Department of Arts Administration, Education and Policy

UNIT PLAN OVERVIEW

(Revised 2017)

Teacher Candidate Kiarra Roundtree

School High School Grades: 10 - 12

UNIT TITLE Visual Literacy in Music & Arts

Length of Class Period 45 minutes
Approximate Number of Students in Each class 20
Beginning Date for this Unit Monday
Ending Date for this Unit Friday

ENDURING UNDERSTANDINGS (FROM ODE STANDARDS)

Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to
imagine, create, realize and refine artworks in conventional and
innovative ways

Literacy: As consumers, critics and creators, students evaluate and understand

artwork and other texts produced in the media forms of the day.

PROGRESS POINTS (FROM ODE STANDARDS)

C) Analyze and use digital tools to understand how and why images are created and
interpreted and how media influences culture, beliefs and behaviors.

F) Address and communicate complex visual and conceptual ideas using a range of
technical skill and art media including new technologies.

CRITICAL ISSUE / BIG IDEA

Anticipatory Set (what do the students already know)
Rationale (why is this lesson relevant?)
This unit will emulate graphic design and how it is used in modern advertisements, music
videos, and social media. Students will already have prior knowledge of what graphic design
is and where graphic design is usually being used in our society. Graphic design will be the
processor of the general focus of the unit in visual literacy and will explain the relationship
between graphic design and visual literacy and the connection it conveys to our everyday
lives.

I will utilize the use of graphic design to students and ask them more advanced critical
provoking questions consisting to aid in connecting to visual literacy in art Can graphic
design convey a story? If so, what can graphic design say about you? If not explain what can
convey a story about you using visuals? Can graphic design be considered art or must it be
interpretable? Given that graphic design is used for advertisements and minimalistic logos,
can graphic design be seen elsewhere? Have you seen graphic design be used in your
other courses? If so which ones or how did the instructor use it? These questions will help
students think broader to what graphic design is and how it can be used as a form of visual
literacy. I also included in the questions how it can relate to themselves. This will help
students answer the questions thoroughly due to talking about oneself being easy to provide

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and elaborate on. Once the students answered the prompt and established how they have
relation to each other and how it connected to themselves, I will then introduce music into the
topic and how they will be using it in accompany to graphic design in their projects.

I will be using an overhead projector to introduce the class to the unit visual literacy and how it
has a relationship with graphic design, as our medium for executing the project. I will have the
students brainstorm in groups of three to four after they observe me utilizing the scaffolding
method in what I am looking for and how they should ask their group questions and answer
questions. I will give students 5 minutes to answer 2-4 of the prompts that are given on the
board by reading it. When the students viewed me completing the exercise first, it gave them
a better understanding on what to expect and to give them motivation to complete the prompt.
In the next exercise, I will tell the students to draw what they hear, I will be providing safe
classroom friendly popular music that the student must answer 2 of the following questions
after listening. how does this song relate to you? What genre is this song? What
environment is this genre usually heard from? if this song was a portrait, what would its face
look like? I will again utilize the scaffolding method and show the students how to answer it,
but not by writing it, but this time drawing it. After the students see my demonstrations, I will
give them 3 minutes to brainstorm what that song looks like to them and the environment it
would be in. I will tell the students after theyre finished there is not right or wrong answer. I
will conclude the exercise by asking the students which one help you convey your answer
more? After hearing the students answers, I will provide the students the rubric of the project
and have them use music as the central focus of visual literacy.

Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
Music videos, Sound cloud, Instagram feeds, and Snapchat stories are a modern-day
representation of visual literacy and how each user expresses who they are individually. We
also choose to follow or add others on our social media accounts to interact with or become
influenced of how our idols conduct themselves over smart devices.

Exploring the relationships of social media and visual literacy can help students connect how
their lives are seen as an art form. Students will develop and understanding that they can
adapt to new materials not only by reading the material but also visually observing and
hearing their environment and translating it into art.

