Lesson Plan Template

Below is a template you will fill in as your lesson plan. When designing a unit, several lesson plans will be
written. You will use a separate lesson plan one for each section of the scope and sequence. A single lesson
plan can cover several days which would be indicated in the lesson sequence. The left column you will populate
with the lesson criteria as laid out in the planning guide. Be thorough and descriptive. The right column you will
share your rationale for the choices you are making. The rationale should be backed up by readings from the
class, and other content youve learned in other courses. Sharing your rationale is important as it asks you to
think about why you are doing what you are doing think of it like VTS. Sharing rationale is also a large
aspect of the MoPTA performance assessment you will complete while student teaching. Consider this a warm
up.

Lesson Title: _Ancient Icons_____________________________________________

Grade: 6-8__________________________________________________
Teacher: __Kimberly Cossey_______________________________________________

Lesson Plan Rationale

1 Big Idea:
. Icons: Visual language from its genesis through time.
How does the big idea connect ideas
across the curriculum?
- The word Icon is defined by a
variety of meanings. It is usually a
pictorial representation, a sign whose
form suggests its meaning, an object of
uncritical devotion, or a conventional
religious image typically painted on a
small wooden panel and used in the
devotions of Christians. The big idea
connects across the curriculum by
adding a dimension or element of

2 Key Concepts: (What students will know)
. know these concepts?
1. Artists have existed since pre-historic times, and have
had an impact on cultures.
2. Artists use visual language to create images that
communicate their culture.
3. Students will gain technical ability in drawing, painting,
and conceptualizing spatial designs.
4. Students will learn the thought processes necessary to
create visually appealing images and compositions.
5. Students will develop their concept of self.
3 Essential Questions:
. the student?
1. What were the images created by ancient cultures?
Why did they make the images they created?
devotion across time.
Why is it important for students to
- The students will learn how pre-
historic cultures visually
communicated their world.
Learning about the lives that
existed before is an important
element of intellectual stimulation
and growth. Students need to
learn about the past to lead us
into our future. By learning how
people have visually communicated
throughout time, the students can
gain an appreciation how artists
communicate their world to later
cultures.
- The students will improve upon
their technical abilities in the use
of basic drawing materials.
- The students will improve upon
their intellectual abilities through
using the thought processes
needed to develop their concept
of self.
How are these questions meaningful to
- The students will learn about ancient
cultures and how they visually
 2. What can we learn from the art of past cultures?
3. What is important to learn about the art making of the
past?
4. How does art record and communicate the human
experience?
5. What can we learn about a culture through its art
forms?
6. How does art influence what we can learn about
ourselves and about our society?
7. How do artists choose tools, techniques, and material
to express their ideas?
4 Vocabulary: Cave Painting, Rock painting, Sumi-e painting.
.
5 Objectives: (what students will do)
. 1. Students will view pre-historic cave paintings, Native
American rock paintings and pictographs, and Japanese
Sumi-e paintings.
2. Students will learn about the cultures of pre-historic
images.
3. Students will create images (self-portraits) based on
what they have learned about the cultures studied.
4. Students will learn how to handle the materials and
tools of the ancient cultures studied.
communicated their world. They will
gain an appreciation of the artwork
created by ancient cultures and they
will develop opinions and ideas about
why the ancients made these images,
and it will hopefully increase their
intellectual curiosity. The students will
develop their concept of self which
helps them to gain confidence in
themselves, and their use of the
materials.
How do the objectives fully support
learning across the curriculum and how
do they connect to the students lives?
- The students will learn about ancient
people and the art they made. They
will learn how to integrate the images
of different cultures into their artwork.
6 Standards: Please select a standard from each:
. Creating
Presenting
Responding
Connection
NVAS:
1. (Creating) Demonstrate persistence in developing skills
with various materials, methods, and approaches in
creating works of art or design. (7th, VA:Cr2.1.7a).
2. (Presenting) Compare and contrast how technologies
have changed the way artwork is preserved, presented,
and experienced. (7th, VA:Pr4.1.7a).
3. (Responding) Interpret art by distinguishing between
art-making approaches, the characteristics of form and
structure, relevant contextual information, subject matter,
and use of media to identify ideas and mood conveyed.
(7th, VA:Re8.1.7a).
4. (Connection) Analyze how response to art is
influenced by understanding the time and place in which it
was created, the available resources, and cultural uses.
(7th, VA:Cn11.1.7a).
7 Teaching Resources:
. Art: (Artists, please insert thumbnail photo of examples
How the standards support each other
and the learning taking place
- By developing their thinking processes
and technical abilities, the students will
grow developmentally and intellectually.
Their thinking will broaden with the
inclusion of the past experiences of
ancient cultures, and their art-making
abilities will be enhanced through the
challenges of addressing their concept
of self.
Rationale for each and HOW they work
together
The cave paintings at Lascaux, France,
and the Native American rock paintings
and pictographs are perfect examples
of the art made by ancient peoples.
 They show the uninhibited images made
by people who lived in a different time
and age. These images help us to
understand what these people
considered important and what
challenges they faced.

