Lesson Plan Title: Whats your name?

Length: 5 Classes

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives
of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum
materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.

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.
Students will be assessed on their competency with the use of perspective by examining their cityscape project that immediately precedes the
What is your Name assignment. Based on this assessment the teacher will more accurately be able to prompt students to choose the use of
perspective that best suits their individual needs.

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)

Students will be asked to consider the following questions immediately before beginning their project:
Is it important to know the meaning of your name?
For example: Andres Flores
Manly/Brave Flowers
-If you know the meaning of someones name does that change your perspective of them?
Students will use the meaning of their teachers name as an example of examining the meaning of a persons name. They will then be prompted to
google the meaning of their own names and record it in their process journals, increasing student by in and interest.

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.

Technique
Culture

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.

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I can use perspective and the context of my name to create a perspective composition that reflects the personal meaning and culture of my name. (Standards: 3 GLE
1, GLE 2, PGCs: recognize , articulate, and debate that the visual arts are a means of expression.)

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. Observe and Learn to Comprehend-Given demonstrations of perspective in letters students will be able to use the skills of perspective to create a meaningful composition.
2. Envision and Critique to Reflect-Given an aligned rubric students will be able to guide their artworks to the specific standards.
3. Invent and Discover to Create- Given the technique for perspective students will be able to create a personally meaningful composition of their names.
4. Relate and Connect to Transfer-Given the connection between the cityscape and name assignment students will be able to connect the technique of perspective and
composition to the name project.

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: Access (Resources and/or Process) Expression (Products and/or Performance)
(Multiple means for students to access content and
multiple modes for student to express understanding.) Students will be allowed to choose the level of involvement Students will have a simpler design continuing to use
with their project that best suits their individual needs: perspective and color but limited design and colored pencil
a) Draw your first name using one or two point perspective technique.
and color.
b) Draw your first name using one or two point perspective,
color and value.
c) Draw your first name using one or two point perspective,
color, value and pattern.

Extensions for depth and complexity:
Access (Resources and/or Process) Expression (Products and/or Performance)
Students will be pushed to add more advanced elements to Students will create more complex compositions
their compositions. They will be required to choose the specifically with more additional elements that
below option:
a) Draw your first name using one or two point illustrate the meaning of their name.
perspective, color, value and pattern.
Additionally students will be monitored to add more advanced
elements that illustrate the meaning of their names.

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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.

Students will be required to use complete sentences to answer the following questions. Additionally, they will need to complete internet research to
fully answer the questions.
1. Does your name have a story? Is your name a family name? Were you named after someone special?
2. Look up your name and write down its meaning
3. What could you draw with or in your name to suggest its meaning?

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.

Power Point
Process journal pages (Front of page research and room to work, back of page rubric and student response)
Additional paper with three-hole punch for students who need additional planning room
6x12 drawing paper for final composition
Rulers
Colored Pencil

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.

Below is the Outline of the Power Point for the entirety of the teaching:

Day 1-Tad
T: I understand the meaning of my name
A: Name in Perspective
D: February 23th-24th

Objective for the day

Get paintings
Remove from boards, place tape in middle of table
One person bring boards up
30 minutes to ink
Start new project
Class question
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-Is it important to know the meaning of your name?
For example: Andres Flores
Manly/Brave Flowers
-If you know the meaning of someones name does that change your perspective of them?

Assignment 2:
Whats your name?
Write your name using 1 or 2pt perspective and reflecting the meaning of your name.
Pay attention to craftsmanship and creative design.
* Chose one option based on your ability: All need to reflect meaning.
Draw your first name using one or two point perspective and color.
Draw your first name using one or two point perspective, color and value.
Draw your first name using one or two point perspective, color, value and pattern.
Elements Principles
Color
Value
Shape

Day 2- Tad
I am able to explore and plan my name in perspective
Name in Perspective
D: February 23rd-24th

Objectives for today

Final day to plan
You need to practice several letters in perspective
You will need to create your entire name in perspective before beginning your final pieces.
Remember these will be finished in colored pencil
Remember to create a composition that represents YOU

Day 3, 4, 5 - Tad
I am able to create a complete artwork based on my name and its meaning in perspective
Name in Perspective
D: February 23rd-14th

Objectives for today

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20 minutes to finish plan
Start on final drawing
Begin adding color next class
Perspective
My name with meaning Due date: 2-23,24

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

Create example of my name in perspective for student use.

Have ruler, paper, pencil, ready for use in demo under the document camera
Create Power Point and translate daily goals into TAD
Create demonstration of colored pencil techniques and have materials ready to demo under the document camera

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

Proper and improper use of rulers as well as resulting consequences if rulers are misused. Proper access and cleanup of supplies and 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.

