Lesson #

Requirements

Lesson Overview
Teacher Avery Villalvazo

Title of Lesson The Meaning of Home

Course/Grade Level 6th Grade

Time Frame Length 6 and beginning school year

Description After seeing a short video from Do Ho Suh students will brainstorm ideas of what home
& means to them. In order to help students a jamboard brainstorm activity will help bring the
Rationale class together and generate Ideas. The Jamboard will provide guided questions to facility
engagement. The Jamboard will be open for students to revisit during their exploration. Then
students will explore what home means to them and the feelings associated with home.
Students will be able to share as much as they feel comfortable sharing. Using the knowledge
students have obtained they will put it into practice to convey moods and emotions. Students
will color or paint a home or an object that represents home to them. The students will make
two sketches to start bringing their idea to life. The Teacher will also meet one on one to
provide guidance to students and monitor students progress. During one on one students will
show their 2 sketches to the teacher and decide which one will be used to further develop into
the final project. Teacher will provide examples of previous students' works. The students will
be able to color or paint their project with tempera paint. During this time the teacher will
walk around to check for understanding. The lesson will culminate by doing a critique where
students will be able to display their work and provide constructive feedback to their peers
with 1 start and 1 wish.

CA VAPA Standards CREATING 6.VA:Cr3 Reflect on whether personal artwork conveys the intended meaning and
revise accordingly.
PRESENTING 6.VA:Pr5 Individually or collaboratively, develop a visual plan for displaying works
of art, analyzing exhibit space, the needs of the viewer, and the layout of the exhibit
RESPONDING 6.VA:Re7.1 Identify and interpret works of art or design that reveal how people
live around the world and what they value.

Essential Questions
● How do homes look around the world?
● How can an artist convey the meaning of home?
● Can color influence the overall meaning of a work of art?
● Can art help you heal though a meditative process?
● Why do people value objects, artifacts, and artworks, and select them for
presentation?
● How do images influence our views of the world?
● How do people develop ideas and understandings of society, and culture through their
interactions with and analysis of art?

Content Specific
Learning Goal(s) ● Students will explore what homes around the world look like.
 ● Students will explore the essence of the meaning home.
● Students will also implement prior learning by combining chosen elements and
principles in one work of artistic expression.
● Students will design a new cohesive composition. By investigating representations of
home.
● Students will learn how to constructively critique their peers' work of art by
describing, analyzing, interpreting, and judging.
● Students will reflect on their cultural knowledge and exemplify it in their finished
work.

CA Common Core
Standard(s) CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas
and expressing their own clearly.
CCSS.ELA-LITERACY.W.6.3.D
Use precise words and phrases, relevant descriptive details, and sensory language to convey
experiences and events.

CA ELD Standard(s)
Collaborative 1. Exchanging information and ideas with others through oral collaborative
discussions on a range of social and academic topics
Interpretive 5. Listening actively to spoken English in a range of social and academic contexts.

ELD Learning Goal(s)

● ELD student(s) will be able to write complete sentences with the use of sentence
frames.
● ELD student(s) will attempt to use art vocabulary verbally or written during critique.

Art History Historical Context

Connections ● Homes around the world

Art Movement(s)
● Fabric Sculptures
● installations
● Fauvism

Artist Mentor(s)
● Do Ho Suh
● Henri Matisse (house painting)

Reference Images
Do Ho Suh
https://youtu.be/xYEF_GXilu8
 Henri Matisse

Vocabulary Skills/Techniques
● Identify home structures
○ Slum
○ Mud Homes
○ Favelas
● Paint/draw
● Perspective drawing
●

Tools/Media
● Paper
● Color pencils
● Markers
● Tempera paint
● Paint brushes
● Chromebook/Tablet

Elements/Principles
● Line
● Form
● Space
● Color
● Movement
● Emphasis
● balance/alignment
● Contrast
 Materials/ Technology & Resources:
Resources Needed ● Jamboard

Materials List:
● Paper
● Color pencils
● Markers
● Tempera paint
● Paint brushes

Content of Lesson
Student Asset-Based Based on my students’ strengths and assets, I expect them to reflect on their identity and self
Goals in this project to create artworks that exemplify the diversity in thought. Based on the prior
gathered questionnaire survey of my students, I know that they want to compose projects that
incorporate their identity. Conceptualizing the meaning of home students will explore the
significance of home. Students can optimize their individual choice and autonomy by deciding
to create an actual home or the idea of what is. After the lesson I expect students to
understand the technical skill of color theory along with elements and principles of art are
used to develop emotions. Students will also understand how to combine the elements and
principles of art to create a composition

Clarifications I expect my students to think they must draw a house in order to convey the meaning of
home. To clarify I will demonstrate how scents, colors, objects and music can remind us of
home. In addition, I will give examples that reflect the meaning of home.

