Lessons My Unit Plan 20142

Melissa Conner
Unit Plan: Art II (Photography and English)
Duration: 3 Weeks
I. Unit Plan Overview:

Rationale
The purpose of this unit is to introduce students to photography while also using
vocabulary pertinent to English. The lessons will solidify the students knowledge in both
disciplines. Through a variety of projects students will be able to accurately draw connections
between written text and visual art. The students will learn to apply their knowledge through
various photographic projects. The student will demonstrate their understanding through the
successful completion of each project. Students will be able to employ prior knowledge
involving literary terms and this will increase their understanding of both subjects. The students
will also compose original works of art as well as compose original written work.
Goals for Unit Plan
The student will become familiar with various digital processes in photography.
The student will gain an appreciation for art and literature.
The student will gain social and cultural awareness.
The student will work independently.
The student at times will work with peers.
The student will learn about different photographers, artists, and authors.
The student will learn to write about works of art.
The student will write original poetry and prose.
The student will create original photographs.
The student will learn to create personal works of art.
The student will recognize the connection between literature and art.
The student will produce works which combine methods in literature and art.
TEKS
117.303. Art, Level II (One Credit), Adopted 2013.

(a) General requirements. Students may fulfill fine arts and elective requirements for
graduation by successfully completing one or more of the following art courses: Art II,
Drawing I, Painting I, Printmaking I, Fibers I, Ceramics I, Sculpture I, Jewelry I,
Photography I, Design I, Digital Art and Media I, and Art and Media Communications II
(one credit per course). The prerequisite for each art course listed in this subsection is one
credit of Art, Level I.
(b) Introduction.
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(1)
(2)
Duration: 3 Weeks
The fine arts incorporate the study of dance, music, theatre, and the visual arts to
offer unique experiences and empower students to explore realities, relationships,
and ideas. These disciplines engage and motivate all students through active
learning, critical thinking, and innovative problem solving. The fine arts develop
cognitive functioning and increase student academic achievement, higher-order
thinking, communication, and collaboration skills, making the fine arts applicable
to college readiness, career opportunities, workplace environments, social skills,
and everyday life. Students develop aesthetic and cultural awareness through
exploration, leading to creative expression. Creativity, encouraged through the
study of the fine arts, is essential to nurture and develop the whole child.
Four basic strands--foundations: observation and perception; creative expression;
historical and cultural relevance; and critical evaluation and response--provide
broad, unifying structures for organizing the knowledge and skills students are
expected to acquire. Each strand is of equal value and may be presented in any
order throughout the year. Students rely on personal observations and perceptions,
which are developed through increasing visual literacy and sensitivity to
surroundings, communities, memories, imaginings, and life experiences as
sources for thinking about, planning, and creating original artworks. Students
communicate their thoughts and ideas with innovation and creativity. Through art,
students challenge their imaginations, foster critical thinking, collaborate with
others, and build reflective skills. While exercising meaningful problem-solving
skills, students develop the lifelong ability to make informed judgments.
(3)
Statements that contain the word "including" reference content that must be
mastered, while those containing the phrase "such as" are intended as possible
illustrative examples.
(c) Knowledge and skills.
(1) Foundations: observation and perception. The student develops and expands visual
literacy skills using critical thinking, imagination, and the senses to observe and explore
the world by learning about, understanding, and applying the elements of art, principles
of design, and expressive qualities. The student uses what the student sees, knows, and
has experienced as sources for examining, understanding, and creating original artworks.
The student is expected to:
(A)
use visual comparisons to illustrate concepts and ideas from direct observation, original
sources, experiences, narration, and imagination for original artworks;
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(B)
(C)
(D)
Duration: 3 Weeks
identify and apply the elements of art, including line, shape, color, texture, form, space,
and value, as the fundamentals of art in personal artworks;
identify and apply the principles of design, including emphasis, repetition/pattern,
movement/rhythm, contrast/variety, balance, proportion, and unity in personal artworks;
and
explore suitability of art media and processes to express specific ideas such as content,
meaning, message, appropriation, and metaphor relating to visual themes of artworks
using art vocabulary accurately.
(2)Creative expression. The student communicates ideas through original artworks using a
variety of media with appropriate skills. The student expresses thoughts and ideas
creatively while challenging the imagination, fostering reflective thinking, and
developing disciplined effort and progressive problem-solving skills. The student is
expected to:
(A)
(B)
(D)
(E)
(F)
create original artwork using multiple solutions from direct observation, original sources,
experiences, and imagination in order to expand personal themes that demonstrate artistic
intent;
apply design skills in creating practical applications, clarifying presentations, and
examining consumer choices in order to make successful design decisions;
create original artwork to communicate thoughts, feelings, ideas, or impressions;
collaborate to create original works of art; and
select from a variety of art media and tools to communicate specific ideas in drawing,
painting, printmaking, sculpture, ceramics, fiber art, jewelry, mixed media, photography,
and digital art and media.
(3) Historical and cultural relevance. The student demonstrates an understanding of art history
and culture by analyzing artistic styles, historical periods, and a variety of cultures. The
student develops global awareness and respect for the traditions and contributions of
diverse cultures. The student is expected to:
(A) examine selected historical periods or styles of art to identify general themes and trends;
(B) analyze specific characteristics in artwork from a variety of cultures;
(4) Critical evaluation and response. The student responds to and analyzes the artworks of self
and others, contributing to the development of the lifelong skills of making informed
judgments and reasoned evaluations. The student is expected to:
(A)
interpret, evaluate, and justify artistic decisions in artwork by self, peers, and other artists
such as that in museums, local galleries, art exhibits, and websites;
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(B)
(C)
Duration: 3 Weeks
evaluate and analyze artwork using a method of critique such as describing the artwork,
analyzing the way it is organized, interpreting the artist's intention, and evaluating the
success of the artwork;
use responses to artwork critiques to make decisions about future directions in personal
work;
Source: The provisions of this 117.303 adopted to be effective July 28, 2013, 38 TexReg 4575.
110.32. English Language Arts and Reading, English II (One Credit), Beginning with
School Year 2009-2010.
(a) Introduction.
(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are
organized into the following strands: Reading, where students read and understand a wide
variety of literary and informational texts; Writing, where students compose a variety of
written texts with a clear controlling idea, coherent organization, and sufficient detail;
Research, where students are expected to know how to locate a range of relevant sources
and evaluate, synthesize, and present ideas and information; Listening and Speaking,
where students listen and respond to the ideas of others while contributing their own
ideas in conversations and in groups; and Oral and Written Conventions, where students
learn how to use the oral and written conventions of the English language in speaking and
writing. The standards are cumulative--students will continue to address earlier standards
as needed while they attend to standards for their grade. In English II, students will
engage in activities that build on their prior knowledge and skills in order to strengthen
their reading, writing, and oral language skills. Students should read and write on a daily
basis.
(2) For students whose first language is not English, the students' native language serves as a
foundation for English language acquisition.
(A) English language learners (ELLs) are acquiring English, learning content in English, and
learning to read simultaneously. For this reason, it is imperative that reading instruction
should be comprehensive and that students receive instruction in phonemic awareness,
phonics, decoding, and word attack skills while simultaneously being taught academic
vocabulary and comprehension skills and strategies. Reading instruction that enhances
ELL's ability to decode unfamiliar words and to make sense of those words in context
will expedite their ability to make sense of what they read and learn from reading.
Additionally, developing fluency, spelling, and grammatical conventions of academic
language must be done in meaningful contexts and not in isolation.
(B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible
input. ELL students should use the knowledge of their first language
(C) During initial stages of English development, ELLs are expected to meet standards in a
second language that many monolingual English speakers find difficult to meet in their
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Duration: 3 Weeks
native language. However, English language learners' abilities to meet these standards
will be influenced by their proficiency in English. While English language learners can
analyze, synthesize, and evaluate, their level of English proficiency may impede their
ability to demonstrate this knowledge during the initial stages of English language
acquisition. It is also critical to understand that ELLs with no previous or with interrupted
schooling will require explicit and strategic support as they acquire English and learn to
learn in English simultaneously.
(3) To meet Public Education Goal 1 of the Texas Education Code, 4.002, which states, "The
students in the public education system will demonstrate exemplary performance in the
reading and writing of the English language," students will accomplish the essential
knowledge, skills, and student expectations in English II as described in subsection (b) of
this section.
(4) To meet Texas Education Code, 28.002(h), which states, "... each school district shall foster
the continuation of the tradition of teaching United States and Texas history and the free
enterprise system in regular subject matter and in reading courses and in the adoption of
textbooks," students will be provided oral and written narratives as well as other
informational texts that can help them to become thoughtful, active citizens who
appreciate the basic democratic values of our state and nation.
(b) Knowledge and skills.
(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(B) analyze textual context (within a sentence and in larger sections of text) to distinguish
between the denotative and connotative meanings of words;
(C) infer word meaning through the identification and analysis of analogies and other word
relationships;
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the
meanings of words and phrases, including their connotations and denotations, and their
etymology.
(2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make
inferences and draw conclusions about theme and genre in different cultural, historical,
and contemporary contexts and provide evidence from the text to support their
understanding. Students are expected to:
(B) analyze archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional and classical
literature; and
(4) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and
draw conclusions about the structure and elements of drama and provide evidence from
text to support their understanding. Students are expected to analyze how archetypes and
motifs in drama affect the plot of plays.
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Duration: 3 Weeks
(5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and

