1b Lesson Plans

Lesson One
LESSON PLAN # 1 Date / Week: February 10th, 2020

Student Teacher: Chelsea Cwiklik
Lesson Title: Cultural Tradition Masks
Grade Level: 6th grade
Number of Students: 20 students
Central Focus: After viewing, describing, and interpreting culturally diverse masks that are
used for specific traditional purposes, students will knowledgably research their own celebratory
and cultural traditions and skillfully construct a functional cardboard mask that visually
represents three chosen traditions through the construction of three cardboard layers and
textures, and the symbolic use of shapes and colors.
Illinois Arts Learning Standards:

RESPONDING: Anchor Standard 7: Perceive and analyze artistic work.
VA:Re7.1.6: Identify and interpret works of art or design that reveal how people live around
the world and what they value.
In this lesson: Students will meet this standard by viewing cultural masks for traditional
purposes and describing and interpreting art through open discussion
and questioning.
CONNECTING: Anchor Standard 11: Relate artistic ideas and works with societal,
cultural, and historical context to deepen understanding.
VA:Cn11.1.6: Analyze how art reflects changing times, traditions, resources, and cultural
uses.
In this lesson: Students will meet this standard by viewing a video discussing the
contemporary use of masks in The Lion King on Broadway and
independently responding to the video through the completion of a
worksheet.
CREATING: Anchor Standard 2: Organize and develop artistic ideas and work.
VA:Cr1.2.6: Formulate an artistic investigation of personally relevant content for creating art.
In this lesson: Students will meet this standard by conducting research into their own
traditional practices and connecting ideas of tradition to visual symbolic
representations.
Lesson One
Objectives: Illinois Fine Art

Standards
OBJECTIVE I: Given a presentation about various functional masks VA:Re7.1.6
from different cultures, students will actively participate in a classroom
discussion about the traditional purposes of different cultural masks.
OBJECTIVE II: Given a video about The Lion King on Broadway and VA:Cn11.1.6
the use of functional masks in the production and a worksheet,
students will view the video while skillfully taking notes on the
incorporation of masks, tradition, texture, and color in the Broadway
show.
OBJECTIVE III: Given a discussion on family traditions and

symbolism and a worksheet, students will knowledgably begin VA:Cr1.2.6
researching and recording both their family’s current traditions and
ancestral traditions through the use of reputable online and literary
sources and one-on-one conversation with family members.
2. Assessment Questions and Criteria:

OBJECTIVE I:
Question: Did the student actively participate in a classroom discussion about the
traditional purposes of different cultural masks?
Criteria: Active participation in a classroom discussion about the traditional purposes of
cultural masks.
OBJECTIVE II:
Question: Did the student view The Lion King video while skillfully taking notes on the
incorporation of masks, tradition, texture, and color in the Broadway show?
Criteria: Skillful note taking on the incorporation of masks, tradition, texture, and color in
the Broadway show.
OBJECTIVE III:
Question: Did the student knowledgeably begin researching and recording both their
family’s current traditions and ancestral traditions through the use of reputable online and
literary sources and one-on-one conversations with family members?
Criteria: Knowledgeable researching and recording of their family’s current traditions and
ancestral traditions through the use of reputable online and literary sources and one-on-one
conversations with family members.
Lesson One
Instructional Resources: Laptop, projector with speakers, HDMI cable, YouTube.

PowerPoint: Day One
Handouts: Mask Presentation Worksheet, Research Worksheet, Pretest.
Video:
Disney on Broadway. (2009, November 6). Disney’s The Lion King – Classroom education
series – Masks and puppets part six [Video File]. Retrieved from
https://www.youtube.com/watch?v=gxu6Vx2hAVA
Management and safety issues: This lesson does not pose any safety issues. Basic
management of the students is required by the instructor, which includes ensuring the volume of
the discussion does not exceed conversational level and that students are following along with
the presentation and video while taking notes.
Vocabulary:
Cultural: Relating to the ideas, customs, and behaviors of a society.
Describe: To write or verbally articulate in full detail.
Discuss: To be able to share views, interpretations, comments, or criticisms with those around
them.
Functional: Having a special purpose or task and relating to how something operates.
Interpret: Explain the meaning of an image or a work of art.
Investigate: To search and inquire facts about a particular area of interest.
Pattern: A repeated decorative design.
Research: The study or investigation into something to provide facts and conclusions.
Symbolize: To exemplify or personify an object or meaning through the representation of
symbols.
Texture: The feel, appearance, and consistency of a surface.
Tradition: The transmission of beliefs or cultural practices from generation to generation.
Viewing: The act of looking at something.
Lesson One
In-Class Activities (44-minute period):

