ENGEL_Extended_Lesson_Plan_Methods_Special_Education

by Chadd Engel

Lesson Plan
Lesson Overview
Enduring Understanding(s)
Students will be able to apply skills and knowledge to demonstrate the ability to tell a visual and textual story.
Students will be able to integrate and evaluate content presented in diverse formats as it relates to the visual arts, reading and
writing.
Students will be able to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences through writing, reading, and the visual arts.

Essential question(s)

How do the sensory elements, organizational principles and expressive qualities of the
arts tell a story?
How does the integration of the arts, reading, and writing develop an imagined
experience?
What impact does the elements of value, perspective and color schemes; the principles
of contrast, emphasis and unity; and the expressive qualities have on a visual and/or
textual story?

Common Core Standards - Search for US-CC-ELA-2010:Common Core Standards

US-CC-ELA-2010.R.6-12.ANCHOR.7 Integrate and evaluate content presented in diverse
formats and media, including visually and
quantitatively, as well as in words.*
US-CC-ELA-2010.W.6-12.ANCHOR.3 Write narratives to develop real or imagined
experiences or events using effective technique, wellchosen details, and well-structured event sequences.
US-CC-ELA-2010.W.K-5.ANCHOR
Writing

Visual Arts Standards - Search "IL" Standards 25, 26, or 27

IL.25
IL.25.A

GOAL: Know the language of the arts.

STANDARD: Understand the sensory elements, organizational principles and
expressive qualities of the arts.
IL.25.A.3d > Visual Arts: Identify and describe the elements of value, perspective and color
schemes; the principles of contrast, emphasis and unity; and the expressive
qualities of thematic development and sequence.

Lesson Objectives

Objectives for key content knowledge and skills

Students will know:
Students will know how to integrate and evaluate content presented in diverse formats as
it relates to the visual arts and writing.
Students will know how to develop a story using effective technique, well-chosen details,
and well-structured event sequences through writing and the visual arts.
Students will know how to evaluate and deconstruct the relationship between the visual
and the textual story.
Students will be able to (define by audience, behavior, conditions):
Students will be able to create a story using diverse formats.
Students will know how to create a visual and textual story demonstrating effective
technique, well-chosen details, and well-structured event sequence.
Students will know to create a story demonstrating understanding of the relationship
between the visual and textual story.
Objectives for academic language knowledge and skills
Students will know how to
Students will know how to deconstruct a visual and textual story using the principles of
design and elements of art.
Students will know how to deconstruct a visual and textual story using the elements,
organizational principles, and expressive qualities in writing.
Students will know how to create a visual and textual story through using the language of
the arts and writing.
Students will be able to (define by audience, behavior, conditions):
Students will be able to use the principles of design and elements of art to deconstruct a
story.
Students will be able to use the elements, organizational principles, and expressive
qualities in writing to tell a visual and textual story.
Students will be able to use the language of the arts and writing to apply skills and
knowledge in the creation of their story.

YDAY VOCABULARY
(TIER ONE)

GENERAL ACADEMIC
VOCABULARY
(TIER TWO)

The similarity or
between two words.

Theme the main message

of the poem

CONTENT-SPECIFIC ACADEMIC VOCABULARY

(TIER THREE)

Alliteration The repetition of the first letter in a series

of words

words that that

o the listening sense
ader
ems are written in

the element of art

roduced when light,
an object, is reflected
the eye.

defined as a mark
ns a distance
n two points (or the
a moving point),
ny form along the

