LESSON PLAN FORMAT

University of North Texas Art Education

I. Lesson Number, Grade Levels, Title of Lesson, and Duration:

Lesson 2
Community Environments
3rd Grade
50 minutes
II. Lesson Rationale:
In this lesson, students will learn about different environments in and around the school
community. In studying these environments, students will understand the different way they are used,
what types of communities use them, and how to preserve and take care of the people in the
community. Through knowledge of drawing and sculpture, students will learn how artists can impact
the people around them.

III. Key Concepts:

Environments are used in different ways.
Artists can care for the people in our community.
Many different communities use our environments.

IV. Essential Question:

What different ways are environments used?
How can artists care for the people in our environments?
What communities uses our environments?

V. Lesson Objectives:
The student will be able to support different ways our environments are used.
The student will be able to analyze ways artists take care of the people in our environment.
The student will be able to describe different communities that use our environment.

VI. Specific Art Content:

line shape space value perspective surrealism Hudson river school
focal point Impressionism landscapes pop art

VII. Resources & Materials for Teacher:

Pictures of school artist PowerPoint
Sample of -scapes

VIII. Resources & Materials for Students:

Paper pencils/markers/colored pencil
Sketch paper/book

IX. Instruction and Its Sequencing:

Day 1
1. Introduction/Motivation
 Daily Noodle Doodle to start class – question on landscape
 Artist PowerPoint – day 1

2. Guided Practice
  Recap on what we learned in the discussion

3. Independent Practice
 Students will sketch out their ideas for their final drawing
 Start their drawings if finished sketching
4. Closure
 Art walk to see what students have come up with

5. Formative Evaluation
 Walk the room, making checking to see if students are on task
 Answering questions, helping brainstorm, etc.

6. Accommodations
 Offering extra instructions during independent practice
 Providing written instructions

7. Classroom Management Procedures

 Walk the room, assist when needed

Day 2
1. Introduction/Motivation
 Daily Noodle Doodle to start class – question on landscape
 Artist PowerPoint – day 2

2. Guided Practice
 Recap on what we learned in the discussion

3. Independent Practice
 Students will start their final drawing
 Answer Discussion questions if finished early
o What kind of things happen here?
o Who or what uses this room/space?
o What kind of things can we do to care for the people in these spaces

4. Closure
 Art walk to see what students have come up with

5. Formative Evaluation
 Walk the room, making checking to see if students are on task
 Answering questions, helping brainstorm, etc.

6. Accommodations
 Offering extra instructions during independent practice
 Providing written instructions

7. Classroom Management Procedures

  Walking room to make sure everyone on task
 Table managers to pass out and clean up materials
Day 3
1. Introduction/Motivation
 Daily Noodle Doodle to start class – question about

2. Guided Practice
 Quick recap on guiding questions

3. Independent Practice
 Students will finish their drawing
 Answer discussion questions in sketchbooks
 Free draw when completely finished
4. Closure
 Mini discussion about what students learned

5. Formative Evaluation
 Walk the room, making checking to see if students are on task
 Answering questions, helping brainstorm, etc.

6. Accommodations
 Offering extra instructions during independent practice
 Providing written instructions

7. Classroom Management Procedures

 Walking room to make sure everyone on task
 Table managers to pass out and clean up materials

X. Summative Assessment and Evaluation:

 What do I want to know?
o Can students apply knowledge from a discussion to their drawings?
 How will I know it?
o The student will include things talked about in the discussion to their drawings.
 How will I record it?
o Students will fill out a 2 stars and a wish sheet
 2 things from the discussion the students used as inspiration in their piece
 one thing they wish to improve upon in their drawing
 

XI. Interdisciplinary Connections:

English Language Arts and Reading: (4) Developing and sustaining foundational language skills:
listening, speaking, reading, writing, and thinking--fluency.

Social Studies: Culture. The student understands the importance of writers and artists to the cultural
heritage of communities

XII. References & Resources:

School Arts – surrealist hallways

XIII. Art TEKS

-Observation and Perception:
- Explore ideas from life experiences about self, peers, family, school, or community and from the
imagination as sources for original works of art

Creative expression:
-integrate ideas drawn from life experiences to create original works of art
-create compositions using the elements of art and principles of design

Critical evaluation and response:

-evaluate the elements of art, principles of design, or expressive qualities in artworks of self, peers, and
historical and contemporary artists
XIV. National Art Standards
1. Elaborate on an imaginative idea.
2. Individually or collaboratively construct representations, diagrams, or maps of places that are
part of everyday life
7. Speculate about processes an artist uses to create a work of art.
10. Develop a work of art based on observations of surroundings.