This lesson will be executed by music as the source of oral translation into art. The mediums
used for the lesson are done digitally, but not limited to implementing typography, illustration,
and collages that can express information in various forms.

Essential Questions (provocative, engaging, critical)

How can music be relevant in any situation?

How does incorporating technology through art affect our daily lives?

How do you see visual literacy being used in music?

How do music selection (genre, environment) express your personal identity?

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Possible Integration
English using literacy through music.

Music learning about different genres and instruments to utilize a scene.

Photography taking images in a collage form to express the everyday lifestyle.

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title Intro Visual Literacy in art: Reading the images around you
Lesson Students will create a poster by interpreting their favorite images and
Description illustrate what it means in a short 4-8 word phrase.

The first lesson will be introduced as a practice of how to translate visual

literacy into art work. Students will receive prompts guiding them on key
elements to look for in a song, and also the meaning of a chores and the
rhythm the song melody and how it reflects on the environment of the
song.
Lesson Two
Title Portraiture: Expressing through technology
Lesson Students will create a self-portrait out of vector shapes and photo
Description manipulation tools using Adobe Illustrator that best describes
themselves using a teacher approved song lyric for symbolism of their
self-reflection.

I will provide a rubric of what is to be expected on the portrait, how to

use keyboard shortcuts, and I will be utilizing the scaffolding method of
demonstrating how to make a portrait with typography.
Lesson Three
Title Soundtrack or mixtape visual autobiography.
Lesson Students will create a mock-up vinyl and execute it by using Adobe
Description Photoshop or Adobe Illustrator. Then also include 10 songs that would
be featured on the vinyl.

Students are composing a mock-up vinyl and must create the cover and
the back of the vinyl. It must also feature an autobiography that will be
used as an artist statement of why they created the album to look the
way it did and why did they create the song titles to match that song.

Explain how technology has been used in this unit

Students
Macintosh computers available for students for in class work.
Digital cameras available for students to check out or bring their own
Teacher
Overhead projector for PowerPoint presentations and live demonstrations of how to
use the Adobe Creative Suite programs such as Adobe Photoshop and Adobe
Illustrator.

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 Macintosh computer Taking attendance and printing out rubrics

LESSON PLAN 1

Teacher Candidate Kiarra Roundtree

School St. Francis Desales High School
Grade 10-12

LESSON NUMBER 1
Intro Visual Literacy in art: Reading the
Lesson Title
images around you
Length of Class Period 45
Approximate Number of Students in Each class 20
Beginning Date for this Lesson 10/3
Ending Date for this Lesson 10/4

CONTENT STATEMENT PERCEIVING/KNOWING (FROM ODE STANDARDS)

H.S Intermediate
4PE Identify the factors that influence the work of individual artists.

H.S Advanced
5PE Investigate the influence of technology on visual art and its effects on their own works.

CONTENT STATEMENT PRODUCING/PERFORMING (FROM ODE STANDARDS)

H.S Intermediate
1PR Demonstrate proficient technical skills and craftsmanship with
various art media when creating images from observation,
memory, or imagination.

H.S Advanced
6PR Incorporate visual literacy as a means to create images that
advance individual expression and communication.

CONTENT STATEMENT RESPONDING/REFLECTING (FROM ODE STANDARDS)

H.S Intermediate
4RE Explain the role of innovative technologies in the creation and composition of new media
imagery.

H.S Advanced
6RE Explain how a response to a work of art is affected by the context in which it is viewed.

Performance-based Assessment Objectives

Students will identify the use of literacy in a song and brainstorm how to execute
that song into a phrase.
Students will investigate the use of technology in Adobe Photoshop and Adobe
Illustrator.

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Performance-based Assessment Strategies
(attach assessment documents if applicable)

Students will create 12 preliminary sketches to help them explore the variations of
their chosen image and how to execute the image into a phrase. The students already
have prior knowledge of the basics of Adobe Illustrator as they learned earlier in the
course and in Photography 1 their freshman ye.ar.
Students will broaden their understanding of literacy when learning about poetry and
short stories introduced in their English courses. This will help students investigate in
critical thinking about images and how to interpret them. Also to help obtain
confidence by explaining their work at the end of the lesson.