Higher Order
● Combining chosen elements and principles in one work of artistic expression to
Thinking
create a new cohesive composition.
● Demonstrate the use of different Color theory principles.
● Students will investigate variations of color to develop an idea.
● Students will be able to understand expectations of academic vocabulary during
small group discussion and critique.
● Students will be able to describe, analyze, interpret, and judge their peers' work of
art by the utilization of Feldman’s model; they will constructively critique peer work.
● Students will build community by exploring the meaning of home in small group
discussion.
● Students will have multiple means and opportunities to practice new academic
language during formative assessment. During my informal assessment they will be
practicing using academic language by critiquing their own work. This will give me
sufficient evidence to determine which students are meeting the vocabulary
language goal and which students need more one-on-one time.

Aesthetics
● Reflection- students will reflect independently through exploration and
conceptualizing their ideas of what home means to them into design.
● Critiques- students will collaboratively engage in 1 star and 1 wish to provide peers
with constructive feedback.
● Visual Thinking Strategies- through a guided lesson and worksheet, students will be
able to explore, analyze, and develop new ideas and designs.

Lesson Implementation
Student Asset-based
Learning The lessons are constructed with Universal Design for Learning in mind, so, during the lesson
students will have multiple means of engagement for example;
● To support and engage my students I will present multiple means of delivery for the
lesson. Students will engage in a collaborative activity to develop ideas. This will be
done through a brainstorm activity on Jamboard. Students will be given the
opportunity to participate simultaneously. Students will continue to have access to the
ideas they developed throughout the duration of the lesson by scanning the QR code.
● The students will be provided examples of previous student work to provide visuals of
what the expectations of the projects are.
● At the end of the lesson students will have a small group discussion of their process
with peers. At this time students will write a small reflection of their process artwork.

Anticipating How will you…

Learning/ Activating ● I will provide content that reflects the importance of how color conveys moods and
Prior Knowledge/ meaning.
The “hook” ● Using vocabulary and terms from previous lessons I will provide guided instruction
needed for the project.
● I will ask students to share what homes means to them and have them draw
inspiration from their identity.

Demonstrating/ How will you…

Modeling of ● I will demonstrate how to use color to convey a feeling in an object.
New Knowledge ● During work time I will walk around from table to table to check for understanding.
● I will provide written instructions on the worksheet. The worksheet and presentation
will have visual aids. In addition, I will provide verbal instructions and captions when
possible.
● The students will be able to interact with each other during brainstorming activity and
during the critique.

Guided Instruction How will you…

(teacher and ● Students will need to create 2 sketches before moving on to complete the final
students) artwork.
● Students will be asked relevant questions during one on one to check for
understanding of the project.
● Students will be allowed to express their understanding verbally, written and their
native language.
● Provide the information in different modalities. As well as checking for understanding
and providing further support when I do my walk through during work time and one
on one.

Collaborative How will you…

Learning ● To determine the complexity of a task I would take in consideration the number of
(students together) steps needed to complete the task and then factor the timeline in which they need to
be accomplished. During the process of the task I would reevaluate the complexity
based on the students progression on the task.
● Students will be able to explore the meaning of home and conceptualize a design that
best suits their ideas.
● Students will be paired based on strengths and assets that they can share with their
peers.
● Students will be given sentence frames to encourage proper language structure.
● Students will be responsible to complete the worksheet and present to me prior to
 commencing the final project. In addition students will need to have a finished project
for critique.

