Lesson Plan Title:___Sea Life Doodle__________ Length:______2 weeks________________

Pre-Assessment:
This will need to be done prior to teaching the lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.

Students will answer a few questions so I can get a read on prior knowledge:

- What is sea life? What are some examples of sea life?

- What is charcoal? Have you used it before? If so, what did you create?
- What is a pattern?
- What makes a good pattern?

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative, the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT - Role/Audience/Format/Topic)

Students will create an interesting project of sea life surrounded by fun patterns. Students will be learning about sea life, charcoal, and patterns!

R - Creator
A - Teacher, peers, family
F - Charcoal on paper
T - Sea life and patterns

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless, and transferable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation. Look for concepts in the standard, content
specific curriculum, etc.

Line
Expressions
Style
Influence
Rhythm
Value
Movement
Shape

1
Enduring Understanding(s):
Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferable, and universal.

Using line and movement, students will create a successful charcoal piece about sea life.

With style in mind, students will utilize shape, rhythm, and value to create a successful piece

Students will utilize both expression and influence to make a dynamic piece that is interesting to look at.

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition → behavior (measurable) → criterion. Aligned to: Bloom’s – Standards – GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology.
Should be written as: Objective. (Bloom’s: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

Students will use charcoal pencils to create a piece about sea life. (Bloom’s: Create - Standards: Create - GLE: Demonstrate technical skills and processes to achieve desired
results. - Art learning: create)

Students will engage in a presentation about charcoal, sea life, and how artists use charcoal in the art world. (Bloom’s: Understand, apply - Standards: Comprehend, Transfer -
GLE: Analyze works of art and visual culture, and apply the language of visual art and design, to infer meaning. - Art learning: Transfer)

Students will engage in a full-class reflection and reflect on the pieces they created. (Bloom’s: Evaluate - Standard: Reflect - GLE: Utilize appropriate vocabulary in the critical
analysis of works of art. - Art learning: reflect)

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.

Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)

(Multiple means for students to access content and
multiple modes for student to express understanding.)
Extensions for depth and complexity:
- Students will be shown multiple examples and each - Students get to choose which sea life they use for their
example will be broken down so students understand project, allowing them to go as simple as necessary
how and why it was successful and choose shapes that are easier for them to draw
Access (Resources and/or Process) Expression (Products and/or Performance)

2
 - Students will engage in multiple examples - Students get to choose which sea life they use
and be challenged to understand what pieces for their project, allowing them to go as
are successful and what pieces are not complex as they would like

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.

Charcoal
Pattern
Sea Life
Rhythm
Composition

Students will be introduced to the vocab at the beginning of the lesson. They will take time to write down the vocab and definitions to use and reference throughout the lesson.
Vocab will be used repeatedly so it sticks.

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools.

Charcoal Pencils
Erasers
Paper
Reference sheets

Resources:
List all visual aids and reference material (books, slides, posters, etc). Make reference to where the material can be found. (These are the resources used by the teacher to support/develop the lesson.)

Students will be given a reference sheet to give them some basic ideas of patterns so they have a place to start. They will also be given a reference sheet with different sea life
creatures, so they have a place to start there as well. On top of that, students will engage in a presentation that shows examples that will help them throughout the project.

Preparation:
What do you need to prepare for this experience?

Charcoal pencils need to be sharpened and ready

Paper needs to be readied
Reference sheets need to be printed and ready to go

3
Safety:
Be specific about the safety procedures that need to be addressed with students.

Students will be shown how to use charcoal correctly to avoid getting it on their skin or in their mouths
Students are not allowed to throw or toss supplies

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate the student's interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose?

How can you utilize a pattern to make an interesting piece?

What is a cool and interesting way you can create a piece about an underwater world?

What sea creatures do you think are interesting to look at? How can you encapsulate them?

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete, or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.

Students! It’s time to put on your marine biologist hat, and create a fun and interesting version of an underwater world. For this project, you will utilize patterns to create an
interesting piece of an underwater scene! What creatures are you going to include? What patterns can you come up with? Now is your chance to shine!