Time Learning Activities Purpose
12 Orientation/Engagement/Motivation: Introducing the lesson
minutes Introduce the lesson and distribute the pretest establishes expectations
(Lesson One Instructional Materials). Collect the and provides an outlook
pretest after the allotted time. over the course of the
following week.The pretest
10 Presentation/Explicit Instruction: assesses student’s current
minutes Distribute the presentation worksheet that includes a knowledge on the topic of
section for The Lion King. Begin the traditional masks the lesson.
presentation (Instructional Materials). Begin the
discussion on varying cultural and traditional masks. The PowerPoint and
Ask the prompted questions on the slide. Begin The worksheet allow students
7 Lion King video. Instruct students to complete the to describe and interpret
minutes backside of the worksheet by writing down examples masks from varying
of each provided vocabulary word (color, tradition, cultures and record
culture, symbolism). When the video concludes, important vocabulary
instruct students to work with the other students at words. The video provides
2 their table and share answers and record answers a contemporary and
minutes they may have missed. Ask students to discuss their relevant example of how
answers as a class. masks are used in visual
culture. The discussion
10 Independent Practice/Exploration: allows students to
minutes Collect the current worksheet and distribute the describe what they viewed
Research Packet (Instructional Materials). Read in the video. The
through the worksheet with the students and allow independent pursuit meets
the remaining time in class to be spent beginning the the Visual Arts objectives
research portion. Students may use their own and allows students to
laptops. begin developing ideas for
their final product.
3 Conclusion:
minutes Ask students these closing questions:
• Who has a family tradition they would like to The conclusion reviews
share with the rest of the class? the incorporation of
• Who discovered interesting information when tradition in the mask
researching just now? making and reiterates the
Explain that tomorrow’s lesson will be spent importance of the
developing mask ideas and instruct students to finish research component to
the worksheet as homework. the next day’s lesson.
Lesson Two


In this lesson: Students will meet this standard by discussing color and how color is
used and interpreted in different countries around the world.
uses.
In this lesson: Students will meet this standard by creating multiple sketches of how
they can symbolize their current and past family’s traditions through the
use of textures, images and color in their mask.
In this lesson: Students will meet this standard by collaboratively and independently
brainstorming ideas through a concept map in which family traditions can
be represented through visual symbols.
Lesson Two

Standards
OBJECTIVE I: Given examples of traditional masks and a discussion VA:Cn11.1.6
about how their function has changed from generation to generation,
students will knowledgably choose three traditions that are both
current and ancestral to incorporate into their final mask.
OBJECTIVE II: Given a brainstorming session in which students

participate in a concept web to develop ideas to visually represent VA:Cr1.2.6
traditions, students will complete their own concept map to skillfully
generate ideas of how to visually represent their family’s traditions in
their mask.
OBJECTIVE III: Given a graph and a presentation, students will VA:Re7.1.6

knowledgably articulate how color is used in different cultures around
the world and symbolically incorporate that knowledge into their mask
sketches.

OBJECTIVE I:
Question: Did the student knowledgably choose three traditions that are both current and
ancestral to incorporate into their final mask?
Criteria: Knowledgeable choice of three traditions that are both current and ancestral to
incorporate into their final mask.
OBJECTIVE II:
Question: Did the student complete their own concept map to skillfully generate ideas of
how to visually represent their family’s traditions in their mask.
Criteria: Skillful generation of ideas on how to visually represent their family’s traditions in
their mask.
OBJECTIVE III:
Question: Did the student knowledgably articulate how color is used in different cultures
and skillfully incorporate that knowledge into their mask sketches?
Criteria: Knowledgeable articulation of color in culture and symbolic use of color in
sketches.
Lesson Two
Instructional Resources: Laptop, projector with speakers, HDMI cable.

