Michiko  Detwiler mhjd@hawaii.

edu October 21, 2019

Semester and Year   Grade Level   Subject/Content Area   Lesson Duration 
Fall 2019  1 Fine Arts Lesson 1, 45 minutes.
Title 
How the Arts Communicate: Lesson 1, Lines 

Overview  
A brief description of the lesson’s content and how it relates to a larger unit of instruction. Explain why the skills and
knowledge are important for students to develop. Include prerequisite student knowledge required to meet lesson
outcomes and relationship to future learning.
(1a: Demonstrating Knowledge of Content and Pedagogy)
This unit is is designed for grade 1 students at Liholiho Elementary. It focuses on how the arts can be used as a tool to
communicate feelings, thoughts, and experiences, and will focus on how the art elements of line, shape, and color are
used together to create a larger art piece. The essential question is “How can I create a work of art that effectively
communicates experiences, thoughts, and feelings?”. The enduring understanding is “Art is a form of communication
when elements such as line, shape, and color are used together”. Through their work, students will demonstrate the
ability to create original works of art that effectively communicates an experience, idea, or feeling. Students will study and
use the elements of color, line, and shape to create an end product, a mural, that communicates to their classmates
information about themselves such as their favorite memories with their families, things they like, and their hobbies.
Previously, students have worked with color.
In the first lesson, students will explore how lines of varying qualities and characteristics may be used in a work of art to
communicate. Students will create a word art that must also communicate a specific feeling.
In the second lesson, students will explore how lines become shapes and will practice turning lines into shapes. Students
will then turn those shapes into a larger picture. Students will also classify shapes as either organic or geometric and will
practice building geometric shapes into a larger picture, and breaking organic shapes down into geometric shapes.
In the third lesson, students will examine how shapes and lines can become symbols when given meaning or something
to represent. Students will look at examples of symbols for thoughts, feelings, and experiences they may see in their
everyday lives and will also create symbols that represent their thoughts, feelings, and experiences that will be used all
together to create a mural about themselves.

Enduring Understanding(s)  Essential Question(s)  

Important ideas or processes for the students to explore Promote inquiry to discover the enduring understanding(s)
and uncover (1a: Demonstrating Knowledge of Content and 
(1a: Demonstrating Knowledge of Content and  Pedagogy) 
Pedagogy)  
● Art is a form of communication when elements ● How can I create a work of art that effectively
such as line, shape, and color are used together. communicates experiences, thoughts, and
feelings?

/
Content Standard(s) 
Standardized statements about what the students should know or be able to do (i.e., The Common Core State Standards
(CCSS) or Hawaii Content & Performance Standards III) that align with the enduring understandings, essential
questions, and student learning objectives.
(1c: Setting Instructional Outcomes)
HCPS III
FA.1.1.5 How the Arts Communicate - Use familiar subjects and experiences to create original works of art.
The student will be able to create and analyze original artwork about themselves, their family, personal experiences,
ideas, or feelings.

Knowledge of Students 
A description of 1) studentsʻ current level of understanding and experiences with the content in the lesson and 2)the
students’ interests, unique characteristics, and needs. (1b: Demonstrating Knowledge of Students)
Content knowledge and skills: Prior to this unit, students have analyzed colors and demonstrated an understanding of
how colors can be used to portray specific thoughts and feelings. Students have also looked at works of art and
discussed what the artist may be trying to communicate. After analyzing colors and others artwork, using watercolors,
students created original artworks that communicate how their day was.
Prior academic performance: Students have demonstrated an understanding of how colors in artwork can be used to
communicate feelings. Students have also demonstrated ability to analyze how colors used in personal original artwork
communicated their feelings.

Student Learning Objectives/Instructional Goals  

What the students are expected to be able to do and/or to know by the end of the lesson or by the end of multiple
lessons.
(1c: Setting Instructional Outcomes)

● I can explain how the element of line may be used in art to enhance communication of experiences, thoughts,
and feelings.
● I can use line qualities and characteristics to visually show what a written word may sound like if spoken aloud.
● I can use color and lines together in an artwork to communicate a single feeling, thought, or experience.
● I can explain how lines become shapes.
● I can define and give examples of geometric shapes and organic shapes.
● I can use geometric shapes to create a larger picture.
● I can use symbols to represent something meaningful to me.