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience

Day Instruction - Learning - Students will...

1
Introduction: - Learn about patterns
- Students will begin by engaging in a presentation - Learn what makes a pattern successful
- First, the presentation will go over patterns. What is a - Plan what patterns they will use for their pieces
pattern? What makes a pattern successful?
- Students will be answering these questions while looking at
different examples of patterns
- After this part of the presentation, students will get about 15
minutes to plan out six patterns they will use for their
project

4
Day
2 Continued introduction: - Engage in a demonstration and examples on how to draw ocean
- Now that students have planned out the patterns they want creatures
to use for their piece, we will be talking about ocean - Utilize a reference sheet effectively
creatures - Practice drawing five creature by the end of the period
- I will show them how to draw a creature, starting with the
shape of the creature. For this project, their creatures do not
need details, so I will mostly be emphasizing how to draw
the shape of creatures
- Students will be shown a couple of examples of a
successfully drawn creature, and a not so successful
drawing.
- After that, they will be given a reference sheet with
examples of sea creature to work off of
- They may use creatures from that sheet, or come
up with their own
- Their goal by the end of the period will be to sketch out five
creatures in their sketchbook to practice for the final

Day
3 Begin Project: - Begin their project
- Now that students have information about how to create a - Draw their five sea creatures on the final page
successful pattern, and how to draw ocean creatures, they - Separate their paper into seven sections
will begin their projects
- Before they begin they will be shown two pictures
of a final product so they have a vision of what
their piece will look like in the end
- Students will begin by drawing their five sea creatures on
their final page. They will go about this exactly how they
drew them in their sketchbooks
- Students need to make sure their creatures are just outlines,
and the details are held off
- Once all five creatures are drawn, students will separate
their paper into seven sections. Their lines can be straight,
curvy, all over the place, etc, as long as there are seven
distinct sections throughout their piece

Day
4 First Two Sections: - Begin adding their patterns to their final
- Students will use charcoal pencils to begin their patterns - Finish or come close to finishing two of the seven sections

5
 - Students already have their patterns drawn in their
sketchbooks, so they should be able to jump right into
drawing the patterns on their final
- Their goal is to finish or come close to finishing two
sections of their piece
- It will be reiterated to them that every section
needs a different pattern

Day
5 Next Two Sections: - Continue adding pattern to their piece
- Students will continue working on their patterns - Finish or come close to finishing four out of seven sections
- They will be reminded again that all seven sections need
different patterns
- Their goal will be to finish or come close to finishing four
out of seven sections

Day
6 Next Two Sections: - Continue adding pattern to their piece
- Students will continue working on their patterns - Finish or come close to finishing six out of seven sections
- They will be reminded again that all seven sections need
different patterns
- Their goal will be to finish or come close to finishing six
out of seven sections

Day
7 Last Section: - Continue adding pattern to their piece
- Students will continue working on their patterns - Finish all seven sections
- They will be reminded again that all seven sections need
different patterns
- Their goal will be to finish all seven sections

Day
8 Outline: - Completely finish their patterns
- Students will be given one day to finish up patterns - Outline their sea creatures
- When they are done with their patterns, they will get a
fine-point sharpie and outline their ocean creatures
- If needed, they can use an eraser to remove in charcoal
marks that may have gone into their ocean creatures

Day
9 Reflection: - Reflect on their pieces and their peers’ pieces
- Students will engage in a full-class reflection - Leave positive comments
6
 - Students will put their piece, along with a reflection sheet, - Understand what they like and what they could’ve done
on their tables differently for their own piece
- Each table group will stand, and rotate around to each table
and leave a positive comment for each piece
- They will also be asked to identify which pattern is their
favorite on each piece
- After each table group has been to every table, students will
look over their peer comments and write two sentences
about what they liked and what they would change about
their project
- Students will turn in all reflections at the end of the period

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

https://docs.google.com/presentation/d/1Wy2-_elJZlYQbkA1VziS6gQxnuh0kzz7gs5wCRNb3YU/edit?usp=sharing

8/9/15 Fahey