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Lesson Plan Template

Below is a template you will fill in as your lesson plan. When designing a unit, several lesson plans will be
written. You will use a separate lesson plan one for each section of the scope and sequence. A single lesson
plan can cover several days which would be indicated in the lesson sequence. The left column you will populate
with the lesson criteria as laid out in the planning guide. Be thorough and descriptive. The right column you will
share your rationale for the choices you are making. The rationale should be backed up by readings from the
class, and other content you’ve learned in other courses. Sharing your rationale is important as it asks you to
think about why you are doing what you are doing… think of it like VTS. Sharing rationale is also a large
aspect of the MoPTA performance assessment you will complete while student teaching. Consider this a warm

Lesson Title: _Modern Icons_____________________________________________
Grade: __6 - 8________________________________________________
Teacher: _Kimberly Cossey________________________________________________

Lesson Plan Rationale
1. Big Idea: How does the big idea connect
Icons: Visual language from its genesis through time. ideas across the curriculum?
– The word “Icon” is defined by a
variety of meanings. It is usually
a pictorial representation, a sign
whose form suggests its meaning,
an object of uncritical devotion, or
a conventional religious image
typically painted on a small
wooden panel and used in the
devotions of Christians. The big
idea connects across the
curriculum by adding a dimension
or element of devotion across
2. Key Concepts: (What students will know) Why is it important for students
to know these concepts?
1. 1. Artists have existed since pre-historic times, and have -The students will learn how
had an impact on cultures. different cultures visually
2. Artists use visual language to create images that communicate their world.
communicate their culture. Learning about the lives that
3. Students will gain technical ability in drawing, painting, and existed before and being able to
conceptualizing spatial designs. compare those prior times to
4. Students will learn the thought processes necessary to contemporary art is an important
create visually appealing images and compositions. element of intellectual stimulation
5. Students will develop their concept of self. and growth. Students need to
learn about the past to learn
about the present and lead us into
our future. By learning how people
have visually communicated
throughout time, the students can
gain an appreciation how artists
communicate their world to
cultures past and present.
- The students will improve
upon their technical abilities
in the use of basic drawing
materials, pen and ink or
brush, and painting.
The students will improve upon
their intellectual abilities through
using the thought processes
needed to develop their concept
of self.

3. Essential Questions: How are these questions
meaningful to the student?
1. What are the images created by our culture? Why do they - The students will learn about
make the images they create? present-day American culture and
2. What can we learn from the art of modern western artists and how we visually
culture? communicate in our world. The
3. What is important to learn about contemporary art students will gain an appreciation
making? of the artwork created by
4. How does art record and communicate the human contemporary artists and they will
experience? develop opinions and ideas about
5. What can we learn about a culture through its art forms? why these images are made which
6. How does art influence what we can learn about ourselves will increase their intellectual
and about our society? curiosity and capacity. The
7. How do artists choose tools, techniques, and material to students will develop their
express their ideas? concept of self, helping them to
gain confidence in themselves, and
their use of the materials.

4. Vocabulary: Andy Warhol, Roy Lichtenstein
5. Objectives: (what students will do) How do the objectives fully
support learning across the
1. Students will view Pop Art paintings. curriculum and how do they
2. Students will learn about contemporary cultural images. connect to the students’ lives?
3. Students will create images (self-portraits) based on what - The students will learn about
they have learned about modern culture. modern artists of modern
4. Students will learn how to handle the drawing and painting western culture and the art
materials and tools. they made. They will learn
how to integrate the images
of different cultures into
their artwork.
- The students will bring what
they have learned about
modern artists into their
lives through broadening
their thoughts of modern life.
6. Standards: Please select a standard from each: How the standards support each
Creating other and the learning taking place
Responding - By developing their thinking
Connection processes (connecting) and
technical abilities (creating), the
NVAS: students will grow developmentally
1. (Creating) Demonstrate persistence in developing skills and intellectually. Their thinking
with various materials, methods, and approaches in creating will broaden with the inclusion of
works of art or design. (7th, VA:Cr2.1.7a). past through present culture
2. (Presenting) Compare and contrast how technologies have (presenting), and their art-making
changed the way artwork is preserved, presented, and abilities will be enhanced through
experienced. (7th, VA:Pr4.1.7a). the challenges of addressing their
3. (Responding) Interpret art by distinguishing between art- concept of self (responding). The
making approaches, the characteristics of form and structure, students will technically develop
relevant contextual information, subject matter, and use of their artistic abilities, and they will
media to identify ideas and mood conveyed. (7th, intellectually develop their
VA:Re8.1.7a). creative process (creating).
4. (Connection) Analyze how response to art is influenced
by understanding the time and place in which it was created,
the available resources, and cultural uses. (7th,

7. Teaching Resources: Rationale for each and HOW they
Art: (Artists, please insert thumbnail photo of examples work together
shared) - Andy Warhol was a Pop artist
who made portraits of
contemporary icons. The
images he made were a
comment on modern
American society.
- Roy Lichtenstein was a Pop
artist who made portraits of
modern western society by
using a comicbook format
and visual composition and
technique in his paintings to
make a comment about
modern American culture.
John Lennon, Andy Warhol.