draw conclusions about the structure and elements of fiction and provide evidence from
text to support their understanding. Students are expected to:
(A) analyze isolated scenes and their contribution to the success of the plot as a whole in a
variety of works of fiction;
(C) evaluate the connection between forms of narration (e.g., unreliable, omniscient) and tone in
works of fiction; and
(6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make
inferences and draw conclusions about the varied structural patterns and features of
literary nonfiction and provide evidence from text to support their understanding.
Students are expected to evaluate the role of syntax and diction and the effect of voice,
tone, and imagery on a speech, literary essay, or other forms of literary nonfiction.
(7) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make
inferences and draw conclusions about how an author's sensory language creates imagery
in literary text and provide evidence from text to support their understanding. Students
are expected to explain the function of symbolism, allegory, and allusions in literary
works.
(8) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make
inferences and draw conclusions about the author's purpose in cultural, historical, and
contemporary contexts and provide evidence from the text to support their understanding.
Students are expected to analyze the controlling idea and specific purpose of a passage
and the textual elements that support and elaborate it, including both the most important
details and the less important details.
(12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images,
graphics, and sounds work together in various forms to impact meaning. Students will
continue to apply earlier standards with greater depth in increasingly more complex texts.
Students are expected to:
(A) evaluate how messages presented in media reflect social and cultural views in ways different
from traditional texts;
(B) analyze how messages in media are conveyed through visual and sound techniques (e.g.,
editing, reaction shots, sequencing, background music);
(13) Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text. Students are expected to:
(C) revise drafts to improve style, word choice, figurative language, sentence variety, and
subtlety of meaning after rethinking how well questions of purpose, audience, and genre
have been addressed;
(14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings
about real or imagined people, events, and ideas. Students are responsible for at least two
forms of literary writing. Students are expected to:
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Duration: 3 Weeks
(A) write an engaging story with a well-developed conflict and resolution, interesting and
believable characters, a range of literary strategies (e.g., dialogue, suspense) and devices
to enhance the plot, and sensory details that define the mood or tone;
(15) Writing/Expository and Procedural Texts. Students write expository and procedural or
work-related texts to communicate ideas and information to specific audiences for
specific purposes. Students are expected to:
(A) write an analytical essay of sufficient length that includes:
(i) effective introductory and concluding paragraphs and a variety of sentence structures;
(ii) rhetorical devices, and transitions between paragraphs;
(iii) a thesis or controlling idea;
(iv) an organizing structure appropriate to purpose, audience, and context;
(v) relevant evidence and well-chosen details; and
(vi) distinctions about the relative value of specific data, facts, and ideas that support the thesis
statement;
(D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama,
infomercial, visual or textual parodies, theatrical production) with graphics, images, and
sound that conveys a distinctive point of view and appeals to a specific audience.
(17) Oral and Written Conventions/Conventions. Students understand the function of and use
the conventions of academic language when speaking and writing. Students will continue
to apply earlier standards with greater complexity. Students are expected to:
(A) use and understand the function of the following parts of speech in the context of reading,
writing, and speaking:
(i) more complex active and passive tenses and verbals (gerunds, infinitives, participles);
(ii) restrictive and nonrestrictive relative clauses; and
(iii) reciprocal pronouns (e.g., each other, one another);
(B) identify and use the subjunctive mood to express doubts, wishes, and possibilities; and
(C) use a variety of correctly structured sentences (e.g., compound, complex, compoundcomplex).
(18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write
legibly and use appropriate capitalization and punctuation conventions in their
compositions. Students are expected to:
(A) use conventions of capitalization; and
(B) use correct punctuation marks including:
(i) comma placement in nonrestrictive phrases, clauses, and contrasting expressions;
(ii) quotation marks to indicate sarcasm or irony; and
(iii) dashes to emphasize parenthetical information.
(19) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to
spell correctly, including using various resources to determine and check correct
spellings.
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Duration: 3 Weeks
(20) Research/Research Plan. Students ask open-ended research questions and develop a plan for
answering them. Students are expected to:
(A) brainstorm, consult with others, decide upon a topic, and formulate a major research question
to address the major research topic; and
(B) formulate a plan for engaging in research on a complex, multi-faceted topic.
(21) Research/Gathering Sources. Students determine, locate, and explore the full range of
relevant sources addressing a research question and systematically record the information
they gather. Students are expected to:
(A) follow the research plan to compile data from authoritative sources in a manner that
identifies the major issues and debates within the field of inquiry;
(B) organize information gathered from multiple sources to create a variety of graphics and
forms (e.g., notes, learning logs); and
(C) paraphrase, summarize, quote, and accurately cite all researched information according to a
standard format (e.g., author, title, page number).
(23) Research/Organizing and Presenting Ideas. Students organize and present their ideas and
information according to the purpose of the research and their audience. Students are
expected to synthesize the research into a written or an oral presentation that:
(A) marshals evidence in support of a clear thesis statement and related claims;
(B) provides an analysis for the audience that reflects a logical progression of ideas and a clearly
stated point of view;
(C) uses graphics and illustrations to help explain concepts where appropriate;
(D) uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert
evaluations) to examine the quality of the research; and
(E) uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to
document sources and format written materials.
(24) Listening and Speaking/Listening. Students will use comprehension skills to listen
attentively to others in formal and informal settings. Students will continue to apply
earlier standards with greater complexity. Students are expected to:
(A) listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the
speaker's ideas for critical reflection and by asking questions related to the content for
clarification and elaboration;
(B) follow and give complex oral instructions to perform specific tasks, answer questions, solve
problems, and complete processes; and
(C) evaluate how the style and structure of a speech support or undermine its purpose or
meaning.
(25) Listening and Speaking/Speaking. Students speak clearly and to the point, using the
conventions of language. Students will continue to apply earlier standards with greater
complexity. Students are expected to advance a coherent argument that incorporates a
clear thesis and a logical progression of valid evidence from reliable sources and that
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Duration: 3 Weeks
employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation,
purposeful gestures, and conventions of language to communicate ideas effectively.
(26) Listening and Speaking/Teamwork. Students work productively with others in teams.
Students will continue to apply earlier standards with greater complexity. Students are
expected to participate productively in teams, building on the ideas of others, contributing
relevant information, developing a plan for consensus-building, and setting ground rules
for decision-making.
Source: The provisions of this 110.32 adopted to be effective September 4, 2008, 33 TexReg
7162.
Learning Objectives
The student will be able to (A) create (B) an original photographic portrait
incorporating text (C) with 90% accuracy (D).
Cognitive Synthesis/ Psychomotor Creating
The student will (A) develop (B) an understanding of important photographers in art
history(C). Affective Internalizing
The student will be able to (A) fully (D) explain (B) their individual photograph
verbally (C). Cognitive Evaluation
The student will be able to (A) successfully (D) manipulate (B) photographs using
photo editing software(C). Psychomotor Manipulating
The student will (A) efficiently (D) compose (B) a word poem (C). Cognitive
Synthesis
The students will (A) create (B) a movie poster using hyperbole, assonance, and
alliteration (C) appropriately (D). Cognitive Application
The student will be able to (A) demonstrate (B) an applicable (D) understanding of
photographic techniques). Affective Internalizing
The students will (A) properly (D) use (B) Photoshop and Painter to manipulate
images(C) with precision (D). Psychomotor Manipulating
The student will (A) appropriately (D) photograph (B) a villain, hero, or an animal
with human qualities (C). Cognitive Synthesis/ Psychomotor Creating
The student will (A) compose (B) a 200 word (D) description of their chosen subject
providing a back story for the image (C). Cognitive Synthesis/ Psychomotor Creating
The student will (A) demonstrate (B) an applicable (D) understanding of figures of
speech discussed in class (C). Affective Internalizing
The student will (A) photograph (B) a composition which alludes to another artist of
authors work (C) correctly (D). Cognitive Synthesis/ Psychomotor Creating
The student will (A) write (B) daily in their journal (C) adequately (D) detailing the
process of the work. Cognitive Synthesis/ Psychomotor Creating
The student will (A) appropriately (D) participate (B) in a class critique (C). Affective
Responding
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Duration: 3 Weeks
The student will (A) photograph (B) an image that appropriately (D) requires
context(C). Cognitive Synthesis/ Psychomotor Creating
The student will (A) compose (B) a narrative/story which suitably (D) provides
context for the viewer(C). Cognitive Synthesis/ Psychomotor Creating
The student will (A) actively (D) participate (B) in a class critique(C). Affective
Responding
The student will be able to (A) appropriately (D) photograph (B) a setting absent of
people (C). Cognitive Synthesis
The student will (A) research (B) an appropriate (D) author who writes about nature
or the city (C). Affective Responding
The student will (A) write (B) a report about an author who writes primarily about
nature or the city (C) providing a biographical background and why this author was
chosen (D). Cognitive Analysis
The student will (A) photograph (B) three images (C) which correctly incorporate
symbolism (D). Cognitive Synthesis
The student will (A) create (B) a book cover using one of the three (D) types of
stories(C). Cognitive Synthesis
The student will (A) create (B) a book cover using at least 3 (D) different types of
media (C). Cognitive Synthesis
The student will (A) write (B) a brief explanation (C) describing the lesson their book
cover illustrates. Cognitive Synthesis
The student will be able to (A) fully (D) create (B) an original work of art using a
found or used book(C). Cognitive Synthesis
The student will be able to (A) fully (D) recognize (B) the history of book arts(C).
Affective Receiving
The student will be able to (A) create (B) an original work of art utilizing various
media(C) with the principles of design and organization considered (D). Cognitive
Synthesis
The student will (A) appropriately (D) integrate (B) aspects of their own cultural
identity, beliefs, and other personal aspects into their work of art(C). Affective
Internalizing
The student will be able to (A) fully (D) explain (B) their work of art in class
discussion(C). Cognitive Evaluating
The student will (A) create (B) one image which illustrates stream of consciousness
(C) appropriately (D). Cognitive Synthesis
The student will (A) present (B) a PowerPoint on a suitable (D) literary work which
utilizes stream of consciousness (C). Affective Responding
Unit Overview
The unit will be focused on incorporating literary elements with photography. Students
will be expected to produce written works as well as visual works. The first lesson will involve
the students manipulating a photographic self-portrait using descriptive vocabulary. The second
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Duration: 3 Weeks
lesson will require the students to produce their own unique movie poster for a fictional film
using two of the three literary devices. The second lessons request the students use knowledge of
portraiture to create an inventive portrait that either focuses on a protagonist/ antagonist or
utilizes personification which can be illustrated through pet photography. In the fourth lesson the
students will reference a literary work or another artistic work in their own work. In the next
lesson students will experiment with context by taking an image which represents a mere snap
shot the students will be required to explain their image verbally and in written format. During
the next lesson on setting the students will take images of landscapes or cityscapes. The students
will begin to make connections between literary devices and artistic approaches. Lesson seven
will allow the student to explore metaphor and symbolism in both literature and art. The eighth
lesson will allow students to create a book cover and the ninth lesson will allow students to
physically work with a book by altering it. One of the goals is for the students to learn to make
works that are more personal. The last lesson will require the students to produce an image that
represents a literary tool stream of consciousness. It may prove to be the most challenging. The
students must convey emotion without the use of text.
Lesson #1 Topic: Self Portrait using Verbs and Adjectives
Lesson #2 Topic: Movie Poster (utilizing: Alliteration Assonance & Hyperbole)
Lesson #3 Topic: Creative Photographic Portraits (Protagonists, Antagonist, and Personification)
Lesson #4 Topic: Allusion in Photography
Lesson #5 Topic: Context
Lesson #6 Topic: Setting and Landscape
Lesson #7 Topic: Symbolism and Metaphor
Lesson #8 Topic: Parable Allegory Fable Book Cover
Lesson #9 Topic: Altered Book
Lesson #10 Topic: Stream of Consciousness
Artists and works covered
Cindy Sherman and Vivian Maier
Barbara Kruger
Andy Warhol
Christoph Meyer and Miguel Vallinas
Gordon Parks American Gothic and Grant Woods American Gothic
Ansel Adams
Annie Griffiths
Mary Ellen Mark
Frida Kahlo
Salvador Dali
Jerry Uelsman
Richard Prince
Richard Avedon
The Divine Comedy
Robert Frost Acquainted with the Night
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Duration: 3 Weeks
Octavio Paz Between coming and going

