CEP

Lesson Plan F orm

Teacher: Lizzy Clay

School: Poudre HS- Educ 450

Grade Level: High s chool

Title: See-Think-Wonder Mini Lesson

Date: 9.8.2015

Content Area: Art

Lesson #: 1 of 1

I have used the High School Art standards for the lesson- although we may not get to the specific
standards associated with the content, the focus will be on the strategy for future teachers.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

1. Observe and Learn to Comprehend
Understandings: ( Big Ideas)
1. Visual art has inherent characteristics and expressive features
2. Historical and cultural context are found in visual art
3. Art and d esign have purpose and function
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, s elect
applicable questions from s tandard)
1. Visual art has inherent characteristics and expressive features

What are the ways to analyze and discuss works of art?

What other ways are there to d iscuss works of art b eyond the characteristics and
expressive features of art and design?

How do various cultures experience and define art?

2. Historical and cultural context are found in visual art

What is considered art?

How does context affect works of art?

Why would context matter when interpreting art?

What is a culturally s ensitive issue, and how does it impact works of art?

3. Art and d esign have purpose and function

What is the purpose of art?

How do different cultures manifest the purpose of art?

How can art make important contributions to society?

Colorado S tate University College of Health and Human S ciences

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CEP Lesson Plan F orm

Evidence Outcomes: ( Learning Targets/Objectives)
Every student will be able to: (Create your own lesson objectives from the s tandard, follow the ABCD
format, using student voice)
I can:
1. Demonstrate skills that u tilize the characteristics and expressive features of art and d esign to
communicate meaning
2. Analyze innovation in art through h istorical and cultural context
3. Investigate and articulate the a ims of d isparate art p ractices and traditions

This m eans:
1. Students can talk about artwork using appropriate vocabulary to demonstrate artistic intent
2. Students can look art from the past and s ee how it has chanced
3. Students will b e able to differentiae b etween different methods of creating art

List of Assessments: ( Write the number of the learning target associated with each assessment)
1. During small group time I will take n ot of the conversations happening b etween the See-
Think-Wonder activity

2. Students will talk about how the image given is d ifferent / how it has influenced current art
(prompt may b e given)
3. A discussion about the art- how it differs from other works the students have seen, and also
the strategy - how it can b e used in different content a reas








List of Significant Vocabulary: (List the significant vocabulary words and definitions for this lesson)

See-Think-Wonder- the s trategy used in class to get student to think about a specific
content

Observation- in this case using multiple levels: What d o you s ee, What do you think?
And What do you wonder?

Colorado S tate University College of Health and Human S ciences

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