TiffanyTrotter

LessonPlan(Grade5)

Title:TakeAwaytheA

Length:3days

PreAssessment:
Thiswillneedtobedonepriortoteachingyourlesson.
Outlinethemethodyouwillusetodeterminethe
skill/knowledgelevelofyourstudentsbasedontheconcepts/enduringunderstandings/objectivesofthe
lesson.(Hint:turntheseintoquestions.)Bespecificindescribingwhatyouwouldrecognizeasproficient
skill/knowledge.
Whatdoesstylemean?
Whataretheelementsofdesign?
Whatistheroleofanauthor?
Whatistheroleofanillustrator?

Performance:
Whatwillstudentsaccomplishasaresultofthislesson?
Thiscanbepresentedtostudentsintheformof
astory.Inthisnarrativethestudentstakeonaroleandcreatealearningproductaboutaspecifictopicfora
certainaudience.(RAFTRole/Audience/Format/Topic)
Todaywewillbestartinganewprojectinspiredbyabook,whereeachofyouwillbeanauthorandan
illustrator.Youwillcreateanphraseandillustrationtogowithitbasedonthebook,TakeAwaytheA.You
willcreateyourillustrationusingdrymedia.

Concepts:
Listthe
bigideas
studentswillbeintroducedtointhelesson.
Theseideasareuniversal,timelessand
transferable
.Examplesofconceptsusedinartmightinclude:Composition,Patterns,Technique,Rhythm,
Paradox,Influence,Style,Force,Culture,Space/Time/Energy,Line,Law/Rules,Value,Expressions,Emotions,
Tradition,Symbol,Movement,Shape,Improvisation,andObservation
Lookforconceptsinthestandards,
contentspecificcurriculum,etc.
Style
Composition

EnduringUnderstanding(s):
EnduringUnderstandings
showarelationshipbetweentwoormoreconcepts
;connectedwithanactive
verb.Thebestenduringunderstandingsnotonlylinktwoormoreconcepts;butdemonstratewhythis
relationshipisimportant.Likeconcepts,theyaretimeless,transferableanduniversal.
AlignStandards,
PreparedGraduateCompetencies(PGCs)andGradeLevelExpectations(GLEs)toEnduring
Understandings.

Artmedia,techniquesandprocessesworktogethertocreateart.

Visualartsconnectmultiplecharacteristicsofart.

Standards:(Alllessonsshouldaddressallstandards.)
1.ObserveandLearnto
Comprehend
2.

EnvisionandCritiqueto
Reflect
3.InventandDiscoverto
Create
4.RelateandConnectto
Transfer
Objectives/Outcomes/LearningTargets:
Objectives
describealearningexperience
witha
conditionbehavior(measurable)criterion.
Alignedto:BloomsStandardsGLEsArtlearningand,whenappropriate,Numeracy,Literacyand
Technology.
Shouldbewrittenas:
Objective.(Blooms:_____Standard:_____GLE:_____Artlearning:_____
Numeracy,Literacy,and/orTechnology)

GIvenaprompt,SWBATdeveloptheirownliteraryphrasebyaccuratelycompletingaworksheet.
(Blooms:Create,Standard:Reflect,GLE:2,ArtLearning:Ideation,NumeracyandLiteracy)

Usingartmaterials,SWBATdesigntheirowncharacter(letter)utilizinglineandshapeandsuccessfully
incorporateitintotheircomposition.
(Blooms:Create,Standard:Create,GLE:1,ArtLearning:InherentCharacteristicsofArtandDesign,
NumeracyandLiteracy)

Givenaprompt,SWBATdeveloptheirownuniquestyleutilizingthreeelementsofdesignbyaccurately
completingthestyleworksheet.
(Blooms:Apply,Standard:Transfer,GLE:1,ArtLearning:,NumeracyandLiteracy)

Usingartmaterials,SWBATcreateasuccessfulillustrationoftheirphraseutilizingtheelementsofdesign.
(Blooms:Create,Standard:Comprehend,GLE:1,ArtLearning:ArtandArtHistory,Literacy)

Givenpaper,SWBATcreateasuccessfulillustrationfromthephrasetheycreated.
(Blooms:Create,Standard:Create,GLE:3,ArtLearning:TechniqueandReflectandAssess,Literacy)

Differentiation:
Explain
specifically
howyouhaveaddressedtheneedsofexceptionalstudentsatbothendoftheskilland
cognitivescale.Describethestrategiesyouwilluseforstudentswhoarealreadyproficientandneedgrowth
beyondwhatyouhaveplannedfortherestoftheclass,aswellasmodificationsforstudentswithphysical
and/orcognitivechallenges.
Studentsmuststillmeettheobjectives
.
Differentiation:
(Multiplemeansfor
studentstoaccess
contentandmultiple
modesforstudentto
expressunderstanding.)

