Lesson Plan Template

Below is a template you will fill in as your lesson plan. When designing a unit, several lesson plans will be
written. You will use a separate lesson plan one for each section of the scope and sequence. A single lesson
plan can cover several days which would be indicated in the lesson sequence. The left column you will populate
with the lesson criteria as laid out in the planning guide. Be thorough and descriptive. The right column you will
share your rationale for the choices you are making. The rationale should be backed up by readings from the
class, and other content youve learned in other courses. Sharing your rationale is important as it asks you to
think about why you are doing what you are doing think of it like VTS. Sharing rationale is also a large
aspect of the MoPTA performance assessment you will complete while student teaching. Consider this a warm
up.

Lesson Title: Icons of the Middle Ages.____________________________________________

Grade: ____6-8______________________________________________
Teacher: _Kimberly Cossey________________________________________________

Lesson Plan Rationale

1. Big Idea: How does the big idea connect
Icons: Visual language from its genesis through modernity. ideas across the curriculum?
- The word Icon is defined by a
variety of meanings. It is usually a
pictorial representation, a sign
whose form suggests its meaning,
an object of uncritical devotion, or
a conventional religious image
typically painted on a small
wooden panel and used in the
devotions of Christians. The big
idea connects across the
 curriculum by adding a dimension
or element of devotion across
time.
2. Key Concepts: (What students will know) Why is it important for students to
know these concepts?
1. Artists have existed since pre-historic times, and have had
an impact on cultures. -The students will learn how
2. Artists use visual language to create images that different cultures visually
communicate their culture. communicate their world.
3. Students will gain technical ability in drawing, painting, and Learning about the lives that
conceptualizing spatial designs. existed before is an important
4. Students will learn the thought processes necessary to element of intellectual stimulation
create visually appealing images and compositions. and growth. Students need to
5. Students will develop their concept of self. learn about the past to lead us
into our future. By learning how
people have visually communicated
throughout time, the students can
gain an appreciation how artists
communicate their world to later
cultures.
- The students will improve
upon their technical abilities
in the use of basic drawing
materials, pen and ink or
brush, and painting.
The students will improve upon
their intellectual abilities through
using the thought processes
needed to develop their concept
 of self.

3. Essential Questions: How are these questions

meaningful to the student?
1. What were the images created by ancient cultures? Why - The students will learn about
did they make the images they created? past cultures and how they
2. What can we learn from the art of past cultures? visually communicated their world.
3. What is important to learn about the art making of the They will gain an appreciation of
past? the artwork created by past
4. How does art record and communicate the human cultures and they will develop
experience? opinions and ideas about why they
5. What can we learn about a culture through its art forms? made these images, to increase
6. How does art influence what we can learn about ourselves their intellectual curiosity and
and about our society? capacity. The students will
7. How do artists choose tools, techniques, and material to develop their concept of self which
express their ideas? helps them to gain confidence in
themselves, and their use of the
materials.

4. Vocabulary: Portraiture, Devotion, Religious, Christianity

5. Objectives: (what students will do) How do the objectives fully
1. Students will view Icons mosaics and images of support learning across the
iconography from the middle ages to learn about past curriculum and how do they
cultures and times. connect to the students lives?
2. Students will learn about the culture of the middle ages in - The students will learn about the
Europe. culture of the middle ages and the
3. Students will create images (self-portraits) based on what art made during this time. They
 they have learned about the cultures studied. will learn how to integrate the
4. Students will learn how to handle the materials and tools images of different cultures into
of mosaicking and collaging. their artwork.

6. Standards: Please select a standard from each: How the standards support each
Creating other and the learning taking
Presenting place.
Responding
Connection - By developing their thinking
processes and technical abilities,
NVAS: the students will grow
1. (Creating) Demonstrate persistence in developing skills developmentally and intellectually.
with various materials, methods, and approaches in creating Their thinking will broaden with
works of art or design. (7th, VA:Cr2.1.7a). the inclusion of the past
2. (Presenting) Compare and contrast how technologies have experiences of past cultures, and
changed the way artwork is preserved, presented, and their art-making abilities will be
experienced. (7th, VA:Pr4.1.7a). enhanced through the challenges
3. (Responding) Interpret art by distinguishing between art- of addressing their concept of
making approaches, the characteristics of form and structure, self. The students will technically
relevant contextual information, subject matter, and use of develop their artistic abilities, and
media to identify ideas and mood conveyed. (7th, they will intellectually develop
VA:Re8.1.7a). their creative process.
4. (Connection) Analyze how response to art is influenced
by understanding the time and place in which it was created,
the available resources, and cultural uses. (7th,
VA:Cn11.1.7a).

