Lesson Plan Template 1

Art Education Lesson Plan Template: ART 133

Group 1 2 3 4 5 ​6​ (please circle)
Print First and Last Names: Jazzlyn Hughes, Anthony Chang, Brenda Sanchez, Kaedyn Hardy
Lesson Title​*​: Appreciating Cultural Diversity Big Idea​*​: Cultural Diversity Grade Level​*​: 4
st​
21​ Century Art Education Approach(es):
Choice Based Learning
Inspiration Artists, including those from underrepresented populations:
Eric Daigh
Lesson Overview ​(~3 complete sentences)​*​:
This lesson will allow students to reflect and think about their identity and how that differs from others. Students will gain a better understanding of cultural
diversity and understand that everyone comes from a different background. During the studio, students will recreate themselves and how they identify with
their culture.
Background Knowledge ​(~3 complete sentences)​:​ ​How will you​ ​tap into students’ experiences and prior knowledge and learning?
Fourth grade students should have basic knowledge regarding diversity, and understand that everyone is different. We will be building upon students prior
knowledge and discussing in what ways people diversify and encourage students to be accepting to the idea. Fourth grade students should also have a basic
understanding of culture, and we will discuss what cultures students identify with.
Align Big Idea with both Key Concepts and Essential Questions, below
Key Concepts ​(3-4)​: ​What you want the students to ​know. Essential Questions ​(3-4)​: ​Restate Key Concepts using open-ended questions.​*
1. Cultural Diversity is about open mindedness. 1. How does cultural diversity relate to one's identity?
2. Cultural DIversity is about acknowledging individual differences. 2. Why is it important to accept different cultures?
3. Cultural diversity is recognizing that people come from different 3. What is it important to recognize that everyone has a different cultural
backgrounds. background?
4. Cultural diversity about acceptance. 4. How does open mindedness relate to diversity?
Lesson Objectives:​ ​What you want the students to ​do​ via three content Align Assessment with Lesson Objectives in left column.
areas​.​*
1. Content area 2 ​Literacy ​: The students will (TSW) be able to read Formative Assessment strategy (of assigned reading): ​How will you assess
the given articles and discuss what cultural diversity is. Literacy​? What will you be looking for?​ We will assess literacy by putting
2. Content area 1 ​Visual Art ​: The students will (TSW) be able to create students into groups of six and have them discuss the key definitions and main
a piece of artwork that represents their culture. ideas of the article. We will be looking for an understanding of diversity and
3. Content area 3​ History​: The students will (TSW) be able to compare the choice and based learning. We will do this by holding an open discussion,
geography of various cultures. allowing students to share their thoughts. We will ask students to rate their
understandings of key terms with their fingers. Five fingers would show that
students have a full understanding, whereas 1 finger shows that students do not
understand the material. We will be looking for the class to have mostly 4 and 5
fingers raised.
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Summative Assessment strategy (of studio investigation): ​How you will assess
Visual Art​ and Literacy? What will you be looking for. We will be assessing Visual
Art and Literacy by reviewing the materials student choose for their artwork and
ask questions regarding the significance.

Common Core State Standards ​(2-3)​: L​ ist grade-specific standards. California Visual and Performing Arts Standards (grades 1-6 only) ​(3-5)​:​ Check all
ELA (pp. 10-43, link ​HERE​):4th Grade: Reading Standards for Literacy: Craft that apply and add number and description of applicable content standard.
and Structure (pp. 122-143), link ​HERE​)
1.Determine the meaning of words and phrases as they are used in a text, _X__1.0 : Develop Visual Arts Vocabulary : 1.1Perceive and describe contrast
including those that allude to significant characters found in mythology. and emphasis in works of art and in the environment.
2. Key ideas and Details:Refer to details and examples in a text when _X__2.0 :2.8 Use complementary colors in an original composition to show
explaining what the text says explicitly and when drawing inferences from contrast and emphasis. Communication and Expression Through Original Works
the text of Art
3. Key Ideas and Details: Ask and answer questions about key details in a ___3.0 Historical & Cultural Context:
text. __X_4.0 : Make Informed Judgments 4.4 Identify and describe how
Vocabulary: ​Identify and define vocabulary that connect the art form with various cultures define and value art differently.
the other two identified content areas.​* ___5.0 Connections, Relationships, Applications:
1. Diversity: A range of different things. Materials: ​List all materials needed in the columns below.
2. Culture: The attitudes and behavior characteristic of a particular social Have Purchase: N/A
group ● Construction Paper
3. Identity: The fact of being who or what a person or thing is. ● Beads
4. Appreciation: The recognition and enjoyment of the good qualities of ● Thread
someone or something. ● Jewels
5. Acceptance: The action or process of being received as adequate or ● Acrylic Paint
suitable, typically to be admitted into a group. ● Tissue Paper
● Glue
● Crayons
● Colored Pencils
● Pipe Cleaners
 Lesson Plan Template 3