Application of skills and strategies 

(Briefly describe what skill and strategies will be used by students to learn the benchmark)
Skill  Strategy 

/
 (a learning behavior that is (Techniques that will help students learn the skill)
intended for students to do
automatically)
Analyze Students will analyze lines and identify what makes lines different and how
different lines are used
Interpret Students will respond to how lines are used to communicate an emotion

Conclude Students will create conclusions about what emotions a word may be portraying or
how a word may sound based on how it is visually represented.

Observe Students will use observational skills to determine how they can use geometric
shapes to create a picture, and how they can break organic shapes down into
geometric shapes.

Student Assessments  
Checks for student understanding throughout the lesson (formative assessment tasks) and evaluation of how the
students have met the student learning outcomes including the evaluation criteria (summative assessments) and all
assessment tools. (1f: Designing Student Assessments)
Formative Assessment
Throughout the unit, turn and talks and class discussions will be formative assessments.
Word Art
Shape Creations
Observational Drawings

Summative Assessment
Students will use what they’ve learned about lines and shapes to create symbols that represent themselves and use it in
combination to create a mural about themselves. Students will share their artwork and explain what each symbol they
created means to them and how their mural represents them.

Academic Language Demands and Supports  

The ways that students will be required to use content area language during the lesson and the instructional strategies to
be used to help the students to meet the language demands. (1a: Knowledge of Content and Pedagogy; 1b: 
Knowledge of Students)
Academic vocabulary: 
Line - a long, narrow mark or band
Line quality - how thick or thin a line is
Line characteristic - the length, solidness, straightness, and direction of a line
Geometric Shapes

/
Organic Shapes
Mural
Language Supports: 
Visual Aids and Representation
Usage of simple words that students have in their vocabulary

Lesson Procedures  
A description of the sequence of learning experiences (what the teacher will do and say and what the students will do
during the lesson) including the launch of the lesson, the ways the materials will be presented, the ways the students will
actively engage in learning, the questions posed, and the lesson closure. (1a: Demonstrating Knowledge of Content 
and Pedagogy; 1e: Designing Coherent Instruction)

Lesson Procedures: Instructional Strategies and Learning Tasks 

A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps
that convey the use of multiple strategies, supports, and resources and 2) list opportunities offered for multiple modes of
participation
Keep in mind that each lesson may not have all of the GRR Instructional components and add/delete rows if adapting).
Be specific, write what you plan to say and include examples of what you will do. Start with an action verb.  
CORRECTLY NUMBER BULLET EACH STEP in one numeral sequence (e.g., 1, 2, 3). Use letters if there are 
substeps (1a, 1b, 1c) 

Instructional component  Sequence of Activities 

Classroom management  Teacher say: “Macaroni and Cheese”

attention getter  Student Response: “Everybody Freeze”

1. Introduction   ● Ask several students (one at a time) to draw a line on the board. Have each
5 minutes  student draw a different line. Intentionally hand each student a different colored
whiteboard marker.
● Turn and Talk
○ “What is different about all of these and what is something they all have in
common (what is something that is the same?)”
● Whole class share  
○ Student responses:
■ “Theres one thats straight, one is curved, one gets smaller at the
end, another is super long”
■ “Theyʻre all different colors”

/
 ○ Students may not recognize that the one thing that is the same between
all the marks on the board is that they are all lines.
■ Say : “This is a line that is_____” and repeat this for each line
that is drawn.  
■ Guide students to recognize that all the marks drawn are lines
even though they all look different.  

