Danielle Vogel

Overview-Unrath Fall 2015

UNIT PLAN LESSONS:

The first 3 lessons are part of my original unit plan
for The Fantastical Codex.
They include the following lessons:
Lesson One: Creating Fantastical Creatures
Lesson Two: Plaster Relief
Lesson Three: Create a Code

The second portion includes a modified unit plan:

The focus is on creating a codex over three

lessons:
Lesson One: Creating Fantastical CreaturesThe Cover of Your Codex
Lesson Two: Creating Your Fantastical WolrdNarrative through Imagery
Lesson Three: Create Your own Code & Story

Missouri Pre-Service Teacher Assessment (MoPTA)

Lesson Plan One: Creating Fantastical Creatures
1. Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson
MO STANDARDS:
Strand 1-Product/Performance: PAINTING
NATIONAL STANDARDS:
Anchor Standard 2 Create
VA:Cr2.1.5a Experiment and develop skills in multiple art-making techniques and approaches through
practice.
VA:Cr2.2.5a Demonstrate quality craftsmanship through care for and use of materials, tools, and equipment.
VA:Cr2.3.5a Identify, describe and visually document places and or objects of personal significance.
Anchor Standard 11 Connecting
VA:Cn11.1.5a
Identify how art is used to inform or change beliefs, values, or behaviors of an individual or society.
2. Learning Objectives (Goals) and Outcomes
The lessons objectives (goals) and learning outcomes appropriate for meeting curricular and student needs
Students will look at the Codex Seraphinianus to explore ideas of fantasy, symbols, and communication.
Students will be able to identify how information was conveyed over time through the use of accordion codex
and books.
Students will be able to identify visual cues that convey meaning and importance about a particular cultures
values, beliefs, and behaviors (or individual).
Students will develop a fantastical creature that represents an aspect of themselves using painting
techniques.
Students will identify what visual information their classmates are conveying through their creatures.
Students will use iPads for research if needed.

3. Assessment (type[s] of assessment used throughout the lesson)

Assessment(s) before, during, and after the lesson
Pre AssessmentFormative-VTS Codex image
Class discussion about how information has traveled over time. Through use of story, song, writing, art.
Scratching for prior knowledge.
Post Assessmentclass discussion, VTS of student work, Looking at artist journals, art work, discussions in class.
4. Lesson Structure and Procedures Sequence of events of the lesson elements.
(The before, during, and after the lesson, e.g., Engagement/Opening, Procedures, Guided Practice,
Conclusion)
Day ONE
1. Pre Assessment-Asking what students know about symbol systems? Do they know that ancient people
communicated through drawings?
2. Power point of symbol systems (Egyptian, myan, religious codex, landscapes, and other worlds(real
and imaginary))
3. VTS IMAGE
4. Explanation of UNIT PLAN (We will be making a fantastical world (lesson 1), a fantastical creature
(lesson 2), and creating our own language (lesson 3).
Day TWO & THREE
LESSON ONE: CREATING YOUR CREATURE
1. After looking at the codex seraphinianus students will sketch creatures in sketchbooks. Once they have

come up with a
creature they will begin sketching on their canvas. Keeping size proportions in
mind, students will sketch their creature on the canvas.
2. Next, students will paint their creature.
3.Begin to think about what kind of world your creature would live in.
5. Instructional Strategies
Teacher approach to helping students achieve the learning objectives (goals) and meet their needs
I will be using an exemplar and a power point to help students grasp the extent of what we are working on. I
will be available in the class to ask questions at any time. I will watch our time, letting the students know
how long they have to work. I will encourage questions and the students being researchers to discover their
worlds.
6. Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objectives (goals)
Students will learn through hands on art making in the studio. They will learn from class discussion. Students
will have time to reflect in journals on what they are thinking, what they have learned and what they think
will happen next. See goals above in #2.
7. Resources and Materials
List of materials used in the planning of and during the instruction of the lesson
Computer for presentation, exemplar for students to observe, canvas, tempera paints, acrylic, watercolor,
plaster strips if available (otherwise gauze bought in bulk from medical wholesaler and plaster from
hardware store), gel adhesive, found objects brought in by myself and the students, pencils, sketchbooks,
ink.

8. Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student
learning
Power point presentation, iPads for student research and reference
9. Differentiation/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences, etc.
Depending on the students who have special needs, I will provide adequate support and adjustments to each
level per individual case. Lessons can be simplified or altered easily to accommodate the student needs.
They can draw a creature, use the iPad to create a creature, or use descriptive words to describe their
creatures.
10. Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student behavior needs to help
keep students on task and actively engaged
Students are expected to stay on task and work diligently. If they become off task we will take a break to do
a meditative focus and bring our attention back to our project. I will adapt with the needs of the students. We
will discuss being respectful of everyones artwork.
11. Extensions
Activities for early finishers that extend students understanding of and thinking about the learning
objectives (goals) by applying their new knowledge in a different way
If students finish early they will be asked to help out other students in the class. If there are no opportunities

for helper tasks, they can brainstorm in their journals or look up ideas for their worlds on the internet (our
next lesson).

12. 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 tomorrow or throughout the unit)
Class discussion on what we worked on and why. I will be looking for answers related to the
Power Point and connecting to the ideas of creatures that were used in the Codex
Seraphinianus, Egyptian reliefs, Myans, etc.) They can pair up and tell their partner what they
see when they look at their creature.

Additional Information
Any area or lesson component that may not have been covered by this format that you think is vital to
include in this lesson

(2013MoDESE)TheDepartmentofElementaryandSecondaryEducationdoesnotdiscriminateonthebasisofrace,color,religion,gender,nationalorigin,age,ordisabilityinitsprogramsandactivities.Inquiriesrelatedto
Departmentprogramsandtothelocationofservices,activities,andfacilitiesthatareaccessiblebypersonswithdisabilitiesmaybedirectedtotheJeffersonStateOfficeBuilding,OfficeoftheGeneralCounsel,CoordinatorCivil
RightsCompliance(TitleVI/TitleIX/504/ADA/AgeAct),6thFloor,205JeffersonStreet,P.O.Box480,JeffersonCity,MO651020480;telephonenumber5735264757orTTY8007352966;emailcivilrights@dese.mo.gov
EditedonJune21,2014at3:29AM.

Missouri Pre-Service Teacher Assessment (MoPTA)

Lesson Plan TWO: Plaster Relief
1. Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson
MO Standard:
Strand II: Elements & PrinciplesFORM FA2 (4th)
TEXTURE FA2 (5th)
Anchor Standard 8 Respond
VA:Re8.1.5a Interpret art by analyzing characteristics of form and structure, contextural
information, subject matter, visual elements, and use of media to identify ideas and mood
conveyed.
Anchor Standard 7 Respond
POTENTIAL TO INTEGRATE INTO SOCIAL STUDIES-----------------------------------------------

2. Learning Objectives (Goals) and Outcomes

The lessons objectives (goals) and learning outcomes appropriate for meeting curricular and student needs
Students
Students
Students
Students
color,
Students

will
will
will
will

be able to identify what relief sculpture is.

learn to work with plaster strips.
learn time management in working with this medium.
work with tempera, acrylic &/or watercolor paint learning paint techniques (value,

will learn about organic shapes.

3. Assessment (type[s] of assessment used throughout the lesson)

Assessment(s) before, during, and after the lesson
PRE-ASSESSMENT
INFORMAL QUESTIONING AT BEGINNING OF UNIT AND EACH LESSON
POST ASSESSMENT -FORMAL
ARTIST JOURNALS, SKETCHES, NOTES, REFLECTIONS, SELF EVAL
4. Lesson Structure and Procedures Sequence of events of the lesson elements.
(The before, during, and after the lesson, e.g., Engagement/Opening, Procedures, Guided Practice,
Conclusion)
DAY FOUR, FIVE, SIX, & 7
LESSON TWO: PLASTER RELIEF
We will be using plaster and strips to create a landscape for our creature on canvas that is in the style
of RELIEF. We will talk about what FORM is and RELEIF sculpture.
We will connect how relief sculpture has been used to tell stories (looking back to the Egyptians)
We will connect how they can tell a story about their world through form, as if they are leaving a trace
for a future civilization.
DEMO how to use plaster
1. Sketch ideas of landscape or other worlds in sketchbooks. Once approved, draw basic lines on