Shakespeares Julius Caesar
from Edgar Allen Poes Work The City of Walls
Beatrix Potter childrens author
Shel Silverstein
The Hunger Games
The Lord of the Rings Trilogy
I Know Why the Caged Bird Sings by Maya Angelou
The Lovely Bones by Alice Sebold
Assessment
Formative Assessment: The students will keep a journal detailing their thoughts about what
they learned from each project worked on. The purpose of the journal is to assess the students
learning and motivation. The journal will be kept throughout the course and should be used to
log what each student learned each day during each project as well as log ideas and
brainstorming activities. The student will also be expected write about their personal feelings
about each project.
Summative: The students will be required to produce several artistic works which all
incorporate a literary component. The completed works will collectively demonstrate the
students acquired knowledge of the intricate connection between figures of speech and artistic
expression. Through the series of projects the students will aptly be able to understand the
connection and develop personal expression. Each work will be presented to the class during a
critique. Students are responsible for producing a minimum of ten digital photographs, one
altered book, one report, one PowerPoint, and participation in several critiques.
Materials/Supplies
Acrylic paint
Computer
Screen (projector)
Paint brushes
Water
Cup
Pencil
Paper (sketchbook)
Soluble black printing ink
Color pencils
Oil pastels
Printer
Photo editing software (Photoshop, Picasa)
A used or discarded book

