Lesson Plan

Title: Introduction

Length: 60 minutes

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you
will use to determine the skill/knowledge level of your students based on the
concepts/enduring understandings/objectives of the lesson. (Hint: turn these into
questions.) Be specific in describing what you would recognize as proficient
skill/knowledge.
-

Review blogs
- revealed processes: Clay form building, graphite sketches,
painting acrylic on butcher paper, paper folding make superhero
clothes that fit the students directly.
- materials done previously: Clay, pencil, paint, paper
- content done in previous classes: Superhero, planets, travel
Teacher interview Theyre learning about Fort Collins history in social studies.
- Dont have superheroes as a theme (past two years the
same)

Performance:
What will students accomplish as a result of this lesson? This can be presented to
students in the form of a story. In this narrative the students take on a role and create a
learning product about a specific topic for a certain audience. (RAFT Role / Audience
/ Format / Topic)
Youre all grown up and out of college. You decided to become an architect. You end
up becoming very popular in home building due to your creative thinking. When you
finally have enough time to build a home for you and your family, you want to make it
perfect. You decide it is best to sketch a drawing of your future home to make sure
you dont miss anything important. As you choose what you want this dream home to
look like, think about other creative buildings like Elsas castle in Frozen created by
Disney, your own home, or the CSU rec center. (Show images of these things for
their own home theyll have to imaging that.)
Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are
universal, timeless and transferrable. Examples of concepts used in art might include:
Composition, Patterns, Technique, Rhythm, Paradox, Influence, Style, Force, Culture,
Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition,
Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the
standards, content specific curriculum, etc.
The artistic process, planning, artist intention, ideation, refinement, influence, culture,
style, shape, form, communication

Enduring Understanding (s):

Enduring Understandings show a relationship between two or more concepts; connected
with an active verb. The best enduring understandings not only link two or more concepts;
but demonstrate why this relationship is important. Like concepts, they are timeless,
transferrable and universal. Align Standards, Prepared Graduate Competencies (PGCs)
and Grade Level Expectations (GLEs) to Enduring Understandings.
Visual arts are a means for personal expression and communication of ideas and
perspectives.
Artists and designers synthesize information and apply it during the artistic process.
Standards: (All lessons should address all standards.)
1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer
Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior
(measurable) criterion. Aligned to: Blooms Standards GLEs - Art learning and,
when appropriate, Numeracy, Literacy and Technology. Should be written as:
Objective. (Blooms: _____ - Standard: _____ - GLE: _____ -Art learning: _____
-Numeracy, Literacy, and/or Technology)
1. Given various mediums, SWBAT create their future dream homes using the inherent
characteristics and expressive features of art and design.
2. Using completed artwork, SWBAT explain their decisions made in their art.
3. Using completed artwork, SWBAT explain how their artwork shows something about
them.
4. Given the prompt, SWBAT demonstrate different ideas through drawing them in their
sketchbooks.
5. Given prompts, SWBAT utilize multiple materials to draw their personal dream home by
conveying their ideas with more than one medium.
Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both
end of the skill and cognitive scale. Describe the strategies you will use for students
who are already proficient and need growth beyond what you have planned for the rest
of the class, as well as modifications for students with physical and/or cognitive
challenges. Students must still meet the objectives.

Differentiation:
(Multiple means for
students to access
content and multiple
modes for student to
express
understanding.)

Access (Resources and/or

Process)

Expression (Products and/or

Performance)

Different materials for those

who may need extra help or
have certain developmental
variations and may need a
simpler medium.

Choice of material

Extensions for
depth and
complexity:

Access (Resources and/or

Process)

Expression (Products and/or

Performance)

Camera
Graphing paper

Document process
Use graphing paper to create
3D home

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the
lesson and describe how literacy is integrated into the lesson.