PowerPoint: Day Two and Three
Handouts: Concept Map Example (on whiteboard), Sketch Packet, Color in Culture
graphic.
Video:
LeapnLearn (2019, October 7). Exploring cultures – Cultural masks around the world
[Video File]. Retrieved from https://www.youtube.com/watch?v=bDZFVLwlkS
Management and safety issues: This lesson does not pose any safety issues other than
ensuring students keep the pointed end of their pencil protected at all times when sketching and
moving around the room. Basic management of the students is required by the instructor, which
includes ensuring the volume of the discussion does not exceed conversational level and that
students are following along with the provided worksheets.
Vocabulary:

them.
Illustrate: To clarify one’s ideas, writings, or words with visual or audible examples.
Imagine: To conjure or form mental images of something not physical present.
Sketch: A rough and unfinished drawing to assist in the final drawing.
symbols.
Lesson Two

6 minutes Orientation/Engagement/Motivation: The video and questions
To review, play the video link (Lesson Two provide students a quick
Instructional Materials). Ask the following opportunity to review the
questions on the PPT slide. information and vocabulary
they learned the previous
15 Presentation/Explicit Instruction: day.
minutes Begin the PowerPoint presentation (Day Two
Instructional Materials). Begin a concept map on The PowerPoint allows
the board. Use your own example of a Christmas students to view how colors
Eve tradition. Display an example of a completed are used differently across
sketch worksheet. Instruct that students will first the world. Concept
5 minutes work independently to complete their own concept mapping provides students
map choosing three traditions. Explain that the opportunity to
once the map is completed, students may begin brainstorm how they would
sketching ideas for how to construct and symbolically represent their
symbolize their mask. traditions and develop
ideas.
15 Independent Practice/Exploration: The sketch worksheet
minutes Distribute the sketch packet (Instructional allows students to transfer
Materials) and instruct students to take out their those written ideas into
research packet for reference. Allow students the visual representation.
remainder of the class time to work
independently. Working independently
allows students to develop
(15 Guided Practice/Feedback: their own ideas and the
minutes) While students are working, answer questions formative assessment from
that arise. Speak with each student individually the teacher allows for
about their completed research worksheet and direction and constructive
offer direction for students who seek it. feedback.
3 minutes Conclusion: Exit slips provide the

Distribute post-it notes for the following exit slip instructor with feedback on
prompt on PPT slide. Ask the students to pick one how each student is feeling
prompt and write their answer. Explain that about the project and lets
tomorrow’s lesson will be spent finalizing mask the instructor know is
ideas and will include a demonstration on mask particular students are still
construction. struggling with a concept.
Lesson Three


In this lesson: Students will meet both standard by interpreting and describing
cardboard art created by contemporary American artist Warren King that
reflects his Chinese heritage.
uses.
In this lesson: Students will meet this standard by finalizing a sketch for the initial
creation of their mask that visually represents three chosen family
traditions.
In this lesson: Students will meet this standard by using the graph provided to
knowledgably add color that is associated with the chosen cultural
tradition of the student.
Lesson Three

Standards
OBJECTIVE I: Given three previous thumbnail sketches, students will VA:Cn11.1.6
effectively participate in peer pair sharing to synthesize their learned
knowledge into one final sketch.
OBJECTIVE II: Given colored pencils and a previous discussion on VA:Cr1.2.6

the use of color, students will begin to incorporate the use of the color
in their final sketch to knowledgably enhance and suggest their
chosen traditions.
OBJECTIVE III: Given a presentation on Warren King, students will

articulately describe King’s art and compare his work to the masks VA:Re7.1.6
previously discussed in the days before.

