Name: Khine Mon, Emily Perez, Alkaid Ramirez, Evelyn Cuamatzi,

and Aylin Favares

Lesson Title: My Story

Grade Level: 9-12

Vocab, Art History, Interdisciplinary Connections

CREATING
Anchor Standard 1: Generate and conceptualize artistic ideas and
work.
Prof.VA:Cr1.1: Use multiple approaches to begin creative endeavors
1.1 Enduring Understanding: Creativity and innovative thinking are
essential life skills that can be developed
Essential Questions: What conditions, attitudes, and behaviors support
creativity and innovative thinking? What factors prevent or encourage
people to take creative risks? How does collaboration expand the
creative process?
Process Component: Imagining and brainstorming ideas and
techniques

CONNECTING
Anchor Standard 10: Synthesize and relate knowledge and personal experiences
to make art.
Prof.VA:Cn10: Document the process of idea development, form early-stage
ideas to fully elaborated ideas.
Enduring Understanding: Through artmaking, people make meaning by
investigating and developing awareness of perceptions, knowledge, and
experiences
Essential Questions: How does engaging in creating art enrich people’s lives?
How does making art attune people to their surroundings? How do people
contribute to awareness and understanding of their lives and the lives of their
communities through artmaking?
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and
historical context to deepen understanding.
Enduring Understanding: People develop ideas and understandings of society,
culture, and history through their interactions with and analysis of art
Prof.VA:Cn11: Describe how knowledge of culture, traditions, and history may
influence personal responses to art.
Essential Questions:
How does art help us understand the lives of people of different times, places,
and cultures? § How is art used to impact the views of a society? § How does art
preserve aspects of life?

Learning Objectives (related to standards, specific to your project)

1. Students will learn the importance of archiving and counter-archiving

2. Students will create a project that includes writing a note/letter over archived
photograph
3. Students will share their identity and experience.
4. Students will understand the use of negative and positive space.
5. Students will learn the basics of how to use ProCreate
Anticipatory Set:

-introduce idea of archiving and and centralization on american history

-list of other historical events not centralizing american history

-use of archiving in basic family photos and building narratives specific to yourself
and your family

Big Idea:

Counter-archiving

Essential Question:
What does the current practice of archiving focus on?
What can counter archiving add to the current conversation?

Objective/Purpose:
Students will explain what counter-archiving is

By the end of the lesson, students will be able to use ProCreate and comfortably
write or draw the basics digitally.

Students will understand the use of negative and positive space.

Students will learn the importance of archiving.

Model:

We will give a demo on how to use the drawing program (procreate or adobe
photoshop) with creating layers, changing brushes, and utilizing other tool functions.
They will also be provided with examples and have them set up an outline of what
they want to convey in their photo.

Check for Understanding:

Ask students to identify the positive and negative space in their photos so they know
where to write their letter. Engage with students and ask if they know what they
would write.

Step by Step Instruction of Lesson

Instructional Strategies Activities

(what the teacher does) (what the students do)