Vocab: 2-dimensional, 3-dimensional, artistic intent, planning, architecture,

representation, ideas, personal, style, form, communicate
Literacy integration: Own example, architect example, blueprints, preview, photos of
buildings. As well as how we Read these things - ex. blueprints and the spacing and
where things are, what POV, etc.
Materials:
Must be grade level appropriate. List everything you will need for this lesson,
including art supplies and tools. (These are the materials students will use.) List all
materials in a bulleted format.
-

Markers
Pencils
Colored pencils
Pastels
Crayons
Sketchbooks
Water colors

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific;
include title, artist, etc. Make reference to where the material can be found. (These
are the resources used by the teacher to support/develop the lesson.) List all
resources in a bulleted format.
Bibliography of powerpoint images
https://www.google.com/url?
sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTC
Imhiuvb3ccCFUkWkgodUJ4MCA&url=http%3A%2F%2Fwww.pri.org%2Fstories
%2F2014-06-26%2Fwas-taj-mahal-built-out-love-orguilt&psig=AFQjCNGD79JtHzL8tAawxTDQGbA8NRc9QA&ust=1441467714426101?
https://www.google.com/url?
sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTC
Imhiuvb3ccCFUkWkgodUJ4MCA&url=http%3A%2F%2Fwww.pri.org%2Fstories
%2F2014-06-26%2Fwas-taj-mahal-built-out-love-orguilt&psig=AFQjCNGD79JtHzL8tAawxTDQGbA8NRc9QA&ust=1441467714426101
https://www.google.com/url?
sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTC
IOj6vrc3ccCFYkJkgodZNwOhg&url=http%3A%2F%2Fwww.paulickreport.com%2Fnews
%2Fthe-biz%2Fno-white-house-visit-for-american-pharoah
%2F&bvm=bv.101800829,d.aWw&psig=AFQjCNH_IhN4S4wXJof0uemQtHuatIe6SQ&u
st=1441468009003539
https://www.google.com/url?
sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=&url=http%3A%2F
%2Fforum.thefreedictionary.com%2Fpostst4899p286_Pictureassociation.aspx&bvm=bv.101800829,d.aWw&psig=AFQjCNH9wy771n9iQgHPoT_5ynLIGJ_hQ&ust=1441468067543912
https://www.google.com/url?
sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=&url=http%3A%2F
%2Fjoja.info%2F%3Fq%3DARCHITECTS%2Fdaniellibeskind&bvm=bv.101800829,d.aWw&psig=AFQjCNGRws3IIWo9yEhLmb_ow1DRZ2Ij
Yg&ust=1441468187632856
http://digital-art-gallery.com/picture/3219
https://www.google.com/url?
sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=&url=https%3A%2F
%2Fwww.pinterest.com%2Fpin
%2F311452130455759461%2F&bvm=bv.101800829,d.aWw&psig=AFQjCNGJVsZM5X
THHIEwcjOfer9_SiFzUw&ust=1441468428142068
Preparation:

What do you need to prepare for this experience? List steps of preparation in a
bulleted format.
-

Create own dream home

Choose artwork to show
Create Discovery Board
Gather and organize materials

Safety:
Be specific about the safety procedures that need to be addressed with students. List
all safety issue in a bulleted format.
Review proper use of tools ex. Markers only draw on paper not tables dont eat
materials
Action to motivate/Inquiry Questions:
Describe how you will begin the lesson to stimulate students interest. How will you
pique their curiosity and make them interested and excited about the lesson? What
inquiry questions will you pose? Be specific about what you will say and do to
motivate students and get them thinking and ready to participate. Be aware of the
varying range of learning styles/intelligences of your students. Some ideas might
include: telling a story, posing a series of questions, role-playing, etc.
Were going to be role-playing where all of them are architects. Well ask if they know
what an architect does and then once that definition is clear, then we will ask them to
pretend to be the best in the world and they are known for their creative homes that
theyve built for movie stars and astronauts, along with a long list of other famous
clients. They can build whatever home they want for them and their family to live in.
They must include things that will be personal to them and have it really stick out from
the crowd.
Well ask them about what makes up a house and what things you can add to it
(gargoyle statue, moats, pet tiger, etc.)
Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new
ideas, where an idea is understood as a basic element of thought that can be visual,
concrete or abstract. List and describe inquiry questions and processes you will
engage students in to help them develop ideas and plans for their artwork.
PowerPoint:

1. What do you first notice about this? What kind of home is it? What do you think about
the color? Whats interesting about it?
2. Does anyone know what this is? Do you know where it is? Whats different about this
one? How does it make you feel?
3. What do you think about this one? Is it very different from the others weve looked at?
How is it different? Who do you think might live here? Would you like to live here?
4. What about this one? Is it a house? Could you live here? Why or why not?
5. What is the first thing you notice about this one? Does this look like a home? Why or
why not? This one is a lot bigger than the last why might someone want a big home?
6. Does anyone recognize this? Who lives here? Does anything about the building give
you a clue about who lives here? Can a home tell you things about who lives there?
Additional:
What are some basic parts to a house?
What are ways you can make those basic parts more exciting?
How big is your door?
How many people live with you?
Who lives with you?
Do you have any pets?
Where do you live on the map? - state, city, street?
What kinds of homes are there? (tent, apartment, house, mansion, castle, pineapple
like Spongebob)
What is the weather like where your dream home is?
Do you have a pool?
What colors of homes have you seen?
What colors would you want to see a house?
Have you ever seen a pattern in a home?
What shape are your windows?
Do you have curtains?
Is anyone standing in the window?
Do you have a doorbell?
Do you have a welcome mat?
Do you have a path leading to your door?
What is the path made of?
How long is the path?
Do you have a garage?
Is your garage open?
Is there a car inside?
What does your car look like?
Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include
approximate time for each activity and instructional methodology: skills, lecture,

inquiry, etc. Include motivation and ideation/inquiry where appropriate; including what
student will understand as a result of the art experience

D
ay
1

Instruction - The teacher will... (Be

specific about what concepts,
information, understandings, etc. will
be taught.) Identify instructional
methodology. KNOW (Content)
and DO (Skill)

Learning - Students will... i.e.:

explore ideation by making
connections,
comparing, contrasting;
synthesize possibilities for each
painting technique; etc. (Be
specific about what will be the
intended result of the instruction
as it relates to learning.)
UNDERSTAND

Time

Circle up in the center around the rug

as normal lined up boy-girl-boy-girl.
Ask the question for the morning,
Where is your favorite place? Why
is it your favorite place?

Developing ones perspective.

5 min

Move into artist talk. Students stay

seated and turn to Tiffany. Tiffany
introduces own artwork (paintings of
animals) by asking students
questions:
What do you think this painting is
about?
What is the Subject Matter?
Why do you think that?
Why might I have painted this?

Developing insight into artist

practice.

5 min

.Therefore artists make art about

things they like/are interested in.
As we talk, tape what we learned
throughout art experience to the
board.
Explain the discovery board to the
students when finished. Talk about
how we added our own findings onto it
as we learned them and how we want
them to do the same throughout the
lessons. What they do is that if they

Analyzing and evaluating actions.

3 min

lessons. What they do is that if they

discover something they didnt know
before, they write it down, or draw it, or
use any other method of showing their
new information and tape it to their
board. Have someone practice it by
asking one thing they learned about our
teacher presentation.

Talk about how art is made from the

bottom up and comes from blank slates
and our own experiences and creative
input. This is just like architecture. You
start from the bottom up, or the
foundation and build up. Show this with
a deck of cards or blocks and show the
foundation of how to build a building.
Discuss what architecture is as far as
that it is anything like designing and
creating buildings.

As they saw, we use our own

experiences to show what we want to
our audience. We give them the prompt,
Youre all grown up and out of college.
You decided to become an architect.
You end up becoming very popular in
home building due to your creative
thinking. When you finally have enough
time to build a home for you and your
family, you want to make it perfect. You
decide it is best to sketch a drawing of
your future home to make sure you dont
miss anything important. To inspire you
to build the perfect dream home were
going to look at a few different homes
and talk about what we see. Show
photos of these from the powerpoint and
ask questions included in each slide.
Powerpoint:

Clarifying and analyzing the

meanings of words or phrases.
.

10 min

Listening critically and exploring

insights into new context.

20 min.