Access
(Resourcesand/orProcess)

Expression
(Productsand/or
Performance)

IPC
Differentmaterialsasoption
Cuecardsforliteracy

Writingaboutit,talkingaboutit
Differentmaterialsasoption

Extensionsfordepth
andcomplexity:

Access
(Resourcesand/orProcess)

Expression
(Productsand/or
Performance)

IPC
Differentmaterialsasoption

Talkaboutdetails
Addthreedimensionalaspect

Literacy:
Listterms(vocabulary)specifictothetopicthatstudentswillbeintroducedtointhelesson
anddescribe
howliteracyisintegratedintothelesson.
StudentswillbereadingthebookTakeAwaytheAandcreatingtheirownpageofthebook.Studentswill
developofphrasewhereonewordiscreatedbyremovingaletterfromanotherword.Studentswillthen
combinethesewordsintoaphrasethattellsastory.Studentswillthencreateanillustrationforthisstory.

Materials:
Mustbegradelevelappropriate.
List

everythingyouwillneedforthislesson,includingartsuppliesand
tools.(Thesearethematerialsstudentswilluse.)
Listallmaterialsinabulletedformat.
Day1:
StylePowerpoint

TakeAwayaLetterWorksheet
FindYourStyleWorksheet
Sketchbook
Pencils
Markers
ColoredPencils
WhitePaper

Day2and3:
Pencils
ColoredPaper
Markers
ColoredPencils
PermanentMarkers
Oilpastels
Chalkpastels
Crayons
Gelpens
Blackpaper
Scissors
Glue
Sketchbooks
Whitepaper
FontExampleSheets

Resources:
List

allvisualaidsandreferencematerial(books,slides,posters,etc.Bespecific;includetitle,artist,etc.
Make
referencetowherethematerialcanbefound.
(Thesearetheresourcesusedbytheteacherto
support/developthelesson.)
Listallresourcesinabulletedformat.
StylePowerpoint
TakeAwayaLetterWorksheet
FindYourStyleWorksheet
FontExampleSheets

Preparation:
Whatdoyouneedtoprepareforthisexperience?
Liststepsofpreparationinabulletedformat.
Prepareandcopyworksheets
Getoutmaterials
PreparePowerPoint
Printfontexamplesheets

Safety:
Bespecificaboutthesafetyproceduresthatneedtobeaddressedwithstudents.
Listallsafetyissueina
bulletedformat.
Don'teatmaterials
Usecautionwithscissors

Actionto

motivate/InquiryQuestions:
Describehowyouwillbeginthelessonto
stimulatestudentsinterest
.Howwillyoupiquetheircuriosity
andmaketheminterestedandexcitedaboutthelesson?
Whatinquiryquestionswillyoupose?
Bespecific
aboutwhat
youwillsayanddo
tomotivatestudentsandgetthemthinkingandreadytoparticipate.Be

awareofthevaryingrangeoflearningstyles/intelligencesofyourstudents.Someideasmightinclude:telling
astory,posingaseriesofquestions,roleplaying,etc.
Todaywewillbestartinganewprojectinspiredbyabook,whereeachofyouwillbeanauthorandan
illustrator.Whocantellmewhatanauthoris/whatanauthordoes?(someonewhocreates/originatesa
work,inthiscaseofbook)Whocantellmewhatanillustratoris/whatanillustratordoes?(anillustrator
draws/createstheimagestoaccompanyastory).

Ideation/Inquiry:
Ideationisthecreativeprocessofgenerating,developing,andcommunicatingnewideas,whereanideais
understoodasabasicelementofthoughtthatcanbevisual,concreteorabstract.

Listanddescribeinquiry
questions
and
processesyouwillengagestudentsintohelpthemdevelopideasandplansfortheirartwork.
Todaywewillbestartinganewprojectinspiredbyabook,whereeachofyouwillbeanauthorandan
illustrator.Whocantellmewhatanauthoris/whatanauthordoes?(someonewhocreates/originatesa
work,inthiscaseofbook)Whocantellmewhatanillustratoris/whatanillustratordoes?(anillustrator
draws/createstheimagestoaccompanyastory).
Worksheets
Andgrouppowerpointactivity

Instruction:
Giveadetailedaccount
(inbulletedform)
of
what
youwillteach.
Besuretoincludeapproximatetimefor
eachactivityandinstructionalmethodology:skills,lecture,inquiry,etc.
Includemotivationand
ideation/inquirywhereappropriate;includingwhatstudentwillunderstandasaresultoftheartexperience

Day1

Todaywewillbestartinganewprojectinspired
byabook,whereeachofyouwillbeanauthor
andanillustrator.Whocantellmewhatan
authoris/whatanauthordoes?(someonewho
creates/originatesawork,inthiscaseofbook)
Whocantellmewhatanillustratoris/whatan
illustratordoes?(anillustratordraws/creates
theimagestoaccompanyastory).

