Secondary Lesson Plan Template

Topic: Grade Level: Length of class:

Connecting Art and History 10th grade 50 minute class
(3-4 class period
project)

LEARNING GOALS (What is the overall goal/purpose of this lesson) (Use the
frame: Students will understand that)?

- Students will learn to appreciate historical artwork and its

influence on culture.
- Student will understand the importance of background
knowledge when viewing an artwork.

LEARNING OBJECTIVES (What will students know or be expected to do in

this lesson? Use verbs from Blooms Taxonomy):

- Students will be able to analyze historical artwork and

understand its meaning.
- Students will be able to recreate concepts shown in historical
work.
- Students will be able to communicate knowledge of historical
artwork through performance.

CONTENT (What specific REASONING/SKILLS: (What types of

concepts, facts, or academic
vocabulary will be taught in this
lesson?):
- Historical Relevance
- Understanding through
art
- American Revolution
- Realism
- Art is used as a way to
remember and view
history from different
perspectives.
- Cross Curriculum
Investigation
reasoning/skills will students practice?)
(e.g. comparative reasoning, analytical
reasoning, analyzing, applying,
evaluating, solving two-step equations,
defining in context, classifying
information.)
- Analyzing: Students must look
at the picture and understand
what is going on. What is this
picture displaying or recreating?
- Applying: Students must use
what they have learned about
the pieces and time period to
show understanding in their
performance.
- Evaluating: This takes place
when viewing other students
 performances.
-Defining in Context: Context
being the painting. Defining what
this picture means and what it is
trying to make the viewer feel.
STANDARDS (What national or state standards will you address?):

- Anchor Standard #11: Relate artistic ideas and works with

societal, cultural, and historical context to deepen
understanding.
- Anchor Standard #8: Interpret intent and meaning in artistic
work.
- Anchor Standard #4: Analyze, interpret, and select artistic
work for presentation.

RESOURCES/MATERIALS NEEDED (What materials and resources will I

need?):

- Internet access
- American History books
- Cooperation with the History teacher
- Paper/Art supplies for making props
- Pictures from Revolutionary War
Signing of Declaration of Independence by Joh Trumbull
Betsy Ross Making of Flag by Jean Leon Gerome
Paul Revere by John Singleton Copley
Washington Crossing the Delaware by Emmanuel
Leutze

LEARNING PLAN (How will you organize student learning in this lesson?
LESSON PLAN SEQUENCE & PACING (How will ACTIVATE
I organize this lesson? How much time will each /ENGAGE/EXPLORE
part of the lesson take?)
Capture student
attention, activate
student prior knowledge,
1. BEFORE LESSON STARTS: My 10th stimulate thinking, raise
grade students are required to take key questions, Allow
American History. I will work with the students to observe,
History teacher to find out what design and plan
artworks are best for this project. I will experiments, etc.
 also make sure they are able to
answer any questions my students
might have on the subjects. I would
like this lesson to be something that
helps to finish up a unit for their
students. Students can gain a greater
understanding of what they are
learning in class through analyzing art
from that time period.
2. Today we are going to be talking
about artwork created during the
American Revolution that depicts
events that transpired during that
time. As a class on the board we will
make a concept map. I will ask the
students to list off things that they
know or remember learning about
during their American History class.
This will get the ball rolling on what
kind of themes will be depicted in the
work we will be working with during
this project. (15 min)
ACQUIRE/EXPLAIN
Introduce laws, models,
theories, and vocabulary.
Guide students toward
coherent generalizations,
and
help students understand
and use scientific
vocabulary to explain the
results of their
explorations
APPLY/ELABORATE
Provide students
opportunity to apply their
knowledge to new
domains, raise new
questions, and explore
new hypotheses. May also
include related problems
for students to solve.
ASSESS/EVALUATE

3. Once we have explored everything Administer assessment

that they have already learned in (although checking for
understanding should be
History class, I will then introduce
done throughout the
them to the 4 pictures that I have lesson)
chosen for them to analyze and
investigate. The students will be
separated into groups of 4-5 students.
Each group will receive one of the
pictures. I will give them 5 minutes to
write down everything they think they
know about the picture. If they dont
know anything, then I will ask them to
describe everything they see in the
picture. This will be important when
they go to look up information about
the piece. (10 min)