canvas.
2. Use plaster to create landscape/world
3. Once plaster has dried, go back and glue down to secure it to the canvas.
4. Critique landscapes while they are white. What kind of feeling do you get from these textures and
lines?
5. Paint your world adding meaningful touches, symbols and color to your piece.
5. Instructional Strategies
Teacher approach to helping students achieve the learning objectives (goals) and meet their needs
While doing the demo I will explain again how the plaster will work on the canvas. Working time
will be critical to stress. Plaster dries within 20 minutes, so students will have a brief amount of
time to work. Quick decisions will have to be made while working around their creature. While
painting the plaster students will have to be mindful of how they apply the paint to incorporate
their creature into their world. The landscape should be done in watercolor if they are available.
If not we may try watering down the paints a bit to get more of a washed creature, the goal
being for their creature to pop out more than the landscape surrounding them.
6. Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objectives (goals)
Students will learn through practice and develop skills with plaster. They will learn painting
techniques and differences between painting straight on canvas vs. on plaster. Students will use
their artistic eye to incorporate symbols, structures and landscape to convey a message of what
their world is like.
7. Resources and Materials
List of materials used in the planning of and during the instruction of the lesson
Water bowls, plaster strips pre cut if possible, towels for cleaning, aprons to protect clothes, glue to hold
down plaster if it starts to pull away from the canvas.
8. Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student
learning
Computer for presentation, iPad for research if necessary
9. Differentiation/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences, etc.
Students with any special needs will be able to watch the demo and see from example of how to handle the
materials. If there are language barriers I will pause before hand to answer questions and meet with them.
10. Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student behavior needs to help
keep students on task and actively engaged
Students are expected to stay on task and work diligently. If they become off task we will take a break to do
a meditative focus and bring our attention back to our project. I will adapt with the needs of the students. We
will discuss how to be careful with materials because plaster can get very messy. They will be expected to
handle the materials carefully or they will not be able to participate. We will discuss being respectful of
everyones artwork.
11. Extensions
Activities for early finishers that extend students understanding of and thinking about the learning
objectives (goals) by applying their new knowledge in a different way
If a student finishes early they can start cleaning up and helping out other students. They can sketch ideas
in their sketchbook of how they would like to paint their world. If they finish painting early, they can sketch
ideas or research symbols for language.

12. 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 tomorrow or throughout the unit)
Quick wrap-up discussion on what relief is through question and answer. They can make notes
in their journal about the difference between 2 and 3 dimensional work. Why are we doing
relief? What is important about relief? How did ancient civilzations communicate through relief?

Additional Information
Any area or lesson component that may not have been covered by this format that you think is vital to
include in this lesson

(2013MoDESE)TheDepartmentofElementaryandSecondaryEducationdoesnotdiscriminateonthebasisofrace,color,religion,gender,nationalorigin,age,ordisabilityinitsprogramsandactivities.Inquiriesrelatedto
Departmentprogramsandtothelocationofservices,activities,andfacilitiesthatareaccessiblebypersonswithdisabilitiesmaybedirectedtotheJeffersonStateOfficeBuilding,OfficeoftheGeneralCounsel,CoordinatorCivil
RightsCompliance(TitleVI/TitleIX/504/ADA/AgeAct),6thFloor,205JeffersonStreet,P.O.Box480,JeffersonCity,MO651020480;telephonenumber5735264757orTTY8007352966;emailcivilrights@dese.mo.gov
EditedonJune21,2014at3:29AM.

