UMU Lesson Plan Template

2015-2016

Name: Rachel Andrews

Grade Level: 6
Subject: Art
Big Idea/Lesson Focus:
Function of the Lesson (check all that apply):
Introduce New Skill or Content
Practice
Review
Remediation/Re-teaching

Date: March 22, 2016

Class Period: 2
Lesson # & Title:

Context for Learning: There are boys and girls in the glass, as well as African American students and
Caucasian students. Some of the students are also on IEPs.
Content Standards:
1PE Describe how art and design elements and principles are used in artworks to produce certain visual
effects and create meaning.
4PR Transform perceptions and processes into two- and three- dimensional artworks.
Learning Objectives (aligned to assessment plan):
Students will be able to to identify characteristics of Pop Art with 90% accuracy.
Students will be able to draw an ellipse to create a 2D image of what they perceive with 90%
accuracy.
Academic Language (Academic Language Demands and/or Academic Language Objectives):
Ellipse
Two-dimensional
Three-dimensional
Perspective
Design Elements
Visual Effects
Pop Art
Assessment Plan (aligned to learning objectives)
Formative Assessment: I will ask students questions throughout my presentation to ensure their
understanding.
Summative Assessment: I will have each student create their own Pop Art using the
characteristics and techniques that I have taught them.
Revised 11/2015

Procedures: Lesson Introduction: I will introduce the lesson to the class by asking the students what
they know about Pop Art, or if they have ever heard of Pop Art. I will then show the students a
PowerPoint presentation. This presentation will consist of explaining what Pop Art is and what its
characteristics are. It will also show the students famous Pop Art artists and display some of their most
well-known pieces. I will ask students questions throughout the presentation to ensure their engagement
in the lesson, and I will try to relate this topic to them and their everyday lives.
Procedures: Lesson Body
Presentation/Explicit Instruction (I do: 100% teacher, 0% student):
1. I will inform the students about Pop Art and the correlated characteristics.
2. I will show them some of the famous artists related to Pop Art and their most famous works.
3. I will also teach them about Wayne Thiebaud and his works.
Structured Practice/Exploration (We do: 75% teacher, 25% student):
1. I will have the students look at Wayne Thiebauds works and observe how he uses a lot of
ellipses in his work. I will have the students practice making ellipses of different sizes to show
how circles look from different perspectives.
Guided Practice/Checking for Understanding (We do: 25% teacher, 75% student):
1. I will have the students come up with ideas and subjects for their final project.
2. I will have the students sketch their different ideas and pick out their favorite subject.
3. I will emphasize the importance of picking an every day object for the subject of a Pop Art piece.
Independent Practice/Application (They do: 0% teacher, 100% student):
1. I will have the students create a final project of their interpretation of Pop Art after Wayne
Thiebauds works.
Procedures: Lesson Closure: I will close the lesson by having the students create their own piece of
Pop Art using the characteristics that I have taught them about and the ideas that they have developed.
Differentiation, Individualized Instruction, and Assessment: I will be utilizing visual, auditory, and
tactile ways of teaching so that students with different learning styles will be able to obtain as much
knowledge and information from this lesson as possible.
Instructional Materials and Support:
Smart Board
PowerPoint
Paper
Markers
Pencils
Cultural Responsiveness Commentary: There are students of a variety or racial backgrounds and
socio-economic backgrounds so it is important for me to incorporate artists with a motley of
backgrounds in the lesson to show how anybody can achieve their dreams.

Revised 11/2015

Research and Theory Commentary: In this lesson, students will be working as a class in the
beginning of the lesson which incorporates Albert Banduras Social Learning Theory. It also includes
the use of Blooms Taxonomy by have the students create their own pieces of Pop Art on their own
instead of being led the entire way. This lesson gives students a chance to explore on their own, and this
demonstrates John Deweys Experimental Learning Theory/Progressive Education.

The following componentsEssential Question, Use of Technology, and Reflection and

Instructional Commentaryare to be scored only as applicable to the plan.
Essential Question (as applicable):
Use of Technology Commentary (as applicable): I will use the Smart Board to show students a
PowerPoint presentation. It relates to ISTE Standard 1.
Reflection & Instructional Commentary (if lesson was taught):

Revised 11/2015