MODULES 3: PLANNING FOR INSTRUCTION A LESSON PLAN

Your Lesson Plan will be informed by: Module 1 - Needs Assessment, Stage 1: Desired Results and Module 2 - Stage 2:
Assessment Evidence, and Stage 3: Learning Plan Major Activities

LESSON PLAN

Lesson Overview with Rationale and Purpose: The

lesson I have chosen to present is

creating a Dr. Seuss landscape. This project targets three of the vocabulary words
from my needs assessment contrast, focal point, and unity. The terms are formally
assessed three times. There is also a summative at the end of term one, which
contains vocabulary from this lesson. The knowledge and skills learned in this lesson
will contribute to my essential questions and enduring understanding from my needs
assessment which are:
How does the visual analysis of art and understanding of artistic
vocabulary make you a better communicator?
Understanding artistic vocabulary aides in our abilities to describe,
detail, and enrich personal written and verbal communication.
By acquiring the understanding of these vocabulary words, the students will be able
to achieve a more sophisticated level of both written and oral communication. The
instruction will come in a variety of activities such as drawing, small groups learning,
web site searching, as well as being supported by flipped learning environment.

Prior Knowledge:

The artistic knowledge base for the 5th grade is extensive. The students summative
for this year reflects on the entire prior curricular knowledge taught in grades K-4. For
this lesson specifically the prior knowledge includes seven color families: primary,
secondary, warm, cool, neutral, tertiary, and monochromatic. The students must also
activate their understanding of the contents of a landscape. The foundational units of
study are those of the seven previously mentioned color families, and knowledge of
artistic subject matter (seascape, landscape, still life, and cityscape).
The assessment of this knowledge is monitored by a guided worksheet that is
completed in the first stages of this lesson. The color families are listed on the
worksheet. The student must list or color the correct color in each family, thus
activating prior curricular knowledge. Adjacent to the color family on the worksheet is
a small drawing space. In that drawing space, the student will draw an element that
they are going to include in their landscape. That landscape element will be colored
with the corresponding family (this activates subject matter knowledge). For example,
the student may draw a tree next of the primary color family. This indicates in their
final drawing, they will be coloring a tree containing all the member of the primary

color family. Activating these previous vocabulary terms will help the understanding of
the more complex terms of unity, focal point and contrast. Unity will be explained by
keeping the drawing in the style of Dr. Seuss. Contrast will be explained in the terms
of color. The use of all of these families in one artwork creates a contrast in the
landscape. Focal point will be achieved by using proportion or detail. The students
will pick a single landscape items to either draw much larger or add to detail to create
a focal point.
Learning Objectives: Students

will use specific art related terminology to describe how

and where in the artwork, the artist (or themselves) used that vocabulary.
Focal Point
Unity
Contrast
Color Families
Engagement/Motivation; I

will play a clip from the Lorax movie to motivate the students.
The students will be verbally questioned about subject matter or type of artwork they
just saw (landscape). Students will break into to small groups to talk about what
defines the style of Dr. Seuss. We will create a Wordle with responses to this
question for technology integration.
Instructional Procedures Description (activities, investigations, problems, questions, or tasks students will tackle
independently and/or collaboratively)

Day 1- Focus on Lesson Goals and Color Families

Following the movie clip and style discussion. A guided practice worksheet will be
presented. I will ask the students to correctly answer/color-in the individual members
of each color family. Students will color in the boxes on the worksheet. Teacher will
share the rubric so students understand the expectations of the project. This is a
collaborative process.
Differentiation options include a scaffold worksheet for subgroups and the use of a
color wheel when filling in the guided worksheet.
Technology integration could include a station where the students can watch
thehttps://jr.brainpop.com/ video related to color families. The students can also
watch a link on how to access the content as home
https://www.sophia.org/tutorials/dr-seuss
Day 2-Focus on Landscape elements and Unity
Students will review what artistic style means in a whole class discussion. The wordle
of the components Dr. Seuss style will be projected, in order aide in the drawing
portion. I will introduce the vocabulary term unity and show artworks that display this