Academic Language
Vocabulary (define each)

Introduction The opening section of a piece of music or movement.

Dynamics - Pertaining to the loudness or softness of a musical composition. Also the

symbols in sheet music indicating volume.

Phrase - A single line of music played or sung. A musical sentence.

Rhythm -The element of music pertaining to time, played as a grouping of notes into
accented and unaccented beats.

Additional Language Demands (specific communication task)

Students will demonstrate their use of literacy by answering a writing prompt in a drawing for
practice of how to translate the song into an image. This will also help students utilize what
they learned in their English courses and think about the stories and terminology they used in
those classes and symbolize them into visual art.

I will go to each student individually to see if they answered the prompt for extra credit. This
will help me learn where each student stands with literacy and can help me provide additional
help to students who acquire critical attention.

Accommodations for Special Populations

A student enrolled in the course named Asia is diagnosed with GAD (Generalized Anxiety
Disorder) Her needs in the classroom are listed as followed

Additional aid in focusing on attention and effort in class

Completion of classroom and homework assignments and assessments.
Advocate when needing support

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I would accommodate Asia by giving her extended time on her visual literacy project.

Utilizing a Jigsaw classroom assessment with all the students so Asia wont feel
singled out for her GAD. This way, each student can converse with one another of how
they translate an image can help with exchange tips with other students in how to use
the program.

Provide additional support on how she can accomplish anything in the course with a
motivational based method toward the student and encourage her that she can have
additional time on answering the first writing prompt about how she conveys images
into an art form.

Art/Visual Culture Examples (list all artists, artwork or media used)

Frida Kahlo
Vincent Van Gogh
Keith Haring
Kehinde Wiley

Preparations
Materials/Resources for Teacher
A rubric for a guideline
Writing prompt for class participation
An example of how images can be translated into words

Materials for Students

Macintosh computers
iPad or laptop
Note book, Pencil, Pens

Safety Procedures
Given that the images students collect are teach approved prior to creating their project.
Students must not change their idea midway just so they can finish on time or do so that it
may harm anothers reputation or social economic status.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
Students are in the computer lab and sit 8 students per row. My desk is located in the back of
the classroom observing the students behavior if theyre utilizing classwork effectively and for
I can produce classroom demonstrations with the projector.

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Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Introduction
Day Duration Application Resource

1 5 Greet students by name into classroom and Class list

take attendance by using the class sheet and
headcount
1 15 Introduce the unit to the class using the Overhead projector
overhead project in a PowerPoint and explain Handout: Blank note
the relevance of the topic and what project cards
they will be creating. After the presentation, I
will present the question on the board and
have the students read it and answer it in
small groups.

I will be going over the PowerPoint with the

students and waiting until the end if they have
any questions about the lesson. I will then
have them break into groups and discuss the
lesson with each other and write on their note
cards for class participation.
1 10 I will do the exercise again, but only by using Overhead projector
popular music and not a prompt on the board.
I will tell them to draw what they hear and
what the song looks would look like if you
were in your favorite destination. They will still
be in their small groups but listen for 5
minutes then draw about it. After that I will use
the remaining 5 minutes to ask each group
what they thought.
1 10 I will continue the PowerPoint and conclude Overhead projector
that their first lesson will be about translating
an image into a phrase. I will connect that
when they first did the writing exercise and
listening to the song, that it was a way to use
your imagination and help critically think why
do you believe the song matches the
environment you drew it in?

I will show the students examples of what I

am looking for in image to phrase translation.
We will complete one as a class and have
students brainstorm as a class to see what
we come up with when listening to a song.
1 5 I will use the remaining 5 minutes of class to Handout:
have the students research at least 3 different Introduction and
songs of their choosing. (I must approve each Rubric
song before use). Then supply each student a

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 rubric and what to bring next class.
Lesson 1
2 5 Greet students by name into classroom and Classlist
take attendance by using the class sheet and
head count
2 30 I will have the students turn in what was due
for next class. (see attached) Then I will go to
each student and see if they brainstormed
any ideas for how they wanted to execute
their project with images they are inspired
from. I will also check and see if students had
any questions about the homework.

