EDUC 520 ~ Professional Studies in Instruction
Lesson Plan Final
Your Name
Lesson Grade Level
Lesson Subject Area
PA or Common Core
Standard
Specific Content Area
Lesson Goals ~ Enduring
Understanding
Objectives of the Lesson ~
Are these measurable?
Level of Blooms 1. Knowledge:
Taxonomy
Relate each of the verbs in
your objectives to a
specific Levels of Critical
Thought
Quality is never an accident. It is always the result of intelligent effort.
There must be a will to produce a superior thing.
Samantha Bowman
3rd
Arts and Humanities
Number of the Standard: PA, 9.1.3A
Statement of the Standard: Know and use the elements and
principles of each art form to create works in the arts and
humanities.
Visual Arts
1. Students will define and identify silhouette.
2. Students will define and identify drawings.
3. Students will define and identify sculptures.
4. Students will compare and contrast 2D and 3D forms of
art.
5. Students will sketch an animal.
6. Students will use scissors to cut out the animal.
7. Students will attach the drawing to a wire with hot glue
on a wooden base.
8. Students will create a silhouette sculpture.
At the end of this lesson the students will be able to:
1. define types of art.
2. create a form.
3. recognize the focal point of a work of art.
-Define
-Recognize
2. Comprehension:
-Identify
-Recognize
3. Application:
-Sketch
-Use
4. Analysis:
-Compare
-Contrast
5. Synthesis:
-Create
John Ruskin
 EDUC 520 ~ Professional Studies in Instruction
Opening Activities
How will you engage the
students?
Quality is never an accident. It is always the result of intelligent effort.
There must be a will to produce a superior thing.
Evaluation:
-Attach
-Compare
1. Students will observe 2D and 3D objects in front of them.
A piece of paper and a ball.
2. I will define two dimensional, and three dimensional.
3. I will ask students to identify what dimension the paper
and ball are.
4. I will toss the ball to a student and ask them to identify
another 3D object. That student will toss the ball to another
student and continue to state other 2D or 3D items,
depending on what Im asking for.
5. Students will then be asked to discuss with their neighbor
how they could transform their piece of paper into a 3D
object.
6. While they discuss, I will fold my piece of paper into an
airplane and when they are finished talking, I will glide my
plane through the air.
7. Students will then observe sculptures and paintings Ive
provided, in the front of the room. They will be asked to
recognize and identify which is 3D and which is 2D.
8. Students will then be taught the definition of a sculpture:
the art of making three dimensional forms. (There are other
forms of art that can appear to be 2D but are carved out,
which students may believe are 2D, but this will not be
addressed during this lesson. Its more important that they
have a general understanding of each dimension first).
9. Students will be given another piece of paper, along with
tape and scissors and asked to create a sculpture of their
own, based on what I showed them with the paper airplane.
9A. There isnt a wrong answer, as long as its not a flat
object. A student could fold a corner of the paper and that
would be acceptable, but if students are struggling I will
give them pieces of paper with dashed lines indicating to cut
out an area, and a solid line indicating to fold that area to
create specific shapes, like a cube or a pyramid).
10. Students will then bring their completed sculptures to
the front of the class, and I will help them staple it onto a
section of our bulletin board that says The EARTH without
ART is just EH but the particular section will be labeled
sculpture
John Ruskin
 EDUC 520 ~ Professional Studies in Instruction
Lesson Outline
Use numbers or bullets to
outline the lesson content
and activities
Quality is never an accident. It is always the result of intelligent effort.
There must be a will to produce a superior thing.
This lesson should be completed over three days, each
consisting of 50 minute classes.
First day:
1. Students will fill out an entrance ticket asking to define as
many characteristics as they can about 2D and 3D objects.
This is a review of what was taught the previous day, with
the opening activities. It is not for credit, but rather to check
for understanding. This shows that students know the
beginnings of some elements of art in this particular lesson.
2. Students will turn in their tickets, and I will redistribute
them to the class, and each student will read what another
wrote. Students will grade their peers with a red pen. This is
not for credit, but to check for understanding.
3. Students will then return the ticket to its rightful owner.
They will look at their feedback, and line up to give them to
me.
4. I will make 3 piles of each paper, 1 st: completely
understands. 2nd: partially understands. 3rd: doesnt
understand. I will then create 4 equal (or close to equal)
groups of five, making sure that there is only one person
who doesnt understand in each group, and at least one
person from the 1st and 2nd groups as well (of course, this
depends on the level of understanding amongst the class).
5. Students will each be given a task. The person who
understands completely will be in charge of writing down
the final answers. The person from the 3 rd pile will be paired
with another student with a high level of understanding. The
3rd pile student will name an object in the room. Their
partner will say if its 2D or 3D. The remaining students will
say whether they agree or disagree. Once there is a
consensus, they report it to the person from the 1 st pile to
write it down. If that student disagrees, they will discuss
why they feel that way.
6. The student from the 3rd pile will then be in charge of
reading the answers from their analysis. When they state the
object, I will either point to it, or pick it up, if Im able to, so
that the entire class is on the same page.
7. Students will then go back to their seats and be asked to
draw a picture of their favorite animal on a piece of paper.
This is allowing students to put their knowledge of the
element of art they were taught to use.
9. Students will explain to the class why this animal is their
John Ruskin
 EDUC 520 ~ Professional Studies in Instruction