2. Building Background  In the first lesson, students will explore the art element of line; different types of lines, and
how those lines may be used in an artwork to communicate.
15 minutes 
The lesson will begin with students seated on the carpet area.
● Show the word “what” typed in all lowercase letters, example: what? 
● Ask students the following (as needed to guide their thinking) 
○ “What do you see?” 
○ “What is the word made of?”
○ “How is it written?” 
○ “If someone were to say this, what would it sound like? Is it shouting or is
it in a normal talking voice? Why?”  
● Student responses should be along the lines of:
○ “the word what”
○ “lines”
○ “lowercase letters”
○ “calm”, “talking voice”, “because theres no exclamation point”, “because
its in all lowercase letters and that means its normal”,
● Have students say the word how they think it would sound.

● Edit the word to look like WHAT? (all caps, larger font size, bold) 
● Ask the same questions from above: 
○ “What do you see?”
○ “How is it different from the last word?”
○ “How is it written?”
○ “If someone were to say this, what would it sound like? Why?”
● Student Responses should be along the lines of:
○ “The same word but in all capital letters” “The lines are thicker” or “The
word is thicker”
○ “It would sound like someone yelling it”, “because all big letters means a
bigger voice, so it sounds like someone yelling”
● Re-phrase students answers to emphasize that the focus is on the lines the word
is made of. Say:  
○ “Okay, so the lines are bigger”
○ “The lines are thicker”

/
 ● Introduce the vocabulary, line quality and line characteristics 
○ Say  
“When we change how thick or thin a line is, that is the line quality”
“When we change the size, shape, or color of a line, that is the line characteristics”
○ Ask
“What are the qualities of the lines that make this word?”
“What are the characteristics of the lines that make this word?” 
● Ask one student to demonstrate what the word would sound like if someone were
to say it.  

● Edit the word again to be a different color: WHAT?!  

● Ask  
○ “What do you see? How is it different from the last time? How is it the
same?”
○ “If someone were to say this, what would it sound like? Why?”
● Student Responses may be:
○ “Itʻs red now”, “theres a question mark and an exclamation point”, “Itʻs
still big, just red”
○ “It would sound like someone really angry yelling it”
● Re-phrase students answers to emphasize that the focus is on the lines the word
is made of. Say:  
○ “Okay, so the lines are bigger”
○ “The lines are thicker”
○ “Oh so now weʻre combining color and line, the lines are red too”
● Ask
“What are the qualities of the lines that make this word?”
“What are the characteristics of the lines that make this word?” 
● Ask one student to demonstrate how this word may sound 

● This time, Draw the word “what” so that it is made of squiggle lines and is a color
other than black or red (such as green or purple)
● Ask  
○ “Now what do you see? How is it different?”
○ “How would it sound if someone says this? Why?”
● Student Responses may be:
○ “Itʻs made of squiggly lines”
○ “Itʻs a different color”
○ “It would sound like maybe someone is scared or nervous or like they
donʻt know”

/
 ● If students arenʻt sure how the word may sound like, do a turn and talk to
brainstorm some ideas and why it would sound like that
● Students may reference that when they draw a face, a squiggly mouth means that
they are scared, unsure, nervous, or disgusted.
● Student Responses may be:
○ “squiggly lines in a smiley face means its scared or unsure so maybe it
means the same thing for this word”
○ “I think purple means youʻre scared”, or “I think green means you feel
sick so maybe it sounds like you think something is gross”
● Ask
“What are the qualities of the lines that make this word?”
“What are the characteristics of the lines that make this word?” 
● Ask one student to demonstrate how this word may sound. 

● Say “Think about some other ways we could change the lines in this word and
how that would change what it means/sounds like”.  
● Turn and Talk to a partner to discuss ideas 
● Ask students to share their ideas 
○ “What are some of the qualities of the lines that we can change?” 
○ “What are the some of the characteristics of the lines that we can
change?” 
● Draw what students suggest as another way to write the word “what” so that it
communicates a different feeling 

● Turn and Talk and Discuss  

○ What was the same about all the examples and what was different?  
○ What was changed in each example?
○ How does changing one quality or characteristic of the lines affect how
we read the word?