I will be giving credit to students who have

followed all the guidelines to what I was
expecting for class
2 5 I will use the last 5 minutes of class to explain Overhead projector
what is expected next class and what will be
due.

3-5 45 The remaining of the course will be lab days. Overhead projector
When students can work on their projects in
Adobe illustrator and Adobe Photoshop and
work on their projects.

I will be demonstrating how to create the

phrase in either program so students can
follow along and ask questions if they need
additional assistance.
6 5 Greet students by name into classroom and Classlist
take attendance by using the class sheet and
head count

6 40 The remainder of the class will be a critique of Overhead projector

the projects. Students send me their projects
via email and I will present them on the
overhead projector. I will display each
alphabetical order by last name and have the
students explain why they translated the
image the way they did, what they like the
most and least about it, and what they can do
to improve.

If we run out of time for each student, it will

continue next class. I will then present the
next lesson and a preview of the final project
of the next lesson.

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Clean-up Procedures (Room, Materials & Work Storage)
Make a clean up list that alternates every class and assign that student to clean a certain
area.

Closure, Review & Anticipation (whats next?)

Provide a motivational and encouraging closure of the project by telling each student to give
themselves a pat on the back for their hard work. In the last 2 minutes of class I will provide a
preview using the projector of the next project.

This will help students become excited for their next lesson and have them looking forward to
their next day of class.

Supplemental Activity
If students are finished, they may listen to music with earphones or draw in the journal until
dismissal.

Teacher reflection focused on the lesson after it has been taught

N/A

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 LESSON PLAN 2

Teacher Candidate Kiarra Roundtree

St. Francis Desales High School
School
Grades 10-12

LESSON NUMBER 2
Portraiture: Expressing through
Lesson Title
technology
Length of Class Period 45
Approximate Number of Students in Each class 20
Beginning Date for this Lesson
Ending Date for this Lesson

CONTENT STATEMENT PERCEIVING/KNOWING (FROM ODE STANDARDS)

H.S Intermediate
5PE Explore the application of technology to the production of visual artworks.

H.S Advanced
5PE Investigate the influence of technology on visual art and its effects on their own works.
CONTENT STATEMENT PRODUCING/PERFORMING (FROM ODE STANDARDS)
H.S Intermediate
5PR Understand and demonstrate how to access available digital tools and innovative
technologies to create and manipulate artwork.

H.S Advanced
5PR Explore and expand on personal art applications through the use of available digital
tools, innovative technologies and media arts.
CONTENT STATEMENT RESPONDING/REFLECTING (FROM ODE STANDARDS)
H.S Intermediate
2RE Apply assessment practices to revise and improve their artworks and to document
their learning.

H.S Advanced
2RE Practice self-assessment to understand their progress and prioritize steps for
improvement.

Performance-based Assessment Objectives

1. Students will brainstorm while creating at least 12 preliminary sketches of how they
will portray themselves for their self portraiture.

2. Students will explore the use of digital computer software Adobe Illustator or Adobe
Photoshop to utilize digital tools in how they will produce their digitalized portraits.

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Performance-based Assessment Strategies
(attach assessment documents if applicable)
1. Students creating 12 preliminary sketches will help them explore the various options
of how to construct their self portraits. They will utilize their prior knowledge of face
proportions given in their Drawing I courses.

2. Students will expand their use of digital tools by being given a sheet of keyboard
shortcuts that are used in their digital computer software. This will help students
understand the use of the digital computer software and will demonstrate that they are
constructing professional practices when I demonstrated the use of each shortcut
during the class demonstration.

