Group 4 Lesson Plan: Utopia

Katie Alicaya
Mikaela Bugarin
Jemie Quero

Big idea Utopia

Grade level 6th grade

21st century art Meaning making and big ideas

education approach

Inspiration Artists
Saya Woolfalk

Lesson Overview
Students will use their own personal experiences and
(about 3 sentences)
values to create their interpretation of utopia through
artmaking. They will be able to visually express their
perspectives on what their perfect worlds would revolve
around. Students will demonstrate their ideas by creating
wearable art using old clothes, recyclable materials, and
classroom art materials.

When referring to past experiences to frame the idea of

Background utopia, students will refer to subjects like history and
knowledge (about 3 science. Scientific and Historical references is prevalent in
sentences) the inspiration artists work to which her interests are in
hybridity or combining multiple subject matters. Utilizing
measuring and precise step-by-step procedures, students
will refer to their prior science experience.

1. Utopias can be represented through different

artworks.
2. Artists can be conservative in artmaking by
Key concepts (what
do you want the reusing clothing and art materials.
students to know) 3. Utopias are shaped by different philosophies.
4. Different utopian philosophies can help
improve modern day society.

1. How can utopia be represented in artwork?

2. How can artists utilize reusable items in their
artwork?
Essential questions 3. What are philosophies/big ideas that can
(restating of key represent a utopia?
concepts using open- 4. How might the philosophy of utopias be
ended questions) implemented to help improve modern day society?

1. Content area 1 History : The students will

(TSW) be able to
Lesson objectives 2. Content area 2 language arts : The students
will (TSW) be able to choose a words and
expressions that are meaningful to them and
appropriate them through the expression of visual
art
3. Content area 3 Science: The students will
(TSW) be able to experiment with different
materials following a multistep procedure. Students
will take measurements of their materials to the
scale of their preference

Formative Assessment Strategy (Language arts)

Align Assessment -Students will revisit their memos to come up with one
with Lesson takeaway quote or idea that makes the article significant.
Objectives Teachers will assign groups to talk about and come up with
one takeaway idea.

Summative Assessment Strategy (History and Science)

-Revisiting the Essential Questions, students will answer
the questions in reference to their work. Teachers will ask
students to come as a class and portray their essential
questions answers to the class to better understand their
work.
 1. Language arts: Vocabulary acquisition and
use: Acquire and use accurately grade-appropriate
general academic and domain-specific words and
Common Core phrases;gather vocabulary knowledge when
Standards considering a word or phrase important to
comprehension or expression
2. History: Integrate and evaluate content
presented in diverse media, including visually and
quantitatively, as well as words
3. Science: Follow precisely a multistep
procedure when carrying. out experiments, taking
measurements, or performing technical tasks.

1. Artistic Perception: The students will be able

to relate philosophy, nature, and events in society
in their creation of utopia.
2. Creative Expression: Students will use past
experiences, interests, and knowledge to create
pieces from various media
3. Historical & Cultural Context: Students may
refer to their culture and knowledge of history to
California Visual and portray works that are culturally appropriate.
Performing Arts 4. Aesthetic Valuing: Students will be able to
Standards (pick 3-5 view their peers artworks and give positive
and add description feedback. Students will also be able to interpret
of application each pieces philosophy/big idea.
content standard)

1. Utopia: an imagined place or state of things

in which everything is perfect.
2. Mythology: the collection of traditional
stories that explain history or natural events
involving supernatural beings and events.

Vocabulary (pick
words that tie in with
the two identified
content areas)
Things we have:
Things we need to purchase:
Things to bring in:
Materials
3. Symbolism: the use of symbols/ to represent
ideas or qualities.
4. Philosophy: the study of the fundamental
nature of knowledge, reality, and existence.
5. Ideology: a system of ideas and ideals; the
study of their origin and nature.
- paint
- scissors
- sequins
- beads
- gemstones
- hot glue gun
- feathers
- No purchases needed
- old party supplies
- Old Clothing
- Old jewelry
1.
2. Focus Lesson (teacher does): Detail opening
activities by exploring the following questions. How
will you motivate the students to want to learn the
new concepts (see Key Concepts) and
strategies/skills (see Lesson Objectives)? How will
you introduce the Big Idea of the lesson? How will
you link this lesson to the students prior
knowledge?
a. Modeling (teacher does): Name
and demonstrate the content area
strategies/skills (see Lesson Objectives) that
are the focus of the lesson. Explain and show
their purpose. Use analogies or other
concrete examples to explain concepts (see
Key Concepts).
 Activity 1: Memos
Lesson procedures
(this is the bulk of After introducing our Big idea, Teachers Katie, Jemie,
our lesson plan and Mikaela will begin class with an activity
where we have to involving their memos. Each group will receive one
talk about what they piece of paper and a marker. Groups will recall the
need to do while article and write one takeaway they gained from the
addressing article.
management like
room arrangements Content area 1 History : The students will (TSW) be able to
and transitioning
Content area 2 language arts : The students will (TSW) be
able to choose a words and expressions that are
meaningful to them and appropriate them through the
expression of visual art
Content area 3 Science: The students will (TSW) be able to
experiment with different materials following a multistep
procedure. Students will take measurements of their
materials to the scale of their preference

