Lesson Plan Template- 2021

Below is a template you will fill in as your lesson plan. It is designed to include the actions of the 4 National Visual Arts Anchor Standards of
Creating, Connecting, Responding and Presenting. The left column you will populate with the lesson criteria. Be thorough and descriptive. The
right column you will share your rationale for the choices you are making. The rationale/reflection should be backed up by readings from the
class, and other content you’ve learned in other courses. Sharing your rationale is important as it asks you to think about why you are doing
what you are doing. Reflecting deeply is a significant aspect of teaching.

Lesson Title: ____________ ________________________________

Family Trees and Meanings
Targeted grade Level: _3r
___d __________ Anticipated Time Frame:__________
Two Weeks_____________

Lesson Plan Rationale

1. Conceptual Structure/Big Idea:
Introduce students to the idea of family trees, and understanding of who
they are/role they play in their family.
2. Key Concepts (What ideas, facts, and new knowledge will the students
acquire? List the key art concepts that will help students to understand the big idea
as an artist.)
1. Introduce the use of lines (Vertical & Horizontal) to demonstrate connection
between two or more subjects.
2. Implement the use of warm and cool colors to contrast one another on a canvas.
3. Introduce the use of negative and positive space when creating a composition for a
piece.
3. Objectives (what students will DO):
1. Students will express the use of negative and positive space within their work.
2. Students will be asked to reflect on the reading, and portrayal their own personal
version of the book through a family tree. (Symbols).
3. Students will create a family tree the reflects them and their family traditions/
culture. (Goal is for each portrayal to reflect the students understanding and
memory of each person.)
4. Essential Questions (BIG overarching questions):
1. How would you depict your family visually without a portrait?
2. What do you imagine when you hear the word family.
Why is this a relevant concept for students to explore? How does it connect
to contemporary culture and context?
This can help build confidence, and a better sense of connection to their identity
and family traditions/culture.
Why is it important for students to know these concepts?
These concepts are important to understand for when setting up the composition
for a piece. This can help students create work that is more aesthetically pleasing
and organized.
How do the objectives fully support learning and how do they connect to the
students’ lives? (What evidence can you provide that makes you say this?)
Through the use of these objectives, students will show growth and a better
understanding of organizing and planning out compositions. As well as possibly
implementing the use of certain symbols and colors to represent certain
individuals/aspects of their work. If a student is unable to explain why they used a
certain symbol/color for their piece, a conversation can be held to help guide
them to better understand the concepts.
How are these questions meaningful to the student? How do you know?
These questions are supposed to to relate personally to the students and have them
contemplate/consider how they envision their family. Who would you introduce?
How are they related to you? What color do you imagine when you think of them?
Etc.
5. Standards:
NVAS:
1. VA:Cr2.2.3a - Demonstrate an understanding of the safe and proficient
use of materials,
2. VA:Re.7.2.3a - Determine messages communicated by an image.
Michigan:
1. ART.VA.III.3.5 - Discuss how personal experiences influence the creation of art.
ART .VA .II .3.4 - Combine ideas, symbols, and experiences that express and
2. communicate meaning .
6. Connecting and Responding:
Teaching Resources: (art work, videos, books, etc)
Art: (Artists and insert thumbnail photo of examples shared)
Alma and How She Got Her Name by. Juana Martinez-Neal
Bruno Munari (Munari Mobile)
Encanto Character Design Sheets
https://twitter.com/menachips/status/1478085375927238663?
s=20&t=m7SsrdhqtVHVpjgwbogjaw
CREATING Lesson Plan Sequence
7. 1. Day 1 - Students will be introduced to the book, questions will be asked before the
reading. (What do you think this is about? Have you ever wondered how you got your
name?)
2. Day 2/3 - Students will be introduced to symbols and be given a brief lesson on
how symbols work and how to effectively use them in their work. (examplars)
3. Day 4/5 - Ideation for possible symbols that could be used on their own box.
Students will begin to decorate/draw on the blueprint for the box.
4. Day 6 - Is a work day, I will monitor the progress the students make, if any
assistance is needed I will be there to help.
5. Day 7/8/9 - Will also be studio days for the children, at some point during day 8 the
children will take a step back from their work to checkout the progress their peers had
made. Hopefully around day 9the children will begin wrapping up their projects.
6. Day 10 - The children will be sharing/showcasing their finished projects with the
class room. (This can be done by having the projects left at the assigned seats and
having the class rotate around to view the projects). After there will be a class
discussion on what they observed. As well as a chance for questions they had about
other projects to be answered
7. Day 11- Students will "reflect" upon their work and answer a few questions during a
class discussion. As well as a assignment questionair. (What would they do
differently? What did they enjoy/dislike about the project?)
These will be the standards that I implement into this lesson to monitor and
establish if students are meeting the standards of the lesson. This project will
involve the use of scissors (kiddie scissors). Through the use of symbolism, an the
layout of the project, it will communicate the family line-up and what they are
correlated with, as well as their relationship with the student.
Explain how the students will explore the concepts of the big idea through
artists and their artwork. What opportunities will the students have to
RESPOND to art? Choose artists whose work exemplifies an exploration of your
big idea and include examples of the artist’s work in your presentation.
Through the book Alma and How She Got Her Name students will be introduced
to the main concept of this project, family trees/linage. Using the artwork of the
book, when characters are introduced, I will bring up the conversation of
symbolism and repeating patterns/themes.
Encanto Character Design sheets will help me further explain symbolism, and
help me introduce the idea of symbols having more meaning. As well as starting
the conversation of what they could possibly correlate with their family.
Share rationale for choices in teaching and learning strategies, here is where I
should see additional evidence of the readings. How will you scaffold the
lesson to maximize learning?
I chose to take this approach of helping to guide the children on this project
because I want to make sure that there isn't any confusion and that the kids get the
most out of this project. It's supposed to be fun. I still wanted there to be elements
of collaboration, but I know at a younger age it can be a bit more difficult to
present in front of your peers. So instead I opted more for a gallery like approach
to presenting work, this should help ease anxiety of presenting work, but still
foster participation form the students.
8. Differentiation/Accommodations/Modifications (For Share rationale for each
differently abled on both ends of the spectrum) 1. Folding the boxes can be tricky, so if needed I can help with the
1. Help folding boxes mechanical part of the project (folding + gluing).
2. Assistance with symbol Ideation. 2. If a student is stumped with symbols I can give more examples and
3. As well as the opportunity to be given more time if help them through conversation to figure out what they could do.
needed.