Glue
Scissors
Paint
Photographs
wire
Ribbon
String
Tape
Digital camera or camera phone
Photo paper
Comic books
Books
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Duration: 3 Weeks
II. Daily Lesson Plans:

Length of Class Period 90 min Lesson #1 Topic: Self Portrait using Words
TEKS: 117.303 1 (A)(D), 2(D), 4(B)(C)
110.32 1(E), 12(A)(B), 14, 17(A), 18(A)(B),25, 26
Steps:
1. Review
__5____Minutes The educator will discuss basic vocabulary in English. Descriptive
words like adjectives will be discussed as well as verbs. The instructor also will discuss
the use of text and repetition in photography. The words will be written on the board.
2. Anticipatory Set
__10____Minutes Student will watch a brief video on Cindy Sherman and discuss
Vivian Maier, both photographers are often the subject of her own images. Afterwards
students will answer the question, how can we convey who we are through image and
also through the written word.
3. Instructional Objectives: (Use ABCD format)

The student will be able to (A) create (B) an original photographic portrait
incorporating text (C) with 90% accuracy (D).
Cognitive Synthesis/ Psychomotor Creating
verbally (C).
Cognitive Evaluation
The student will (A) efficiently (D) compose (B) a word poem (C). Cognitive
Synthesis
___5___Minutes (state objective/s)
4. Input and Modeling
(Instructional Procedures):
___5___Minutes Activity 1: The students will write down the verbs and adjectives that
describe who they are individually. Then they will share with their classmates. This can
be written in the students native language.
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Duration: 3 Weeks
__5____Minutes Activity 2: Students will be encouraged to think about something they

would like to see change in the world, social issues and causes as a group and share with
the class.
__10____Minutes Activity 3: Demonstration of a word poem. Word poems are simple
because they dont require the structural complexity of most poetic forms (ex: sonnet,
Anaphora) however the content can involve multifaceted subjects. Examples will be
provided. We will also discuss how Andy Warhol used repetition and text in his works.
5. Checking Understanding
I will check for understanding as students begin writing word poems or as they plan out
their poem and how they will use it in their project.
6. Guided Practice
___45___Minutes This will involve the students think about the words that they used to
describe themselves and brainstorm about how they would like to use the text in their
portrait. Students will be required to use photo editing software such as Adobe Photoshop
and Adobe Painter to produce a work of art using both text and an original self-portrait
during class time.
7. Independent Practice
___0___Minutes This project will take place in class but the self-portrait component
may be started outside of class.
Lesson Closure: (Restate what students learned)
____5__Minutes Art is a form of communication similarly to the written or spoken word
during this project is combines the two forms. The students will have learned the
importance of self-expression as well as how to use words and images in a meaningful
approach.
8. Materials and Equipment Needed: Photoshop or any photo editing software, computer,
camera or camera phone, notebook for brainstorming and word poem, pencil/pen
9. Reflection and Revision:
Accommodations and modifications will be made for students who require those
adjustments. English Language Learners can compose the word poem in their native
language.
Andy Warhol Picture with Sign