● Explain (Say:) 
3. Focus/mini lesson (I 
○ Everyone will randomly pick one paper from one basket, and another
do) 
paper from another basket.
5 minutes 
○ The paper from the first basket is a word, and the paper from the second
basket will be a feeling or emotion
○ Your job is to draw the word using what we learned about line
characteristics and qualities so that it shows the feeling that you picked.
● Teacher will do an example
○ Pick a word and an emotion (example, wind and scared) 
○ Ask  
■ “How can I draw this word (wind) to show this emotion (scared)?” 

/
 ■ “What qualities of line should I use?”  
■ “What characteristics of line should I use?”
■ “What about the color? What color should I make the word?”
■ “What color can I make the background to enhance this feeling?”
○ Demonstrate, using students suggestions for line quality, characteristics,
and color, how to make a word art.  
4. Independent work  ● Explain
(You do it alone)   “When you are at your table, the first thing you will do when you get your paper is
20 minutes  put your name on the back. Draw your word in pencil first so you can fix any
mistakes easier, and then show me to check. You may only start adding color
after I checked your word.”  
● Call students based on how theyʻre sitting, to pick a word, a feeling, and to get
their paper. 
● Help students read their word and understand the feeling that was picked with
examples; connect it to students personal experiences to help them better
understand the assignment.

5. Monitoring Plan  ● Walk around the classroom to monitor students progress. 

● Have students write their words in pencil first to eliminate possible mistakes 
● Ask students questions about their drawing such as why they chose certain
characteristics, qualities, and color to ensure they fully understand the importance
and usage of lines to communicate in art.  
○ Even if the teacher doesnt fully agree with students choices of line
characteristics or qualities, as long as students can provide reasoning for
their choices that makes sense with their word and feeling choice, it is
okay.
6. Closure   ● Review vocabulary learned 
3 minutes ○ Line Quality
○ Line Characteristics
● Turn and Talk Discussion  
○ “How does line quality and line characteristics help us communicate
emotions in art?”

LESSON 2  Review (5 minutes)

DAY 1  ● When I say “Go”, turn and talk to your shoulder partner what you remember we
45 minutes  did and learned for art the last time. Hereʻs a hint, we did something with lines,
ready, go.
○ Give students about 30 seconds for turn and talk
● Alright, who can share what they remember?
○ Guide students to remember how lines were used to write words

/
Silent observation (5 minutes)
● Ask What else is made of lines? Are there things in this classroom that have
lines? 
● Do a silent room walk. Have students walk around the room and silently observe
and make note of the objects in the classroom for 3 minutes before having
students return to the carpet.
○ No touching, No talking, Students may roam anywhere in the room
○ Have students return to the carpet
Discuss (15 minutes)
● Who would like to share something they saw that are made of lines?
○ Have students who share draw the object on the board.
● What do you notice about the lines these objects are made of?
○ Straight, curved, touch other lines, they connect
● How would you describe the shape of this object? What does it make/What kind
of shape is it?
○ Guide students to describe the shape of the object as geometric shapes:
circular, rectangle, square
● Draw some examples of non-shapes
○ Rectangle with an open side
○ Figure 8
○ Ask are these shapes? Turn and Talk with a partner if you think this is a
shape, why or why not. (30 seconds) 
○ Have students share their answers and discuss (1 minute)
● Draw examples of organic shapes
○ Ask what about these? Turn and Talk with a partner your thoughts and
why (30 seconds) 
○ Have students share their answers and discuss (1 minute)
● Draw Geometric shapes
○ Ask are these shapes?  
○ What makes them shapes?
● Hmmmm so I wonder what the connection is between the lines an object is made
of, and itʻs shape. Turn and talk with a shoulder partner, what do you think? (1 
minute)
○ Also ask what do we need to do to the line to turn it into a shape?
○ Shapes are lines that connect back to itself and donʻt cross.
○ Discuss with students their answers. Draw their ideas on the board to
give a visual representation of their thoughts.
Create and Sort (10 minutes) Students will receive a half sheet of paper with a random
line on it (straight or curved). Students will create shapes out of the line theyʻre given.
Students will then organize them based on the shapes they created and similar
characteristics they have (line characteristics, number of sides)
● (3 minutes) Letʻs turn some lines into shapes. You can create any shape you
want but remember it has to connect back to itself and the lines cannot cross, like