9. Assessment Strategies: (Connecting and Responding) What evidence from Share rationale for formative and summative assessment, HOW will this
performances and products demonstrate deep understanding and generalizable reveal knowledge acquired and how they will use it?
new knowledge?) What evidence of pre-thinking, in process ideation and
• Based upon the previous class discussion after the book, through ideation and
development will be required?
concept work, this will create the foundation of the students understanding. (As
well as allow me to pin point their understanding pre-assesment.)
1. Class discussion after reading
• Progress check will allow me to see if the students are properly understanding the
2. Proof of ideation (notes and doodles for concepts)
assignment, and if they need some extra help.
3. Able to explain their use of symbolism. Who it was for and why?
• The reflection/survey will help me better assess their perception of the project.
4. Progress check on day 8.
• Final class discussion about the final product will also help assess what they took
5. Submitting their reflection at the end of the project.
away from it.
10 Insert photo of teacher created exemplar here: Rationale here should discuss the significance of what was created and address
prior knowledge (ideas, context etc) students will need to understand the
lesson content.
For this project I created a Mobile that was inspired by a combination of the book
Alma and How She Got Her Name . As well as Bruno Munari's work, the Munari
Mobile. Students will create their own mobile that represents them and their
family. Students will get to decide through the use of symbolism how to depict
their family. (Shapes/Color/Size).
11. Materials/Tools/Art supplies needed What prior knowledge students will need to effectively use materials to express
their ideas? (you may complete this AFTER making your teacher exemplar)
Scissors, Glue, Markers, Pencils, Colored paper, Ruler, Jelly
Students will mainly need skills relating to measuring and hand
Roll Pen, needle and String. coordination to use the scissors. (I will be assisting with the needle)
Materials Distribution/Clean Up Describe possible systems and management strategies
12. There will be station areas dedicated to the certain materials Students will be expected to clean up their own work area, I will be there to help if needed.

13. PRESENTING How will your students’ work be PRESENTED and Who is the audience? What kind of feedback will the artists receive?
The audience will mainly consist of the students and their families. As far
curated? as feedback goes, students will receive feedback from their peers and
If possible due to the project being designed after mobiles I originally
intended for them to be hung up in the classroom and possibly out in the myself. In a class discussion we'll review if their use of symbolism is
hallway near the Art room. Before displaying them though, I thought that effective, and if they could build more upon it.
students could walk around the room and examine their peers work.
10.