Independent How will you…

Learning ● Students will need to submit their project on time even if it is not complete. Students
(individual students) will be allowed to work on the project outside of class time to resubmit for a higher
grade.
● To close out the lesson students will do a critique where the artwork will be on display
to their peers and teacher to evaluate.
● Students that complete their artwork before the due date will be given time to catch
up on previous projects to get a higher grade or to further explore and continue
creating another design.
● Students will self assess when deciding which sketch holds a strong concept and they
want to further develop it for the final artwork.
● Students will work independently when they create 2 sketches in preparation for their
final project.

Higher-Order Students will be engaged in higher order thinking by scaffolding the lesson so that they are
Thinking continuously analyzing, evaluating, and creating work. Students will also be introduced to the
lesson in multiple modalities such as Power Points, video, Teacher samples, spoken amd
demonstration. During critique students will be able to describe, analyze, interpret, and judge
their peers' work of art by the utilization of Feldman’s model they will constructively critique
peer-work. The teacher will guide critiques to model vocabulary. During critique students will
be guided and encouraged to use academic language to describe and differentiate all the
different color schemes.

Instructional Support
Multiple Modalities ● Visual aids such as, power points, teacher sample, student samples, a step-by-step
process that will be given verbally and written with pictures included.
● Brainstorm Jamboard, this allows students a moment to interact with their classmates
during the lesson introduction.
● 1 stars and 1 wish will enable students to understand how to give constructive critique
and how to implement the elements and principles of art in their written academic
vocabulary.
● One-to-one support will be given as a formative assessment. This allows students to
practice with me how to use academic vocabulary verbally before the final critique
assessment.

Adaptations The following will benefit all students as well as focus students:
● Visual aids in form of PowerPoints and printed out PP presentation sheets, this is to
facilitate EL student’s involvement in class.
● Repetition of sight words and specific academic vocabulary, as well as handouts with
visuals for the vocabulary.
● Modeling during brainstorm activity, demonstration and critique.
● Oral and written instruction.
● Allowed use of Chromebook computer
● Allowed use of personal devices
● Extra time if needed
● On-to-one instruction, on an as needed basis.
● Preferential seating
● Frequent formative assessment (frequent checks for understanding
Student Adaptations Based on my students’ assets I will support FS1 and other English learners by creating sentence
frames and fill-in the blank for any available written material. I will have the presentation
accessible on the class website for students to have readily available and/or use assistive
technology to translate, because it is readily available. During formative and summative
assessment, I will address the student regarding their work with repetitive words that are
frequently used and relatable words. I will use art relatable terms and describe them within
various visual contexts. If FS1 speaks Spanish, I will be able to deliver content and goals in
their primary language because I am bilingual. For any EL students that may speak a different
language other than Spanish, assistive technology that translates as you speak is also readily
available to bridge any communication gaps.

Assessment/Checking for Understanding

Formative Students will demonstrate their understanding of content by frequent formative assessments
(generally used to with the teacher, and revision of their work soon after. To set clear expectations of
plan and modify achievements students will also follow a rubric that will be handed to them at the beginning of
subsequent the project.
instruction) Another way of demonstrated achievement will be the summation and compilation of their
entire work for the lesson, turning in a complete project with all its components included, for
example:
● The completed worksheet.
● The completion of 2 sketched designs.
● 1 star and 1 wish critique. Students will have the opportunity to formulate academic
language. At this stage students should have visited with the teacher for a formative
assessment of their work.
● Participation through student’s work that will show a wide range of diverse design
exploration in correlation with the meaning of home.

Summative I will know that students understand the content specific goals through the following:
(evaluative, at “end ● Compilation of all their finished work for the project will demonstrate their
of” understanding and process. In this project students will complete a worksheet, and
instruction/learning conceptualize 2 sketches. They will then select one design and bring it to fruition.
● Students will have access to information in a range of modalities. The information will
be presented visually with a video, orally, in writing, Power point, presentation will
also be accessible on the school website, and examples.
● The peer critique evaluation process: students will exemplify how they cycle through
Feldman’s model and exercise visual thinking strategies during formative assessment.
● Two stars and one wish is an example of the proficiency of academic vocabulary used
during formative and summative assessments.

ELD Assessment ELD Students will show their progress in the completion of their work. Also in their use and
completion of the sentence frames provided to facilitate their think-pair- share activity. In
addition, ELD students will demonstrate their understanding in the final artwork and the use
of their vocabulary used in two stars one wish.