14
Melissa Conner
Duration: 3 Weeks
Length of Class Period 90 min Lesson #2 Topic: Movie Poster

TEKS: 117.303 1(A), 2(D) (E), 4(B)(C)
110.32 1(C),
Steps:
1. Review
___5___Minutes The review will consist of going over literary terms such as hyperbole,
assonance, and alliteration. The meaning and usage of each term will be discussed. What
are examples of these literary devices? Responses will be written on the board by each
student.
2. Anticipatory Set
___15___Minutes Examples of alliteration, hyperbole, and assonance in art will be
given. Contemporary photographer Lorna Simpson uses alliteration in her works
Necklines . She references the historical injustice of slavery. WH Auden As I walked
out one evening poem and a line from Robert Frost Bereft as an example of hyperbole.
Salvador Dalis famous painting Persistence of Memory illustrates Surrealism but it
shows exaggeration of figures much like hyperbole does in the written language. Many
examples both visual and literary will be given to provide further clarity of its usage in
context.
3. Instructional Objectives:
The students will (A) create (B) a movie poster using hyperbole, assonance, and
alliteration (C) appropriately (D). Cognitive Application
The student will be able to (A) demonstrate (B) an applicable (D) understanding
of photographic techniques). Affective Internalizing
The students will (A) properly (D) use (B) Photoshop and painter to manipulate
images(C) with precision (D). Psychomotor Manipulating
The student will (A) write (B) daily (D) in their journal detailing their progress
regarding the project at hand(C). Cognitive Synthesis
__5____Minutes (state objective/s)
____5__Minutes Activity 1: Educator provides examples of movie posters using
alliteration, hyperbole, and assonance.
Ex:
____10__Minutes Activity 2: Movie Poster Game: Students will create fictional movie
titles based on actual movie posters using alliteration, assonance, or hyperbole. Groups
will rotate movie posters and figures of speech given (alliteration, assonance, or
hyperbole). They will share their movie titles with the class.
15
Melissa Conner
Duration: 3 Weeks
Checking for understanding will take place during guided practice.
6. Guided Practice
__40____Minutes The student will work on their ideas for the movie poster prior to
shooting images. They will create two original movie posters for a fictional movie. The
students will decide which two figures of speech to use.
___5___Minutes The project will take place during class. Students may think about the
figures of speech they want to use and write them in their daily journal and to record their
progress of the project.
Lesson Closure:
___5___Minutes Hyperbole, Alliteration, and Assonance are parts of speech that can
provide humor and meaning to a work of art.
8. Materials and Equipment Needed: Computer, Camera, Journal
Images will aid in helping ELLs understand the usage of hyperbole, alliteration, and
assonance. Accommodations and modifications will be provided for students who require
the adjustments.
Barbara Kruger We Wont play Nature in your Culture 1989
16
Melissa Conner
Duration: 3 Weeks
Length of Class Period 90 min Lesson #3 Topic: Creative Portrait (protagonist, antagonist,
and personification)
TEKS: 117.303 1(A), 2(D), 4(B)(C)
110.32 2(B), 13(C), 14(A)
Steps:
1. Review
___5___Minutes Students will be asked what a protagonist or antagonist is as well as
what personification means. Answers will be discussed and written on the board. Greater
depth of meaning will be given.
2. Anticipatory Set
___10___Minutes Short scene from a film will be provided to demonstrate what a
protagonist and antagonist is . Another film clip from All Dogs Go To Heaven will be
provided to demonstrate what personification is.
The student will (A) appropriately (D) photograph (B) a villain, hero, or an animal
with human qualities (C). Cognitive Synthesis/ Psychomotor Creating
The student will (A) compose (B) a 200 word (D) description of their chosen subject
providing a backstory for the image (C). Cognitive Synthesis/ Psychomotor Creating
The student will (A) demonstrate (B) an applicable (D) understanding of figures of
speech discussed in class (C). Affective Internalizing
__10____Minutes Activity 1: Literary examples from Julius Caesar will be given. The
title character was presented as the protagonist and Brutus and Cassius as the antagonists.
We will also look at comic books. Beatrix Potter childrens author used personification in
her many stories such as Peter Rabbit. Her characters were often animals with human
qualities. What qualities make a hero a heroic? What qualities make an animal appear
human?
____10__Minutes Activity 2: Students will be introduced to well-known photographer
Christoph Meyer and Miguel Vallinas who use animals as primary subjects but place
them visually in a composition demonstrating human behaviors.
As the students decide which project they want to pursue (villain/hero or animal portrait)
I will check for their understanding of what each project requires and how they plan to
accurately demonstrate their chosen purpose.
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Melissa Conner
Duration: 3 Weeks
6. Guided Practice
___45___Minutes The students will brainstorm about the composition they plan to create
photographically. If they are going to provide an example of personification how are they
going to do so? If they are going to illustrate a protagonist/hero will this be a supernatural
hero or a real life example of a hero? A hero can be the comic book Batman like hero or
it can be a parent. How can we photograph the ordinary person to make them appear
heroic? In photography we can use angles and lighting to produce this effect. The human
pose can also play a part.
___0___Minutes This project photographically will initially take place outside of class.
The photo-editing and writing will take place in class.
Lesson Closure:
__5____Minutes A protagonist/ hero can be an ordinary person and in photography we
can illustrate this by using our subjects body language as well as adjusting angles and
lighting. Literature and the arts are connected.
8. Materials and Equipment Needed: comic books, camera, computer, pencil/pen paper
Visual components will aid those with special needs understand the topic of hero vs.
villain and personification (animal portraits). Students will modifications will not create a
backstory for their hero but will simply write of state who their hero is and why. The
student can bring in a photograph of their hero or animal instead of photographing the
hero/protagonist.
18
Melissa Conner
Duration: 3 Weeks
Length of Class Period 90 min Lesson #4 Topic: Allusion in Photography