Missouri Pre-Service Teacher Assessment (MoPTA)

Lesson Plan Three- Create a Code
1. Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson
Mo STRAND I:
4th-5th
FA1 Create a visual artwork that communicates ideas about TIME (past, present, future)
5th
VA:Re.7.2.5a Identify and analyze cultural associations suggested by visual imagery.
Creating accordion codex, working with paper, pencil, ink, watercolor and glue.
2. Learning Objectives (Goals) and Outcomes
The lessons objectives (goals) and learning outcomes appropriate for meeting curricular and student needs
Possibility for Language Integration------Students will learn about materials used for scrolls and accordion style codex.
Students will learn about how cultures used various symbol systems to convey meaning and
information for others.
Students will develop their own language system through coding and apply it to their work.
Students will complete a scroll in their own language they have created.
Students will consider TIME when making their codex. We are looking back at the past for
inspiration to our future.
3. Assessment (type[s] of assessment used throughout the lesson)
Assessment(s) before, during, and after the lesson
Pre-Assessment-Give students a hand out with different types of symbols on it and ask them what they
mean. Do they recognize them? Where do they come from?
Post Assessment-looking at student artwork, did they create an appropriate use of symbols for their
alphabet?
Students will evaluate how they think they did on their project, answer what they liked and did not like about
the unit.
4. Lesson Structure and Procedures Sequence of events of the lesson elements.
(The before, during, and after the lesson, e.g., Engagement/Opening, Procedures, Guided Practice,
Conclusion)
DAY 8 & 9
LESSON THREE: CREATE A NEW LANGUAGE OR CODE
We will be using paper to create a visual story that goes along with our world in both English and
our own made up language.
1. In our sketchbooks, students will write ideas of why their creature and world are important.

2. They will create an ABC alphabet coding system with symbols they choose.
3. They will translate their story into their code of symbols and images in their sketchbook.
4. They will translate their story onto 3 sheets of paper, accordion folded, using pencil first, then ink
or sharpies.
5. They will watercolor their codex.
6. Once finished students will display their work in the hallway with their codex beneath their relief
for the school and friends to visit.
7. Write a reflection in their sketchbook of 6 things they have learned about our unit.
5. Instructional Strategies
Teacher approach to helping students achieve the learning objectives (goals) and meet their needs
Students will learn from watching demonstrations and presentations. I will be available for help
during this lesson to answer any questions and share revelations as they happen in the class.
We will discuss ideas and share examples of each others work while sketching to help fuel other
ideas in the class.
6. Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objectives (goals)
Students will learn from hands on participation throughout the process. I will stress important points and
connections, showing examples of student work as we go.
7. Resources and Materials
List of materials used in the planning of and during the instruction of the lesson
Computer, iPad, paper, pencil, ink, sharpie, sketchbook, watercolor, paintbrushes, cups for water
8. Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student
learning
Power point presentation, iPads for research
9. Differentiation/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences, etc.
I will modify the lesson as needed per individual student needs.
10. Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student behavior needs to help
keep students on task and actively engaged
Students are expected to stay on task and work diligently. If they become off task we will take a break to do
a meditative focus and bring our attention back to our project. I will adapt with the needs of the students. We
will discuss how to be careful with materials and be respectful of everyones artwork.
11. Extensions
Activities for early finishers that extend students understanding of and thinking about the learning
objectives (goals) by applying their new knowledge in a different way
If students finish early they will be asked to help clean up and do projects in the classroom. They can begin
thinking about everything they have learned in our unit and write a reflection in their journals.
12. 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 tomorrow or throughout the unit)
Quick round-robin in the class where everyone identifies one thing they recognize in another students work
that we have been talking about (relief, 2D, paint techniques, connecting to other cultures (Egyptian, Mayan,
the Codex, etc.).

Additional Information
Any area or lesson component that may not have been covered by this format that you think is vital to
include in this lesson
Since this is the end of the unit we will spend time doing VTS on 2 pieces of the students artwork. I will use
this information in my assessment of what knowledge and deep/meaningful understanding the students
convey. The students will also provide a reflection entry in their journals about what they learned during this
unit. I will provide them with a self evaluation for them to fill out. I will use a rubric for grading the
information.
SUMMATIVE ASSESSMENT OF THE UNIT:::
Students will evaluate their overall performance on the unit and how they think they did.
I will grade their projects according to a rubric.
I will give each student a different picture to identify and tell me what they know about the image. (this will
be Egyptian, Myan, or from Codex Seraphinianus.) They can tell me any information they know, to
demonstrate the learning they have acquired.