shared)
- Pre-historic cave paintings from Lascaux, France.

- Native American Rock paintings and pictographs.

8 Lesson Plan sequence (This will be lengthy and may Share rationale for choices in each step.
. span several days) Be sure to identify specific areas of
creating, connection, presenting and
1. Introduction to ancient and pre-historic art and cultures responding.
via power point presentation (three to five minutes), with 1. The introduction of the art and
images of the Lascaux cave paintings and the movie The cultures of ancient peoples
Cave of Forgotten Dreams. provides students with an
https://www.bing.com/videos/search?q=the+cave+of+for appreciation of the art of the
gotten+dreams&qpvt=the+cave+of+forgotten+dreams&vi time.
ew=detail&mid=ED2811D086F68B0D51A0ED2811D086F 2. The movie The Cave of Forgotten
68B0D51A0&FORM=VRDGAR (1:30:07 minutes, divided Dreams gives the students a
into a two day viewing, 45:00 minutes) , and/or - visually and historically
http://archeologie.culture.fr/lascaux/fr/visiter-grotte- informative lesson of pre-historic
lascaux/nef (time needed). Day one. people and their lives. A
2. The Cave of Forgotten Dreams movie (1:30:07 formative assessment at this time
minutes divided into a two day viewing, 45:00 minutes) helps the teacher to identify if the
continued followed by a formative assessment using a learning of the students is
Half-Minute Note Card. Day Two. adequate at this time.
3. Introduction to Native American rock paintings and 3. The introduction of Native
pictographs and petroglyphs via power point American rock paintings and
presentation(three to five minutes), and video, The Lost pictographs help the students to
People of Chaco Canyon- learn how the indigenous people of
https://www.youtube.com/watch?v=zC0pCB3XvIY ( our land communicated visually,
45:34 minutes). Day Three. readings, and what they thought was
4. Students will use sketchbooks to create drawings which important in their lives.
visually represent important elements of their lives. This 4. The students will use the
could be family, pets, home, school, friends, the food they information previously learned to
eat, etc (Formative Assessment using a Three-Person visually communicate their
Dialogue) Day Four. personal interpretations in their
5. Studio Day. Students will use sketchbooks to create sketchbooks.
drawings which visually represent important elements of 5. The students will further develop
their lives. This could be family, pets, home, school, the information previously learned
friends, the food they eat, etc Day Five. to visually communicate their
6. Studio Day. Much like the ancient cultures of the personal interpretations in their
lesson, students will gain inspiration from what the life- sketchbooks.
style of the ancients must have been like. The students 6. The students will develop their
will begin to create a collective class self-portrait by learning experience by transferring
using the sketch book drawings as inspiration. Day Six. their sketchbook drawing
7. Studio Day. Much like the ancient cultures of the interpretations into a self-
lesson, students will gain inspiration from what the life- portrait collective class wall
style of the ancients must have been like. The students using collaged images, colored
will create a collective wall of what they conceive their paper, pencil, charcoal, colored
self-portrait to be by using their sketch book drawings as pencils, pastels, and chalk.
inspiration. The walls size will be considerable- 7. The students will develop their
approximately six or seven feet square. They will continue learning experience by transferring
to add self-portraiture images based on their concept of their sketchbook drawing
self on a daily basis.Day Seven. interpretations into a self-
