MSMU Lesson Plan Format
Grade/Class/Subject: Art Teacher: Jessica Ecung
Time/Duration of the lesson: 45-60 minutes
English Language Proficiency of Students: The English language proficiency of students ranges from
native English speakers to Expanding EL students.
California Content Standards:
5.2 Select and use expressive colors to create mood and show personality within a portrait of a hero from
long ago or the recent past.
Enduring Understandings:
Students will understand that people and family from the past can be viewed as heroes.
Essential Knowledge/Skills:
Students have previously learned in art class how certain colors can evoke specific feelings and emotions.
In social studies, students have already communicated with family members to learn more about their
family history. This lesson will work in conjunction with a social studies lesson about the importance of
speaking with older family members to gain knowledge.
Higher-Order Questions
How can colors be used to show someone’s personality?
What can we learn from others about the past?
Observable Outcomes Assessment/Checking for Understanding
What do you want students to learn? What evidence will you gather/look for?
Content Objectives:
-Students will be able to create a portrait of a -The finished portrait.
hero/family member from the past.
Academic Language Objectives:
-Students will continue to use the appropriate art -Listening to students as they create their portrait.
academic language.
Key Vocabulary: Supplementary Materials:
-scale -Pastels
-medium -Paper
-pastels -Pencils
-markers -Erasers
-line
-shading
-color
-mood
-tone
Technology in Support of Teaching/Learning: Technology in Support of Learning:
-projector N/A
-computer
[Link]
portrait/
Anticipated Misunderstandings/Difficulties:
-Students might not want to draw a family member from the past. The students who do not wish to draw
an older family member can pick another family member or a hero to create a portrait of.
Element Rationale*
Describe what will happen-what will teacher and/or Describe why you chose to do it this way.
students do
Pre-Assessment of Students’ Knowledge or Ability:
-The day before the lesson, students will sketch a portrait -I would be able to know which student is
of their older family member. having difficulty selecting an older family
member.
-I would also be able to see their artistic
ability and how to better prepare the lesson.
LESSON SEQUENCE
Instruction to Support Learning:
- Students should be engaged in the lesson since they had
the opportunity to pick the subject.
-The day before the lesson, students will have completed
a sketch of their portrait.
-This is an independent activity.
Structured Student Learning Activities:
-Students will create a portrait of their older family
member using pastels.
Instruction:
1- Project the following link on the board: -Visual and example of what they will be
[Link] creating
2- Remind students how colors can be used to create a
feeling. How Picasso used blue to depict his sadness.
Examples:
[Link]
picassos-blue-period-1901-1904/pablo-picasso-the-soup-
[Link]
[Link]
picassos-blue-period-1901-1904/pablo-picasso-the-
[Link]
3- The students should retrieve their sketches and start on
their final portrait.
4-Give students about 30 minutes to complete their
expressive portrait. Walk around to monitor student work
and provide feedback.
5-When the students are finished. Discuss with the class, -Glaser: students learn 70% of what they
why they picked that particular family member or hero. discuss
6- Remind students how history and older relatives can
still impact the present.
DIFFERENTIATING INSTRUCTION
Differentiating Instruction for an English learner:
- Depending on their proficiency they will be provided - Accommodations are available for the
with more visuals or the academic language can be student to participate with the class.
further explained to them.
Differentiating Instruction for a focus student with
Special Needs: - Accommodations are available for the
- Depending on their needs, the lesson can be modified to student to participate with the class.
best support them.
Differentiating Instruction for a focus student needing
social-emotional and academic support: - Accommodations are available for the
-Depending on the needs and student’s behavior, the student to participate with the class.
teacher will accommodate the student.
Differentiating Instruction
For the student who already “gets it”, I would challenge - Accommodations are available for the
the student to create more detail within the portrait. student to participate with the class.
Post-Assessment:
-The evidence will be their finished portrait and the use
of expressive colors.
Extension:
-The lesson could be expanded by using another medium
or making the subject more challenging.
*Theories that might be useful for rationales (Note: You may wish to refer to your “toolbox” for helpful
resources further explaining below):
Theories related to the work of Gardner, Vygotsky, Bloom, etc.
Universal Design for Learning: Multiple means of representation; Multiple means of action & expression;
Multiple means of engagement.(the what, how, and why of learning)
Five E’s: Engage, Explore, Explain, Elaborate, Evaluate