(2013MoDESE)TheDepartmentofElementaryandSecondaryEducationdoesnotdiscriminateonthebasisofrace,color,religion,gender,nationalorigin,age,ordisabilityinitsprogramsandactivities.Inquiriesrelatedto
Departmentprogramsandtothelocationofservices,activities,andfacilitiesthatareaccessiblebypersonswithdisabilitiesmaybedirectedtotheJeffersonStateOfficeBuilding,OfficeoftheGeneralCounsel,CoordinatorCivil
RightsCompliance(TitleVI/TitleIX/504/ADA/AgeAct),6thFloor,205JeffersonStreet,P.O.Box480,JeffersonCity,MO651020480;telephonenumber5735264757orTTY8007352966;emailcivilrights@dese.mo.gov
EditedonJune21,2014at3:29AM.

MODIFCATIONSTOUNITPLAN:
Thisplancanbemodifiedtoremovelessonone&twoifthereareanyproblemswithmaterials.Lesson3canbe
splitupinto3lessonsasfollows:FANTASTICALCODEXUNITPLAN(ACCORDIANCODEX)
Missouri Pre-Service Teacher Assessment (MoPTA)
Lesson Plan One: Creating Fantastical Creatures-The Cover of your CODEX
1. Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson
MO STANDARDS:
Strand 1-Product/Performance: PAINTING
NATIONAL STANDARDS:
Anchor Standard 2 Create
VA:Cr2.1.5a Experiment and develop skills in multiple art-making techniques and approaches through
practice.
VA:Cr2.2.5a Demonstrate quality craftsmanship through care for and use of materials, tools, and equipment.
VA:Cr2.3.5a Identify, describe and visually document places and or objects of personal significance.
Anchor Standard 11 Connecting
VA:Cn11.1.5a
Identify how art is used to inform or change beliefs, values, or behaviors of an individual or society.
2. Learning Objectives (Goals) and Outcomes
The lessons objectives (goals) and learning outcomes appropriate for meeting curricular and student needs
Students will look at the Codex Seraphinianus to explore ideas of fantasy, symbols, and communication.
Students will be able to identify how information was conveyed over time through the use of accordion codex
and books.
Students will be able to identify visual cues that convey meaning and importance about a particular cultures
values, beliefs, and behaviors (or individual).
Students will develop a fantastical creature that represents an aspect of themselves using painting

techniques for the cover of their codex.

Students will identify what visual information their classmates are conveying through their creatures.
Students will use iPads for research if needed.
Students will identify shapes, objects and color that hold personal value and represent an aspect of
themselves.

3. Assessment (type[s] of assessment used throughout the lesson)

Assessment(s) before, during, and after the lesson
Pre AssessmentFormative-VTS Codex image
Class discussion about how information has traveled over time. Through use of story, song, writing, art.
Scratching for prior knowledge.
Post Assessmentclass discussion, VTS of student work, Looking at artist journals, art work, discussions in class.
4. Lesson Structure and Procedures Sequence of events of the lesson elements.
(The before, during, and after the lesson, e.g., Engagement/Opening, Procedures, Guided Practice,
Conclusion)
Day ONE
1. Pre Assessment-Asking what students know about symbol systems? Do they know that ancient people
communicated through drawings?
2. Power point of symbol systems (Egyptian, myan, religious codex, landscapes, and other worlds(real
and imaginary))
3. VTS IMAGE
4. Explanation of UNIT PLAN (We will be making a fantastical creature (lesson 1), a fantastical world
(lesson 2), and creating our own language and story (lesson 3).
Day TWO & THREE
LESSON ONE: CREATING YOUR CREATURE-COVER OF YOUR CODEX
1. After looking at the Codex Seraphinianus students will sketch creatures in sketchbooks. Once they have
come up with a
creature they will begin sketching on their codex. Keeping size proportions in mind,
students will sketch their creature on the cover of the codex (paper).
2. Next, students will paint their creature using watercolors and outline with ink.
3.Begin to think about what kind of world your creature would live in.
5. Instructional Strategies
Teacher approach to helping students achieve the learning objectives (goals) and meet their needs
I will be using an exemplar and a power point to help students grasp the extent of what we are working on. I
will be available in the class to ask questions at any time. I will watch our time, letting the students know
how long they have to work. I will encourage questions and the students being researchers to discover their
worlds.
6. Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objectives (goals)
Students will learn through hands on art making in the studio. They will learn from class discussion. Students
will have time to reflect in journals on what they are thinking, what they have learned and what they think
will happen next. See goals above in #2.
7. Resources and Materials
List of materials used in the planning of and during the instruction of the lesson
Computer for presentation, exemplar for students to observe, paper, watercolor, glue, pencils, sketchbooks,
ink.

8. Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student
learning
Power point presentation, iPads for student research and reference
9. Differentiation/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences, etc.
Depending on the students who have special needs, I will provide adequate support and adjustments to each
level per individual case. Lessons can be simplified or altered easily to accommodate the student needs.
They can draw a creature, use the iPad to create a creature, or use descriptive words to describe their
creatures.
10. Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student behavior needs to help
keep students on task and actively engaged
Students are expected to stay on task and work diligently. If they become off task we will take a break to do
a meditative focus and bring our attention back to our project. I will adapt with the needs of the students. We
will discuss being respectful of everyones artwork.
11. Extensions
Activities for early finishers that extend students understanding of and thinking about the learning
objectives (goals) by applying their new knowledge in a different way
If students finish early they will be asked to help out other students in the class. If there are no opportunities
for helper tasks, they can brainstorm in their journals or look up ideas for their worlds on the internet (our
next lesson).

12. 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 tomorrow or throughout the unit)
Class discussion on what we worked on and why. I will be looking for answers related to the
Power Point and connecting to the ideas of creatures that were used in the Codex
Seraphinianus, Egyptian reliefs, Myans, etc.) They can pair up and tell their partner what they
see when they look at their creature.

Additional Information
Any area or lesson component that may not have been covered by this format that you think is vital to
include in this lesson

(2013MoDESE)TheDepartmentofElementaryandSecondaryEducationdoesnotdiscriminateonthebasisofrace,color,religion,gender,nationalorigin,age,ordisabilityinitsprogramsandactivities.Inquiriesrelatedto
Departmentprogramsandtothelocationofservices,activities,andfacilitiesthatareaccessiblebypersonswithdisabilitiesmaybedirectedtotheJeffersonStateOfficeBuilding,OfficeoftheGeneralCounsel,CoordinatorCivil
RightsCompliance(TitleVI/TitleIX/504/ADA/AgeAct),6thFloor,205JeffersonStreet,P.O.Box480,JeffersonCity,MO651020480;telephonenumber5735264757orTTY8007352966;emailcivilrights@dese.mo.gov
EditedonJune21,2014at3:29AM.

Missouri Pre-Service Teacher Assessment (MoPTA)

Lesson Plan TWO: Creating Your Fantastical World-Narrative through Imagery
1. Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson
MO Standard:
National Standards:
Adapt to narrative, biographical, paint, perspective
POTENTIAL TO INTEGRATE INTO SOCIAL STUDIES-----------------------------------------------

2. Learning Objectives (Goals) and Outcomes

The lessons objectives (goals) and learning outcomes appropriate for meeting curricular and student needs
Students will draw and paint images that tell a narrative and describe their world on one side of
the codex.
Students will continue to fine tune their skills with watercolor and ink.
Students will learn about perspective and proportions.
3. Assessment (type[s] of assessment used throughout the lesson)
Assessment(s) before, during, and after the lesson
PRE-ASSESSMENT
INFORMAL QUESTIONING AT BEGINNING OF UNIT AND EACH LESSON
POST ASSESSMENT -FORMAL
ARTIST JOURNALS, SKETCHES, NOTES, REFLECTIONS, SELF EVAL