8. Studio Day. Much like the ancient cultures of the portrait collective class wall
lesson, students will gain inspiration from what the life- using collaged images, colored
style of the ancients must have been like. The students paper, pencil, charcoal, colored
will create a collective wall of what they conceive their pencils, pastels, and chalk.
self-portrait to be by using their sketch book drawings as 8. The students will continue to
inspiration. The walls size will be considerable- develop their learning experience
approximately six or seven feet square. They will continue The students will continue to
to add self-portraiture images based on their concept of develop their learning experience
self on a daily basis. Day Eight. by transferring their sketchbook
9. Studio Day. Much like the ancient cultures of the drawing interpretations into a
lesson, students will gain inspiration from what the life- self-portrait collective class wall
style of the ancients must have been like. The students using collaged images, colored
will collage (using colored paper) a self-portrait by using paper, pencil, charcoal, colored
the sketch book drawings as inspiration. The students pencils, pastels, and chalk.
 will create a collective wall of what they conceive their
self-portrait to be by using their sketch book drawings as
inspiration. The walls size will be considerable-
approximately six or seven feet square. They will continue
to add self-portraiture images based on their concept of
self on a daily basis. Day Nine.
10. Students will exhibit their completed artwork wall
(in the classroom) and the teacher will lead a critique of
the art (post-assessment strategy). Day Ten.
9 Differentiation/Accommodations/Modifications
. The teacher and students will provide the necessary
accommodations for any special needs students may have.
1 Assessment Strategies:
0 - Half-Minute Note Cards.
. - Three Person Dialogue.
9. The students will continue to
develop their learning experience
by transferring their sketchbook
drawing interpretations into a
self-portrait collective class wall
using collaged images, colored
paper, pencil, charcoal, colored
pencils, pastels, and chalk.
10. The students will exhibit
their collective class self-
portrait wall to identify and
admire their interpretations of self
through the lens of pre-history.
They will participate in a teacher-
led critique of their art to gain an
appreciation for the learning
process and its product.
Share rationale for each
- The teacher example created here is
used to guide and enhance student
learning for student understanding and
inspiration.
Share rationale for formative and
summative assessment
- Half-Minute Note Cards will be
 - Exhibit and Critique. used to help in the formative
assessment of student learning.
- Three Person Dialogue assessment
strategy will be used as a
formative assessment of student
learning.
- Exhibit and critique will be used as
a summative assessment strategy
for student comprehension and
learning.
1 Insert photo of teacher created exemplar here: Rationale here should discuss the
1 significance of what was created and
. prior knowledge across the curriculum
that students will need in order to
understand the lesson content.
The teacher created example is used to
help the students gain a sense of what
is visually expected in successful
completion of the lesson.
1 Materials/Tools/Art supplies needed Prior knowledge students will need to
2 1) Sketchbooks effectively use materials
. 2) Charcoal pencils. Students will need to be able to draw,
3) Vine charcoal. cut or tear paper, and glue paper.
4) Erasers.
5) Paper stumps.
6) Colored pencils.
7) Chalk.
8) Pastel Pencils.
9) Ink.
10) Colored Paper.
11) Bristol Board Paper.
12) Glue.
13) Scissors.
14) Paint brushes.

References: (Sources of resources)