OBJECTIVE I:
Question: Did the students effectively participate in peer pair sharing to synthesize their
learned knowledge into one final sketch?
Criteria: Effective participation in peer pair sharing.
OBJECTIVE II:
Question: Did the student begin to incorporate the use of the color in their final sketch to
knowledgably enhance and suggest their chosen traditions?
Criteria: Knowledgeable enhancement and suggestion of their chosen tradition through the
use of color.
OBJECTIVE III:
Question: Did the student begin to articulately describe King’s art and compare his work to
the masks previously discussed in the days before?
Criteria: Articulate description of King’s art in comparison to the previously discussed
masks.
Lesson Three
Instructional Resources: Laptop, projector with speakers, HDMI cable, laminated words for
word wall.
Art Materials: Scissors, Elmer’s glue, cardboard, oil pastels, a practice mask, a finished
mask, tagboard.
PowerPoint: Day Three
Management and safety issues: The issues are as follows:

• Ensure the students keep the pointed end of the scissors protected as the move around
the room (Safety).
• Ensure the students cut the cardboard away from the hands and body to prevent injury
(Safety).
• Ensure students are being cautious with the hot glue.
• Ensure the students are being responsible with the amount of glue being used in the
construction of the mask (Management).
• Ensure students there is allotted time at the end of the day for a thorough clean-up of the
classroom (Management).
Vocabulary:

them.
Layer: Multiple quantities of material overlapping a surface.
Illustrate: To clarify one’s ideas, writings, or words with visual or audible examples.
Shape: The external form or outline of something.
Sketch: A rough and unfinished drawing to assist in the final drawing.
symbols.
Lesson Three

5 minutes Orientation/Engagement/Motivation: The word wall provides a
To review, place the magnetic laminated words on visual of final objectives
the whiteboard (texture, culture, tradition, layer, of the project while
symbolism, freebie x 4). Place a picture of a allowing students to
previously discussed mask next to the word. Ask connect back to
students to connect the word to the mask using information from both day
learned knowledge. one and two.
Presentation/Explicit Instruction: King’s work provides a

10 Begin the PowerPoint (Lesson Three Instructional contemporary look into
minutes Materials). Have students describe King’s work. mask making. King
Provide them with context behind his art and then incorporates textures and
ask for interpretations. Show them examples of layers, similar to the
other student-made masks. students’ objectives.
20 Independent Practice/Exploration:
minutes Instruct students to work in peer pairs and discuss Peer sharing allows for
their best mask. From there, students will draw their peer feedback and the
final version of the mask and color the mask with formative assessment
colored pencil. Once completed, students may have from the teacher allows
the sketch checked by the teacher and then they for direction and
may begin constructing. constructive feedback.
Once done, collect the
(20 Guided Practice/Feedback: final sketches to provide
minutes) While students are working speak with each student assessment in the form of
and offer feedback on their desired mask. Use individual post-it notes.
constructive support and lesson vocabulary and
ensure each student is meeting the objectives of the
project. Exit slips provide the
instructor with feedback
Conclusion: on how each student is
4 minutes Distribute post-it notes for exit slips. Ask students to feeling about the project
write down one area in their life that they will be and lets the instructor
able to transfer over a skill being learned in this know is particular
class. Collect the post-it notes. students are still
struggling with a concept.
Lesson Four
LESSON PLAN # 4 Date / Week: February 13-14, 18-20th, 2020


In this lesson: Students will meet both standard by reflecting on their research and
development of their mask through a completed written artist statement.
uses.
In this lesson: Students will meet this standard by using cardboard, glue, scissors, and
oil pastels to construct a completed 3D functional mask that visually
represents the students’ family traditions.
VA:Cr1.2.6: Formulate an artistic investigation of personally relevant content for creating
art.
In this lesson: Students will meet this standard by interpreting their own family’s
traditions into visual symbols and incorporating those symbols into a
completed 3D mask.
Lesson Four

Standards
OBJECTIVE I: Given a demonstration and cardboard, scissors, hot VA:Cr2.1.6
glue, and rulers, students will create a 3D functional mask that
creatively symbolizes three chosen family traditions through the skillful
incorporation of three textures and three layers.
VA:Re7.2.6
OBJECTIVE II: Given oil pastels, a demonstration, and a previous
discussion on the use of color, students will incorporate the use of the
color to knowledgably enhance and suggest their chosen traditions.
VA:Cn11.1.6
OBJECTIVE III: Given an artist statement and an explanation of its CCSS.ELA-
requirements, students will articulately reflect on their artistic process LITERACY.W.6.4
and decision making through a completed artist statement.

