College of Saint Mary

Lesson Plan Format with Evidence of Student Learning

Analysis
LESSON/ACTIVITY INFORMATION
Title: Culture Art
Your name:
Janeth Cano

Age or Grade
Level:
Spanish Level
III

Integrated
Disciplines/Su
bjects:
Spanish
Culture
Art

Time frame
for Lesson:
90-minute
class
period

STANDARDS, OBJECTIVES, ASSESSMENTS & MATERIALS

Standards:
Communication
Standard 1.3: Students present information, concepts, and ideas to an audience of
listeners or readers on a variety of topics.
Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between
the practices and perspectives of the culture studied.
Connections
Standard 3.1: Students reinforce and further their knowledge of other disciplines
through the foreign language.
Comparisons
Standard 4.2: Students demonstrate understanding of the concept of culture
through comparisons of the cultures studied and their own.
Communities
Standard 5.2: Students show evidence of becoming life-long learners by using the
language for personal enjoyment and enrichment.

Objectives:
By the end of the lesson, students will be able to explain the cultural
significance of a specific value or event of the Hispanic culture by creating
an art piece to represent it.
Assessment:
Students will create an art piece using the art style of one of the Hispanic
artists learned throughout the lesson
Materials:
Yes/No response cards

PowerPoint of Hispanic artists

Hispanic Artist Matching Quiz
Project Rubric
4 sets of matching game:
-Pictures of art pieces and Hispanic artists
Materials for art project:
-construction paper
-colored pencils/ markers
-glue
-scissors

LESSON PROCEDURES
Anticipatory Set:
Teacher will lead class in a matching game. Teacher will show pictures of art
pieces and the name of a Hispanic artist. Students will use yes/no response
cards to indicate whether they believe the art piece was created by that artist or
not.
Game can be played as a whole class or class can be divided into 2-4 groups to
create a competition, keeping score of how many matches are made correctly.

Input/Modeling/Guided Practice/Check for Understanding:

Teacher will do:
Preparation:
Teacher will prepare a
PowerPoint presentation with
pictures of art pieces and
Hispanic artists for the
matching game
Teacher will make sure to
have enough yes/no response
cards for the matching game
Lesson Procedure:
Teacher will guide students
through matching game for
anticipatory set
Teacher will introduce lesson
by showing PowerPoint
presentation of Hispanic

Student will do:

Students will participate in
anticipatory set
Students will take notes over the
Hispanic Artist PowerPoint
Students will ask clarifying
questions as needed
Students will gather with their
group to play review matching
game
Students will transition back into
whole group
Students will participate in the
general review matching game
Students will listen to instructions
for quiz and ask questions as
needed

artists
Teacher will answer questions
from students as they arise
After the PowerPoint
presentation, teacher will
divide students into 4 groups
to play matching game
Teacher will allow 10-15
minutes for students to play
matching game
Teacher will bring students
back into one whole group
Teacher will lead students
through the initial
anticipatory matching game
to review artists and art
styles with students
Teacher will read over
instructions to matching quiz
for students
Teacher will deliver quiz to
students and allow 15-20
minutes for students to
answer
Teacher will collect quizzes
and give students project
rubric and instruction sheet
Teacher will allow 20-30
minutes for students to work
on project
Teacher will collect projects
at the end of the period

Students will take quiz during

allowed time
After quiz, students will receive
rubric for art project
Students will ask questions as
needed about project procedure
and rubric
Students will use available
materials to work on project
When time is up, students will
display their art project around
the room
Students will participate in a
gallery walk. For each art piece
viewed, the students will list the
name of the projects creator, the
art style imitated, and the
Hispanic value or event
represented
Students will turn in list as exit
slip

Closure:
Students will hang their art projects around the room and participate in a Gallery
Walk. Students will walk around the room observing their classmates art projects
and make a list connecting their classmates art project with the art style used and
the values/event represented in the art piece.

Differentiation:
Extended time may be available for students who need it
Guided notes may be made available for the Hispanic Artists PowerPoint

REFLECTION
The lesson definitely requires more time. Planning this lesson for a 90minute period created a rushed environment. Students would benefit from
increasing the plan by another 45-minutes to allow more time for the
individual project. Students would also benefit from incorporating a short
review of the cultural values and events that they have learned of
throughout the lesson. This review could be a general class review or a list
that is displayed on the board to give students an idea of what their projects
can be about. An example of what a finished art project would look like also
help students get a better idea of what is being asked of them.