Lesson Plan Template (Teacher Facilitated

Literacy)
HEADING:
Students Name: __Rebecca Comfort__________________ Date:
__4/10/16_____________________
Subject Area(s): _Visual Arts_____________________________ Grade Level:
___3rd_______________
Concept/Topic: ___3 Dimensional Art______________________ Time: __30
minutes_______________
CONTEXT:
Composition of Classroom:
Students are 3rd graders in the Philadelphia area likely from an urban school. The
context of this lesson is in the Philadelphia Museum of Art or could take place in the
classroom using similar tools and examples. In the classroom we would use pictures
rather than the physical examples seen in the gallery
Students backgrounds include children from urban or suburban areas it is not
necessarily significant for this lesson.
Students likely have prior knowledge of what it means to be 3 dimensional
whether or not they have every experimented with the difference between
2D and 3D art does not matter for this lesson
DESIRED RESULTS:
Big Ideas/Key Concepts:
a. Big Ideas: I want students to understand the difference between 2D and 3D
art work and be able to apply it to the objects or pictures around them.
b. Key Concepts: transform 2 dimensional paper into a 3 dimensional piece of
art
c. Teacher Knowledge: The only prior teacher knowledge needed is an
understanding of 2D ad 3D art as well as a collection of examples to show the
class
Objectives:
1.

At the end of the lesson I want the children to be able to distinguish and
create their own 3D artwork opposed to the 2D art they are used to seeing
and producing.

2. Address Coherence and Continuity: This lesson adds on to their knowledge of

art and adds on to their already existing knowledge of what it means to be
art. Form here, students can go on to explore 3 dimensional arts further.
This lesson relates to other subjects in that it opens the childrens eyes to a
new world of possibilities in terms of how they view the 3 dimensional worlds
around them.
Curriculum Standards:
AL 2, AL 4, 9.1, 9.3, 9.4
EVIDENCE:

What data will you collect to assess the extent to which the desired outcomes were
achieved? Explicitly state how the collected data are linked to the big ideas and
objectives identified above (e.g., if students do x, then I will know that y.).
Answer the following questions

I will walk around the class monitoring progress and assisting the children
who seem to be struggling with the assignment.
If the students create unique and well thought out pieces of art that clearly
show their ability to transform a 2 dimensional piece of paper into a 3
dimensional paper sculpture.
If their final work reflects the examples they were shown while also
demonstrating their creative process then they will have completed the
assigned activity.

LEARNING PLAN:
Rationale:
What about prior sessions with the students and your knowledge of students
in general prompted you to select the tasks and develop the ideas in this
lesson plan as you did? Be specific. Consider what theory is driving your
instructional decisions as well as how you plan to incorporate the Temple
teaching standards into your lesson.

Differentiation: This lesson will help all students be able to add on another
dimension to their knowledge of art. Even the special education student in
the class would be able to participate and learn something in this activity
about 3 dimensional works of art.

Materials and Technology:

The only material needed for this lesson are a sheet of paper for each student and
some examples of 3D art, brought or found by the teacher to show the students.
This lesson can also be done using colored wire that the students bend and fold into
3D sculptures in which case the students also each need a length of colored wire.
Step-By-Step Procedure:
Be very specific about the details of the lesson plan, such that someone, in your
absence, could use the plan to teach it the way you intended. For example, if you
want to discuss something, how will you facilitate the discussion? What will you
say? Make sure you ask students to explain their thinking and engage
with the content on a higher level.
1. Launch:
a. Hook/Lead-in: Show the class a picture of an object side by side with
the object itself and talk about why the two are different. If this lesson
is taking place in the Philadelphia Museum of Art then direct the class
to a sculpture gallery and have the class make observations about the
artwork and the materials being used. Talk about why this art is
different from the other painting and photographs in the museum. Also
discuss and show examples of everyday objects that are 3 dimensional
so the children have a reference.
b. Activate Prior Knowledge: As you discuss everyday objects help the students
see the difference between the 3D objects they know of and the 2D objects or
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pictures they know of. All the students have seen examples of both 2D and 3D
objects in their lifetimes so help them make the connection form those objects to
the new vocabulary from this lesson. Connect new information to their previous
knowledge
2. Instruction: Specify the steps required to instruct, model for, and to guide
students. Decide how students will participate.
a. Explicit Instruction or Worked Example: Describe the detailed
procedures regarding how you will guide students to learn a specific
example so as to build students schema for problem solving.
What does it mean to be 3D? Are you and I 3D? Are the people
in the movies 3D? What changes when we go from 2D to 3D?
i.
For this lesson we will be taking a piece of blank paper 2D
paper and transforming it into a 3D work of art. How can
we do this? There is no right way so be creative. You can
bend, tear, crumple, roll, or fold you paper any way you
want but when you are done this 2D paper needs to have
become 3D.
ii.
The students may not understand how to transform
something 2D into something 3D or what exactly that
means they may also be stuck on how to do this.
b. Modeling: As the teacher you can model some techniques the
students can use to make their 3D art using your own sheet of paper.
c. *Guided Practice: You can ask them what they are doing or what
they want their finished product to look like. You can ask if they are
going into it with a design in mind or if they are just experimenting.
Also you should provide encouragement and let them know there is no
wrong way to do this and although it may be confusing or challenging
at first that they can do it.
3. Independent Practice: Have the students make a list of the 2D and 3D
things they see in their everyday lives or at home.
4. Application: With these new skills they will have learned through this lesson
the children will be able to apply the terms two dimensional and three
dimensional to their vocabulary and use them to describe things throughout
their classes and their lives.
5. Closure: Have the class set up a gallery where their work is displayed and
they can look at their own work as well as the work of their classmates. Ask
them what they learned though this experience, what they liked or disliked
about the activity as well as how they think they did.
EVALUATION:
The purpose of evaluation is for you to check the students mastery of the
lesson objectives.

Look at the childrens sculptures and have them comment on and

compliment one anothers work. Evaluate the class based on
completion of the project and creativity.

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TEMPLE TEACHING STANDARDS (TTS):

Review your lesson plan to make sure you have addressed the six
TTS (Deep Content Understanding, Coherence & Continuity, Real
World Connections, Active Learning, Critical & Creative Thinking,
Teacher Reflective Thinking).
Revise, if necessary, to ensure all standards are included.
Be prepared to explain how your lesson plan addresses the TTS.

REFLECTION (AFTER THE LESSON):

Analyze the evidence you collected and reflect on how the lesson went:

The students learned about 3D art and how to make it. You can tell
they learned this by their execution of the task
The activity went well because all the students were able to complete
the project and show their new knowledge of 3D art.
I would not change anything about this lesson because I felt it went
very well and the children enjoyed doing it.

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