principle. I will explain how we will achieve it in our artworks by maintaining the style
of Dr. Seuss in the landscape. Students will continue with drawing landscape
elements on the guided practice. During this independent practice it gives me time to
visually confirm the use of Dr. Seuss style. Students will have access to multiple texts
of Dr. Seuss for reference. I will field questions and provide explanations during this
independent practice time. This stage of the assignment is both collaborative and
independent.
Differentiation in this stage would include a visual review of landscape elements in
small groups for the subgroups as they finish their worksheets.
Technology can be integrated at this stage by allowing the students to visit
http://www.seussville.com
Students can also access http://www.discoveryeducation.com/ through my Sophia
space to get additional access to landscape images
https://www.sophia.org/tutorials/dr-seuss
This site on unity will also be available for view on a classroom device
http://kidcourses.com/principles-design-unity/
Day 3-Focus on Focal Point
I will formally assess the students work by checking the guided practice for errors in
the style of the drawing or the colors in the color families. The term focal point is
introduced. I will show images from Dr. Seuss books. Students will have to indicate
the focal point in the image and verbally explain why that imagine catches your eye.
Students will pick one element from their guided worksheet that will serve as the focal
point of their artwork. I can choose to formally assess the vocabulary word unity at
this time to check for understanding from the previous class. Students will begin the
final draft of their art. This stage of the assignment is independently driven.
Differentiation in this stage could include reducing the number of items that must be
included in the landscape from seven to five.
Technology can be integrated at this stage by allowing the students to visit
http://www.seussville.com
Day 4 Focus on Contrast
The term contrast will be introduced and students will review images that contain
contrast. I will explain t contrast in this artwork will be achieved by including multiple
color families. The formal assessment for focal point can be given at this time to
check for understanding. Students will be given time to work on their final drafts. This
stage of the assignment is independent work time.
Differentiation in this stage would include small group instruction for the targeted
students of different ways to make a focal point.

Technology can be integrated by have the students do a search on

http://www.metmuseum.org/collection/metkids/explore to find art work that displays a
clear focal point.
This video on contrast will also be available for view on a classroom device
http://thevirtualinstructor.com/contrast-in-art.html
Days 5,6-Focus on Production of Artwork
Independent work
The formal assessment of the term contrast will be given to check for understanding.
I will pull small groups that did not preform well on the previous formal assessments
and visual review those terms.
Differentiation in this stage would be one on one instruction to meet students specific
artistic needs.
Technology can be integrated by have the students do a search on
http://www.metmuseum.org/collection/metkids/explore to find art work that display
contrast
Day 7-Focus on Rubric and Closure
Lesson closure and rubric and gallery walk
Differentiation in this stage would an oral check for understanding from the targeted
subgroups.
I can take pictures of each work of art to integrate technology. A slide show can be
created to use in future years of presenting this lesson.
Closure: The lesson is closed by a self-guided and self-graded rubric. The vocabulary
is assessed in this rubric as well as running annotations on work habits. The closing
activity for this is a gallery walk. This is a positive only critique and it allows for me to
check for understanding in an oral format for my targeted sub-groups. This oral
checking for understanding can reinforce the questions on the rubric. Often, art topics
are not directly related. A concrete link to the ideas/vocabulary that is being taught in
the next lesson may not be achievable. However, rubric related items like
craftsmanship, work habits, and pictorial analysis carry over from lesson to lesson.
Dr. Seuss Landscape
5th GRADE

Name:______________ Teacher Code:______

Score your artwork using the following rubric

Circle a number for each question

Always

Most of the
time

Sometimes

Hardly
-ever

Not
At
all

1. Did I use the elements of a

landscape in my drawing

2. Did I make my artwork in the

style of Dr. Seuss
3. Did I use good craftsmanship?
Effort and neatness

4. Did I use my studio time to the

best of my ability?

A
18-20

B
17-16

C
15-14

3
D
13-12

F
11-0

Teacher Score: _______________

Comments:

Explain how you artwork displays the artistic principle of unity?

What is the focal point of the artwork? Why do you consider that as a focal point?

Make a bubble chart with the word contrast in the middle, draw or write at least three
examples that show the definition of the word.