4. I will them give them more information

on their assignment. In groups you
will investigate the real meaning of
what is going on in this painting. You
will have the internet and books to
look up more information on the
 pieces you have been given. You will
be given the next 3 class days,
including today to gather enough
information to perform a skit on your
piece. This skit will need to be 5
minutes long and needs to include
your idea of what happened before the
event captured in your painting, the
event happening, and what happened
after the event. You will need to
provide me with a typed script of what
you intend to say. I would also like a
copy of the resources that you used to
learn about the topic. You may use
props during the performance if you
would like. If you have any history
specific questions, your American
History teacher is available to answer
any questions that I am unable to
answer or that you would like more
information on. I would like you to try
and answer your own questions first
by using your resources. I will ask if
any of them have questions about the
project. I will give them a handout
with all of these things that I have
explained, hopefully cutting down on
having to repeat myself. (10 min)

5. Students will be able to use laptops to

begin investigating the artwork I have
provided for them. This will take up
the remaining part of class. (15 min)

6. ASSESSMENT: For this class period I

will ask for them to hand in the paper
they wrote down everything they knew
about the piece that I gave them. They
should also have notes that they took
during the last 15 minutes of class. I
will look at them to make sure they
have started research and are on the
right track.
7. CLASS DAY 2: Work day to look up
information on the piece they were
assigned. Can begin working on their
script.

8. CLASS DAY 3: Finish up looking up

information on the laptops, but they
should be done needing the laptop for
historical information. Focus on
writing their script. Everyone will need
to have lines in the script. They can
also use this time to make props for
their skit using any supplies they find
in the art room.

9. CLASS DAY 4: Students will have the

first 10 minutes of class to finish up
anything they think they need to
perform their skit. (Script, Props,
Backdrop, Practicing, etc.) The next 25
minutes will be the time in which
everyone will perform their skits. The
last 15 minutes of class will be
devoted to writing their self-
reflections and evaluations of their
peers.

10. ASSESSMENT: I will ask them to

hand in their notes and everything
else they have complete at the end of
every class. This will help me to
understand if I am giving them enough
time to do everything that I am asking
of them. It will also help me it see if
they are staying on task and
understanding what I am asking for
them to do for this assignment.

11. ASSESSMENT: Rubric I will have

a rubric that will rate the group and
individual participates in the skid. This
will include grading on the
performance and the research that
went into creating it. It will also grade
on the alignment with the artwork
they were given to analyze.
 12. ASSESSMENT: Students will be
asked to evaluate their peers on their
performance and how well they
conveyed a message to their audience.
I will have sheets for them to fill out so
they dont have to come up with ideas
out of thin air.

13. ASSESSMENT: Students will be

asked to reflect on their own
performance and how well they think
the contributed to the group during
the research and script making stage
of the project.

How did you/How might you differentiate for student READINESS,

INTEREST, or LEARNING PROFILE in this lesson? Explain.

- Allow students to pick their own artwork if they have one from
history class they like better or would like to investigate further.
- Have history teacher available for questions students may have or
be able to explain topic better.
- Allow students to use power point to help with performance if
needed
- Allow students to video tape performance if they do not feel
comfortable performing in front of others.
- Allow students to interpret into performance any way they would
like: (theme)
Comedy
Romance
Realistic

What educational learning theories did you incorporate into this project
plan (e.g., Social Learning Theory, Scaffolding, Vygotskys, Zone of
Proximal Development, etc.) and how did you incorporate them?

SOCIAL LEARNING THEORY:

By grouping students together they are able to use each other to acquire
information. This will also allow them to bounce ideas off of each other to
see a different perspective when analyzing the paintings. They can learn
from the understanding of their peers.

ZONE OF PROXIMAL DEVELOPMENT:

I start the lesson by asking them a question about something that they
already know. They have already studied or are studying the American
Revolution. By activating prior knowledge I am allowing them to start at
a point they are comfortable will. This also allows for the flow of ideas to
begin before I ask them to study a picture that they may know nothing
about, but they can use the prior knowledge to make connections. They
next will investigate something that they dont know anything about, but
have to ability to collect information on.