7. Teaching Resources: Rationale for each and HOW they

Art: (Artists, please insert thumbnail photo of examples work together
shared) - Mosaic image from the middle
ages. This example is
important for student
understanding of the visual
accomplishment of what is a
mosaic.

- Salvator Mundi, Leonardo Da

Vinci, c. 1500, Oil on panel.
- Leonardo Da Vincis
Salvator Mundi, is a portrait
of Christ, the most iconic
figure of all time. It is also a
beautifully and sensitively
rendered portrait. Symbolism
is a prominent element in the
portrait, and this is an
important painting for
students to begin to learn
how to paint a portrait.

- The Four Evangelists, The

Book of Kells, c. 700-800.
- The Book of Kells, is an
illuminated manuscript
created in medieval Ireland,
containing the four gospels
from the new testament
 along with other texts and
tables. This book is an
important work of medieval
art, and will teach students
the value of art created
during medieval times.

Salvator Mundi, Leonardo Da Vinci, c. 1500.

 The Four Evangelists, Book of Kells.
8. Lesson Plan sequence (This will be lengthy and may span Share rationale for choices in each
several days) step. Be sure to identify specific
areas of creating, connection,
1. Introduction to medieval art (Icons, mosaics, and the Book presenting and responding.
of Kells) via power point presentation, video, and reading.
Half-Minute Note Card. Day One. 1. The introduction of the
2 Studio Day. Students will draw symbols in their middle ages is crucial to the
sketchbooks related to what they have learned from the time-progression in this unit.
lecture and to identify their sense of self. Day Two. The Half-Minute Note Card
3. Studio Day. Students will draw symbols in their is a valuable formative
sketchbooks related to what they have learned from the assessment tool to identify
lecture and which identify their sense of self. Formative lesson vs. student gaps in
assessment will be a Half-Minute Note Card. Day Three. learning and prior knowledge.
4. Studio Day. Students will draw their self-portraits with 2. This will be valuable time for
symbols of self-identity. Half-Minute Note Card. Day Four. internalizing and
5.Studio Day. Students continue to draw their self-portraits conceptualizing ideas the
with symbols of self-identity. Half-Minute Note Card. Day students want to use for
Five. their self-portraits.
6. Studio days 6 through day 12. Students will begin to 3. This will be valuable time for
collage mosaics of their self-portraits. Half-Minute Note Cards continued student processing
on every day. Days 6-15. of the lesson.
7. Studio day. Students will wrap up their mosaic collages. 4. Students will continue their
Day 16 and 17. process to visualizing their
8. Critique day. Students will write a brief description of self-identities.
their process for their collages and they will participate in a 5. Students will continue to
critique of their collaged mosaics. process their visualization of
themselves, and they will
begin transferring their
images onto Bristol board
paper.
6. Students will begin to collage
their mosaics. They will learn
the technical challenges
behind their creating, and
they will address what those
challenges are.
7. Students will learn how to
 create a completed
mosaicked-collage image.
8. Students will share their
ideas about the process of
creating their images. This is
important in understanding
their process and how they
visualize themselves.
Student critique helps the
students learn from each
other, and how they relate
their concept of self visually.
9. Differentiation/Accommodations/Modifications Share rationale for each
The teacher and students will provide the necessary
accommodations for any special needs students may have. The classroom goals are shared
among all of the members of the
class- thus any accommodations
needed by certain students will be
observed by the whole class.

10. Assessment Strategies: Share rationale for formative and

Formative assessment: summative assessment
-Half-Minute Note Cards -Half-Minute Note Cards are an
Summative assessment: easy assessment tool to address
-Written descriptions of the individuals process the learning of students.
- Critique -Writing is a positive assessment
tool to gain insight into the
students take-away learning

11. Insert photo of teacher created exemplar here:
from the lesson.
-A critique is a valuable summative
assessment tool for the class and
individual students where the
students can learn from each other
and the teacher can assess what
learning has taken place from the
lesson.
Rationale here should discuss the
significance of what was created
and prior knowledge across the
curriculum that students will need
in order to understand the lesson
content.
- The teacher example created
here is used to guide and enhance
student learning for student
understanding and inspiration.
12. Materials/Tools/Art supplies needed Prior knowledge students will need
1. Sketchbook. to effectively use materials
2. Pencil. Students need to be able to use
3. Eraser. glue, and scissors to make self-
4. Paintbrush. portraits.
5. Bristol board paper. Students need to be able to use a
6. Small pieces (mosaic-sized) of colored paper. quill pen and ink if they choose to
7. Student photos cut into small mosaic-sized pieces of add this medium to their self-
paper. portrait
8. Glue or mod podge.
9. scissors
10. Water jar.
11. Paper towels.
12. Markers.
13. Ink.
14. Quill pen.

References: (Sources of resources)