Lesson Plan Format (an adaptation of the MoPTA lesson plan format for KCAI students)

File Naming Conventions: Save document with date of most recent revision first as part of the title example: 4-23_GadgetCreatures_Your Last Name

Name of Lesson :
Artist Biography Cubes
Name of Teacher Candidate : Katherine OHara
Created by Erin Scott at Merriam Park Elementary 2016

Class :
Grade :
School Placement :
Merriam Park Elementary

4ART
4th

Rationale : (2-3 sentences why this topic is important and relevant to this age group) KCAI addition
In the fourth grade at Merriam Elementary, all students will make artworks that relate to the artist Wayne Thiebaud: this lesson introduces
students to the artist. It is a literacy infused lesson, which explores a pop-artist who uses age-appropriate subject matter. It also continues on
a previous theme of making 2D medium into 3D sculptures.
Learning Objectives (the lessons objectives and learning outcomes for meeting curricular and student
MO-VA Art
National Core
needs) The students will:
Standards
Art Standards
-Interpret art by referring to contextual information and analyzing relevant subject matter,
characteristics of form, and use of media. (Influence of Popular Images on Pop Art)
-Create works of art that reflect community cultural traditions (Pop Art)
VA:Re8.1.4a
-Identify works of art from: United States (Wayne Thiebaud)
FA.V.1A.GR4
VA:Cn10.1.4a
-Build or layer materials to create a relief Apply a variety of paper folding techniques Modeling with clay FA.I.2A.GR4
or a similar material; Make organic forms (Folding Paper to Make Cubles)
FA.I.3B.GR4
-Create an example of graphic art (e.g., poster, illustration, advertisement, greeting card) (Imagery
Inspired by Advertising)
Studying Artists / Understanding Art (Learning Outcomes) Include Historical context :
Students will show understanding of the biography of the pop artist Wayne Thiebaud by reading and
writing facts about him and copying two of his artworks. They will also learn about the characteristics of
the pop-art movement.
Creating (Instructional Strategies):

Expressing (Learning Activities):

List sequentially the strategies used in Lesson Structure and Procedure including direct instruction, oral
or written directions, modeling, guided practice, independent practice, and reflection)(reference Lesson
Structure and Procedures
-Lecture (introduce artist and explains project
-Listening to lecture
criteria)
-Asking questions
-Reading fact sheet

-Questioning (check for understanding of project

criteria)
-Visual Aid (teacher exemplar and projected
images of Wayne Thiebauds art work along with
project criteria written on the board)
-Independent practice
-Conferencing (during work time)

-Make two drawings

-Write three facts
-Cut and paste picture
-Glue together the finished cube

Evaluating Artworks :
-Students have copied two facts about the artist plus his name and date of birth onto the cube.
-Students have coped two drawings onto the cube.
-Students drawings are done in the style of the artist.
Exhibiting Artworks (be thoughtful) :
Cubes will be displayed in trophy cases in the school rotunda with the I Can statement.
Assessment Procedures : (assessments used before, during, and after the lesson)
Before : Ask questions as a check for understanding.
During: Instructor will walk around the classroom and observe students at work, conferencing and
asking questions.
After : (please attach assessment tool to end of this lesson plan)
Lesson Structure and Procedures : The sequence of events of the lesson elements .Please list each sequence by day or class period. Consider :
Eight Studio Habits of Mind - Procedures should be linked to objectives
- Materials Management
Day / Class #1
Preparation Before Class: Print photos of Wayne Thiebaud and copies of handouts for each table, handouts in page protectors and place
these on tables. Images of Wayne Thiebauds work are ready to be projected. Teacher exemplar is ready. Class folder and table baskets are
ready. Project expectations are written on white board in the front of the room.
Engagement / Opening : Remind students about the cubes they cut out the last class period. Introduce the artist, show them the info sheet
and photos of the artist. Tell students about the assignment requirement: which is to fill all six sides of the cube template. One square must
have the artists name in block, bubble, or cursive letters and the year he was born. One square must have a photo of the artist cut from
the photo sheet. Two squares must have facts copied from the handout. Two squares must have copies of the artists work done in the style
of the artist. Show explar. Project images of Wayne Thiebauds artworks.