Isaidbeforethatthislessonwasinspiredbya
book,(showbook)TakeAwaytheA.Has
anyoneeverreadthisbookbefore?Forthoseof
youthathaventweregoingtoreadthroughthe
firstfewpagestogether.ReadApage.Whocan
tellmewhattheauthorisdoingwiththese
wordsandletters?(theideaofthebookisthat
youtakeawayaletterfromonewordtocreate
anotherword.)TheotherthingthatIwantyou
alltonoticeishowthetwowordsareused
togethertocreatealittlestory.Nowletsgo
throughafewpagestogetherandyouallcantry
toguesswhatthenewwordwillbe.(Use
documentcamerawithbook,coveringthenew
word).GoBthroughF.Nowthatyouguysare
gettingthehangofit,Ihaveaworksheettohelp
youalittlebitmorethroughtheprocesssothat
youcancomeupwithyourownphraseandan
illustrationtogowithit.Youwillultimatelybe
usingthephrasethatyoucreatetocreatean
illustration,liketheonesweveseeninthebook.

Wellspendsometimeonthisworksheet,inthe
areaswhereitasksyoutodrawyoudontneed
tobeverydetailedIjustwantyoutoshowthat
youvefoundawaytohavethetwowords
interacttomakesomesortofstory.
Gettabletopassoutworksheets.Complete
worksheets.

Ifyouallarentdonewiththeworksheetthats
ok,youcancomebacktoitlater.RightnowI
wanttotalkaboutstyle.Whocantellmewhata
styleis?HowcanIlookatseveraldifferent
thingsandtelltheyarethesamestyle?(have
similarcharacteristics).

Learning
Studentswill...i.e.:
exploreideationbymaking
connections,
comparing,contrasting;
synthesizepossibilitiesforeach
paintingtechnique;etc.(Be
specific
aboutwhatwillbethe
intendedresult
ofthe
instructionasitrelatesto
learning.)
UNDERSTAND

Ideation

Clarifyingandanalyzingthe
meaningofwordsandphrases

Ideation

Time

3mins.

7mins.

20mins.

Talkaboutdesignelements:
Whatarethey?
Line,color,shape,form,value,texture

Powerpoint:
Soletslookatafewexamplesofdifferent
styles,(eachslidehasseveralexamplesofthe
samestyle)andIllselectonepersontogoupto
thescreenandpointoutthree
elements/characteristicsthatmakethisstyle
unique.First,studentgoesupandbasedon
whattheysaymakeconnectstotheelementsof
design.Example,line,shape,color,form,value
ortexture.Gothroughtherestofthe
powerpoint.

Now,thatyouvelookedatseveraldifferent
stylesImgoingtogiveyouaworksheettohelp
youcreateyourownsignaturestyle.Maybeyou
alreadyhaveaspecialwayyoudrawandthats
ok,maybeyoudontbutIwantyoutobevery
purposefulandcreateastylethatisuniquely
yours.Ontheworksheetyouwillchose3ofthe
elementsofdesignwejusttalkedabouttohelp
defineyourstyleandthenyou'llpracticethe
charactersandfeaturesfromyourphraseatthe
bottom.SoifoneofmyelementsislineandIm
doingtheexamplefromtheworksheetwhere
cardsdrivecarsthenIwouldpracticedrawing
thecardsandcarswithuniquelinesthatare
maybereallythickorcurvy.Doesthatmake
sense?
Ihavemoreexamples,printedatthebackofthe
roomaswellastheTakeAwaytheAbookifyou
wouldliketolookatit.Whenyouvecompleted
bothworksheetsbringthemtoMs.Huntor
myselftolookatandthenyoullmoveonto
creatingadetailedplaninyoursketchbookof
yourillustration.

Tablepassoutworksheets.

Asstudentsarereadytheycanbegindoingtheir
detailedsketchintheirjournalswhichincludes
theirphraseandimagery.

CleanUp:
Tablescollectjournals,supplyboxes,etc.