4. Lesson Structure and Procedures Sequence of events of the lesson elements.

(The before, during, and after the lesson, e.g., Engagement/Opening, Procedures, Guided Practice,
Conclusion)
Before starting we will discuss significant visual cues that identify what a fantastical world could consist of.
We will discuss narrative and story telling. Once the students begin I will encourage them to share ideas with
other classmates to help build a large mental database of imagery, keeping sketches and notes in their
sketch books. Students will then transfer ideas to the front of their codex. Once this is completed we will
begin working with watercolors. After this portion of the unit is done we will VTS student work and talk about
how meaning is being conveyed.
Teacher Demo of beginning to draw out a narrative world. Demo watercolor techniques.
Days 4, 5, 6
Lesson TWO: Fantastical World
1.Students will be brainstorming images of significant identifiers they want in their world to tell a
narrative story relating to
their everyday real world and a fantastical world.
2. Students will sketch ideas in their sketch books. They will be thinking about proportions and
perspective.
3.They will use pencils, pens, and sharpies to draw out their world.
4. They will use watercolor to color the front of their codex.
5. Instructional Strategies
Teacher approach to helping students achieve the learning objectives (goals) to meet their needs.
I will be working with the students on codex of my own to help discuss challenges as they arise. I will have
images and books available for brainstorming. Students will be expected to stay on task and I will encourage
them to focus on things that interest them.
6. Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objectives (goals)
Students will learn through the process of making their codex. They will develop critical
thinking skills as they maneuver through designing and carrying out their narrative world.
7. Resources and Materials
List of materials used in the planning of and during the instruction of the lesson
Paper, glue, pencils, pens, sharpies, water, images, sketchbook.
8. Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student
learning
Computer for presentation, iPad for research if necessary
9. Differentiation/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences, etc.
Students with any special needs will be able to watch the demo and see from example of how to work the
materials. If there are language barriers I will pause before hand to answer questions and meet with them.
10. Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student behavior needs to help
keep students on task and actively engaged
Students are expected to stay on task and work diligently. If they become off task we will take a break to do
a meditative focus and bring our attention back to our project. I will adapt with the needs of the students. We
will discuss how to care for the materials. They will be expected to handle the materials carefully or they will
not be able to participate. We will discuss being respectful of everyones artwork.
11. Extensions
Activities for early finishers that extend students understanding of and thinking about the learning
objectives (goals) by applying their new knowledge in a different way
If a student finishes early they can start cleaning up and helping out other students. They can sketch ideas
in their sketchbook of what they want to write about their world. They can sketch ideas or research symbols

for language.
12. 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 tomorrow or throughout the unit)
Quick wrap-up discussion on narrative painting. They can make notes in their journal about
different narratives they were drawn to and what kind of story they will be writing to go along
with their world.

Additional Information
Any area or lesson component that may not have been covered by this format that you think is vital to
include in this lesson

(2013MoDESE)TheDepartmentofElementaryandSecondaryEducationdoesnotdiscriminateonthebasisofrace,color,religion,gender,nationalorigin,age,ordisabilityinitsprogramsandactivities.Inquiriesrelatedto
Departmentprogramsandtothelocationofservices,activities,andfacilitiesthatareaccessiblebypersonswithdisabilitiesmaybedirectedtotheJeffersonStateOfficeBuilding,OfficeoftheGeneralCounsel,CoordinatorCivil
RightsCompliance(TitleVI/TitleIX/504/ADA/AgeAct),6thFloor,205JeffersonStreet,P.O.Box480,JeffersonCity,MO651020480;telephonenumber5735264757orTTY8007352966;emailcivilrights@dese.mo.gov
EditedonJune21,2014at3:29AM.

Missouri Pre-Service Teacher Assessment (MoPTA)

Lesson Plan Three- Create your own Code & Story
1. Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson
Mo STRAND I:
4th-5th
FA1 Create a visual artwork that communicates ideas about TIME (past, present, future)
5th
VA:Re.7.2.5a Identify and analyze cultural associations suggested by visual imagery.
Creating accordion codex, working with paper, pencil, ink, watercolor and tape.
2. Learning Objectives (Goals) and Outcomes
The lessons objectives (goals) and learning outcomes appropriate for meeting curricular and student needs
Possibility for Language Integration------Students will learn about how cultures used various symbol systems as language to convey
meaning and information for others.

Students
Students
Students
Students

will
will
will
will

develop their own language system through coding and apply it to their work.
complete a code for the alphabet on the back of their codex.
write a story about their world.
consider TIME when making their codex.