Drowning Girl, Roy Lichtenstein, 1963.

8. Lesson Plan sequence (This will be lengthy and may span Share rationale for choices in each
several days) step. Be sure to identify specific
areas of creating, connection,
1. Introduction of Modern Icons (Pop Artists Andy Warhol presenting and responding.
and Roy Lichtenstein) lesson via power point presentation, 1. Students will learn how
video, and reading. Formative assessment strategy – Three modern Pop artists make
Person Dialogue. Day one. choices for creating their
2. A short reintroduction of Modern Icons lesson. Students artwork. (connecting).
begin to draw images for self-portraits in sketchbooks. 2. Students develop
Students will use the images of Roy Lichtenstein and Andy conceptual ideas about the
Warhol for inspiration to create self-portraits. Scrolling artwork of modern Pop
images by the exemplar artists will play during studio time. artists in relation to past
Half-Minute Note Cards. Day Two. cultures. (responding).
3 Studio time. Students continue drawing images in their 3. Students develop a deeper
sketchbooks, inspired by exemplar artists, Andy Warhol and understanding of their
Roy Lichtenstein. Scrolling images by the exemplar artists will concept of modern western
play during studio time. Half-Minute Note Cards. Day Three. culture and the Pop artists
4. . Studio time. Students begin painting images inspired by studied.
exemplar artists, Andy Warhol and Roy Lichtenstein. Scrolling 4. Students use their drawings
images by the exemplar artists will play during studio time. to create a composition for
Half-Minute Note Cards. Days 4 – 10. their self-portrait paintings.
5. Summative assessment. Students will write a 2 – 3 page This challenges their prior
Artist Statement paper of their experience learning about self-identities and makes
past and modern icons. Day 11. them think about their
6. Students will break into small groups of 3 – 5 to discuss concept of self.
their learning experience using their writings for the Students continue to
discussions. They will make a list of the most important compose and paint their
things they learned during the unit. Day 12. self-portraits using the art
7. Students will conduct a critique and exhibit of their and artists studied to
artwork from the three lessons. Day 13. improve their handling and
technical abilities with the
5. Students will write an artist
statement about their
learning experience to
reinforce their learning,
memory, and analytical
6. They will participate in
small-group discussions to
enhance their learning,
memory, and analytical
7. The students will improve
their visual analytic skills
and learn about theirs and
their peers aesthetics, and
why they made the choices
they made.
9. Differentiation/Accommodations/Modifications Share rationale for each
The teacher and students will provide the necessary - Certain members of a classroom
accommodations for any special needs students may have. may require special
accommodations for a variety of
reasons. The classroom will
address those needs and
accommodate them whatever they

10. Assessment Strategies: Share rationale for formative and
- Formative Assessment=Half-Minute Note Cards. summative assessment
- Summative Assessment=Post-Learning writing. - Formative assessment Half-
- Summative Assessment=Post-Learning small-group Minute Note Cards will be
discussion and lists. used to identify learning
- Summative Assessment=Post-Learning group critique. strengths and weaknesses
which may need to be
addressed during the course
of the lesson.
- Summative assessment will
be used to identify post-
11. Insert photo of teacher created exemplar here: Rationale here should discuss the
significance of what was created
and prior knowledge across the
curriculum that students will need
in order to understand the lesson
The teacher example informs the
students of what the teacher
expects in successful completion
of the assignment.
12. Materials/Tools/Art supplies needed Prior knowledge students will need
1. Sketchbooks. to effectively use materials
2. Pencils.
3. Markers. - Students will need to know
4. Colored Pencils. how to use pencil and paper
5. Pastel Pencils. to draw.
6. Erasers. - Students will need to know
7. Bristol board paper. how to paint with a paint
8. Paint brushes. brush.
9. Tempera paint. - Students will need to know
10. Ink. how to use ink quills and ink
11. Quills and holders. if they choose to use ink
(not required).

References: (Sources of resources)