Visual Literacy Lesson Plan Assignment Name:_Brooke Allen__________

Go back and look at the visual activities we read about, or experienced so far, this also includes the VTS critique about the scream we did together as
a class. You are going to come to class next week with a lesson plan for the activity you’d like to do with your students that involves visual literacy.
If you have your own idea that you’d like to try and develop by all means do that and bring it in. We will be peer reviewing these lesson plans in our
next class.

The Lesson Plan Format will be this …

1.) Objective/Goal of the lesson:

Students will create a image that reflects flowing rhythm using construction paper, scissors, and glue.
Students will explain what their image is representing.
Students will write a brief explanation of what the image is representing using VTS/art questions.
(What can you see? How does it make you feel? What is the image trying to tell us?)

2.) Any art standards you think this lesson hits: 2.4.2.3.1- Structure and arrange content and components to convey purpose and meaning in the
creation of media artworks, applying artistic foundations.

3.) A list of materials

* Different colored construction paper
* glue stick
* scissors
* 3-4 pictures that show flowing rhythm
* marker
* chart paper
* Projector

4.) The procedure and timing of the activity

* 5 minutes- teach students what flowing rhythm means. Show students an image that has flowing rhythm in it and have the students raise their hands
and say what they think the flowing rhythm is in each image (there might be more than one example of flowing rhythm.) Repeat for 3 images.
* 5 minutes- talk with the students about what things they may see in real life that have flowing rhythm. (ex. Tree bark, sand dunes, clouds, etc.)
While students are giving examples, write down their examples on chart paper.
* 5 minutes- Explain to students that they are going to take their construction paper, scissors, and glue and create flowing rhythm. Some students
may struggle with the fact that there isn’t a “This is how it should look when you are done.” Help guide those students to be creative and use their
imaginations.
* 10 minutes- students work on creating their own images of flowing rhythm. Walk around the classroom and provide support where needed.
*End of class- students will turn in their images of flowing rhythm.
5.) Assessments:
Sstudents will turn in their image of flowing rhythm and explanation.
Students will respond to VTS questions for the image they created.
Students will explain where flowing rhythm is represented in their image.

6.) An explanation of how this activity exercises visual literacy skills and how it could relate to a larger unit of study: (Look back at the online
reading, “Teaching Visual Literacy in the Classroom.” how does this activity relate to why visual literacy is important? What visual texts does it
utilize? What elements/principles are the students exposed to? Write a brief example/written description of the kind of unit or project that this activity
could be a part of and when you would teach it in the unit.)
This activity exercises visual literacy skills by encouraging students to recreate images that they have seen in their lives. This helps demonstrate to
students that what we see has a powerful impact and helps increase how much we as humans can enjoy something based on the visual appeal.
This activity can relate to a larger unit by encouraging the students to think about what they see in their everyday lives and how those colors and
patterns have more of a specific role and aren’t just random. I could tie this into how colors help make our brains think/feel certain things. For
example yellow can help trigger hunger but also can bring joy. I can ask my students what restaurants use yellow in their logo, and it eating at these
places makes them happy.
Students would be exposed to the art elements of line by the use of repetitive lines helping create that flowing rhythm, color by how the use of color
can help create a mood of an image, value by having different shades of a color can help get the wanted feeling to be more apparent, space by how
close or far apart lines may be to create the flowing rhythm.
I would teach this lesson after we have had time to go over the elements and principles of art. While the students are in their creating process, I can
help encourage them to keep these in mind while they are creating.

Total:_________/50
Comments:
Criteria 10-9
Objectives/ Learning objectives and
Standards learning tasks are clear,
concise, and consistently
aligned with each other and
in grade level appropriate
language. They are clearly
measurable, realistic, and
attainable and align to
appropriate state learning
standards
Materials A list of all materials
needed. Demonstration
resource or instructional
materials were strongly
considered. An obvious
8 7
Learning objectives are all
aligned with each other and
in grade level appropriate
language and
learning objectives are
measurable and align to
appropriate state learning
standards
A list of most of the
materials needed. 1 of the
listed criteria not considered.
A good understanding of
what you will need and what
Learning objectives are
loosely or are not consistently
aligned with each other.
Some Learning objectives are
measurable and align to
appropriate state learning
standards
A list of some of the materials
needed. 1 or 2 of the listed
criteria not considered. Some
understanding of what you
will need and what the
6 5-0
Learning objectives are not
aligned with each other and
learning objectives are not
measurable and many do
NOT align to the
appropriate state learning
standards
A list of a few of the
materials needed. 2 of the
listed criteria not
considered. A little
understanding of what you
Learning objectives are
missing and do NOT align
to the appropriate state
learning standards
Little to none of the
materials needed are listed.
All 3 of the listed criteria
not considered. Very little
understanding of what you
 understanding of what you
will need and what the
students will need.
Procedure Organization of instruction
to ensure content is
comprehensible, relevant,
and challenging for
learners
Time Expectations are
included and realistic
A substitute teacher could
easily follow the lesson
plan, and both teacher and
learners would experience
a successful lesson.
Assessment Every objective has an
assessment aligned to it.
The criteria for each
assessment is listed and
makes sense for the
objective.
Visual Very many specific
literacy examples of why visual
literacy is important are
Explanation explained thoroughly.
and Related There are quite a few
Unit or elements/principles used,
Project and the unit/project and
timing seems appropriate.
the students will need.
Organization of instruction
to ensure content is
comprehensible and relevant
for learners
Time Expectations are
included and are realistic
A substitute teacher could
follow the lesson plan, and
with a few inferences, the
lesson would generally be
viewed as successful.
Most objectives have an
assessment aligned to it.
Most of the criteria for each
assessment is listed and
mostly make sense for the
objective.
Many specific examples of
why visual literacy is
important are explained.
There are some elements/
principles used, and the
unit/project and timing
seems appropriate.
students will need.
Organization of instruction to
ensure content is
comprehensible for learners
Time Expectations are
included but not realistic
A substitute teacher would
need to ask multiple questions
in order to deliver the lesson
successfully.
Some objectives have an
assessment aligned to it.
Some of the criteria for each
assessment is listed and
somewhat make sense for the
objective.
Some specific examples of
why visual literacy is
important are explained.
There are a few elements/
principles used, and the
unit/project and timing seems
somewhat appropriate.
will need and what the
students will need.
Organization of instruction
is difficult to follow.
AND/OR
Time Expectations are NOT
included
A substitute teacher would
find the lesson plan difficult
to follow and would need
extensive support in order
to deliver the lesson
successfully.
Few objectives have an
assessment aligned to it.
Little of the criteria for each
assessment is listed and
doesn’t make much sense
for the objective.
A few specific examples of
why visual literacy is
important are explained.
There are very few
elements/principles used,
and the unit/project and
timing don’t correlate very
well.
will need and what the
students will need.
Organization of the steps id
missing and no time is
considered. Entire
procedure is unfinished or
missing.  Sub could not use
this lesson to teach from for
the day.
No objectives have an
assessment aligned to it.
Little to none of the criteria
for each assessment is listed
and doesn’t make much
sense for the objective.
Very few specific examples
of why visual literacy is
important are explained.
There are 1 or fewer
elements/principles used,
and the unit/project and
timing don’t correlate well
at all.