Connection to Prior Learning: Using the paper cube templates cut out last class period. Turns 2D material into a 3D sculpture as students did
in the previous assignment.
Modeling: None.
Procedures : Student sitting on the triangle will get supply baskets. Students sitting on circles will get table folder. Students will read the
handout, write three facts about the artist on their cubes (one of these must be the artists name and the year he was born), one will be a
cut-and-pasted picture of the artist, and two will be copied drawings of the artists work.
Guided Practice: This will be mini-lessons on an as-needed basis. During work time, instructor will walk around the classroom and remind
students of lesson expectations, showing students drawing techniques, and showing students who have finished how to fold and glue their
cubes.
Clean-up / Conclusion: Five minutes before the end of class, students will be instructed to clean up and shown where to place their finished
cubes. Students sitting on the star will organize the baskets. Students sitting on the circle will replace the table folders. Students sitting on the
triangle will replace the supply baskets to the counter. All students will be responsible for placing scraps in the recycling bin. Students who
earned a star will be directed to line up first and receive a reward. Students who are seated and silent will be called to line up.
Resources and Supplies :
-Cube templates (one per student)
-Scissors (one pair per student)
-Glue Sticks (one per student)
-Crayons (Small basket full shared at table)
-Markers (Small basket full shared at table)
-Artist Fact Handout (two per table, totaling 16)
-Sheet of photographs of the artist (one per table, totaling 8)
Technology : (instructional and/or assistive technology incorporated into the lesson to enhance
instruction and student learning)
iPad and Projector with google images
Differentiation / Accommodations / Modifications / Increase in Rigor : (to help meet the needs of all
learners, learning differences, cultural and language differences, etc.)
Differentiation : The ELL student who is classified as beginner will not be graded on the three written portions of the work.
Accommodations / Modifications : Student with a reading IEP may have the sheet read to them. The beginner ELL student will be seated next
to the intermediate ELL student for peer support. I will conference with these students to check for understanding, using google translate if
necessary.
Increase in Rigor : Interested students may make a second cube or use drawing paper to make a larger copy of a Wayne Thiebaud work.
Classroom Management : (strategies consistent with the learning needs of the lesson that also meet student behavior needs to help keep
students actively engaged)(includes behavior management plan, time management, transitions, and lesson/class wrap-up)

Attention Grabbers:
-Countdown to silence
-Address class: Ok 4th grade, class will stop, look, and listen
-Turning lights on or off also means that the class will stop, look, and listen
Class Rules:
-Students sit at assigned seats
-Each student has an assigned job
-Voice Level during instruction is silence
-Voice Level during work time is whisper
Consequences:
-If two countdowns happen and the class is not silent we will practice TAPS (Total And Perfect Silence)
-Verbal warning
-Move to the Safe Seat
-If the class becomes loud during work time, two warnings are given before acceptable voice level goes from whisper to silence.

Materials Management:
-Handouts will be on tables before students enter class
-Supply Baskets will be ready for class
-Class Folder is out and ready
Incentives:
-Tables who are silent during instruction time and use their time during work time well will earn a star and a reward at the end of class
Time Management:
-Five to ten minutes entering, introduction, and instruction time
-Thirty to Forty minutes of work time
-Five minute warning before clean up time
-Five minute clean up time
Extensions : (activities for early finishers that extend students understanding of and thinking about the learning objectives by applying their
new knowledge in a different way)
Continue reading about Wayne Thiebaud in his biography Delicious and/or use free draw paper to continue copying artwork by the artist.
Follow-Up to Todays Lesson : (quick activity for review or building on todays learning that will deepen student understanding and
interconnect concepts; may be incorporated in next session or throughout the unit)

The fourth grade class will continue to study this artist throughout the school year.
Reflection : (if you had the chance to re-teach this lesson, what would you do differently ?)(complete this section in final draft after lesson has
been taught)

Learning Statement : (a summary of what has been taught in this lesson and its purpose to be displayed with the artwork; to inform the
school community of the learning involved in the lesson)(bold or italicize key concepts or vocabulary) KCAI Addition
I can create a drawing using the colors, shapes, subjects, and compositions of Wayne Thiebaud.
Images of Student Work: (5 examples) )(complete this section in final draft after lesson has been taught) KCAI Addition