Art Lesson Plan

Candidate Name: Mai Boone

Grade Level: 5th
Content Area: Visual Art
Estimated Lesson Length: 30min
Setting: (x) whole class ( ) small group ( ) Individual- asynchronous
Co-Taught Lesson: ( ) yes ( x) no
MAIN CONCEPT/Central Focus
To extend student’s knowledge of various careers in art and how art can be used in the real world by
exploring two main branches in the Walt Disney Company.
RATIONALE
This lesson is important for students because it allows them to see how art, creativity, and STEAM is
used in the real world and reach out to those with careers in art to deepen their interest and
understanding of it. In the drawing portion, students will be introduced to how animators draw
characters using basic forms which will add to their creative skill set and continue on that connection
to art careers.
STANDARDS
VAPA
1.VA:Cr1.2: Use observation and investigation in preparation for making a work of art.
4.VA:Cr2.1: Explore and invent art-making techniques and approaches.
6.VA:Cn10: Generate a collection of ideas reflecting current interests and concerns that could be
investigated in artmaking.

ELA
ELA.W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
ELA.W.5.2a: Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aid
comprehension.
ELA.W.5.2e: Provide a concluding statement or section related to the information or explanation presented.

ELD
ELD.P1.5.10a.Ex: Write longer literary and informational texts collaboratively and with increasing
independence by using appropriate text organization.

OBJECTIVES
● Students will be able to share (orally) one type of job within either Walt Disney Animation
Studios OR Walt Disney Imagineering
● Students will share (orally) one way art/creativity/STEAMcan be used in the real world.
● Students will be able to incorporate STEAM vocabulary into their letters
● Students will be able to follow a step by step character drawing using basic shapes and
straight/curved lines by illustrating on paper.
ASSESSMENTS(How will you know students met the learning objective? How will you assess student
learning during the instructional sequence?)
The teacher will go around the room during every step to check student progress. At the end of the
lesson, the teacher will collect the drawings and letters. The teacher will check that the students
followed the letter format and looks complete. The students should have a complete image of Donald
Duck and have colored the drawing in with colored pencils.
ACADEMIC LANGUAGE DEMAND (A brief narrative that visualizes how students will participate in this
lesson. What are students being asked to do in this lesson, and how are they using language to
accomplish that? How will students collaborate for meaningful interaction, interpret and/or spoken text,
and produce evidence of their learning?)
Students will be learning new language concepts in the opening videos of the lesson. The new
vocabulary words will be up on the whiteboard during the lesson. Additionally, when creating their
letter to the studio of their choice they will need to access their new vocab as well as existing
language skills to follow the lesson format from the powerpoint. The students will use language in
their letters to inquire about their interest in the studio and additional information they’d like to
know. These letters help connect them to art in the real world.

CONTENT VOCABULARY(List the key vocabulary and/or phrases students need to understand in order
to have access to the content.)
● Innovation
● Animation
● Engineering
● Imagineering
STRATEGIES/TECHNIQUES TO SUPPORT ACADEMIC LANGUAGE DEVELOPMENT(Given the
identified academic language demand, how is this lesson being adapted? How is it being scaffolded for
the targeted language proficiency level of your students? List strategies for supporting students’ use of
academic language such as word walls, sentence frames, realia, pictures, go kinetic, choral response,
etc.)
Vocabulary words will be pointed out and defined as they appear in the lesson, additionally vocab
words will be written on the whiteboard where they will stay throughout the lesson. Students will
implement the new vocab in their letter to either Walt Disney Animation Studio or Walt Disney
Imagineering.
STRATEGIES FOR ENGLISH LANGUAGE LEARNERS
● colored printouts with steps in English and Spanish
● Video of drawing lesson
● Access to Powerpoint steps
● Establish a link between the students prior knowledge and the material
● Provide students with skills and vocabulary to talk about their learning
● Can use table partner’s work as a model
STRATEGIES FOR STUDENTS WITH SPECIAL NEEDS(List accommodations and/or modifications
specified in IEPs, 504 Plans, etc.)
● Colored printouts with steps
● Video of drawing lesson
● Access to Powerpoint steps
● Can use table partner’s work as a model
TASK ANALYSIS
Students should know how to draw basic shapes (circles, squares, triangles), lines (both curved and
straight). Additionally, students should have practiced some form of letter writing. Students should
have some idea of who Walt Disney is.
INSTRUCTIONAL SEQUENCE:
Introduction: (videos on WDI and WDAS) The teacher will show the Walt Disney Animation
Studios, Walt Disney Imagineering, and WDI Innovation videos to the student. As they watch the
teacher will point out key vocabulary words and write them up on the whiteboard. Teachers will ask
the students to think about different ways of making art as well as careers in art. After the videos, the
teacher will allow time to check for understanding of the video’s content by asking the students to
share something they learned with a partner and then share out as a class.