Students already have prior knowledge regarding the facial structure and proportion in their
Drawing I course, and basic Macintosh software in their introductory in this course. I will be
supplying examples of what a digital portraiture could possibly resemble, and to enhance
their artistic understanding and help broaden their thinking of other uses digital art can be
used for. The use of Keyboard shortcuts will help me understand where each students level
of using computer digital software is and I will supply an extra credit keyboard shortcut quiz
when I individual see each student 1 on 1 in the classroom and I will tell them how to perform
a task using a shortcut in the programs. The keyboard shortcuts will help students explore
and Investigate strategies of using Macintosh computers to support their lifelong involvement
with using technology in other courses and in their personal lives.

Academic Language
Vocabulary (define each)
Portraiture The art of creating portraits

Proportions Size of relationships of parts to a whole within the composition

Adobe Illustrators A vector graphics software created by Adobe Systems

Adobe Photoshop A photo manipulation software created by Adobe Systems

Additional Language Demands (specific communication task)

Students will demonstrate their use of the digital computer software by a 1 on 1 quiz on how
to use the keyboard shortcuts. They will also supply their idea for which song they for the next
lesson and would use along with their portrait they created in class and would supply a writing
statement of why they chosen that particular song to describe themselves using these
questions.

How will this song explain where I will be after high school?
What story does this song tell about myself?
What adjective is perpetually used throughout the song?
How do musical genres help explain my personal character?

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Accommodations for Special Populations
A student enrolled in the course named Asia is diagnosed with GAD (Generalized Anxiety
Disorder) Her needs in the classroom are listed as followed

Additional aid in focusing on attention and effort in class

Completion of classroom and homework assignments and assessments.
Advocate when needing support

I would accommodate Asia by giving her extended time on her portraiture project.

Utilizing a Jigsaw classroom assessment with all the students so Asia wont feel singled out
for her GAD. This way, each student can converse with one another of how to create their
portrait and exchange tips with other students in how to use the program.

Provide additional support on how she can accomplish anything in the course with a
motivational based method toward the student and encourage her that she can have
additional time on the project and supply the keyboard shortcut quiz with less questions on
what shortcuts to use.

Art/Visual Culture Examples (list all artists, artwork or media used)

Erykah Badu Album cover
Bob Marley - lyrical portraiture
Show a video of the use of typography and visual hierarchy

Preparations
Materials/Resources for Teacher
Macintosh computer
Reference sheets of facial proportions and keyboard shortcuts
Projector or smart board for class demos

P a g e | 12
Materials for Students
Mirrors to look at themselves while producing their portraits
Macintosh computers
Sketchbooks

Safety Procedures
Let the students be aware that when selecting their song it must be approved by me and to
keep in mind lyrics may encourage yourself but may harm another student.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
Students are in a computer lab and sit 8 students per row. My desk in the back of the class
and I will use my space to demonstrate demos with the projector.

Procedures for the Teaching/Learning Structure (indicate approximate time for each step)

Day Duration Application Resource

1 5 Greet students by name into classroom and Classlist

take attendance by using the class sheet and
head count
1 15 Introduce the next lesson using a PowerPoint Overhead projector
and review what was learned in the previous
lesson. Afterward I introduced the lesson and
shown the example artists that can help give
the students an influence of how they can
portray their portraits.

I will be going through the PowerPoint and

seeing if any students have any questions on
the lesson and what is expected.
1 15 Students will create at least 12 preliminary Overhead projector
sketches on the composition of how they want
to execute their project. They also have to
think of at least 3 songs that best describe
themselves. (teacher approved lyrics)

I will go to each student to see if they

completed the sketches and to see what idea
they might have for their portrait. I will also
conduct the class as a whole on what a self
portrait would look like using myself as an
example
1 5 I will close class on the final slides of the Overhead projector
P a g e | 13
presentation on what is expected next class Handout: Homework
and homework. I will show them an example and rubric
for what we will we doing next class
Clean-up Procedures (Room, Materials & Work Storage)
Ask each student to wipe the monitor and keyboard with disinfectant wipes before leaving
class.