1. What do you first notice about

this? What kind of home is it?
What do you think about the
color? Whats interesting about
it?
2. Does anyone know what this is?
Do you know where it is? Whats
different about this one? How
does it make you feel?
3. What do you think about this
one? Is it very different from the
others weve looked at? How is it
different? Who do you think might
live here? Would you like to live
here?
4. What about this one? Is it a
house? Could you live here? Why
or why not?
5. What is the first thing you notice
about this one? Does this look
like a home? Why or why not?
This one is a lot bigger than the
last why might someone want a
big home?
6. Does anyone recognize this?
Who lives here? Does anything
about the building give you a clue
about who lives here? Can a
home tell you things about who
lives there?

Say that we are going to be learning

about architecture and what it is in our
own community. First we need to know
about our community members though,
so we are going to hand out the
sketchbooks and explain as we hand
them out that artists like to plan before
they do anything and that sketchbooks
are a great place to hold all of those
ideas. Sketchbooks are used for other
things as well like holding ideas that you

Comparing analogous
situations by transferring new
insights about architecture to

may not use in a project as well and you new contexts.

are just making for fun. But today we are
using it to learn about ourselves. We are
drawing our answers to the prompt on
the first page of the sketchbook. When
we are done, we are taking it out of the
book and taping it to the cover.
We set out materials on each table
consisting of markers, pencils, crayons,
watercolorsl, and colored pencils. We
tell them to make their future dream
home as creative and personal to them
as they can.

5 min.

Clean up materials:
At their tables students will put all tools
(crayons, markers, etc.) back in each
tables supply bag. We will chose one
student from each table to gather the
brushes and cups and put them at the
sink. Everyone sits ready for next task
when complete.

Go around with tape and scissors to help

the students tape the paper to the top of
their sketchbook. When that is
complete, have the students put their
sketchbooks face up in the circle they
were sitting in before for a gallery walk.

Discuss the differences in works and

what makes an artwork personal and
meaningful to them. Talk about things
that they found interesting and unique in
other peoples work:
What is something you saw in someone
elses home that you would include if you
drew a new home?
Where are these located?
What are some features that are in the
drawings that may not be able to happen
in real life?

Students are developing

healthy studio habits.

Clarifying and analyzing other

students works.

2 min.

2 min.

Thinking independently on their

decisions as well as differences
between the works. Practicing
Socratic discussion.

If you had more time, would you include

anything more?
What makes this architecture?

6 min.

Collect sketchbooks by having them

stack their sketchbooks on their table in
one spot for us to collect them. If it
needs to dry then put them on top or
next to the pile of sketchbooks.

1 min.

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview)
intended to promote deeper thinking, reflection and refined understandings precisely
related to the grade level expectations. How will students reflect on their learning? A
participatory activity that includes students in finding meaning, inquiring about
materials and techniques and reflecting about their experience as it relates to
objectives, standards and grade level expectations of the lesson.)
Gallery walk at the end of class. (We will take their final home drawings and tape it on
the cover of the sketchbook. Then put them in a circle and do a gallery walk real
quickly (after clean up).)
We will have a discussion after we look at them for a minute or two. where we talk
about What we put into the building designs? Why? What did we notice? \What did we
find to be really interesting or creative in other classmates artwork?
Post-Assessment (teachercentered/objectives as questions):
Have students achieved the objectives and
grade level expectations specified in your
lesson plan?

Post-Assessment Instrument:
How well have students achieved the
objectives and grade level expectations
specified in your lesson plan? Include
your rubric, checklist, rating scale, etc.

How did you add your own personal style

How did you add your own personal

and original ideas into your home?

style and original ideas into your home?

How would someone else looking at your

home know that its yours and not
someone elses?

How would someone else looking at

your home know that its yours and not
someone elses?

Why did you choose to add __________

on your home?

Why did you choose to add

__________ on your home?

What does this house mean to you?

What does this house mean to you?

How many ideas did you come up with

before figuring out the perfect home?

How many ideas did you come up with

before figuring out the perfect home?

How did you decide what materials to use?

How did you decide what materials to

use?