OBJECTIVE I:
Question: Did the student creatively symbolize three chosen family traditions in their 3D
mask through textures, shapes, and layering in their completed mask?
Criteria: Creative representation of three chosen family traditions through the skillful
incorporation of three textures and three layers in their completed mask, and the completed
mask is functionally constructed.
OBJECTIVE II:
Question: Did the student incorporate the use of color to knowledgably enhance and
suggest their chosen traditions in their completed mask?
Criteria: Knowledgeable enhancement and suggestion of their chosen tradition through the
use of color in their completed mask.
OBJECTIVE III:
Question: Did the student articulately reflect on their artistic process and decision making
through a completed artist statement?
Criteria: Articulate reflection on their artistic process and decision making through a
completed artist statement.
Lesson Four
Instructional Resources: Laptop, projector with speakers, HDMI cable.

Art Materials: Scissors, Elmer’s glue, cardboard, oil pastels, a finished mask, tagboard.
PowerPoints: Day Four – Nine
Handouts: Oil Pastel Review, Artist Statement
Management and safety issues: The issues are as follows:

• Ensure the students keep the pointed end of the scissors protected as the move around
the room (Safety).
• Ensure the students cut the cardboard away from the hands and body to prevent injury
(Safety).
• Ensure students are being cautious with the hot glue.
• Ensure the students are being responsible with the amount of glue being used in the
construction of the mask (Management).
• Ensure students there is allotted time at the end of the day for a thorough clean-up of the
classroom (Management).
Vocabulary:
Blending: The act of mixing things together.

them.
Layer: Multiple quantities of material overlapping a surface.
Reflection: To give thought into thinking process
Shade: To darken a color
Shape: The external form or outline of something.
symbols.
Tint: To lighten a color
Lesson Four

4 minutes Orientation/Engagement/Motivation: This measures the
Ask three students questions from the pre-test progress of learning
(PowerPoint Instructional Materials). from Day One.
35 Independent Practice/Exploration: The demonstration

minutes Demonstrate how to draw the shapes of the chosen visually explains to
mask on the cardboard while practicing safe cutting. students exactly how
Demonstrate how to layer the shapes by gluing a to construct their
spacer in-between the layers. Explain how to create masks and the steps
different textures with the corrugated layers of involved. The
cardboard. Reiterate that the mask must be functional. students have
On the finished mask, demonstrate how to blend oil recently worked with
pastels to create tints, shades, and tertiary colors. oil pastel. This
provides them with a
Allow students time in class to practice with oil pastels refresher on blending
on the worksheet (Instructional Materials). The and mixing colors
remaining time will be spent completing the cardboard without having to
mask and artist statement (Instructional Materials). dedicate an entire
lesson to the topic.
(35 Guided Practice/Feedback:
minutes) While students are working speak with each student
and offer feedback on their desired mask. Use
constructive support and lesson vocabulary and ensure
each student is meeting the objectives of the project.
Provide feedback on the artist statement once
completed.
This type of formative
assessment allows
6 minutes Conclusion: each post-it to be
Collect completed masks and provide formative specific to each
assessment in the form of post-it notes on each mask student and includes
when returning the masks to the students tomorrow. references to the used
vocabulary and
objectives.
Lesson Five


uses.
In this lesson: Students will meet both standard by actively participating in the TAG
critique and the prompted concluding discussion at the end of the lesson
in reference to the project.
Lesson Five

Standards
OBJECTIVE I: Given a presentation and explanation of the TAG VA:Pr4.1.6
critique method, students will actively participate in the TAG critique as VA:Re7.1.6
well as a prompted discussion on the importance of critique at the end CCSS.ELA-
of the lesson, and will articulately complete the artist statement. LITERACY.W.6.3D

OBJECTIVE I:
Question: Did the student actively participate in the TAG critique and the prompted
discussion at the end and articulately complete the artist statement?
Criteria: Active participation in the TAG critique and the discussion at the end and
articulate completion of the artist statement.
Instructional Resources: TAG PowerPoint, students’ masks, post-it notes.