Assonance The repetition of vowel sounds

metaphor a comparison not without repeating consonants
Consonance The repetition of the sound of a
using "like" or "as"
series of words.
End rhyme The rhyming of words that appear at
idiom a descriptive
the ends of two or more lines of poetry
expression that means
something different than the Free verse Poetry that does not have a regular
rhyme scheme
words it is made up of
Onomatopoeia The use of a word whose sound
suggests its meaning, as in clang, buzz, and
simile a comparison using
twang.
"like" or "as"
Repetition The repeating of a word, a phrase, or
an idea for emphasis or for rhythmic effect
Stanza A paragraph like group of lines
Dialect a form of language spoken in a certain
place by a certain person or group.
Value, or tone, refers to the Figurative language nonliteral language use to
use of light and dark, shade make a point clearer or enhance it.
and highlight, in an artwork. form the look of a poem that can add to it's
meaning
Shape pertains to the use
hyperbole a deliberate exaggeration
of areas in two-dimensional imagery writing that appeals to the 5 senses
space that can be defined
personification giving animals or objects human
by edges, setting one flat
qualities
specific space apart from
speaker the voice expressed in the poem
another.
structured form a pattern of lines in a poem
rhyme scheme the pattern of rhyme in a poem
Texture is the quality of a
Hierarchy a good design contains elements
surface, often
that lead the reader through each element in
corresponding to its tactile
order of its significance
character, or what may be
sensed by touch.
Scale using the relative size of elements against
Space is the area provided each other can attract attention to a focal point.
for a particular purpose.
Emphasis dominance is created by contrasting
Space includes the
size, positioning, color, style, or shape. The focal
background, foreground
point should dominate the design with scale and
and middle ground. Space
contrast without sacrificing the unity of the whole
refers to the distances or
areas around, between and
within things. It has two
Balance It is a state of equalized tension and
kinds: negative and
equilibrium, which may not always be calm.
positive.
Contrast planning a consistent and similar design
is an important aspect of a designers work to
make their focal point visible. Too much similarity
is boring but without similarity important elements
will not exist and an image without contrast is
uneventful so the key is to find the balance
between similarity and contrast
Unity when all elements are in agreement, a
design is considered unified.
Movement is the path the viewers eye takes
through the artwork, often to focal areas. Such

movement can be directed along lines edges,

shape and color within the artwork.

Assessment
Assessments (Describe and attach copies of the assessment tool(s) used during the lesson,
i.e., formative assessment, which might be observation of student responses, questions
prepared in advance; summative assessment, which would be a final evaluation, if appropriate
for the lesson.)
Formative/Homework Assessment:
This lesson is designed to occur over 3 class periods with a homework assignment given in conclusion of each class:
Class Period 1- Students will reflect and recall information learned from lesson 1, and receive all their needed information to begin the construction of their
poem.
Homework:

After observing the whole class, the instructor will design a question that will address and supplement instruction for the students. These questions may be
taken straight from the "Essential Questions". This question will be answered in their sketchbooks, and the students will need to answer the question in
writing and drawing to reinforce the relationship between the textual and visual.
Example:
How does the integration of the arts and writing develop an imagined experience?
Drawing Answer:
Written Answer:
*This is a completion grade, no right or wrong answer, because this will be used as a measure of the instructor as well as the student.

Class Period 2- Students will be constructing their poem.

After observing the whole class, the instructor will design a question that will address and supplement instruction for the students. These questions may be
taken straight from the "Essential Questions". This question will be answered in their sketchbooks, and the students will need to answer the question in
writing and drawing to reinforce the relationship between the textual and visual.
Example:
How do the sensory elements, organizational principles and expressive qualities of the arts tell a story?
Drawing Answer:
Written Answer:
*This is a completion grade, no right or wrong answer, because this will be used as a measure of the instructor as well as the student.

Class Period 3- Students will be work shopping their poems for completion. All poems will be turned in at the end of the class.
Class period 3 is the conclusion of Lesson 2. So after observing the whole class, the instructor will design a question that will address and supplement
instruction for the students leading them into lesson 3 (food for thought). These questions may be taken straight from the "Essential Questions". This
question will be answered in their sketchbooks, and the students will need to answer the question in writing and drawing to reinforce the relationship
between the textual and visual.
Example:
What impact does the elements of value, perspective and color schemes; the principles of contrast, emphasis and unity; and the expressive qualities have
on a visual and/or textual story?
Drawing Answer:
Written Answer:
*This is a completion grade, no right or wrong answer, because this will be used as a measure of the instructor as well as the student.