/
 the figure 8. Put your name on the back and return to the carpet when youʻre
done so I know.
○ Have students sit in a circle so everyoneʻs shapes can be seen
● Ask students to take a look around the circle and see if they can find a shape that
has something in common with theirs.
○ Examples: straight lines, same number of sides, curved lines, kind of
random (non geometric).
● (1 minute) Have students stand up and sort themselves based on the shapes
they drew and its similar characteristics. Post students pictures up on the board.
● Guide students to see which of their shapes are geometric and which shapes are
organic (commonly seen in nature)
○ May project examples of organic and geometric shapes to give a clearer
idea of what those look like
○ Ask where would you see these kinds of shapes (ones that are similar to
geometric shapes) Explain these are called geometric shapes 
○ Ask where would you see these shapes (more uncommon, organic
shapes) Explain these are called organic shapes because you would
see these outside of math, like maybe a puddle, or somewhere in nature. 
Closing Art (10 minutes - Remaining Time) 
● Review  
○ What makes a shape?
○ What kind of shapes are there?
○ How do we sort shapes?
● Create 
○ Take a look at your shape. Can you turn it into a picture of something?
Maybe itʻs a puddle, or the petal of a flower. Maybe itʻs the body of your
favorite animal, or maybe its your desk or a game piece, I donʻt know,
thatʻs up to you. Turn your shape into a picture. When youʻre done put it
in the purple bin.
Lesson 2  Seeing Geometric Shapes in organic shapes 
Day 2  Review 
 
● What did we discuss a shape was? How do we turn a line into a shape?
● Display studentʻs art work from day one 
○ I like how everyone was able to take a line and turn it into a shape, and
then turn that shape into a picture of something
Observational Drawing/Discussion Students will observe several simple organic shapes
(leaf/flower/tree/puddle/butterfly/bird) and figure out what geometric shapes they could use
to draw it. Students will then go outside to the school garden, find one thing in the garden
to focus on, and draw it using geometric shapes to help them.
● Hand out white drawing paper.
● Have students fold paper into 4.

/
 ● Project an image of a butterfly and discuss the shape of it with students while also
guiding them to draw it.
● Ask If I wanted to draw this butterfly, how would I describe itʻs shape to help
me draw it? What would be the shape of the butterflyʻs body
o Oval/rectangular
o Say go ahead and in a square, use a geometric shape to draw the body
of the butterly.
● What about the wings? – Have students use geometric shapes to draw on the
wings of the butterfly.
o Triangular, 4 triangles, 2 on each side
● Are there any shapes that would over lap?
● Are there any extra lines I should erase?
● Repeat this process two more times with other organic shapes.
● In the last square, students will go outside and find an organic shape to draw
using geometric shapes.
Closing 
● What are some ways we can use what we’ve learned to help us in the future?  
○ Breaking things down into simpler shapes and connecting them to create
a bigger picture.  
Lesson 3  Review 
Day 1  ● Sort/Classify geometric shapes vs organic shapes 
Shapes as symbols   ● Drawing challenge: use the given organic shapes to create a picture 
Discussion – Discuss with students how shapes can have meanings and when we give
shapes a meaning or associate it with a feeling/emotion, memory/experience, it becomes
a representation or a symbol.
● Ask
○ Do you think shapes can have meaning? Can shapes represent
something? Turn and talk with your partner. Discuss students thoughts.
○ Consider:
○ Can lines be a symbol? Or does a symbol have to be a shape?
○ Do any of these things you drew have a meaning? Is it maybe a picture of
your pool where you spend time with family, or a favorite animal?
○ Show Images - Where would you maybe see a shape or a picture be
used as a representation for something? Show students images that are
widely known ask them to name what those images represent.
(Advertisements ex: McDonalds Golden Arches, Hearts for Love, Pink
Ribbon for breast cancer awareness)
■ What shapes in cultures have representations? What other
examples of symbols do we see everyday?
● Art Brainstorming – Students will be creating a mural of symbols that represent
themselves and things they list as their favorite memory, food, hobby, family, and
an overall image that represents themselves.

