Lesson Planning Template

Name: Zoey Katke Date: 4-18-2021

Lesson Title: Paper Optical Illusion
Lesson Justification
Who are my students? (student information, interests, and needs specific to the content of this lesson)

4th Grade

What conditions/limitations might impact the planning and delivery of the lesson?
 Time- Depending how much time is given during the day.
 Materials- depending on covid restrictions and the supplies they have at home.

What are you teaching?

Optical Illusions

Why do students need to know this content?

Patterns can be used in many forms of art. Patterns can help us make predictions based on our
observations.

Why did I select the instructional strategy (ies) utilized in this lesson? Provide a
research/theory connection to support the instructional strategy.

Direct Instruction Model- I will use this strategy because the method goes smoothly when
teaching new material. Students will first watch me do the activity and give them background
knowledge. Then students will do it with guided practice and have peer feedback with their
rough drafts. Lastly, then the students will do their own independent practice then get
assessed.

How does this lesson connect with and build on previous/subsequent lesson(s)?
This lesson connects to the principles and elements of art they have learned previously. This
lesson gives students a more in depth of principles and elements and how to apply to a optical
illusion.

Academic Language
Language Function (see the last page of the template)
 Students will justify their work with their peers. Peers will give them feedback on
their rough draft.
 Students will conclude what they have learned about the optical illusion activity.
Vocabulary (think about both content and academic vocabulary)
 Create
 Justify
 Analyze

Syntax OR Discourse (circle one and explain how this lesson practices either discourse or
syntax. See the last page for information on each of these)
This lesson practices discourse because they will be giving a set of questions to think about
when they are giving their peers feedback. Students will interact with the background
knowledge lecture and will be able to have a clear understanding what optical illusions are.

Student support tool: (see the last page for ideas)

Stencils for shapes, examples of the activity, Straight edge, ruler

Standards And Learning Objectives

Standard
(Any and all standards that
pertain to the lesson)
Content Objective
(make sure it is assessable,
specific, and aligns to the
standards and assessment)
Assessment:
Tools: (things that are used
to assess students)
Indicators/Criteria:
(the ways you are measuring
if they successfully met the
standards and objectives)

Feedback:
(how will you let students
know if they’ve met the
objective or not?)

Standard Content Objective: Assessment

4.1.1.5.1- Describe the
characteristics of the
elements of visual art
including color, line, shape,
value form, texture, and
space.
Tools:
1.) Students will be able to Rubric #1 and Rubric #2
create an optical Indicators/Criteria:
illusion with at least 2 1.) Objective #1:
elements of art. a. The optical illusion has
at least 2 elements of
art
b. The optical illusion
looks neat and cared
for.
4.1.1.5.2- Describe how the 2.) Students will be able to 2.) Objective #2:
principles of visual art such create and analyze a. The optical illusion
as repetition, pattern, optical illusion with has contrast (two
emphasis, contrast and principles of contrast complementary
balance are used in the and a pattern. colors)
creation, presentation or b. The optical illusion
response to visual artworks. has a pattern.

Feedback:
Students will get feedback
through discussion with peers
and a written statement by
me with their final piece.

Materials

(please use bullets or list format here)

 Coloring Utensils- markers, coloring pencils, or crayons.
 Ruler
 Pencil
 Eraser
 8 by 11 white paper- enough for each student
 Stencils for shapes – if you don’t have pre-made plastic ones you can make your own and
laminate them.

Instructional Strategies And Learning Tasks

Time Instructional Strategies/Learning Tasks Differentiation
5 (Introduction) (consider supports for
Minutes T: Today, we are going to look at some artwork from some three different
optical illusionist artists. While we are looking at this populations for each
artwork, I want you to think about the principles and step here. IEP/504
elements of art. student, Language
S: Students are listening learners and
T: Can someone tell me what an optical illusion is? Gifted/Talented
S: answers vary students)
T: Yes, an optical illusion is made up with patterns to
create an optical illusion.
S: Students are listening
15 (Lecture/Demonstration) Gifted Students: I
Minutes T: Now, lets look at some artwork that are optical would want to
illusions. Let’s look at this first one. (Give the students encourage them if they
about 30 seconds to a minute) could use more than
S: Students are looking at the artwork just 2 elements of art
T: Switches to the next slide and repeat. Can switch up of and principles
what they notice and see what elements and principles.
Can have them discuss with a partner or as a whole class IEP/504 Students:
S: Students will discuss with their partner 1.) Have enlarged
T: Now, we will be our optical illusionist. I am going to images of the
have you watch me first, so you know the requirements art shown on the
for your project. The second thing is then you are going google slides on
to sketch your rough draft with just a pencil then share paper for
your piece with a partner. Then you will give your students who
feedback to your partner what you think they need to can’t see from
improve on or if they are missing something. far away.
S: Students are listening. 2.) For my
T: So, you will need to have some color utensils, pencils, Deaf/Hard of
ruler, shape stencils, and a piece of paper. Hearing
S: Students are watching. Students- I will
T: Step 1: Grab your materials make sure I have
Step 2: Write your name on the back of your paper resources that if
Step 3: First you need to do your sketch by just using it is a video. I
your pencil. Remember that lines can be an element of art. will make sure
Can somebody tell me what lines look like? they have
S: Students Answers Vary captions that are
T: Yes, they can be horizontal, straight, curved, squiggled, correct. I would
vertical, and wavy. So, what you need to do is pick which also have a copy
line you would like to do. If you are doing straight lines of my lesson plan
you must use your ruler, but if not you do not need to use written out for
the ruler. (Demonstrate this part with lines) them, so they
Step 4: Then once you have finished your lines. You will can read. Most
grab your shape stencil and pick some shapes and trace importantly I will
them onto your paper. They can overlap if you would like make sure I have
that. (Demonstrate this part too) an interpreter.
Step 5: Once you have finished your shapes you will turn 3.) My students who
to your table partner or somebody who is finished when have a physical
you are done. Then you will discuss and analyze your work ability like
and give feedback to each other. Make sure they have at writing- I would
least two shapes and have their lines. Then raise your make sure I
hands and I will come over to check. different
Step 6: Then you will pick two complementary colors to materials like
color in your NEW shapes. !Make sure that if two shapes bigger stencils
are touching should never be the same color! and coloring
(Demonstrate coloring the shapes) utensils.
Step 7: Then you will finish your project. Also, you will use
 your same partner and discuss with them your final
project.
20 (Work time)
Minutes Sketch Time- 10 Minutes
Finished Project-10 Minutes
Closure

(How will you close the lesson? Remember this should pertain to reviewing the lesson
objectives.)
T: Students now you have your finished project. I want you to turn your partner and share
your piece. Also, tell your partner what you liked about this project and what you thought was
challenging.
S: Students discuss with their peers
T: Now, can someone share with me what they discussed with their partner. Also, I want you
to think what have you learned from this activity that you didn’t know about before? What
elements and principles did you use in your art project?
S: Answers Vary

Self-Assessment/Reflection

Complete after teaching event (There will be no need to do this section this semester)

Resources: Finished Project Examples:

Google Slides Link-

https://docs.google.com/presentation/d/1ZzWRYnayidzdRB9S57bbRk30f3-
_WHM83aeGeqmbzfk/edit?usp=sharing