favorite animal. This allows students to know about the

content, use it, and relate it to something that interests them,
so they will be engaged during the lesson.
10. Students will be given clay and asked to mold the animal
that they determined to be their favorite. Depending on the
animal, this could be difficult, so I can provide pictures and
toys of the animals for each student, and offer advice as I go
around the room. Obviously, I cant provide a toy for every
animal, but I will bring in the most common favorite
animals.
10A. The goal isnt to create a perfectly lifelike model. The
goal is to look at their drawing and compare and contrast the
differences as they mold it. If they can make connections
between the paper and the clay then that reflects their
understanding that both forms of art can provide different
information. A drawing may show details and color, but a
clay model could show the shape and allow you to feel a
texture. (again, there are other forms of 2D art, a painting
for instance, that is 2D but has a texture, this will be touched
on during another lesson).
10B. Students should be able to identify that sometimes you
need multiple forms of the same idea, so that you can create
the most accurate representation of it. So, using the photos I
provide, their drawing, and toys, they should be able to
make a form similar to what theyve drawn.
11. Students will put their clay creation on a piece of paper
with their name and they animal theyve molded written on
it on the counter in the back of the room as a ticket out the
door when they are finished.
Second Day:
1. Students will collect their clay creation from the back of
the room and bring it to their desk.
2. The question of the day is What is a silhouette?.
Students will be given the opportunity to answer this
question pre-lesson, to test their level of knowledge.
3. I will then define the word on the board, and lay out a
large piece of black paper on the floor and ask for a
volunteer.
4. I will ask the student to lay on the ground and I will trace
the outline of their body with white chalk. I will then
explain to the class that this is an outline, which is the same
as a silhouette.
Quality is never an accident. It is always the result of intelligent effort.
There must be a will to produce a superior thing.
John Ruskin
 EDUC 520 ~ Professional Studies in Instruction

