Liberal Studies Lesson Plan For LS 2001 Name Adrienne Ducato Grade Level For This Lesson 1 Academic Content Standards

Liberal Studies Lesson Plan for LS 2001
Name Adrienne Ducato Grade Level for this Lesson 1
Academic Content Standards

CA Standards for Visual Arts
• 2.0 — CREATIVE EXPRESSION
• Creating, Performing, and Participating in the Visual Arts Students apply artistic processes
and skills, using a variety of media to communicate meaning and intent in original works of
art.
• Skills, Processes, Materials, and Tools
• 2.2 — Mix secondary colors from primary colors and describe the process.
CA Standards for History-Social Science

• 1.5 — Students describe the human characteristics of familiar places and the varied
backgrounds of American citizens and residents in those places.
• 1. Recognize the ways in which they are all part of the same community, sharing principles,
goals, and traditions despite their varied ancestry; the forms of diversity in their school and
community; and the benefits and challenges of a diverse population.
Plan on a 30 minute lesson.
Prior Learning
• The students have already learned both the primary (red, blue, yellow) and secondary (purple,
green, orange) colors prior to this lesson.
• To avoid any confusion, the students will also know their birth month beforehand.
Unit of Study
• The big idea this lesson will address is how primary colors form secondary colors, along with
how different shades of the colors can be formed. This lesson will also teach the students how
they are similar to other classmates of theirs. Specifically, the students will receive a better
understanding of what it means to be a part of a community. Learning that others share their
same birthstone will help them in recognizing that they are a part of the same community, even
though they may have been born in different years (eg Sept. 2011 vs. Sept. 2012).
Academic Learning Outcomes

1. (TSW) The students will learn how to properly mix primary colors in order to form secondary
colors.
2. TSW not only know the names of these colors but they will also know the names of their
birthstones.
January: garnet
February: amethyst
March: aquamarine
April: diamond
May: emerald
June: cultured pearl
July: ruby
August: peridot
September: sapphire
October: opal
November: citrine
December: blue topaz or aquamarine
3. TSW learn how other students may have the same birthstone as them. This connection will
teach the students how they are all part of a community even though they have different family
members from one another.
Diverse Learners
• There is one ELL student and three with ADHD. Therefore, I will monitor and support these
students by walking around to make sure everybody is on task and understanding the concepts
throughout the lesson. Furthermore, I will incorporate some partner talk into the lesson so that
the students have time to process the thirty minutes of instruction. The ELL is more than
welcome to speak their first language to their peers if they are unsure how to properly say what
it is they are thinking in English. By allowing for students to reflect on what they are learning I
will be better able to assess what they do and don’t understand along with how they are making
sense of the content. The students will also move around during the lesson from the carpet to
their desks. In addition, students will get to learn through reading as well as hands on
experience when they begin mixing their watercolors. These variations will help the students
with ADHD by increasing their focus span and for them to be much more engaged in what it
being taught.
• There is no specific link to social justice throughout this lesson.
Implementation
1. Introduction to Lesson (Hook - simple and quick)
TSW already be sitting in popcorn rows on the carpet in their assigned spots so they can see the
book.
We all know our birth months, right? Well did you know that there is a birthstone to symbolize
the month? Put a quiet thumbs up if you did. If you look up at the board you will see the twelve
months listed and the birthstone next to it. Look at all of the different colors and none are the
same. Every month is different and anyone who is born in the same month as you shares the
same birthstone with you. I think that’s pretty cool, what about you all? (Have students quietly
signal if they’re in agreement) I’m glad to hear because today I am going to teach you how to
make the perfect color for your birthstone by mixing primary colors together which will form
what…? (Students will respond as a whole group - secondary colors) Talk with you partner for
one minute about what the primary colors are and what the secondary colors are, “ready go!” We
are going to learn more about birthstones by reading the book Agate. But before I begin the story
I need you all tracking me, sitting with a calm and strong body, and your ears really listening.
Sequence of Activities
1. (TTW) The teacher will inform the students on the various different types of birthstones and
the month they are associated with by having a poster hung up with all of the information on
it. TTW will point to each and have students raise their hand when their birth month and
stone is called.
2. TTW will read the story Agate to the class and have students take note of the colors of the
birthstones.
TTW have students transition from the carpet to their desks where all of their supplies will
already be laid out for them ready to use.
3. TTW will then teach what primary colors to mix together to form the secondary colors. There
will also be black and white paint so students can make their color darker or lighter, along
with glitter pens to make it shinier. The students will follow along to create their own color
palette.
4. After this is done, throughout the week TTW have the students complete the assessment
activity at the art learning center. The students will be drawing their favorite animal head and
coloring it their birthstone color. After the watercolor has dried the students will cut it out
and begin creating a mask. There will be sequins, pipe cleaner, and other fun supplies to
decorate their animal masks.
Closure
• To end the lesson, I will call on students who are sitting quietly with big eyes and ask them
about their birthstone and have them explain to us what colors they mixed together to create
their birthstone. I will ask different students questions about their favorite part of the lesson
and what they learned. Then I will have them reflect on why it is we have birthstones, I will
not give them this answer immediately but will have them reflect on this when they go home
and then come back the next day to share with us their findings.
• At the end of each day, I will also have the students show their masks to the entire class and
the student will have to call on two of their peers (girl and boy) to state the birthstone and what
month this is for.
• Then on Friday, we will have an animal mask parade to show off their work to different
classes. The purpose of this is to visually demonstrate a community of animals, along with
diversity through their unique masks.
Assessment
1. In order to know students understand the difference between primary and secondary colors, I
will randomly call on students at the closure part of the lesson to state what the colors are
again as a refresher and what primary colors mix to form the secondary colors. (How much or
how little of each color was needed?)
2. Then I will see if they comprehended the book by asking them various questions about the
characters and what the story was about. The purpose of this is to tie back into the history
standards and have students recognize that their stones most likely match up with some of
their peers and therefore are in a since a community or a birthstone family.
3. I will also see that the students were actively paying attention and no disturbing their peers
from learning as part of the assessment.
4. Finally, I will assess the students based on credit or no credit; in other words did they
complete the whole group work of practicing mixing colors on the Bristol pad and did they
complete their animal masks at the art learning center.
Materials
• Birthstone poster
• Agate by Joy Morgan Dey
• Watercolor sets for each student (15)
• Bristle paper to paint on, plus extra to spare (30+)
• Paint brushes (15+)
• Palettes for students to mix their watercolor paint on (15)

Liberal Studies Lesson Plan For LS 2001 Name Adrienne Ducato Grade Level For This Lesson 1 Academic Content Standards

Uploaded by

Copyright:

Available Formats

Liberal Studies Lesson Plan For LS 2001 Name Adrienne Ducato Grade Level For This Lesson 1 Academic Content Standards

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Liberal Studies Lesson Plan For LS 2001 Name Adrienne Ducato Grade Level For This Lesson 1 Academic Content Standards

Uploaded by

Copyright:

Available Formats

Liberal Studies Lesson Plan for LS 2001

Name Adrienne Ducato Grade Level for this Lesson 1

Academic Content Standards

CA Standards for History-Social Science

Plan on a 30 minute lesson.

Academic Learning Outcomes

You might also like