3. Guided Instruction (teacher and students do

together): Detail main activities by exploring the
following questions. What Essential Questions will
you ask students to facilitate learning? How will you
organize students? What will you do/say during
each learning activity? What will students do (see
Lesson Objectives)?

Essential questions will be further explored through the

current concluding activity where students will reference
their work. Each student will receive a pen and paper and
write their answers down. Each student is responsible for
their own work, but may ask for guidance from the peers
that are in their group. Students may use memos as a
reference. During this activity, Teachers Jemie, Katie, and
Mikaela will walk to each group and sit with and ask them
the students about their work. After the each students has
answered the questions, teacher Katie will ask the class to
join as a group. Teacher Katie will ask for one volunteer
each from the same group.
 4. Collaborative Learning (students do
together): What activity will you include so that
students have an opportunity to negotiate
understandings and engage in inquiry with peers?

Students will engage in collaborative work during the

memo activity. Each will first come up with their own
understanding and then share with their group members
in their assigned groups. Through the memo activity,
students will all need to agree on one important takeway
from the article reading assigned by teacher Katie,
Mikaela, and Jemie.

5. Independent Learning (students do alone):

What activity will the students complete
independently to apply their newly formed
understanding to novel situations? What will the
students explore independently?

Students will create their idea of utopia through

Artmaking, specifically in making or modifying
clothing and accessories or wearable art. Students
will work on these projects alone.

Closure: How will you end the lesson to solidify

learning? How will you and/or students summarize
concepts and strategies/skills?

Katie will ask the students to clear their desks and

have out their art piece and something to write with.
Mikaela will be passing out blank paper for the
students to respond to the essential questions.
Students will work independently but can collaborate
with their peers if a question is confusing.

6. Instruction overview:
7. Students will be asked to come up with a
theme to resemble their utopia using
inspiration from their own experience,
 philosophies, etc.. Students will choose to
either make or enhance one item (list below) or
make a look (doesnt have to be complex)
a. piece of jewelry
b. Piece of clothing
c. Headdress
- Once a utopia is determined, they will
take out the materials they brought. Students
will also have access to the materials that are
located at the table at the back of the
classroom to create their piece
- Students may use items like
recyclable materials, old clothes,
materials that can embellish your base
materials, resources from nature
- During the last 15 minutes of class,
students will clear their desks except for their
artwork so we can engage in our final activity

1. Instructions will be further simplified, plenty of visuals

will be provided along with labels to make understanding
easier for the student.

2. Students will work with a lot of new and/or different

materials. Students will develop and utilize their time
management skills to create their art within a specific time
frame.

3. Grade appropriate materials will be provided. Very clear

instructions and guidelines will be given on how to safely
use the provided materials.

4. In order to adhere to the proper safety standards, the

teachers will provide the students with material that are
 not prohibited by the OEHHA standards. We will
demonstrate how to properly handle scissors to the
students prior to beginning the studio.

Wright, S. (2010). Creativity: meaning-making and

representation. In Understanding creativity in early
childhood: Meaning-making and children's drawings (pp.
1-24). London: SAGE Publications Ltd. doi:
10.4135/9781446251447.n1

Questions:

1. How will
you adapt the
various
aspects of the
lesson for
differently-
abled
students,
including
English
language
learners?
2. How will
this lesson
allow for/
encourage
students to
solve
 problems in
divergent
ways?
3. How will
you engage
students in
routinely
reflecting on
their learning?
4. How will
you (a)
address
potential
safety issues
and (b) assure
necessary
precautions
are followed?
See OEHHA)
Lesson
Resources/Reference
s (use APA; please
identify, with an
asterisk, article or
chapter due for HW):

http://sk.sagepub.com/books/understanding-creativity-in-early-childhood/n1.xml