Formative Assessment for Both Content and Language (e.g., student product and/or
performance (tests, worksheets, oral presentations, etc.), checklists, teacher questions, and
corresponding assessment criteria that link back to your objective statements)
Student participation will be continually measured throughout the lesson and documented by
class dojo.
For Example:
Instructor will be asking questions in relation to lesson content and language. Each time a
student participates to the answer of these questions they will be marked in class dojo to
provide evidence.
These questions can be deconstructed forms of the essential questions.
For Example:
How do the sensory elements of the arts tell a story?
How do the organizational principles of the arts tell a story?

How do the expressive qualities of the arts tell a story?

How does the integration of the arts develop an imagined experience?
How does the integration of writing develop an imagined experience?
What impact does the elements of value have on a visual and/or textual story?
What impact does the expressive qualities have on a visual and/or textual story?
What impact does the perspective have on a visual and/or textual story?
What impact does the color schemes have on a visual and/or textual story?
What impact does the principles of contrast have on a visual and/or textual story?
What impact does emphasis and unity have on a visual and/or textual story?
Or these questions can be directly related to academic language.
For Example:
How is composition used in a visual and textual story?
How is unity used in a visual or textual story?
How can we identify an emphasis in the textual and visual story?
How can we identify balance in the textual and visual story?
This assessment allows the instructor the ability to accommodate and supplement instruction,
as he or she sees fit, because it continually checks for student understanding of both
content and language as related to the lesson.
Summative Assessment (when applicable - e.g., student product and/or performance (tests, worksheets, oral presentations,
etc.), checklists, teacher questions, and corresponding assessment criteria that link back to your objective statements)

The summative assessment of lesson 2 will be the creation of the poem in which student
performance will be measured by a rubric (as referenced below), and a peer critique.
Peer Critique:
To conclude lesson 2, the students will share their poems with their peers in a critique setting. The objective of this peer critique for the instructor is to gear
students up for lesson 3, because student success in lesson 3 will hinge on the students understanding of their poem, and the relationship the
students will be detailing between the visual and textual story. So in order to accomplish this the instructor will guide the peer critique off of the essential
questions and enduring understandings.
Enduring Understandings:

1. Students will be able to apply skills and knowledge to demonstrate the ability to tell a visual and textual story.
2. Students will be able to integrate and evaluate content presented in diverse formats as it relates to the visual arts and
writing.
3. Students will be able to develop real or imagined experiences or events using effective technique, well-chosen details, and
well-structured event sequences through writing and the visual arts.
Essential Questions:

How do the sensory elements, organizational principles and expressive qualities of the arts tell a story?
How does the integration of the arts and writing develop an imagined experience?
What impact does the elements of value, perspective and color schemes; the principles of contrast, emphasis and unity; and
the expressive qualities have on a visual and/or textual story?

Rubric:
*Referenced below

Poem Rubric
Mastery (4.000 pts)

Accomplished (3.000 pts)

Developing (2.000 pts)

Beginning (1.000 pt)

Student demonstrated
mastery ability to develop
real or imagined
experiences or events
using effective technique,
well-chosen details, and
well-structured event
sequences through writing
and the visual arts to tell a
story.

Student accomplished the

ability to develop real or
imagined experiences or
events using effective
technique, well-chosen
details, and well-structured
event sequences through
writing and the visual arts
to tell a story.

Student is developing the

ability to develop real or
imagined experiences or
events using effective
technique, well-chosen
details, and well-structured
event sequences through
writing and the visual arts
to tell a story.

Student is beginning to
demonstrate the ability to
develop real or imagined
experiences or events
using effective technique,
well-chosen details, and
well-structured event
sequences through writing
and the visual arts to tell a
story.

Poem Creation Student demonstrated

(1.000, 25%)
mastery ability using the
language of the arts and
writing to apply skills and
knowledge in the creation
of their poem.

Student accomplished the

ability using the language
of the arts and writing to
apply skills and knowledge
in the creation of their
poem.

Student is developing the

ability to use the language
of the arts and writing to
apply skills and knowledge
in the creation of their
poem.

Student is beginning to
demonstrate the ability to
use the language of the
arts and writing to apply
skills and knowledge in the
creation of their poem.

Peer Critique

Student demonstrated
mastery ability during the
peer critique by
volunteering thoughtful
suggestions, sharing their
own work, and accepting
criticism.