Next Steps: Understanding the three focused vocabulary words will continue to build
knowledge that is needed for the term one summative. It was also help with the
transfer goal of sorting through a large amount of information to find relevant pictures
for a specific vocabulary word.
Formative Assessment (Individual, Collaborative )

At the end of the lesson students should be able to understand and identify how the
artistic principles of focal point, unity, and contrast are used in their own work of art
and that of other artists. The students should be able communicate understanding of
this vocabulary in both oral and written formants. I extrapolate student understand
from the three formatives. I will also be able to visually assess if students are creating
and artwork that represents the key vocabulary terms.
5th Grade Semester 1
Art Principles Formative
Name__________________________Class________Score__________

Directions: Look at the artwork provided (Teacher will select an art work from the
samples below) and answer the questions below
Art Principles
Word Bank
Pattern
Balance
Focal Point
Rhythm
Unity
Repetition
Contrast
Emphasis
Variety
Proportion

1. Name one art principle from the word bank above used in the artwork.
___________________________________________________________
2. Explain how the artist used it in the artwork.
_________________________________________________________________
_________________________________________________________________
______________
This formative is directly related to the goals in the needs assessment: Students will
have to identify how and where the artist used the terms in the artwork they have
found. It is also an informal practice of what is required at the semester summative. It
is linked to art standard: AR.500.55.b ART PRINCIPLES Pattern and Repetition
Balance: Symmetrical, Asymmetrical Contrast Focal Point and Emphasis Rhythm
Variety Unity Proportion. This formative can be given anytime during the lesson, after
the principle has been explained and reviewed, using any work of art that contains
said vocabulary. The word bank can be reduced for the targeted subgroups. Another
differentiation technique, for ESL students, would be for me to give them an option to
orally take the formative. The word bank can also be reduced to fewer terms. This
formative can also be given multiple times, with different works of art. It can be
administered again using a different image, if the class results are not showing
comprehension of a particular term (unity/contrast/focal point).

Unity:

Focal Point:

Contrast:

Rubric for formative:

Was the correct principle chosen?

Was the principle explained correctly?
Points

_______/2____

Summative Assessment (Individual, Collaborative )

***Note the summative is given at the end of the term not the end of this specific project

Students will take this summative at the end of term one to evaluate their vocabulary
and subject matter knowledge. They will also keep a personal portfolio of all their
finished artworks as a summative measure as well. This summative is scaffolded to
support the enduring understanding concept from the needs assessment:
Understanding artistic vocabulary aides in our abilities to describe, detail, and enrich
personal written and verbal communication.
5th Grade Semester 1 Art Summative
Production Directions and Rubric
Name: _________________________________________________________
Score: ______________
Class: ___________________School: _____________________________

Student Directions: Create an artwork using the steps and rubric below:
1. Choose a subject matter for your artwork from the Word Bank below.
Subject Matter
Word Bank
Portrait
Landscape
Cityscape
Seascape
Still Life
2. Make sure your final artwork shows at least one art principle from the Word
Bank below.
Art Principle

Word Bank
Pattern
Balance
Focal Point
Rhythm
Unity
Repetition
Contrast
Emphasis
Variety
Proportion
5th Grade Semester 1
Art Summative
Artist Statement
Name: _________________________________________________________
Score: ______________
Class: _________________________________________ School: __________

Title of Artwork:
_____________________________________________________________
1. What did you do? I chose to create a (subject matter):
________________________________________________________________.
2. How did you do it? I created this artwork using (art tools and media):
____________________________________________________________________
____________________________________________________________________
________.
3. What inspired you to create your art this way?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
________.
4. Name one art principle from the word bank below used in your artwork:
____________________________________________________________________
________.
Explain how you used it in your artwork? ___________________________________
_______

Art Principle Word Bank

Pattern Balance Focal Point Rhythm Unity
Repetition Contrast Emphasis Variety Proportion

Production Grading Rubric:

Student
1. Demonstrated one of the subject matter choices

Teacher

2.Artwork is neat
3. Artwork shows originality and
Creativity
4. Used one or more art principles in
their design
Production Total Points:

Artist Statement Grading Rubric:

1. Listed the Subject Matter chosen in the
Artwork

___/4

Student

___/4

Teacher

2. Listed the art media and/or tools used in

the artwork
3. Wrote the inspiration for creating this
artwork
4. Correctly explained how the art principle
Chosen is displayed in this artwork
Artist Statement Total Points:

Total Score: ____/8

___/4

___/4

Differentiation would occur in this stage by giving additional work time to complete the
summative. Removing some the of subject matter choices and principle choices. A
human reader of the questions and scribe for struggling students could also be an
option for the targeted subgroups.
Technology can be integrated in making a digital work of art as part of this production
summative

Rubric

Included above
Student Resources: Resources such as online student tools, research sites, student handouts, tools, tutorials,
templates, and assessments. Again, these resources should be developmentally appropriate. Include MLA citations in
the Bibliography.

Dr. Seuss books

Teacher created guided worksheet
http://thevirtualinstructor.com/contrast-in-art.html
http://www.metmuseum.org/collection/metkids/explore
http://www.seussville.com
http://kidcourses.com/principles-design-unity

https://www.sophia.org/tutorials/dr-seuss
http://www.discoveryeducation.com/
https://jr.brainpop.com/

Teacher Resources:

Dr. Seuss books

http://www.incredibleart.org/
https://sites.google.com/a/fcps.org/curriculum

Bibliography: Include all resources used to complete the project in correct MLA format. These may be curriculum
guides, textbooks, books, web sites, etc.

Frederick County Public School, Elementary Visual and Preforming Arts Curriculum
https://sites.google.com/a/fcps.org/curriculum

Cennamo, Katherine S., Ross, John D., and Ertmer, Peggy A. "Technology
Integration for Meaningful Classroom Use: A Standards-Based Approach."
Wadsworth 2014
The Incredible Art Department (IAD) (Incredible Art Department)
http://www.incredibleart.org/

BrainPOP Jr. - K-3 Educational Movies, Quizzes, Lessons, and More! (BrainPOP
Jr. - K-3 Educational Movies, Quizzes, Lessons, and More!)
https://jr.brainpop.com/

Welcome to Discovery Education | Digital textbooks and standards-aligned

educational resources (Welcome to Discovery Education | Digital textbooks
and standards-aligned educational resources)

http://www.discoveryeducation.com/

Principles of Design: Unity (kidCoursescom)

http://kidcourses.com/principles-design-unity

Dr. Seuss | Seussville.com (Dr. Seuss | Seussville.com)

http://www.seussville.com

MetKids (MetKids)
http://www.metmuseum.org/collection/metkids/explore

Contrast in Art - The Value Factor (Contrast in Art-The Value Factor)

http://thevirtualinstructor.com/contrast-in-art.html

Integrating differentiated instruction & understanding by design connecting

content and kids
By: Tomlinson, Carol A., and Jay McTighe.
Association for Supervision and Curriculum Development
2006

*Differentiation: You should provide for differentiation and learning styles by including aspects of UDL and Multiple
Intelligences (verbal/linguistic, musical/rhythmic, logical/mathematical, visual/spatial, body/kinesthetic, intrapersonal,
interpersonal). Plan to differentiate content, processes, context, and products. What are the accommodations,
modifications, extensions, and/or enhancements? How will you accommodate to meet individual needs, including special
needs (ELL/Special Education/GT)?
Rubric support:

EasyTagger: Integrates Common Core Standards into the rubric http://www.essaytagger.com/commoncore

RubiStar http://rubistar.4teachers.org/index.php
TeAchnology Rubric Maker http://www.teach-nology.com/web_tools/rubrics/
Rubric Builder http://landmark-project.com/classweb/tools/rubric_builder.php3
iRubric http://www.rcampus.com/indexrubric.cfm
Annenberg Learner Rubric Maker http://www.learner.org/workshops/hswriting/interactives/rubric/
Pre-Designed Rubrics - Kathy Schrock Assessment and Rubrics http://www.schrockguide.net/assessment-andrubrics.html

The lesson plan was adapted from the AASL Action Example Template, p. 116 in Standards for the 21st Century Learner
in Action, various Maryland school district counties' lesson plan guidelines, the MSDE English Language Arts Instructional
Lesson Plan template, wording from the University of Nebraska at Kearneys SLM Assessment 5, and the McDaniel
College Education Lesson Plan.