Ideation

Clarifyingandanalyzingthe
meaningofwordsandphrases

Developinginsightintoartist
practice

StudioHabits

Evaluatingandanalyzingactions.

2mins.

7mins.

3mins.

10mins.

6mins.

Day2

Welcomeback!Whocanreminduswhatwe
weredoinglastweek?(creatingourown
illustrationsbasedonthebookTakeAwaythe
A).Greatsoyouallarestillauthorsand
illustratorsworkingonyourownuniquephrase
andillustration.Lastweekwetalkedabouta
fewthingsthatyouarethinkingaboutwhen
creatingyourillustration,whocanremindus
whattheywere?(style,elementsofdesign).
Great.Today,wearegoingtopickupwherewe
leftoff,ifyouarestillworkingonyour
worksheetsmakesuretohaveMs.HuntorI
checkthembeforeyoustartsketchinginyour
journal.Rememberthatwhenyougettoyour
journalweexpectafulldetailedsketchthat
includesyourphraseandimagery.Ifyouare
donewithyourjournalsketchbringittoMs.
Huntormyselfandwewillgetyoumoving
forward.

Passoutremainingworksheetsandjournals.

Wheneveryoneisworkingintheirjournal:
Nowthatyou'reallworkingonyourfinaldesign
Iwanttotalktoyouallaboutonemoreelement
ofthisproject.Aswevetalkedaboutyoure
goingtocreateanillustrationthatincludesyour
phrase.Afteryouhavefinisheddrawingyouwill
bedrawingandcuttingoutyourletterfrom
paperandpastingitontoyourillustration.You
don'thavetocutoutallyourlettersjusttheone
youareremovingfromyourfirstword.Ihave
pagesprintedwithlotsofexamplesofdifferent
fontsandyoumaywanttotakealookatthem
andpracticetheminyourjournalbeforeyou
beginyourfinalone.Rememberthattheletter
youcutoutwillbebigsomakesuretoleave
spaceforitandtherestofyourphraseinyour
drawing.

Releasetoworktime.

CleanUp.
Tablespickupjournals,supplyboxes,etc.

Ideation

Clarifyingandanalyzingthe
meaningofwordsandphrases

Gaininginsightintotheartistic
process.

StudioHabits

Evaluatingandanalyzingactions.

4mins.

2mins.

4mins.

40mins.

7mins.

Day3

Welcomeback!Todayisourlastdaytofinish
ourillustrations.Beforewecangetbackto
workwhocantellmewhatanauthor,illustrator
andstyleis?Andwhocantellmetheelements
ofdesign.Great!

Tablespassoutartworkandsupplies.

Studentswhofinishearlycanworkintheir
journals.

Releasetoworktime.

CleanUp.
Tablespickupjournals,supplyboxes,etc.

Ideation

Clarifyingandanalyzingthe
meaningofwordsandphrases

StudioHabits

Evaluatingandanalyzingactions.

2mins.

50mins.

8mins.


Studentreflective/inquiryactivity:
Samplequestionsandactivities(i.e.games,gallerywalk,artiststatement,interview)intendedtopromote
deeperthinking,reflectionandrefinedunderstandingspreciselyrelatedtothegradelevelexpectations.How
willstudentsreflectontheirlearning?Aparticipatoryactivitythatincludesstudentsinfindingmeaning,
inquiringaboutmaterialsandtechniquesandreflectingabouttheirexperienceasitrelatestoobjectives,
standardsandgradelevelexpectationsofthelesson.)
GalleryWalk:
Allartwillbedisplayedaroundtheclassroomandeachstudentwillhaveaworksheettofillout.Students
willwalkaroundtheroomwithtwotokensonetokenisusedforthatstudentsvoteforbestinshowwhile
theothertokenisusedtoshowthataspecificartworkhasalreadybeenchosenforuseontheirworksheetas
eachartworkcanonlybewrittenaboutonce.Theworksheetwillaskstudentstoidentifywhat3elements
wereusedtodefinetheartist'sstyleandwhytheythinkthat.Theywillalsodescribethelinkbetweenthe
phraseandillustrationandwhereitiscleartounderstandandtheywillfinallywritewhytheychosea
specificartworkasbestinshow.
Afterthevoteswillbetalliedandtheclasswilldiscusswhythebestinshowwaschosen.

PostAssessment(teachercentered/objectivesas
questions):
Havestudentsachievedtheobjectivesandgrade
levelexpectationsspecifiedinyourlessonplan?

PostAssessmentInstrument:
Howwellhavestudentsachievedtheobjectivesand
gradelevelexpectationsspecifiedinyourlesson
plan?Includeyourrubric,checklist,ratingscale,etc.