Student accomplished the

ability during to peer
critique by volunteering
suggestions, sharing their
own work, and accepting
most criticism.

Student is developing the

ability to peer critique by
volunteering suggestions,
sharing their own work,
and listening to criticism.

Student is beginning to
develop the ability to peer
critique by providing
suggestions, sharing their
own work, and listening to
criticism.

Student demonstrated
mastery ability in
participating in all
exercises leading up to,
and through, the
completion of their poem
as evident by Class Dojo.

Student accomplished
participation in most
exercises leading up to,
and through, the
completion of their poem
as evident by Class Dojo.

Student is developing
participation tendencies,
and participated in some
exercises leading up to,
and through, the
completion of their poem
as evident by Class Dojo.

Student is beginning to
develop participation
tendencies, and
participated in a few
exercises leading up to,
and through, the
completion of their poem
as evident by Class Dojo.

Poem Story
(1.000, 25%)

(1.000, 25%)

Student
Participation
(1.000, 25%)

Materials & Technology

Identify any textbook or instructional program you would use primarily for instruction. If a
textbook, please provide the title, publisher, and date of publication.
Webb's Depth of
Knowledge: http://www.aps.edu/rda/documents/resources/Webbs_DOK_Guide.pdf
Visual Teaching Stratagies: http://www.vtshome.org
Poetry for Kids: http://www.kathimitchell.com/poemtypes.html
English-Spanish Dictionary: http://www.educationalinsights.com/product/130688.do?
src=GOOGLEPS&gclid=CO_dgcG7mL4CFWNgMgodpC0AXw
List other resources (e.g., Materials & Technology related to art posters or slide of artworks,
SmartBoard, on-line resources, ELL supports) you plan to use for instruction during this
lesson.
Class Dojo: http://www.classdojo.com
e-Special Needs: http://www.especialneeds.com/handwriting-writing-writing-aids-pencilsgrips.html
SpanishDict: http://www.spanishdict.com/translate/guide
iPad (1)

Promethean Board
White Board
Giant Sticky Notes
Markers
Pens
Notebook Paper
PenAgain Twist N' Write Children's Pencils
Pencil Grips
HandiWriter
The Writing C.L.A.W.

Teachers Plans & Preparation

(Describe your plans for assembling materials, practicing procedures yourself beforehand,
organizing work stations, etc.)
Focus Student: Differentiated or Individualized Learning (Describe a learner for whom the
lesson will need to be adjusted, based IEP or 504 mandated plan and then describe the
adjustment or modification to the lesson you have made for him or her in keeping with IEP or
504 mandated plan.)
Cognitive (How have the activities in your unit been designed to facilitate/scaffold
the student who is struggling as a reader (2 grade levels below target)?

For this student two different accommodations need to be made: one for homework
questions, and the other for the summative project.
Accommodation for the Home Work Questions:
The homework questions are developed by the instructor to address the class as he
or she sees best fit. These questions are usually the essential questions of
themselves, or a slight variation. For the struggling reader the instructor will need to
alter/deconstruct the question into a less complex format.
An example of this is:
Regular Question:
How do the sensory elements, organizational principles and expressive qualities of the arts tell a story?
Drawing Answer:
Written Answer:
Deconstructed Question:

How do the sensory elements of the arts tell a story?

Drawing Answer:
Written Answer:

Accommodation for the Summative Project:

Working in conjunction with the language arts teacher in this lesson, I have been
provided with the resource Poetry for Kids. This resource provides numerous examples
of poetry styles from autobiographical to ballad. To address a struggling reader 2
grade levels below target I would provide them with a fill in the
blank autobiographical poem worksheet or a simple acrostic.
Example:

or
Acrostic

Language/Linguistic (How have the activities in your unit been designed to

facilitate/scaffold the emerging-level English Language Learner?)
The emerging ELL learner will need specific accommodations for the homework
questions and the summative project in the lesson. This student will also be
provided a translation tool from http://www.spanishdict.com/translate/guide, and in
order to take full advantage of it throughout the lesson, the student will be provided
an iPad (the instructor will need to provide iPad and create login for resource). The
student will also be provided an English-Spanish dictionary. All of this can be
allowed in our school because we endorse bi-lingual education. These tools are
important to the success of this student because they allow them quick access to
needed translation for understanding lesson directions and classroom procedures.
Accommodation for Summative Project:
This student will be provided the same templates as the struggling reader.
Depending on student progression these templates can become less or more
difficult for the student, this decision is up to the digression of the instructor.
Example:

or
Acrostic

Physical (How have the activities in your unit been designed to facilitate/scaffold the
student with limited fine motor muscle control?)
This student will need access to writing utensils that are easy to grip for them. The
access to these tools is essential for the success of this student throughout the
lesson, and will need them for all projects.
Available Writing Utensils to Accommodate Student Needs:
PenAgain Twist N' Write Children's Pencils:

Pencil Grips:

HandiWriter:

The Writing C.L.A.W.:

All of the above utensils can be used in combination with other art utensil mediums
such as: colored pencils, marker, crayons, paint brushes, and etc.
Source:
http://www.especialneeds.com/handwriting-writing-writing-aids-pencils-grips.html

Plans for Set/Hook (Engage and focus students for 2-3 minutes. Specific plans for
establishing a hook or set should be evident; take students' prior experiences and knowledge
into account; and require student participation.)
This lesson is designed to occur over 3 class periods:
Class Period 1- Students will come into class with terms presented on the Promeathaen Board.
For Example:
Noun- Dogs
Verb- Swimming
Adjective- Lazy
These terms are an example of what will be randomly provided to each student to create his or her poem in this lesson (As detailed in "Plans for Guided
Student Practice"). But before the students know what these terms are for we are going to VTS (Visual Teaching Strategies) the terms by asking a
simple question, "What is happening here"? On the white board the instructor will record student responses, and because the students are familiar with the
VTS process, from lesson 1, this should lead to a great discussion. Concluding this student lead discussion will be the beginning to the lesson, and lead
into the students selecting their own terms for the creation of their poem.

Class Period 2- Students will come to class and a discussion will be had on the previous classes homework.
In the previous class, the instructor designed a question that addressed and supplemented the instruction for the students. This question was
answered in their sketchbooks, and the students had to answer the question in writing and drawing to reinforce the relationship between the
textual and visual.
Example:
How do the sensory elements, organizational principles and expressive qualities of the arts tell a story?
Drawing Answer:
Written Answer:
This set/hook will start with the instructor grouping students into pairs, and tasking them to compare and contrast each others answers. The
students will then staple their homework together, and circle what they believe to be the best two answers between them (one drawing and
one written). This will count towards their participation grade, and will provide the instructor of student learning.

Class Period 3- Students will come to class and a disscussion will be had on the previous classes homework.
In the previous class, the instructor designed a question that addressed and supplemented the instruction for the students. This question was answered in
their sketchbooks, and the students had to answer the question in writing and drawing to reinforce the relationship between the textual and visual.
Example:
What impact does the elements of value, perspective and color schemes; the principles of contrast, emphasis and unity; and the expressive qualities have
on a visual and/or textual story?
Drawing Answer:
Written Answer:

This set/hook will start with the instructor grouping students into pairs, and tasking them to compare and contrast each others answers. The
students will then staple their homework together, and circle what they believe to be the best two answers between them (one drawing and
one written). This will count towards their participation grade, and will provide the instructor of student learning.

Demonstration & Lecture

This lesson will be given using Webbs Depth of Knowledge model.