TEKS: 117.303 1(A), 2(D), 3(A) (B), 4(A)(B)(C)
110.32 17(A), 18(A)(B), 25,26
Steps:
1. Review
__5____Minutes The class will discuss what allusion means in literature and how the
students believe it can be applied in art and film. What are some examples of an allusion?
Answers provided by students will be written on the board.
2. Anticipatory Set
___10___Minutes Several brief film examples will be provided.
3. Instructional Objectives
The student will (A) photograph(B) a composition which alludes to another artist of
authors work (C) correctly(D). Cognitive Synthesis/ Psychomotor Creating
The student will (A) write (B) daily in their journal (C) adequately (D) detailing the
process of the work. Cognitive Synthesis/ Psychomotor Creating
The student will (A) appropriately (D) participate (B) in a class critique (C). Affective
Responding
___5___Minutes Activity 1 Short PowerPoint consisting of examples of art which allude
to other works of art of literature. Students will take notes during the PowerPoint.
Additionally we will discuss how various media can be used in this project.
___5___Minutes Activity 2: Movie clips will be provided as students must guess what
the scene is referencing.
___5___Minutes Activity 3: : Students will match work that alludes to other artists and
authors. The will involve famous works of art being laminated and matched with the
correct corresponding work it references. They will complete the activity in groups.
This will take place during the activities to assure the students understand what an
allusion is.
6. Guided Practice
19
Melissa Conner
Duration: 3 Weeks
__35____Minutes Students will work on the project primarily during class. They will
produce one image photographically which references another photographers or artists.
Students may also make allusions to works of literature and popular culture.
__15____Minutes For home work students must bring in an example of an allusion
(literary, film, or art) not mentioned in class. This can be written or shared verbally with
the class. If it involves information acquired through the internet it should be printed or
shared on a flash drive.
Lesson Closure:
__5____Minutes What did the class learn about the use of allusion in art and literature?
The arts and literature are connected, and the allusion made through different mediums
illustrates this point.
8. Materials and Equipment Needed: camera, pencil/pen, paper
Students with modifications and accommodations can match artists using the tactile
approach of printed and laminated works of art used in Activity 3.
Gordon Parks American Gothic and Grant Wood American Gothic
20
Melissa Conner
Duration: 3 Weeks
Length of Class Period 90min Lesson #5 Topic: Context

TEKS: 117.303 1(A), 2(D), 4(B)(C)
110.32 1(B), 13(C), 14(A), 17(A), 18(A)(B)
Steps:
1. Review
___5___Minutes What is context? The class will provide their own definition of what it
means to put something in context. What are context clues in writing?
2. Anticipatory Set
__5____Minutes The anticipatory set will consist of a scene from a movie that requires
context. The class will participate in a class discussion regarding the individual scene
tells the viewer what it is about but what other details are absent and need further
information.
3. Instructional Objectives
The student will (A) photograph (B) an image that appropriately (D) requires
context(C). Cognitive Synthesis/ Psychomotor Creating
The student will (A) compose (B) a narrative/story which suitably (D) provides
context for the viewer(C). Cognitive Synthesis/ Psychomotor Creating
The student will (A) actively (D) participate (B) in a class critique(C). Affective
Responding
____5__Minutes (state objective/s)
___7___Minutes Activity 1: Working in groups of three to four students will provide the
appropriate context for images. The work of Richard Prince will be discussed. He often
utilized an editorial approach to his photographs.
___8___Minutes Activity 2: As a group the class we read aloud an excerpt from Edgar
Allen Poes Work The City of Walls. Then the educator will guide the class to put the
work into context.
The educator will check for understanding during the activities.
6. Guided Practice
__55____Minutes Students will photograph an image that requires elaboration. Although
the majority of the task can be completed in class it may require students to work at home
on the written task.
21
Melissa Conner
Duration: 3 Weeks
__0____Minutes As needed students will complete the task at home.

Lesson Closure:
___5___Minutes Context is significant because it provides the necessary information to
understand a story or work of art.
8. Materials and Equipment Needed: Computer, camera
Accommodations and modifications: Students who require accommodations may have
more time to complete assignments.
Richard Prince
Untitled
(Three Women Looking in the Same Direction)
1980
3 Ektacolor prints
22
Melissa Conner
Duration: 3 Weeks
Length of Class Period 90min Lesson #6 Topic: Setting

TEKS: 117.303 1(A), 2(D), 4(B)(C)
110.32 15(A), 20(A)(B), 21(A)(B)(C), 23(A)(B)(C)(D)(E), 24(A)(B)(C)
Steps:
1. Review
___5___Minutes The class will discuss what setting is in literature and photography. In
photography, we will refer to the setting as landscape or city scape. The focus on
landscape/cityscape is the environment not the people within the image although the
setting will often tell us a lot about the people.
2. Anticipatory Set
__10____Minutes In regards to setting, the focus will be on the emotions we feel in a
landscape and what the setting can tell the viewer about the image. Excerpts from The
Divine Comedy to enlighten students in regard to implied setting its purpose regarding
metaphor in literature. Robert Frost Acquainted with the Night and Octavio Paz Between
coming and going will be given to also provide prospective regarding setting.
The student will be able to (A) appropriately (D) photograph (B) a setting
absent of people (C). Cognitive Synthesis
The student will (A) research (B) an appropriate (D) author who writes about
nature or the city (C). Affective Responding
The student will (A) write (B) a report about an author who writes primarily
about nature or the city (C) providing a biographical background and why this
author was chosen (D). Cognitive Analysis
____10__Minutes Activity 1: We will watch a brief video about Ansel Adams a pivotal
landscape photographer, Annie Griffiths a photographer for National Geographic has
photographed over 150 countries, and Mary Ellen Marks New York Street photography.
____0__Minutes Activity 2: A fieldtrip to the Botanical Gardens and Downtown San

Antonio would allow students to take pictures as a class and also become aware of their
surroundings. This would take place on a separate day and not on the initial day of the
beginning lesson.
23
Melissa Conner
Duration: 3 Weeks
6. Guided Practice
___30___Minutes This would happen during the field trip while students are allowed to
take pictures.
___15___Minutes Students will research during class however they may also do so
outside of class.
Lesson Closure:
___5___Minutes The setting in a written story as well as a photograph captures an
emotion or a fleeting moment in time. This further demonstrates how both mediums
overlap in terms of their purpose. As the artist we must learn to express ourselves
verbally and visually.
8. Materials and Equipment Needed: camera, pencil, paper, computer
Accommodations and modifications: students requiring modifications will not be
required to write a report. Students who require accommodations may have more time to
complete assignments. The student can find an image of a landscape or cityscape they
like and share it will the instructor or class. Visual aids will aid with ELL students
understanding of the topic at hand.
Mary Ellen Mark