3. Assessment (type[s] of assessment used throughout the lesson)

Assessment(s) before, during, and after the lesson
Pre-Assessment-Give students a hand out with different types of symbols on it and ask them what they
mean. Do they recognize them? Where do they come from?
Post Assessment-looking at student artwork, did they create an appropriate use of symbols for their
alphabet?
Students will evaluate how they think they did on their project, answer what they liked and did not like about
the unit.
4. Lesson Structure and Procedures Sequence of events of the lesson elements.
(The before, during, and after the lesson, e.g., Engagement/Opening, Procedures, Guided Practice,
Conclusion)
Days 7, 8, 9, 10
LESSON THREE: CREATE A NEW CODE & STORY
We will be continuing to work on our codex. Our focus is on the back side of the paper this time.
2.
3.
4.
5.
6.
7.
8.
9.

1.
They will create an ABC alphabet coding system with symbols they choose in sketchbooks.
They will draw their alphabet on one section on the back of their codex
They will write a story in their sketchbook that discusses their world.
They will translate this story into their code.
They will write their story in code on the back of their codex.
They will fill in any extra space however they want.
They will finish up by applying watercolor to the back side of the codex.
Write a reflection in their sketchbook of 6 things they have learned about our unit.
Codex will be displayed in the bookcases at school.

5. Instructional Strategies
Teacher approach to helping students achieve the learning objectives (goals) and meet their needs
Students will learn from watching demonstrations and presentations. I will be available for help
during this lesson to answer any questions and share revelations as they happen in the class.
We will discuss ideas and share examples of each others work while sketching to help fuel other
ideas in the class.
6. Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objectives (goals)
Students will learn from hands on participation throughout the process. I will stress important points and
connections, showing examples of student work as we go.
7. Resources and Materials
List of materials used in the planning of and during the instruction of the lesson
Computer, iPad, paper, pencil, ink, sharpie, sketchbook, watercolor, paintbrushes, cups for water
8. Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student
learning
Power point presentation, iPads for research

9. Differentiation/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences, etc.
I will modify the lesson as needed per individual student needs.
10. Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student behavior needs to help
keep students on task and actively engaged
Students are expected to stay on task and work diligently. If they become off task we will take a break to do
a meditative focus and bring our attention back to our project. I will adapt with the needs of the students. We
will discuss how to be careful with materials and be respectful of everyones artwork.
11. Extensions
Activities for early finishers that extend students understanding of and thinking about the learning
objectives (goals) by applying their new knowledge in a different way
If students finish early they will be asked to help clean up and do projects in the classroom. They can begin
thinking about everything they have learned in our unit and write a reflection in their journals.
12. 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 tomorrow or throughout the unit)
Quick round-robin in the class where everyone identifies one thing they recognize in another students work
that we have been talking about.

Additional Information
Any area or lesson component that may not have been covered by this format that you think is vital to
include in this lesson
Since this is the end of the unit we will spend time doing VTS on 2 pieces of the students artwork. I will use
this information in my assessment of what knowledge and deep/meaningful understanding the students
convey. The students will also provide a reflection entry in their journals about what they learned during this
unit. I will provide them with a self evaluation for them to fill out. I will use a rubric for grading the
information.
SUMMATIVE ASSESSMENT OF THE UNIT:::
Students will evaluate their overall performance on the unit and how they think they did.
I will grade their projects according to a rubric.
I will give each student a different picture to identify and tell me what they know about the image. (this will
be Egyptian, Myan, or from Codex Seraphinianus.) They can tell me any information they know, to
demonstrate the learning they have acquired.

(2013MoDESE)TheDepartmentofElementaryandSecondaryEducationdoesnotdiscriminateonthebasisofrace,color,religion,gender,nationalorigin,age,ordisabilityinitsprogramsandactivities.Inquiriesrelatedto
Departmentprogramsandtothelocationofservices,activities,andfacilitiesthatareaccessiblebypersonswithdisabilitiesmaybedirectedtotheJeffersonStateOfficeBuilding,OfficeoftheGeneralCounsel,CoordinatorCivil
RightsCompliance(TitleVI/TitleIX/504/ADA/AgeAct),6thFloor,205JeffersonStreet,P.O.Box480,JeffersonCity,MO651020480;telephonenumber5735264757orTTY8007352966;emailcivilrights@dese.mo.gov
EditedonJune21,2014at3:29AM.