Handout: Artist statement.
Management and safety issues: This lesson does not pose any safety issues. Basic
management of the students is required by the instructor, which includes ensuring the volume of
the discussion does not exceed conversational level and that students are practicing respect
when participating in the critique.
Vocabulary:
Critique: An analysis or assessment of a practice.

them.
symbols.
Lesson Five

4 minutes Orientation/Engagement/Motivation: The students have not had
Return the masks to the students with the experience standing in front of the
formative assessment post-it notes. class and talking about their art.
Explain that the class will participate in a This is a more manageable way of
critique today. conducting a critique with students
who do not have that experience.
Presentation/Explicit Instruction:
7 minutes Begin the PowerPoint (Lesson Five The PowerPoint provides the
Instructional Materials). Introduce the expectations and instructions of
concept of TAG critique. the critique that can remain
projected during the critique itself.
Independent Practice/Exploration:
Distribute four post-it notes for each Allowing students to view work first
student. Instruct students to first walk allows them to generate comments
around the classroom and view each and questions before they begin
16 student’s mask. Once the students have writing. Keeping the post-it notes to
minutes viewed all the work, begin distributing the a maximum of four per person
TAG post-it notes. Each student should ensures that everyone receives the
receive a maximum of four post-its (one same amount of feedback. Sharing
per student at their table). They will be their work is a part of critique but
providing feedback to students at their this gives students the option to do
7 minutes table. Once completed, have students so instead of requiring it for those
return to their seats and ask if any who may feel uncomfortable.
students would like to share the post-it
notes they received with the rest of the The concluding questions discuss
class. the importance of critique as well
as give students the opportunity to
Conclusion: share new information they learned
10 Ask the review questions in the PPT slide. or skills they acquired during this
minutes Allow time for students to finish their artist project. The artist statement,
statements (Instructional Materials). alongside their completed mask,
serves as a post-test to compare
side-by-side with the pre-test to
analyze the learned concepts. T

1b Lesson Plans

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

1b Lesson Plans

Uploaded by

Copyright:

Available Formats

Lesson One

LESSON PLAN # 1 Date / Week: February 10th, 2020

Illinois Arts Learning Standards:

Objectives: Illinois Fine Art

OBJECTIVE III: Given a discussion on family traditions and

2. Assessment Questions and Criteria:

Instructional Resources: Laptop, projector with speakers, HDMI cable, YouTube.

In-Class Activities (44-minute period):

LESSON PLAN # 2 Date / Week: February 11th, 2020

Illinois Arts Learning Standards:

RESPONDING: Anchor Standard 7: Perceive and analyze artistic work.

Objectives: Illinois Fine Art

OBJECTIVE II: Given a brainstorming session in which students

OBJECTIVE III: Given a graph and a presentation, students will VA:Re7.1.6

2. Assessment Questions and Criteria:

Instructional Resources: Laptop, projector with speakers, HDMI cable.

Cultural: Relating to the ideas, customs, and behaviors of a society.

In-Class Activities (44-minute period):

3 minutes Conclusion: Exit slips provide the

LESSON PLAN # 3 Date / Week: February 12th, 2020

Illinois Arts Learning Standards:

RESPONDING: Anchor Standard 7: Perceive and analyze artistic work.

Objectives: Illinois Fine Art

OBJECTIVE II: Given colored pencils and a previous discussion on VA:Cr1.2.6

OBJECTIVE III: Given a presentation on Warren King, students will

2. Assessment Questions and Criteria:

Management and safety issues: The issues are as follows:

Cultural: Relating to the ideas, customs, and behaviors of a society.

In-Class Activities (44-minute period):

Presentation/Explicit Instruction: King’s work provides a

LESSON PLAN # 4 Date / Week: February 13-14, 18-20th, 2020

Illinois Arts Learning Standards:

RESPONDING: Anchor Standard 7: Perceive and analyze artistic work.

Objectives: Illinois Fine Art

2. Assessment Questions and Criteria:

Instructional Resources: Laptop, projector with speakers, HDMI cable.

Management and safety issues: The issues are as follows:

Blending: The act of mixing things together.

In-Class Activities (44-minute period):

35 Independent Practice/Exploration: The demonstration

LESSON PLAN # 5 Date / Week: February 24th, 2020

Illinois Arts Learning Standards:

RESPONDING: Anchor Standard 7: Perceive and analyze artistic work.

Objectives: Illinois Fine Art

2. Assessment Questions and Criteria:

Instructional Resources: TAG PowerPoint, students’ masks, post-it notes.

Critique: An analysis or assessment of a practice.

In-Class Activities (44-minute period):

You might also like