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 superheros 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.
(Blooms: Create, Standard: Create, GLE: 2, Art Learning: Inherent Characteristics of Art and Design,
Literacy)
2. Using completed artwork, SWBAT explain their decisions made in their art.
(Blooms: Apply, Standard: Reflect, GLE: 1, Art Learning: Reflect and Access, Literacy, Numeracy)
3. Using completed artwork, SWBAT explain how their artwork shows something about
them.
(Blooms: Evaluate, Standard: Comprehend, GLE: 2, Art Learning: Reflect and Access, Literacy)
4. Given the prompt, SWBAT demonstrate different ideas through drawing them in their
sketchbooks.
(Blooms: Analyze, Standard:Transfer, GLE: 2, Art Learning: Ideation, Literacy, Numeracy)
5. Given prompts, SWBAT utilize multiple materials to draw their personal dream home by
conveying their ideas with more than one medium.
(Blooms: Create, Standard: Transfer, GLE: 1, Art Learning: Art and Art History and Technique, Literacy,
Numeracy)

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=0CAcQjRxqFQoTCImhiu
vb3ccCFUkWkgodUJ4MCA&url=http%3A%2F%2Fwww.pri.org%2Fstories%2F2014-0626%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=0CAcQjRxqFQoTCImhiu
vb3ccCFUkWkgodUJ4MCA&url=http%3A%2F%2Fwww.pri.org%2Fstories%2F2014-0626%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=0CAcQjRxqFQoTCIOj6v
rc3ccCFYkJkgodZNwOhg&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&ust=14
41468009003539
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_ow1DRZ2IjYg&u
st=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=AFQjCNGJVsZM5XTHHI
EwcjOfer9_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, roleplaying, 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 kind 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

Time

the instruction as it relates to

learning.) UNDERSTAND
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?

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 ones perspective.

5 min

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
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.

Analyzing and evaluating actions.

3 min

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.

Clarifying and analyzing the meanings of

words or phrases.

Discuss what architecture is as far as that it is

anything like designing and creating buildings.

.
10 min

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.

Listening critically and exploring insights

into new context.

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

20 min.

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 may not use in a
project as well and you 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, watercolors, and
colored pencils. We tell them to make their
future dream home as creative and personal to
them as they can.

Comparing analogous situations by

transferring new insights about
architecture to new contexts.

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

5 min.

Students are developing healthy studio

habits.

Clarifying and analyzing other students

works.

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?
If you had more time, would you include
anything more?
What makes this architecture?

Thinking independently on their decisions

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

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.

2 min.

2 min.

6 min.

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?

PostAssessmen
t (teachercentered/o
bjectives
as
questions):
Have
students
achieved
the
objectives
and grade
level
expectation
s specified
in your
lesson
plan?
How did you
add your
own
personal
style and
original
ideas into
your home?
How would

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.

Criteria\Score

EXCEEDS
PROFICIENCY
4

Explaining
own art work

Explains in detail
what decisions

PROFICIENT
3

Explains in
some detail

WORKIN
G TO
PROFICI
ENCY
2

NOT
PROFIC
IENT
1

Explains in
few details

Cannot
explain in

SelfEvaluation

TeacherEvaluation

someone
else looking
at your
home know
that its
yours and
not someone
elses?
Why did you
choose to
add
__________
on your
home?
What does
this house
mean to
you?
How many
ideas did
you come up
with before
figuring out
the perfect
home?

are made in the

art and why those
decisions were
made.

what decisions
are made in the
art and why
those decisions
were made.

what
decisions
are made in
the art and
sometimes
knows why
those
decisions
were made.

detail
what
decisions
are made
in the art
and why
those
decisions
were
made.

Can relate to
their own
artwork

Artist can
describe in detail
the details that
represent them
and how.

Artist can
describe in some
detail the details
that represent
them and how.

Artist can
describe in
few detail
the details
that
represent
them.

Artist
cannot
relate to
own
artwork at
all.

Use of
material

Student uses at
least 4 different
mediums in
diorama.

Student uses 3
different
mediums in
diorama.

Student
uses 2
different
mediums in
diorama.

Student
uses one
or
medium in
diorama.

Ideation

Student has at
least 4 different
sketches of
possible dream
homes.

Student has 3
different
sketches of
possible dream
homes.

Student has
2 different
sketches of
possible
dream
homes.

Student
has one or
no
sketches
of
possible
dream
homes.

Expression

Finished dream
home sketches
detailed with
line, color, and
space.

Finished dream
home sketches
somewhat
detailed with
line, color, and
space.

Finished
dream
home
sketches
contain few
details of
line, color,
and space.

Finished
dream
home
sketches
are not
detailed
with line,
color, and
space.

How did you

decide what
materials to
use?