/
 ○ Have students make a list of what they like to eat, something they enjoy
doing, a favorite memory, things they feel best represent them. If students
have more than one thing for each category, help them to narrow down
their list to one or two items.
○ Students will then think of an image that would best represent each thing
they listed.
○ Show students a mural example for students to get an idea of what they
can create.
● Art Creation / closing
○ Students will now put their symbols and images together to create a
mural that represents themselves using what they’ve learned about.
○ Students will do an art walk at the end and share with each other what
they’ve designed.

   

Differentiation According to Students’ Needs  

Adaptations/modifications to instructional strategies, the learning environment, content, and/or assessment tasks to
ensure that all students (e.g., students who have IEPs/504 plans, students who are speakers of other languages,
students who have advanced or emergent proficiency with the content and concepts) have access to and are able to
engage actively in the lesson.
(1b: Knowledge of Students;1e: Designing Coherent Instruction) 
Use the table below to address specific student needs in your classroom.

UDL Proactive Differentiated Instruction 

Intentional instructional activities in place to minimize the need for future RTI.  

Category  Type of Proactive Differentiated 

Instruction 
Representing Content Content is visually represented and based in small group and whole class discussions.
Engaging Student Activities require student participation, either in the form of discussion or art creation.
Interest The idea of changing one thing about lines in a word, be it quality or characteristic, to
communicate something different is engaging and thought provoking.
Allowing students to write words in ways that are completely different from normal day to day
writing is something new and therefore fun and engaging.
Demonstrating Students will demonstrate learning through the completed line artwork as well as discussions
Learning and verbal explanations.
Cultural Emotions and feelings are common across all cultures and is something all students have
Considerations experienced at some point.

/
 Word options are simple words taken from daily and classroom vocabulary; all students
including ELL students are familiar with these words.
Turn and Talk partner discussions are intended to help soft-spoken students participate in
learning, and give outspoken students a chance to share their ideas even if they are not
called upon.

Instructional Materials/Resources  
All materials, handouts, resources, and technology tools that are needed to execute the lesson. (1d: Demonstrating 
Knowledge of Resources)
Resources:
Materials: 
● Drawing paper
● Pencil
● Marker
● Crayons
● Color Pencils
● Projector
● Power point
● Shape examples
● Organic shapes/objects to draw

Lesson Plan Reflection (if lesson is carried out)  

An analysis of the effectiveness of the lesson (what worked well? what did not work as well?) in terms of student learning
and the extent to which the instructional outcomes were achieved based on specific evidence from the lesson and
references to evidence-based practices and theories of student learning. A description of how you will use what you
learned from reflecting on this lesson in your future teaching.
(4a: Reflecting on Teaching) 
Use Reflection Template 

Teacher Assessment Tool

(Insert below the tool/s that you will use to measure student learning)

Student Assessment Data Table

(You may use this data table or create one using Excel to assess students’ progress in this lesson)

Students’ First Name ME MP NI

/
 FA.1.1.5 How the FA.1.1.5 How the FA.1.1.5 How the
Arts Communicate Arts Communicate Arts Communicate
The student is able The student is able The student is
to use familiar to use familiar unable to use
subjects and subjects and familiar subjects and
experiences to experiences to experiences to
analyze and create create original analyze and create
original artwork to artwork that original artwork to
effectively communicates communicate
communicate feelings. feelings.
feelings.

GLO 3- Complex GLO 3- Complex

GLO 3- Complex Thinker Thinker
Thinker The student The student rarely
The student occasionally considers multiple
consistently considers multiple perspectives in
considers multiple perspectives in analyzing and
perspectives in analyzing and solving a variety of
analyzing and solving a variety of problems thorough
solving a variety of problems through analysis and
problems thorough some analysis and evaluation of major
analysis and evaluation of major points of view
evaluation of major points of view
points of view
1. X
2. X
3. X
4. X
5. X
6. X X
7. X
8. X
9. X
10. X
11. X
12. X
13. X
14. X
15. X
16. X
17. X
18. X