Day 1 Day 1

Scaffolding Strategy: Introduction of Discussion Activity: Single Story

 archiving and counter-archiving.
Activity: Introductions of archiving and share to the class after group discussion.
counter-archiving through lecture
presentation. The presentation will
include examples of historical and
contemporary artworks Add details on
how most archived history in American
history focuses through the lens of white narratives simple and surface level if they
eurocentric experiences. Explain use of
counter-archiving to show shared
experiences and building community.
These examples will demonstrate these
concepts clearly through the artist's use
of imagery, and execution of creating the
image.
(20-25 min)
Activity:
THINK-PAIR-SHARE: Students will be
instructed to pair up in small groups (3-
4) and come up with a Single Story
Narratives.
● Single Story Narratives that have
been said about you or believed
about you.
● Single Story Narratives that you
have believed in the past
Students will then be instructed to share
some of their narratives.
Homework:
After students will be asked to find a
family photo they enjoy the most and take
a clear, well-lit photo of the photograph
and upload it to the class google drive.
They will be prefaced that they will make
single story narratives for this image
specifically.
Day 2
Scaffolding Activity:
Introduction of the project and to what
ProCreate is.
Teachers will do a demo with the
students on how to use ProCreate, such
as teaching them how to: add layers,
change the pen style, change the pen
thickness & color, upload pictures, and
Narratives
Students will discuss in small groups and
(Accommodation: No one is required to
share) Students will be instructed to create
Single Story Narratives regarding their
family history or their identity. Students
will be instructed that they can keep the
want.
● Single Story Narratives that have
been said about you or believed
about you.
● Single Story Narratives that you
have believed in the past.
(10-15 min)
Activity: Think, Pair, Share
direct students to work with the student
closest to them to share their narratives
and discuss to find similarities in their
narratives.
(5-10mins)
Homework:
Students will be instructed to find a
family photo, important object or scene
that they enjoy the most. They will take a
photo of that image with their phones
and upload it to the class google drive.
The students will be prefaced that they
will be writing a story about the photo
later on in the week.
Day 2
Scaffolding Activity:
Students will brainstorm a word that
describes themself/their identity
● Students will watch and listen to a
demonstration on the basics of
how to use ProCreate.
(10-15 min)
● Students will learn a lesson on the
change opacity
(10-15 min)
There will be a lesson on negative and
positive space through a demo on filling
the positive space of the word that they
chose with smaller writings.
(10 min)
After the demo, we will have the students
start exploring the software by creating
an artwork with a word that describes
themself.
(30 min)
Day 3
Scaffolding activity: Introducing ‘My
Story’ prompt
Activity: Instructions to create ‘My
Story’ counter archiving project through
powerpoint lecture. References and key
concepts in both DAY 1 and DAY 2
lectures will be covered briefly. Direct
students to begin drafting a paragraph
about the photo they chose to upload in
the class google drive.
(10-15min)
Activity: Instructions to import
photographs on ProCreate and begin to
identify what parts of the photo will be
their negative and positive space.
Instructor will direct students to begin
drafting their paragraphs in the negative
space of their photos. There will also be
time for students who need assistance to
be assisted and walked through the
process.
(30-35min)
Homework: Students must have their
first written draft ready by next day in
class and be ready to work on ‘My Story’
project on ProCreate.
Day 4
Scaffolding Strategy: Continuing ‘My
Story’ prompt
Activity: Instructions to continue ‘My
Story’ counter archiving project on
importance of negative and
positive space
(10 min)
● The artwork will require students
to choose one word that describes
themself.
● They will create a small artwork in
ProCreate by using layering tools
and the pen tools
● They will fill in the positive space
of that one word with smaller
writing/entries that describe that
student’s identity.
(30 min)
Day 3
Scaffolding Activity:Introduction of
‘My Story’ Prompt
Students will be introduced into the
prompt of the project being assigned.
They will take the key concepts of DAY
1 and 2 lectures and create a photo using
Single story narratives about the images
they chose and writing them in the
negative or positive space of their photos.
(10-15min)
Activity: Starting on ‘My Story’ Project
● Students will be given the time to
draft out what they want to talk
about on the photograph and
import the image on ProCreate.
● Students are given the choice if
they want to begin working on
their project or explore ProCreate.
(30-35min)
Homework: Students must have their
first written draft ready by next day in
class and be ready to work on ‘My Story’
project on ProCreate.
Day 4
Scaffolding activity: Continuing ‘My
Story’ prompt
Students will be instructed to continue
their ‘My Story’ counter-archiving project
on ProCreate. They will be briefly
ProCreate. References and key concepts
in both DAY 1 and DAY 2 lectures will
be covered briefly. Instructor will let
students work on their projects for the
majority of the period.
(40 min)
Finishing up:
Instructor will direct students to upload
finished products in the google drive file
for printing and preface students that next
class we will be looking at each others
work in a ‘Gallery walk’
(10 min)
reminded of key concepts and ideas then
will be allowed to work on finishing their
projects
● Students will continue working on
their project until instructed
● Students will have time to ask for
help if needed
(40 min)
Finishing up:
Students will be directed to export and
upload their finished products into the
google drive file for printing. They will be
prefaced that they will be critiquing and
sharing each others work with everyone
through a ‘Gallery Walk’.

(10 min)

Day 5
Scaffolding Strategy: Gallery Walk
Activity: Upon entering class,
students will be given two
Post-It notes. Direct students
to place their finished pieces
on their desk and walk around
the classroom to see their
other classmates’ works.
Encourage students to closely
look at their peers' works,
using the Post-It notes to jot
down any emotions or initial
thoughts about their pieces.
Direct students to answer:
Day 5
Scaffolding activity: Gallery Walk and
Critique
Activity: Students place their work on
their tables, are given a Post-It note
upon arrival in class, and are instructed
to walk around the classroom to look at
their peers' works. They must write
down if their works met the
requirements of visually representing
negative and positive space and any
other comment they’d like to share
about their works. Students
Time: 40 minutes

1. What do you see? What

makes you say that?
2. Did your classmate meet
the requirement of
displaying negative and
positive space? Did they
create an effective
counter-archival piece?
3. Leave one positive
comment about their
work.
4. Is there something they
could have improved
on?

Time: 40 minutes
 Critique/Discussion:
● Students will participate in a gallery walk to review everyone's work to
complete the lesson.
● Students who want to present their work in front of the class will have the
opportunity to do so after the gallery walk
● Areas of focus when critiquing and discussing work
○ What do you see? What makes you say that?
○ Did your classmate meet the requirement of displaying
negative and positive space? Did they create an effective
counter-archival piece?
○ Leave one positive comment about their work.
○ Is there something they could have improved on?

Assessment/Scoring Rubric
Criteria 1 2 3 4

Concept/Composition The The The The

arrangement arrangement arrangement arrangement
of the element of the of the of the
of art is element of art element of element of
inadequate is adequate, art is great, art is
and lacks but lacks with excellent,
attention to attention to somewhat with attention
detail. detail. attention to to detail.
detail.

Craftsmanship The work is The work is The work is The work is

messy and messy, with well thought well thought
incomplete. no clear out and neat. out and neat.
There is no distinction It is readable It is readable
distinction between and has a and has great
between positive and distinction distinction
positive and negative between between
negative space. positive and positive and
space. negative negative
space. space.

Effort The student The student The student The student

was not put in a lot of showed great showed great
paying effort but was attention and attention and
attention and distracted in followed followed
following class. directions. directions.
directions.

Total /12
 Adaptations:
For Students with Organization Issues:
To prevent students from becoming disorganized, I would provide color coded sticky
notes, sticker tabs, and folders with sections for different papers such as homework,
graded assignments, and worksheets. I would also create checklists for students to
follow and mark off whichever tasks got done. I would use organizers in my class as
well and color code assignments and readings.
For ELL Students:
Handouts will be given out to ELL students with step by step processes of what will be
done in class such as projects and artworks. We will speak slowly and clearly, and stay
near the student(s) so we can help them with whatever they may need assistance on.