Secondary Lesson Plan Template

1-point perspective
Name of class: Art I
Length of class: 2, 90 minute classes
LEARNING GOALS

Standard 1
Understanding and applying media, techniques, and
processes
LEARNING OBJECTIVES

Student will be able to convert a square into a cube on a 2D

surface.
Student will be able to create their name in 3D using 1-point
perspective.
CONTENT

SKILLS:

Perspective Terms:
How to make a square into a box
Horizon line
Vanishing point How to write the letters of the alphabet in
Cube
blocked style
2D/3D
How to connect points/corners to a
Tools
vanishing point
Ruler/Straight
Edge
How to enclose shapes to make them look
3D

RESOURCES/MATERIALS NEEDED

Pencil
Paper
Ruler/Straight Edge
White Board
Projector/Overhead
LEARNING PLAN (How will you organize student learning in this lesson?

ACTIVATE

A group discussion will occur where the teacher shows examples

that are within the classroom of things that can be seen in 1-point
perspective.
ACQUIRE & APPLY

1. Introduction: Discussion/Lecture/Mini Field Trip:

Large group Teacher discusses what 1-point perspective is. The
teacher will refer to the tiles on the ceiling, bricks on the wall, etc
(anything that is big when its close to you and gets smaller the
further away it is -until it is merely a point). The teacher will
connect 1-point perspective with previous knowledge about aerial
perspective. Students will then go out of the classroom with the
teacher, and they will observe the walls that travel down a
hallway. As a pre-assessment, the students will draw a hallway in
their sketchbook.
2. Demonstration:
The teacher will lead a follow along demonstration. The students
will convert a square into a cube. They will practice making cubes
on the top, middle, and bottom of a horizon line in their
sketchbook as they follow along with what the teacher is doing on
the white board. The teacher will model how to use a straight
edge to connect points. The teacher will monitor throughout each
step to make sure students are not falling behind.
3. Collaborate:
Students who understand the concept quickly will help other
students around them. This will be an opportunity for those
students to develop mastery by teaching the concept, and it will
allow students who need help to receive peer mentoring. Tables
(small groups) will discuss what they find to be easy and difficult.
They will work to help each other understand the 1-point
perspective concept.
3. Video:
After students have completed their 1-point perspective boxes,
the teacher will show them a short video about how to make block
letters using 1-point perspective.
4. Demonstration:
Students will gather around a table to watch the teacher
demonstrate how to create a name using block letters (as seen on
an alarm clock). The teacher will show them how to make them
look 3D by having each corner connect to 1 single vanishing point.

5. Work time and additional research:

Students will have the remainder of the time to work on their
name assignment. Any students who are still struggling will have
this time to receive scaffolding and/or use classroom resources
(computers, books, etc) to research more.
**Use the large and small group discussion to evaluate the student
involvement and excitement. Use a thumbs up/down/middle to
measure how well the students understand the assignment and
how enthused they are. Computers/Internet is available for further
research. Have examples on the board for students to reference if
they get stuck.
ASSESSMENT

Pre-Assessment:
- Worksheet within their sketchbook will be filled out to the
best of their abilities. This worksheet will have instructions
on how to make a square into a cube. The worksheet will
have several different situations: square in a far corner,
above/on/through/below horizon line, close to one side, etc.
The students will try to make each example into a cube by
only reading directions (not receiving assistance from the
teacher).
Formative Assessment:
- Sketchbook assignment hallway
- Follow along demonstration worksheet
- Their names in 1-point perspective blocked letters
Differentiation

Instruction
- Multiple Intelligence:
- Going out into the hallway
- Using examples within classroom
- Writing/drawing pictures on board and handout
- Follow along demonstration
- Observing teacher demonstration
- Small group discussion/collaborative work
- Large group discussion
- Computers and classroom resources available
Assessment
- Student interest They will create their own name in 3D block
letters
- Amount and Type of scaffolding given to each student