The lesson will begin with the question of the relevance of names begin asked to the whole class. Students will have the opportunity to think, pair,
share about their opinions. Students will also be able to examine the meaning of the teachers name and consider/share if that changes their opinion
of the teacher. Students will be directed to research the meanings of their names and share their discoveries with the class.

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.

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Students will be directed to use their laptops to research the meaning of their names and consider how this can be illustrated. Students will be
encouraged to think beyond the obvious and consider how they can illustrate their names that are close to their personality and identities.

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
Day Instruction - The teacher will... (Be specific about what concepts, Learning - Students will... i.e.: explore ideation by making connections, Time
1 information, understandings, etc. will be taught.) Identify comparing, contrasting; synthesize possibilities for each painting
instructional methodology. KNOW (Content) and DO (Skill) technique; etc. (Be specific about what will be the intended result of the
instruction as it relates to learning.) UNDERSTAND
1. (Slide 1) Students will enter the room, grab their process
journals and record the TAD.
2. (Slide 2) Students will be oriented to the objectives of the
day. Silent tables will be allowed to grab their paintings. 5 min
Tape will be removed from their paintings. Tables that
remove and collect the tape first will be directed to grab
pens for their table.
3. Note that students who are not yet done with their paintings Students will complete their work and connect these skills to the next
will be given 15 minutes to complete them. Any unfinished project. 15 min
work after this time should be made up after school or at
lunch.
4. 30 Minutes on screen timer will be utilized to keep students
on track. 30 min
5. Students will be directed to return their drawing boards to
the front of the classroom. Paintings with students names
will be placed in the middle of each table and collected.
6. (Slide 3) students will be directed to first listen to then
think, pair, share, about the questions on the board.
7. (Slide 4) Teacher will read the assignment to students Orient to the next project. Researching the meaning of their names.
8. (Slides 5,6) Examples will be shown to students
9. Students will be given timed 10 minutes to use their 10 min
computers to research the meaning of their first name.
10. Students will use the remainder of class to sketch their
plans.
Day 1. Students will be directed to get our their process journals 5 min
2 and record their TADS.
2. Students will be reoriented to the name in perspective
assignment and the following objectives:
Final day to plan
You need to practice several letters in perspective
You will need to create your entire name in perspective Students will be oriented to the objectives of the day and reminded of the 20 min
before beginning your final pieces. work from last class.

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 Remember these will be finished in colored pencil
Remember to create a composition that represents YOU
3. Students will be given work time
4. Teacher will circulate room and support students as needed.
5. Students will be directed to watch a perspective tutorial on
the screen.

Day 1. Students will be directed to grab their folders and record the 5 min
3 TAD:
T:I am able to create a complete artwork based on my name and
its meaning in perspective
A:Name in Perspective Students are oriented to the objectives of the day
D: February 23rd-14th
2. Students will be oriented to the objectives of the day:
20 minutes to finish plan
Start on final drawing Students are given work time
Begin adding color next class
3. Students will be given 25 minutes to complete their plan 25 min
4. At the end of the 25 minutes an additional demonstration
will be given (earlier if needed, teacher discretion) Students are given the final resources for their drawings
5. Students will be directed to access specified drawing paper
for their final composition.

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.)

A volunteer for each table will be asked to display their artwork under the document camera. Once the document is under the camera each table
will confer to decide the meaning of the name in the displayed art work. On the count of three each table will reveal their answer. Points will be
awarded to tables who guess the correct meaning of the name.

Students will participate in a final day gallery walk in which they display their final work next to a process journal page with the following
questions to be answered by their peers while they participate in the gallery walk:
1.What is one successful thing in my composition that communicate the meaning of my name?
2. What is one thing that I can improve to communicate the meaning of my name?

Post-Assessment (teacher-centered/objectives as questions): Post-Assessment Instrument:

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

Students will be assessed on the attached Rubric found in the Appendix. Below the rubric on their guided notes students will answer the
The three areas they will be assessed on are: following questions:
o Criteria A: Knowledge & Understanding 1. What elements and principles did you use in your name?
o Awareness of the link between the knowledge acquired and Describe in detail where and how?
artwork created. 2. What success and difficulties did you experience with your
o Criteria B: Developing Skills artwork? Explain.
o Acquisition of skills
o Application of skills
o Completion of work
o Criteria C:
o Demonstrate the explorations of ideas

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice,
reteach content, etc.)

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

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8/9/15 Fahey