Source: http://www.aps.edu/rda/documents/resources/Webbs_DOK_Guide.pdf
Plans for teacher input in the form of explanations and modeling
Explain your execution of the following procedures:
1. Connecting previous and current learning
2. Teacher modeling (including a logical sequence or chunking of the explanation or

modeling):
3. Use of academic language to develop content understanding
4. Checking for understanding of the procedures, expected behaviors, and anticipated
products:
Level One (Recall)
Students will be asked a series of open-ended questions about lesson 1. These open-ended
questions will serve as the foundational building block to recalling prior knowledge. Examples
of these are:
Who can tell me what they learned from lesson 1?
What were some of the key terms from lesson 1?
Level Two (Skill/Concept)
After students answer the open-ended questions, recalling the previous lesson, the instructor
should take the student's answers and redirect/reframe them into a discussion on skill/concept
reinforcing academic language. The instructor should guide this conversation into a compare
and contrast discussion where the students are required to sort information in various ways.
For example:
Students said they learned a lot about the relationship between a visual story and textual
story.
The instructor then can ask the students: what are some of the similarities and
differences between the visual and textual story?
Next the instructor should proceed to having the students create this chart. The goal here is
for the students to identify the relationship that exists between the visual and textual story.
Refer to the academic language chart for terms to reinforce.
Level Three (Extended Thinking)
After the students have established skills/concepts, through comparing and contrasting, the
instructor should ask questions to extend thinking. These questions should provoke deeper
thought in students. For example:
The student said that they noticed that there is emphasis in a visual and textual story.
The instructor then redirects and says: this is true, there is an emphasis in both, but how
do you identify an emphasis in a visual and textual story?
This example is interchangeable with other terms from the academic language chart.
Level Four (Strategic Thinking)
Finally, the students have begun brainstorming on how to identify an emphasis point. Now, the
instructor needs to provide a challenge to further the extended thinking and foster strategic
thinking. For Example:
The instructor listens to student responses on how to identify an emphasis in a visual and

textual story. Next, the instructor will task the students to individually draw an emphasis,
and write an emphasis, in 2 minutes or less.
This example can be interchangeable with other terms (i.e. composition). The point of this
strategic thinking example is to reinforce the relationship that exists between the visual and
textual story.
Plans for Guided Student Practice Explain your use of
1. Questioning skills and specific questions you will use
2. Monitoring adjusting, feedback during the lesson, as well as for student practice using:
3. Academic language and new (4) English language structures, as needed:
In lesson 1, students examined the relationship between the visual and textual story. The
students did this by performing a close reading of a poem and then creating an illustration
from that close reading during guided practice. Now in lesson 2, during guided practice, the
students will be tasked with creating their own (textual) poem. This poem will be the
foundation to the Unit's summative project in lesson 3, where the students will be developing
an illustration for their poem.
Level One (Recall)
Each student will randomly select one piece of paper out of a hat from the following hat
categories: hat #1 art style, hat #2 nouns, hat #3 adjectives, and hat #4 verbs. The terms in
each of these hats will be constructed from student responses recorded from Lesson 1. These
terms will provide a recall of the previous lesson, reinforcing learned information and
experiences from lesson 1. The students will use these terms to create their poem. An
example of this is:

Noun- Dogs
Verb- Swimming
Adjective- Lazy

Example of Poem:

Did you hear about the swimming dog?

The one that is always lazy on the log?
No, the one who is always giggling!
Oh, that dog, the one who is always giggling and wiggling!

Yes! That dog is the coolest dog!

Yes, and that dog has the best lazy log!
What I would give to be that dog.
What I would give to have that log.

Level Two (Skill/Concept)

After the students receive their pieces of paper from each hat containing their art style, noun,
verb, and adjective, they will need to identify a poetry style in which they have been learning in
language arts class to use for the creation of their poem. The language arts teacher has
provided us with the different skills and concepts of poetry in which the students have learned.
Examples of the poetry styles that students know can be found
at: http://www.kathimitchell.com/poemtypes.html.
The interdisciplinary action that is taking place here is important for the students because it
further reinforces the relationship between the textual and visual story.
Level Three (Extended Thinking)
Once, students have identified their poem style they will need to begin brainstorming to extend
their thinking of what their poem's story will be. The students will achieve this
through brainstorming and then writing their ideas on a piece of giant post-it-note paper.
These ideas for their story will serve as the building blocks, along with the terms selected from
their hat, in the creation of their poem.
It is important that the students take the brainstorming seriously, and not to dismiss any of
their notes, because these notes will also be used in lesson 3 for their summative project
where they will be creating an illustration for their poem. The combination of these will serve
to complete their understanding of the relationship between the visual and textual story.
Level Four (Strategic Thinking)
At this point students will have their terms from the hat, their poem style, and
their brainstorming notes detailing what their story will be. Now, the students need to
strategically think and add all of these components together to create their poem.
For example:
terms from the hat + poem style + brainstorming notes = AWESOME POEM

Example of Poem:
Did you hear about the swimming dog?

