted Materials for Differentiated Instruction)

1. Day 1: Notebooks

2. Pencils

3. Crayons

4. Red, yellow, and blue paint

5. Mouse template papers

6. Water cups

7. Paper towels

8. Paintbrushes

9. Mouth-wand brush (Cerebral Palsy)

10. Tablet Schedule App (Autism)

11. Visual chart (Autism)

12. Tablet (Cerebral Palsy)

13. Weighted bracelet (Autism)

14. Pencil and crayon grips (Cerebral Palsy)

15. Intellikeys (Cerebral Palsy)

16. Day 2: Notebooks

17. Pencils

18. Color wheels

19. Red, orange, yellow, green, blue, and purple crayons

20. Tablet Schedule App (Autism)

21. Visual chart (Autism)

22. Tablet (Cerebral Palsy)

23. Weighted bracelet (Autism)

24. Pencil and crayon grips (Cerebral Palsy)

25. Intellikeys (Cerebral Palsy)

26. Still Life painting print out for homework http://www.pablo-ruiz-

picasso.net/images/works/148.jpg
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27. The Color Song https://www.youtube.com/watch?v=N8yuyekP_So. (which

students and parents can access at home for additional help with

homework).

28. Day 3: Glue

29. Butterfly, Fish, and Tiger templates

30. Red, yellow, and blue tissue paper squares

31. The Color Song https://www.youtube.com/watch?v=N8yuyekP_So. (which

students and parents will also be able to access at home for additional

help with homework).

32. Tablet Schedule App (Autism)

33. Visual chart (Autism)

34. Tablet (Cerebral Palsy)

35. Pencil and crayon grips (Cerebral Palsy)

36. Intellikeys (Cerebral Palsy)

Homework / Assignment for Next Class:

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

http://www.pablo-ruiz-picasso.net/images/works/148.jpg 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 a way of further assessment.

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
 16

well as write which are primary colored and which are secondary colored, as a way of

further assessment.

Resources

Combs, J. (2011). Anticipatory set lesson design. Retrieved from

http://www.edulink.org/lessonpl

ans/anticipa.htm

Hermann, A. (2014). Importance of guided practice in the classroom. Retrieved from

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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.

Retrieved from http://www.readingrockets.org/article/universaldesign-learning-

meeting-needs all-student

Rose, D. & Meyer, A. (2002). Teaching every student in the digital age: universal

design for

learning. Retrieved from https://eric.ed.gov/?id=ED466086

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

Color in each of the colors and label the missing colors.

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Day 1 Schedule
Visual Chart
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1. Write or draw an object that is

your favorite color.

2. Read Mouse Paint by Ellen Stoll

Walsh.

3. Define Identify and apply

as a class.

4. Define primary and secondary

colors as a class.

5. Mouse Paint Project.

6. Put supplies away.

7. Go over homework.

Name:
 21

Color Wheel Chart Worksheet

Color in each color and label the missing colors.

Name:
 22

Picasso Still Life Homework Sheet

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
 23

1. Watch a video, The Color

Song.

2. Define analyze as a class.

3. Painting Think-Pair-Share

Activity

4. Fill in color wheel.

5. Put away supplies.

6. Go over homework.
 24

Name:

Fish Template

Glue primary colored tissue paper squares to create a secondary colored animal. Label
the primary and secondary colors.
 25

Name:

Butterfly Template

Glue primary colored tissue paper squares to create a secondary colored animal. Label
the primary and secondary colors.

Name:
 26

Tiger Template

Glue primary colored tissue paper squares to create a secondary colored animal. Label
the primary and secondary colors.
 27

Day 3 Schedule
Visual Chart

1. What color is your favorite

animal?

2. Tissue paper animal project

3. Put supplies away.

3. Classroom objects activity.

4. Put supplies away.

5. Go over homework.
28