Laura Johnson: First Lesson Plan

Unit title: (What unit did this come from?) 1 point

Surreal Dreams (Thematic/Concept Based)
 
Lesson Title: (Name of the lesson relating to the content you will be covering) 1 point
Introduction to Surrealism with Dali and the Exquisite Corpse
 
Grade level: (What grade level is this lesson intended for?) 1 point
6th Grade
 
Time Allotment: (how long will you have for the lesson? days?) 1 point
One 50-minute class period
 
Standards: (Usually 1-3 benchmarks pulled from the state guidelines, number, and text from
each one. They should align to objectives, goals, assessment, and procedure.) 3 points
5.6.4.8.2 Develop and apply personal criteria to evaluate a work of art using artistic
foundations.
5.6.5.9.1 Make art collaboratively to reflect on and reinforce positive aspects of group
identity.

Objectives: (1-3 SMART, use the stem of your choice, focus on what the student can/will be
able to do, not on what you are teaching. Need to align to the goals, standards, procedure,
assessment.) 5 points
Students will discuss the elements and principles of art that Dali uses in The Persistence of
Memory.
Students will participate in a collaborative drawing activity followed by a reflective
discussion about the similarities and differences in the drawings.
Vocabulary/Academic Language: (Support tools for vocab. Content specific vocabulary
students will be learning. Any new academic language that the students will need to
understand. See the EdTPA glossary for the specifics on the different kinds of vocab to
consider.) 5 points
Elements and principles of art – students may reference the posters as a refresher
Surrealism – definition will be presented and discussed
Subconscious – definition will be discussed during VTS activity
 
Materials/Resources: (tools, mediums, visuals, examples, etc. Everything the students will
need and that you will need to teach the lesson. Please do this in list of bullet format.) 5
points
Slideshow for VTS:
https://docs.google.com/presentation/d/1qtMUfwwjuhRNSwhXKBxmpapRpyG8uHetEyyBt6G
dqg8/edit?usp=sharing (slides1-7)
Slideshow for Surrealism Intro and definitions
Elements of art posters (posted on the wall)
Lesson objectives written on white board
11”x17” printer paper
Colored pencils
Example paper with a simple drawing for folding demonstration
Timer (phone or wall clock)
 
Teaching Procedure: (should be detailed enough for someone else to use them. The
procedure should consider motivation/introduction, instruction/demonstration, work period,
clean up, and closure. Please state timing for each section of the lesson.) 15 points
Introduction: (10min) (intro to VTS slide show, Timer, elements and principles posters on the
wall)
VTS activity - Salvador Dali, The Persistence of Memory, 1931 (painting)
Review elements and principles of art – read out 5-6 examples (reference posters on the
wall)
Use slides 1-7, read the question(s) on each slide aloud and allow plenty of time for students
to respond.
On slide 6 - instruct students to take a full minute to look at the piece before answering any
questions (time this out). Instruct students to write 2 elements or principles of art and an
explanation of how they are used in the piece (time another minute for students to write
these out)
On slide 7 - check student understanding of vocabulary word “Subconscious”
If Time: Allow students to speculate a possible theme (theme will be revealed in the next
class period)
Instruction/Demo: (5min) (Full Surrealism slide show, example drawing)
Short explanation of surrealism (read information from slideshow)
History of Exquisite corpse drawings (read information from slideshow)
Demo - how to fold paper so that the next artist can’t see your drawing but leave marks for
next artist to connect to
Work Time: (25min) (Colored Pencils, 11x17 paper)
One student from each table go to supply station and get one bin of colored pencils.
Teacher will pass out 11x17 paper
Students create one four-part exquisite corpse drawing per student, teacher will time 5 min
per part and call out a warning at one minute left. When timer is up, students will pass the
paper to the student on their left (each student will draw one part of four different drawings)
Clean up: (3min)
Students collect colored pencils back into bins and return bins to supply station
Closing: (7min)
Students take 2 min to look at all of the finished drawings at their table
Students will discuss the final pieces in large group discussion by responding to the following
questions:
Are there any parts of the finished drawings that are unexpected or surprising?
Are there any surprising similarities between the drawings?
(Encourage students to hold up any piece they are talking about for the whole group to see)
 
Differentiation: (Consider supports for language learners, IEP/504 plans, online learners,
severe special needs, gifted students, etc. Supports align with lesson activities. This will be a
pre-assessment of what you know about differentiation at this point, you will get points for
having done it at all.  For the purpose of this assessment assume you have 2 ELL’s one with
trouble reading, one trouble writing, an IEP student with severe autism (can speak and hold
a pencil, fine motor skills are where the para would assist) and a para.  Please state any
strategies you would use to help these students succeed with the lesson) 3 points
Teacher will read out some elements and principles of art as a refresher for the whole class
and especially for the student with trouble reading. All definitions and text from the
slideshows will be read out loud.
Student with writing difficulties only needs to write down one element or principle of art and
may explain verbally instead of in writing.
Student with a para will stick with the same drawing for the first 2 periods (10 min total) and
then work on one other drawing for the last 2 periods (10 min). This means that 2 of the
final drawings will have only 3 parts. This will allow for extra time for the para to assist the
student while still allowing the student to participate in the collaborative aspect.
 
Assessments: (Any formal, informal, or formative assessments you will use in this lesson and
which objective they relate to. A list of any criteria for your formal assessments and how you
will assess them. Will your feedback be written, verbal, etc.) 10 points
The discussion portion of the lesson will be assessed through observation, teacher will give
verbal feedback during discussion (informal)
Students will turn in a piece of paper with elements or principles of art listed from VTS
activity (formal)
Collaboration – students will be expected to collaborate effectively with other students,
teacher will give verbal feedback during work time.
Finished drawings -these will be assessed on participation not quality of drawings, each
drawing must have the correct number of parts; 4 for most of the drawings, 3 for the
drawings discussed in the differentiation section. (formal)
Exquisite corpse drawing reflection and discussion at end of class, feedback verbally during
the discussion (informal)
This lesson is all exploration, students will not be graded in any way on the quality of the
drawings, formative assessment would come later with the idea sketches.
 
Evaluation: (For the sake of this assignment think about any issues or common
misunderstandings that relate this this content for each of the following questions. If
students were confused by the lesson? How engaged they were? Material that needs
revisiting or reteaching? Timing of the lesson?) 5 points
Students may be confused about the difference between abstraction and surrealism, I may
need to touch on that again next class.
Students may not engage well in the discussion; I could prep more questions to help scaffold
the discussion and get it going.
Drawing activity could get chaotic and take more time than expected to get started; we may
run out of time for enough discussion of the finished drawings, if that is the case we can
discuss them as an introduction activity at the start of the next class period.