Lesson Procedures​:
Outline the steps that will happen first, second, etc. in the Procedures that follow to teach what you expect the students to learn. Procedures should be the
longest section in the Lesson Plan, and should be ​very​ specific and detailed, including ​individual roles of group members, and time spent on each task​.
Describe directions you plan to give the students, teaching models/strategies you plan to use during the lesson, different activities your students will do, etc.
Be sure to ​include management issues ​such as transitions, room arrangements, and student groupings.
When the class first walks in we will all greet them and give them the opportunity to get settled in ( 3 mins). We will start our lesson first showing a brief
video that discusses diversity ( 2 mins). After we show the video we would then project a series of questions regarding diversity on the board and then ask
the students to volunteer and share their answers. If no one volunteers to share their answers, we will call on students.(5 mins) . Then​ Kaedyn​ will give the
students a brief overview of the day(1 min). Next, we will move on and discuss the assigned readings.​ ​Jazzlyn​ will split the class in half and each section of
the class will have a question to discuss.( 5 mins)After five minutes each group will speak out and discuss their questions(3 mins). Next ​Jazzlyn​ will call on
students to read the Lesson Objective, Key Concepts, essential question and vocabulary words. (4 Mins) Then ​Jazzlyn ​will have the students raise up to 5
fingers to check for understanding (1 min). Next ​Anthony​ will introduce the inspiration artist. Along with introducing the inspiration artist he will give
background information, show previous artwork and a short video to give the students a better understanding of the artist and the artwork he focuses on( 5
mins ). After we discuss the Inspiration Artist, ​Kaedyn​ will give a brief geography lesson, and review the continent with the class (5 mins). We will then pass
out a globe to each group and have them work together and write what they believe culture is (5 mins). ​Brenda​ will call on each group to share what they
wrote down. (5 mins). Then ​Brenda​ will give the class a demonstration for the studio activity(5 mins), and direct students to begin their activity and work on
it for 35 mins. After 35 mins, ​Kaedyn​ will get the classrooms attention and tell the students it is time to move on and glue their project on to the globe(5
mins). Then we will will clean up and complete a gallery walk(10 mins).
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?​ We will motivate the students by showing a short video that discusses cultural diversity and then ask them a series of
questions that relates to to the big idea of cultural diversity. This lesson builds upon students prior knowledge of diversity and goes in depth on what it
means to have cultural diversity and accept it.
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).
The name of the content areas are literacy, visual art, and history. The content area strategies/skills that are the focus of the lesson are students will be able
to read the given articles and discuss what cultural diversity is within literacy. Students will be able to create a piece of artwork that represents their culture
within visual art. Students will be able to geographically locate their culture on the globe. The purpose of the lesson is to teach children about open
mindedness, acknowledging individual differences, recognizing that people come from different backgrounds, and acceptance of cultural diversity. An
example would be in visual arts. There are many different styles of artwork that originated from different cultures. Students must have an open mind to
accept the different artworks. Within literacy, books such as Harry Potter. The four houses come together to stop the war even though their backgrounds are
different acknowledge each other’s differences to overcome the obstacle.
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 the students do (see Lesson
Objectives)? ​ The essential question we will be asking the class is the following: How does cultural diversity relate to one's identity? Why is it important to
accept different cultures? What is it important to recognize that everyone has a different cultural background? How does open mindedness relate to
 Lesson Plan Template 4

diversity? We will organize the students by table groups. We will give feedback to each group when they speak out their responses. Students will be able to
understand the key concepts and objectives.
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 have an opportunity to negotiate understandings and engage in inquiry with peers during a class discussion, where we will discuss and review
the assigned articles. The students will split into groups and assigned a question. After 5 mins each group will share out their answers to the assigned
questions and we will check for an understanding by asking the students to raise up to 5 fingers if they understand the main ideas of the readings.
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 be given questions about the assigned reading and will be able to share with their peers their own understanding. Students will be given the
opportunity to explore their own cultural diversity throughout the activity where they will be creating a cut out person that represents their culture.
Closure:​ ​How will you end the lesson to solidify learning? How will you and/or students summarize concepts and strategies/skills (see Key Concepts and
Lesson Objectives) for the day?
We will end the lesson by allowing the students to place their artwork on the globe where they believe is significant, and discuss why they choose to put their
artwork there. We will then wrap up the lesson with a gallery walk.
Please respond to the following questions thoroughly and in complete sentences.

1. How will you adapt the various aspects of the lesson for ​students with disabilities​?

We will adapt the various aspects of the lesson plan for students with disabilities by providing a detailed list of instructions that go more in dept with explicit
directions.
2. How will you adapt the various aspects of the lesson for ​English language learners​?

In order to adapt the various aspects of the lesson for English Language Learners we can provide individualized attention and support. We could also pair
students up and incorporate the buddy system, so students can help their peers. In addition, we will have lots of visuals so the students can follow along.
3. How will this lesson allow for/encourage students to ​solve problems in divergent ways​?

This lesson plan will encourage students to be open minded and respect all cultures. This lesson encourages students to appreciate differences in individuals
and be respectful to different cultures.
4. How will you engage students in ​routinely reflecting ​on their learning?

Students will engage in routinely reflecting by sharing their thoughts and concerns in open class discussion. In addition, students will share their own
experiences regarding diversity.
5. How will you (a) address potential ​safety issues​ and (b) assure necessary ​precautions​ are followed? See OEHHA, link ​HERE
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We will address potential safety issues by demonstrating how to use tools that students are not familiar with. We will assure precautions are followed by
making sure we are using materials that follow the OEHHA guidelines.
Lesson Resources/References ​(use APA; please identify, with an asterisk, article or chapter due for HW)​:
*​DOUGLAS, K. (2012). Choice-Based Art. ​Arts & Activities​, ​152​(3), 11.
* Johnson, Lorena. (2002). Art-Centered Approach to Diversity Education in Teaching and Learning. ​Multicultural Education,​ ​9​(4), 18-21.
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from
http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration

* Include this information in the form of a PPT, Prezi, etc.

On the day of the presentation or the day before, one person from the group should email two files to each student via Blackboard: the finished (a) Lesson
Plan Template; and (b) PPT, Prezi, etc. Login to Blackboard/My SacCT, click on ART 133, click on Course Tools > Send Email > All Users.

A helpful link to get you started: ​http://sacstatearted.weebly.com/visual-art-education.html

Reference