Jeanette at a carnival,
Brooklyn, New York 1978
Ansel Adams
The Snake River River
24
Melissa Conner
Duration: 3 Weeks
Length of Class Period 90min Lesson #7 Topic: Symbolism and Metaphor

TEKS: 117.303 1(A) (D), 2(D), 4(B)(C)
110.32 1(C), 7, 17(A), 18(A)(B)
Steps:
1. Review
__5____Minutes The students will discuss in groups and decide on a speaker to answer
the question, what is symbolism? What is an example of a metaphor?
2. Anticipatory Set
___10___Minutes A slide show will be presented containing popular images which
utilize metaphor and symbolism. The slide show will consist of movie posters discussed
in a prior lesson, book covers, album covers, and magazine images. Students will be
active participants in the class discussion.
3. Instructional Objectives*: (Use ABCD format)
The student will (A) photograph (B) three images (C) which correctly incorporate
symbolism (D). Cognitive Synthesis
verbally (C).
The student will (A) write (B) daily (D) in their journal detailing their progress
regarding the project at hand(C). Cognitive Synthesis
4. Input and Modeling*
__7____Minutes Activity 1: We will discuss literary symbolism and metaphor in The
Hunger Games and The Lord of the Rings Trilogy.
__8___Minutes Activity 2: Artists and photographers who use symbolism and metaphor
in their artwork will be addressed. Frida Kahlo, Salvador Dali, and Jerry Uelsmann
additionally the works of several conceptual photographers will be presented
(http://www.Dpshots.com/inspiration/conceptual-photography.html).
__10____Minutes Activity 3: As a class we will discuss techniques in photography such

as photomontage and the use of the principles of art.
25
Melissa Conner
Duration: 3 Weeks
The educator will check for understanding during the guided practice.
6. Guided Practice
___35___Minutes The student will first brainstorm on the composition they want to
create and how they want to create it compositionally. The educator will check for
understanding by discussing individually with each student their ideas.
7. Independent Practice*
___5___Minutes In class? Journal entries recording the progress will take place
throughout the lessons may be worked on outside of class.
Lesson Closure:
___5___Minutes There are various artistic ways to illustrate the artists purpose by using
familiar imagery.
8. Materials and Equipment Needed: camera, pencils, pens, computer, paper, printer
Reflection and Revision: Adjustments will be made for students with modifications.
Students who require accommodations may only complete one photographic image
instead of the 3. Students who require accommodations may have more time to complete
assignments.
Salvador Dali Persistence of Memory
Jerry Uelsmann Journey into Night, 2006

26
Melissa Conner
Duration: 3 Weeks
Length of Class Period 90min Lesson #8 Topic: Creating a Book Cover Using Allegory,
Parable or Fable
TEKS: 117.303 1(A), 2(D)(F), 4(B)(C)
110.32 13(C), 14(A)
Steps:
1. Review
____5__Minutes Students will discuss in groups what an allegory parable and fable are
and how they differ.
2. Anticipatory Set
___5___Minutes A brief film discussing the difference between a parable, fable, and
allegory will be shown.
The student will (A) create (B) a book cover using one of the three (D) types of
stories(C). Cognitive Synthesis
The student will (A) create (B) a book cover using at least 3 (D) different types of
media (C). Cognitive Synthesis
The student will (A) write (B) a brief explanation (C) describing the lesson their book
cover illustrates. Cognitive Synthesis
___5___Minutes Activity 1: The students will look at examples of traditionally book
covers and examples of fables, parables, and allegories.
___5__Minutes Activity 2: The students will be shown teacher examples of book covers
utilizing various media.
The teacher will check for understanding as the students brainstorm on their individual
ideas.
6. Guided Practice
___55___Minutes The students will begin the task in the class and will first decide on
the message or lesson they want to convey through imagery.
7. Independent Practice*
27
Melissa Conner
Duration: 3 Weeks
___5___Minutes This class will take place during the class period however students are
expected to regularly write in their journal.
Lesson Closure:
___5___Minutes Allegory, Parables, and fables illustrate a lesson. Using traditional story
telling techniques we used an illustrative approach to translate meaning visually.
8. Materials and Equipment Needed: paint, pencils, pens, paper, camera, glue,
scissors, etc.
Accommodations and modifications will be made for students who require adjustments.
Students who require accommodations may have more time to complete assignments.
Parable of the Good Samaritan Jan Wijnants 1600s
28
Melissa Conner
Duration: 3 Weeks
Length of Class Period 90min Lesson #9 Topic: Altered Book Project