5. Students will pair up to brainstorm what the outlined

silhouette of their classmate reminds them of.
6. I will then bring the student back to the front of the class
and have his feet line up with the feet that I outlined on the
black paper. This will bring students to recognize that its
similar to a shadow.
7. I will ask students what they could do to their clay
creations to emphasize a silhouette. They will likely suggest
outlining it like I did on the floor. I will say thats a good
idea, but ask if theres a way we can make the silhouette
even bigger. (The goal is that a student will suggest putting a
light on it, so I will have a lamp in the front of the room that
isnt normally there, to spark interest).
8. I will demonstrate to the class how to set up the light in
front of their sculpture to create a silhouette. This will
reinforce the topic of the day explaining that a silhouette is
an outline of a shadow from a form.
9. Students will come to the front of the class, one by one
with their clay creation and put it on my desk with the light
facing it one way, and a piece of black paper on the back of
it where the silhouette is at.
10. Students will use chalk to trace the silhouette from the
clay animal onto the paper. If students would prefer that I
trace it for them, I will be happy to oblige.
11. Students will then use the remainder of class to cut out
the silhouette and hand it in to me, with their name on the
back, as their ticket out the door.
Third Day:
1. Students silhouette cutouts will be returned to them and a
piece of wood, with a thick wire sticking out of it will be
placed in front of them.
2. I will demonstrate how to attach the silhouette to the wire
on the board with duct tape.
3. Students will mimic what Ive done using their own
cutouts.
4. The question of the day will be What is the difference
between abstract and realistic art?
5. Students should be able to deduce that realistic art, is art
that looks like what it is. I will show examples of famous
realism pieces, like John Sloan (paintings) and Duane
Hanson (sculpture), and examples of abstract art, like Pablo
Picasso (painting and sculpture).
Quality is never an accident. It is always the result of intelligent effort.
There must be a will to produce a superior thing.
John Ruskin
 EDUC 520 ~ Professional Studies in Instruction
Assessments (diagnostic
or formative)
Where in the outline of
your lesson, do you assess
student learning?
Closing Activities
Quality is never an accident. It is always the result of intelligent effort.
There must be a will to produce a superior thing.
6. Students will pair up and determine characteristics of
abstract art and share them with the class. They will then
gather around my desk in the front of the room and examine
examples of textures and objects that could be attached to a
2D piece to make it 3D.
7. Students will be asked to add a more dramatic 3D aspect
to one of the two sides of their sculpture (colorful cotton
balls, pipe cleaners, and other fun crafty objects will be
available for them to use). So that one side is a true
silhouette, and the other side is abstract, so it doesnt have to
reinforce the form of the animal theyve selected.
6. Students will set up their piece on their desk and walk
around and observe other students pieces.
7. Students will give/receive feedback to/from students on
their work.
8. Students will write a brief artist statement explaining
their understanding of the terms taught over 3 days
(silhouette, sculpture, drawing, realism, abstract 2D, and
3D) and how their piece utilized each of these terms.
9. After their pieces are graded, they will be allowed to take
them home.
10. Their next lesson will discover other forms of sculpture
that can be found in paintings; using plaster, wood, found
objects, and metal. We will also touch on different types of
paint; oil, acrylic, watercolor, and ink. Students will be able
to create either a painting or a sculpture using these new
materials.
1. Reflect on the quality of their work.
2. Students initiate critiques of their classmates work, stating
a positive comment, a constructive criticism, and an
interesting thought.
3. Identify strengths and weaknesses during group projects
and with entrance and exit tickets.
Assuming the weather is nice, and students received
permission from their parents, students will go outside and
strike a pose against a plain colored wall and I will spray
them with water from a hose, asking them not to move until
Im finished. Once completed, students will step back and
look at the silhouettes theyve left on the wall.
This will reinforce their learning and understanding of the
topic from the week, while also encouraging them that art
John Ruskin
 EDUC 520 ~ Professional Studies in Instruction

can be found anywhere, with any material.

Assignments Students will be asked to research an artist who created 2D
and 3D work and write a one page paper about the artist,
two examples of their work (one 2D and one 3D), and
provide photos of each that should be completed and turned
in at the end of the week (assuming that this lesson began on
a Monday, this assignment would then be due on Friday).
Students should meet with me at some point on Wednesday
to discuss who they want to research and if they have any
trouble completing the project, what I can do to
accommodate. This final project will test their
understanding of this weeks lesson as a whole after they
used hands on skills to first learn how to make the art, then
they will prove their understanding of the topics through
research. Students are encouraged to include any questions
they may have to further discussion in a later class, or
provide feedback on the artist. This paper allows students
who are ELL, have disabilities, and those who may read
below/above the grade level to provide the level of
expression that they deem fit. A student will not be
penalized if they have trouble spelling words due to a
language barrier or learning disability. If they are unable to
type, they could present their research orally to the class or
to myself during an allotted meeting time with the assistance
of an aid. As long as a student shows that they put time and
effort into researching and completing this paper, they will
be given credit. I ask that all students staple a personal
grading rubric to the back of their papers explaining what
grade they think they deserve and why, and I will take this
into consideration. If a student wants to test their learning
further, for potential extra credit, they can include pictures
and descriptions of abstract and realism art from a particular
artist.

Attach any materials that you are using in the lesson, i.e. a power point, study sheet,
independent practice sheets, assessment, etc.

Quality is never an accident. It is always the result of intelligent effort.

There must be a will to produce a superior thing.
John Ruskin