LESSON PLAN

Teacher Candidate Daniel Higuera

School Elementary

Grade 3-5

LESSON NUMBER 2

Lesson Title Your Role

Length of Class Period 45 minutes

Approximate Number of Students in Each 20-25

class

Beginning Date for this Lesson

Ending Date for this Lesson

Content Statement Perceiving/Knowing (From ODE Standards)

1PE Observe and compare similar themes, subject matter and images in
artworks from historical and contemporary eras.

Content Statement Producing/Performing (From ODE Standards)

1PR Demonstrate skill and expression in the use of art techniques and processes
4PR Demonstrate motivation, independence and persistent during studio
practices to complete artworks

Content Statement Responding/Reflecting (From ODE Standards)

5RE Express what was learned and the challenges that remain when assessing
their artworks

Performance-based Assessment Objectives

Students will observe and compare techniques during the art process in order to
showcase their skill, and their ability to express.
Students will show their drive through the patience of executing their own individual
original ideas during this project.

Performance-based Assessment Strategies

(attach assessment documents if applicable)

1. I will assess students oral responses and group discussions for whether they
demonstrate an understanding of enduring motivation and originality.
2. I will visually assess students works to confirm they have shown their best skill
and expression through the execution of art techniques.

Academic Language
Vocabulary (define each)

Role- The part you play in life.

Reflect- to think about your situation, and what you need.
Ownership-To claim things that are yours, or to take responsibility for something.

Additional Language Demands (specific communication task)

Students will have to write reflections on their adopted (extended) family, and then
verbally share this with small groups of 4-5 kids. They also have to give a very short
presentation on the two characters they design.

Accommodations for Special Populations

For students with increased frustrations in social settings, I will provide the option
to work alone or with a teacher aid. To avoid singling out the student with needs,
I will offer this option to everyone but I will stress
the importance of group work. I will be sure to offer whatever accommodations
necessary for my specific students, and will employ universal design principles to
avoid singling out.
Additional time will be given for any students who need more time with
processing and collaboration
Adapted drawing utensils will be available for students with motor needs
Teacher aids will be present for students who need additional attention
Additional seating will be provided for students who cannot sit in stool

Art/Visual Culture Examples (list all artists, artwork or media used)

Phineas and Ferb

The Simpsons
Zhang Xiaogang- A Big Family
Pissarro Family Bliss
Answered Stewart Priceless
Sidney Goodman Figures in a Landscape

Preparations

Materials/Resources for Teacher

 Blackboard
Projector
Smart board
PowerPoint Presentation
. Kiln
Class Handouts

Materials for Students

IPads
Clay
Glaze
Colored pencils
Graphite
Pens
Ink
Markers
scissors
Notebook paper (journal)
11x14 Mixed media paper
. Posterboard

Safety Procedures

The main safety procedure for this lesson will be oriented around the scissors, because
they are the most dangerous item on the materials list. I will tell the students not to run
with the scissors. I will also inform them how to hold and pick up the scissors, as well as
what direction they should cut. Although I should have toxic free martials for the kids, its
important to keep them away from the habit of putting things in their mouths. Another
thing that should be addressed is no stabbing. There should be no impaling of any kind
with the class materials.

Learning Activity

Getting the Classroom Environment Ready

The classroom will be dived into 5 tables with 5 seats at each table. I have left some
extra seats just in case students transfer in the middle of the year, or switch classes.
However, to start off we will have 4 students per table. There will be a rug at the front of
the class that I want the students to sit at to start off the class. The rug will help with an
open dialogue, and it will help me quickly determine which kids can sit next to each other
and which students have a hard time sitting next to eachother. The tables will encourage
small group discussions on the topic of art and the contemporary family. The seat
assignments are predetermined, but if I notice some challenges I will make some
changes.

Procedures for the Teaching/Learning Structure (indicate approximate time for each
step)

Day Duration Application Resources

1 5 minutes Students will come in and sit down on the rug in Blackboard
the center of the room. We will start with a short
conversation about what family roles are. I will
also introduce the topic of ownership.

Clean-up Procedures (Room, Materials

Questions to ask: & Work Storage)
What do you do for your family, and friends?
All materials should be What wouldinyou
put back like
their to do places.
rightful for them?
I will organize and label bins for
all materials. This will make it easy for the students to get themselves together and
1 10 The students will self-reflect on the Notebooks
cleaned up. We will always have a 10-minute warning time for clean-up. At 5 minutes, I
minutes conversational topic, and right it down in their Blackboard
will really emphasize that the class is almost over and that they should have all their stuff
notebooks. These notebooks will be kept in the
away ready for dismissal.
classroom bin, and each class should have their
own bin.
Closure, Review & Anticipation (whats next?)
During this time, I will write the topic and
reflection instructions on the blackboard. I will
Closing we will evaluate the art work of the students, and review the good things to take
also pay attention and take notes on the
away from this lesson. The main point of this lesson is to help the students take
students work flow.
ownership of their relationships, and how they want to act inside of them. Hopefully they
can
1 reflect
10on the roles
Thethat they have,
students and the the
will critique ones thatA
work, they
Bigwant to fulfill.
ArtThis builds
by Zhang
on to theminutes
previous lesson, so by
Family, bythis lesson
Zhang they should
Xiaogang. Theystart to to
will try have an expanding
Xiaogang sense
of family. The third lesson also builds
understand on these
the role two. character
that each The anticipation
in the can come in a form
of a question. painting has. A couple of questions that can be
If you had to create aused
family,
to what
guidewould it look of
the critique like?
this piece:
This question is simple,
- Why are all the characters their
but it should keep them on feet as we transition lessons.
so big?
- Can you tell who the Parent(s) is/are?
- What does the color mean about the
relationship?
- Who seems to be the most important
character?
Supplemental Activity

If the students want, there will be an option to write a poem for one of their pieces. This
could serve as extra credit if they need it. Also, for students who finish early there will be
paper for drawing whatever they want. They can take this home, or add it to the family art
gallery that I will set up in the room.

Teacher reflection focused on the lesson after it has been taught

N/A