TEKS: 117.303 1(A)(B)(C)(D),2(A)(B)(D)(F), 4(B)(C)
110.32 12(A)(B), 17(A), 18(A)(B)
Steps:
1. Review
__10____Minutes
The review will consist of a brief history of the altered book project. Students will be
required to use their experiences in previous lessons to alter a book into a work of art
representative of themselves. The review will also elaborate on the expectations of the
student in regards to use of media. This is a mixed media project. Students will be
expected to incorporate prior knowledge regarding the principles of design.
2. Anticipatory Set
__25____Minutes
The students will be shown a video on various artists who create works of art by using
found objects including altered books. This will also provide a partial history of the
recent art form to the student. Real life examples presented by the artists will provide a
visual aid for the student.
The student will be able to (A) fully (D) create (B) an original work of art using a
found or used book(C). Cognitive Synthesis
The student will be able to (A) fully (D) recognize (B) the history of book arts(C).
Affective Receiving
The student will be able to (A) create (B) an original work of art utilizing various
media(C) with the principles of design and organization considered (D). Cognitive
Synthesis
The student will (A) appropriately (D) integrate (B) aspects of their own cultural
identity, beliefs, and other personal aspects into their work of art(C). Affective
Internalizing
The student will be able to (A) fully (D) explain(B) their work of art in class
discussion(C). Cognitive Evaluating
____5__Minutes Activity 1: The educator will display three different altered books
each representing various stages in the project. The first altered book will involve the
combination of photography into the work. Tools utilized will also be noted and
demonstrated. Each student will be expected to focus on a theme of the students choice.
29
Melissa Conner
Duration: 3 Weeks
____5__Minutes Activity 2: The educator will display the second altered book as an
example which will illustrate the personal expectation for the student. The student will be
expected to draw from personal narrative or experience to make a work of art that is
original. The teacher will illustrate what makes an altered book personal.
_____5_Minutes Activity 3: The educator will show how the finished product should
resemble noting that every students work will differ. The finished project will include
different media and personal aspects or perspectives of the student.
As the students are creating sketches of their individual designs for the project the
educator will check for understanding. The educator will ask questions about the
construction of the book and how the student intends to achieve the desired result.
6. Guided Practice
__30____Minutes
The students will first work on a design for the project in class. The design must be
approved by the instructor prior to the beginning of the project. The educator will be able
to see the students understanding of how their individual book will or should appear and
the students artistic intentions. The teacher will be able to aid the student in resolving
design issue prior to altering the book.
All work will be completed in class. For this project the student will be required to bring
a used or discarded book that will be altered. The sketches will be started in class for the
project however they can be completed prior to the next class at home for independent
work.
Lesson Closure:
____5__Minutes Transforming the physical object (in this case a book) allows the
student to use found objects and contribute personal expression to the object creating a
work of art.
8. Materials and Equipment Needed:
A used or discarded book, Glue, Scissors, Paint, Photographs Wire Rope (if needed)
Ribbon, String, Pencils, Pen, Tape, Color pencils, Oil pastels
The educator will reflect on the success of the project and different aspects that could be
changed to better accommodate the student. Students who require accommodations may
have more time to complete assignments.
30
Melissa Conner
Duration: 3 Weeks
Length of Class Period 90 min Lesson #10 Topic: Stream of Consciousness/ Soliloquy
TEKS: 117.303 1(A), 2(D), 4(B)(C)
110.32 1(B)(C), 5(A)(C),6,8, 15(D), 17(A), 18(A)(B)
Steps:
1. Review
___5___Minutes Class will discuss in groups what stream of consciousness is. In
literature this references the authors character speaking in depth personally to the
audience about what is going through their mind. A literary example would be from the
novel Lovely Bones. How can you achieve this in a photograph? You can use
photomontage and collage to create this image.
2. Anticipatory Set
___5___Minutes Short video from The Lovely Bones illustrating the subjects/authors
stream of consciousness.
The student will (A) create (B) one image which illustrates stream of consciousness
(C) appropriately (D). Cognitive Synthesis
The student will (A) present (B) a PowerPoint on a suitable (D) literary work which
utilizes stream of consciousness (C). Affective Responding
verbally (C).
___15___Minutes Activity 1: Literary examples of Stream of conscious will be
provided. The texts used will include, I Know Why the Caged Bird Sings by Maya
Angelou and The Lovely Bones by Alice Sebold.
__10____Minutes Activity 2: Artistic examples of stream of consciousness will be

provided. There are numerous ways to illustrate stream of consciousness
photographically. As a class photomontage, double exposures, and other techniques will
be discussed to express ways the desired effect can be achieved. The Educator will again
review the works of Jerry Uelsmann as a photographic example.
31
Melissa Conner
Duration: 3 Weeks
The student will first brainstorm on the composition they want to create and how they
want to create it compositionally. The educator will check for understanding by
discussing individually with each student their ideas.
6. Guided Practice
____45__Minutes Students will work on the project primarily during class.
7. Independent Practice Journal entries recording the progress will take place throughout
the lessons may be worked on outside of class
Lesson Closure:
____5__Minutes Stream of consciousness can be achieved in written form and
artistically. Artists use a different approach to demonstrate this.
8. Materials and Equipment Needed: Camera, printer, computer, computer software
Accommodations and modifications will be made for students who require adjustments.
Students who require accommodations may have more time to complete assignments.
32

Lessons My Unit Plan 20142

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Melissa Conner

Unit Plan: Art II (Photography and English)

I. Unit Plan Overview:

117.303. Art, Level II (One Credit), Adopted 2013.

Unit Plan: Art II (Photography and English)

Unit Plan: Art II (Photography and English)

Unit Plan: Art II (Photography and English)

Unit Plan: Art II (Photography and English)

Unit Plan: Art II (Photography and English)

(5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and

Unit Plan: Art II (Photography and English)

Unit Plan: Art II (Photography and English)

Unit Plan: Art II (Photography and English)

Unit Plan: Art II (Photography and English)

Unit Plan: Art II (Photography and English)

Unit Plan: Art II (Photography and English)

Octavio Paz Between coming and going

A used or discarded book

Unit Plan: Art II (Photography and English)

II. Daily Lesson Plans:

3. Instructional Objectives: (Use ABCD format)

Unit Plan: Art II (Photography and English)

__5____Minutes Activity 2: Students will be encouraged to think about something they

Andy Warhol Picture with Sign

Unit Plan: Art II (Photography and English)

Length of Class Period 90 min Lesson #2 Topic: Movie Poster

Unit Plan: Art II (Photography and English)

Barbara Kruger We Wont play Nature in your Culture 1989

Unit Plan: Art II (Photography and English)

Unit Plan: Art II (Photography and English)

Unit Plan: Art II (Photography and English)

Length of Class Period 90 min Lesson #4 Topic: Allusion in Photography

Unit Plan: Art II (Photography and English)

Gordon Parks American Gothic and Grant Wood American Gothic

Unit Plan: Art II (Photography and English)

Length of Class Period 90min Lesson #5 Topic: Context

Unit Plan: Art II (Photography and English)

__0____Minutes As needed students will complete the task at home.

Unit Plan: Art II (Photography and English)

Length of Class Period 90min Lesson #6 Topic: Setting

____0__Minutes Activity 2: A fieldtrip to the Botanical Gardens and Downtown San

Unit Plan: Art II (Photography and English)

Mary Ellen Mark

Unit Plan: Art II (Photography and English)

Length of Class Period 90min Lesson #7 Topic: Symbolism and Metaphor

__10____Minutes Activity 3: As a class we will discuss techniques in photography such

Unit Plan: Art II (Photography and English)

Salvador Dali Persistence of Memory

Jerry Uelsmann Journey into Night, 2006

Unit Plan: Art II (Photography and English)

Unit Plan: Art II (Photography and English)

Parable of the Good Samaritan Jan Wijnants 1600s

Unit Plan: Art II (Photography and English)

Length of Class Period 90min Lesson #9 Topic: Altered Book Project

Unit Plan: Art II (Photography and English)

Unit Plan: Art II (Photography and English)

__10____Minutes Activity 2: Artistic examples of stream of consciousness will be

Unit Plan: Art II (Photography and English)

S-ar putea să vă placă și

5__Minutes Activity 2: Students will be encouraged to think about something they

0__Minutes As needed students will complete the task at home.

__0Minutes Activity 2: A fieldtrip to the Botanical Gardens and Downtown San

10__Minutes Activity 3: As a class we will discuss techniques in photography such

10__Minutes Activity 2: Artistic examples of stream of consciousness will be