Lesson Sequence: (drawing donald) After the videos, the student will talk about how characters are
drawn out before they are animated whether they are two dimensional or three dimensional. The
teacher will announce that they will be learning how to draw like an animator today by drawing
Donald Duck. Then the teacher will pull up the step by step powerpoint of Donald and project it on
the whiteboard. On another part of the whiteboard the teacher will demonstrate the steps in the
powerpoint as they are shown. During this time ELL students and students with special needs can be
given an individual packet with the drawing steps. When the students compl

Closure: (letter writing)When the students complete the drawing ,they will be asked to choose one
of the studios from the videos (either WD Animation Studios or WD Imagineering) and write an
inquiry letter to them. The format for the letter is in the powerpoint and should be put on the
whiteboard for students to follow along. Students are welcomed to write more outside of the given
format. Advanced students who finish the letter quickly can complete another writing prompt that
deepens their connection to the content in their writing notebooks. Additionally, finished students
can color in their drawing.
CONTENT EXTENSIONS
Students who finish early can complete the following writing prompt within their writing journals
that deepens their connection to either animation or engineering:
“If you were to pursue a career in art, what profession would you choose and why? (Try to use one that
we learned about in our videos) Additionally, what ideas do you have for projects you would complete in
your career choice?”
CONTENT INTEGRATION
This visual arts lesson incorporates an English Language Arts (ELA) writing element as well as
engineering and science elements from STEAM.
SOURCES
A Virtual Tour of Walt Disney Imagineering: Part 1. Disney Parks, 2020. YouTube,
https://www.youtube.com/watch?v=gHxkgINQag0&ab_channel=DisneyParks. Accessed 23 September
2021.

Art & Technology: Under One Roof | Walt Disney Animation Studios. Disney Careers, 2018. YouTube,
https://www.youtube.com/watch?v=O9bG4b7Jajs&ab_channel=DisneyCareers. Accessed 23 September
2021.

How-To Draw Donald Duck | Walt Disney World. Disney Parks, 2014. YouTube,
https://www.youtube.com/watch?v=d7ngCQIIpsk&list=PLflf8xbnbx65Z2oa2F9uqKZxJJn-4Nynr&index=9
&ab_channel=DisneyParks. Accessed 23 September 2021.

“Walt Disney Animation Studios.” Disney Animation, Walt Disney Company, https://disneyanimation.com/.
Accessed 23 September 2021.

Walt Disney Imagineering Innovation Showcase | Disney Parks. Disney Parks, 2021. YouTube,
https://www.youtube.com/watch?v=AYbFZHLRGqw&ab_channel=DisneyParks. Accessed 23 September
2021.
Walt Disney Imagineering, Walt Disney Company,
https://sites.disney.com/waltdisneyimagineering/#special. Accessed 23 September 2021.
MATERIALS AND SUPPLIES NEEDED
Students
● Blank sheet of paper (1 per student)
● Pencil (1 per student)
● Set of colored pencils (1 set per student)
Teacher
● Whiteboard space
● Dry erase marker
● Powerpoint with steps
● Powerpoint with videos
● Printouts of steps for those who need it
PERSONAL TEACHING FOCUS (List the area(s) you want your university supervisor to focus on during
the observation.)
To work on assessing student progress by walking around the room at appropriate times during the
lesson. I want to make sure the students are following along accurately with the instructions.
Additionally, I would like to make sure that the students have time to look over their partners letters
and assess each other.