The one that is always lazy on the log?

No, the one who is always giggling!
Oh, that dog, the one who is always giggling and wiggling!
Yes! That dog is the coolest dog!
Yes, and that dog has the best lazy log!
What I would give to be that dog.
What I would give to have that log.

Plans for Independent Student Practice [Homework or independent practice related to the
lesson]
This lesson is designed to occur over 3 class periods with a homework assignment given in
conclusion of each class:
Class Period 1- Students will reflect and recall information learned from lesson 1, and receive
all their needed information to begin the construction of their poem.
Homework:
After observing the whole class, the instructor will design a question that will address and
supplement instruction for the students. These questions may be taken straight from the
"Essential Questions". This question will be answered in their sketchbooks, and the students
will need to answer the question in writing and drawing to reinforce the relationship between
the textual and visual.
Example:
How does the integration of the arts and writing develop an imagined experience?
Drawing Answer:
Written Answer:
*This is a completion grade, no right or wrong answer, because this will be used as a measure
of the instructor as well as the student.

Class Period 2- Students will be constructing their poem.

After observing the whole class, the instructor will design a question that will address and
supplement instruction for the students. These questions may be taken straight from the
"Essential Questions". This question will be answered in their sketchbooks, and the students
will need to answer the question in writing and drawing to reinforce the relationship between

the textual and visual.

Example:
How do the sensory elements, organizational principles and expressive qualities of the arts tell
a story?
Drawing Answer:
Written Answer:
*This is a completion grade, no right or wrong answer, because this will be used as a measure
of the instructor as well as the student.

Class Period 3- Students will be work shopping their poems for completion. All poems will be
turned in at the end of the class.
Class period 3 is the conclusion of Lesson 2. So after observing the whole class, the instructor
will design a question that will address and supplement instruction for the students leading
them into lesson 3 (food for thought). These questions may be taken straight from the
"Essential Questions". This question will be answered in their sketchbooks, and the students
will need to answer the question in writing and drawing to reinforce the relationship between
the textual and visual.
Example:
What impact does the elements of value, perspective and color schemes; the principles of
contrast, emphasis and unity; and the expressive qualities have on a visual and/or textual
story?
Drawing Answer:
Written Answer:
*This is a completion grade, no right or wrong answer, because this will be used as a measure
of the instructor as well as the student.

Plans for Closure (brief teacher or student-led review, with reference back to essential
questions and enduring understandings)
At the end of lesson 2 the students will have created a poem from the combination of: their
terms from the hats, their poem style chosen, and their brainstorming notes.
For example:
terms from the hats + poem style + brainstorming notes = AWESOME POEM
To conclude lesson 2, the students will share their poems with their peers in a critique setting.

The objective of this peer critique for the instructor is to gear students up for lesson 3,
because student success in lesson 3 will hinge on the students understanding of their poem,
and the relationship the students will be detailing between the visual and textual story. So in
order to accomplish this the instructor will guide the peer critique off of the essential questions
and enduring understandings.
Enduring Understandings:
1. Students will be able to apply skills and knowledge to demonstrate the ability to tell a
visual and textual story.
2. Students will be able to integrate and evaluate content presented in diverse formats as it
relates to the visual arts and writing.
3. Students will be able to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences through writing and
the visual arts.
Essential Questions:
How do the sensory elements, organizational principles and expressive qualities of the
arts tell a story?
How does the integration of the arts and writing develop an imagined experience?
What impact does the elements of value, perspective and color schemes; the principles
of contrast, emphasis and unity; and the expressive qualities have on a visual and/or
textual story?

This closure activity will be used to reinforce the objectives of this lesson and to provide a
foundation to lesson 3. Student participation will be documented by Class Dojo.

Created with LiveText - livetext.com