Closure, Review & Anticipation (whats next?)

I will remind the students 2 minutes before their dismissal of what is expected next class and
a glimpse of the next project on the projector.

Supplemental Activity
When students are finished with their assignment early, they can listen to music using their
earphones and sketch in their sketchbook until dismissal.

Teacher reflection focused on the lesson after it has been taught

N/A

P a g e | 14
 LESSON PLAN 3

Teacher Candidate Kiarra Roundtree

School St. Francis Desales High school
Grade 10-12

LESSON NUMBER 3
Soundtrack or mixtape visual
Lesson Title
autobiography
Length of Class Period 45
Approximate Number of Students in Each class 20
Beginning Date for this Lesson
Ending Date for this Lesson

CONTENT STATEMENT PERCEIVING/KNOWING

H.S Intermediate
5PE Explore the application of technology to the production of visual artworks.

H.S Advanced
5PE Investigate the influence of technology on visual art and its effects on their own works.

CONTENT STATEMENT PRODUCING/PERFORMING

H.S Intermediate
5PR Understand and demonstrate how to access available digital tools and innovative
technologies to create and manipulate artwork.

H.S Advanced
5PR Explore and expand on personal art applications through the use of available digital
tools, innovative technologies and media arts.

CONTENT STATEMENT RESPONDING/REFLECTING

H.S Intermediate
2RE Apply assessment practices to revise and improve their artworks and to document
their learning.

H.S Advanced
2RE Practice self-assessment to understand their progress and prioritize steps for
improvement.

Performance-based Assessment Objectives

Students will brainstorm while creating at least 12 preliminary sketches of how to
execute their vinyl.
Students will explore different mediums of how they want to produce their vinyl and
enhance it using Adobe Creative Suite
Students will demonstrate their prior knowledge of Adobe Photoshop and Adobe
Illustrate to create their vinyl. This will show that they understand how to use digital
photo editing software and expand their use of the program with the project.

P a g e | 15
Performance-based Assessment Strategies
(attach assessment documents if applicable)
1. Students will create 12 preliminary sketches to help them explore the various options
of how to construct their vinyl. They will utilize their prior knowledge of what we
already covered in this course of what I am expecting in the thumbnails and how it will
help give an idea of how they want to produce the final.
2. Students will be given a writing prompt that is used as participation in class for credit.
This will help me know who is using class time to work on their project and If they
need additional assisting

Students will use all that we learned in the prior two lessons about keyboard shortcuts and
visual writing prompts. I will ask students for this project to include an artist statement, similar
to a vinyl or cd that explains why the artist created the album and their inspiration from it. This
will help students understand visual literacy and how it can be translated into art and also how
they can use visuals as a way to take notes or mesmerize information that they can
demonstrate in their other courses.

Academic Language
Vocabulary
Mixtape a compilation of favorite pieces of music, typically by different artists, recorded
onto a cassette tape or other medium by an individual.

Soundtrack A soundtrack, also written sound track, can be recorded music accompanying
and synchronized to the images of a motion picture, book, television program or video game

Visual Autobiography A self explanation of a persons work or life shared by the use of
visuals.

Additional Language Demands (specific communication task)

Students will demonstrate their use of literacy by answering a writing prompt in a drawing for
practice of how to convey their vinyl. This will also help students utilize what they learned in
their English courses and think about the stories and terminology they used in those classes
and symbolize them into visual art.

I will go to each student individually to see if they answered the prompt for extra credit. This
will help me learn where each student stands with literacy and can help me provide additional
help to students who acquire critical attention.

Accommodations for Special Populations

A student enrolled in the course named Asia is diagnosed with GAD (Generalized Anxiety
Disorder) Her needs in the classroom are listed as followed

Additional aid in focusing on attention and effort in class

Completion of classroom and homework assignments and assessments.

P a g e | 16
 Advocate when needing support

I would accommodate Asia by giving her extended time on her vinyl project.

Utilizing a Jigsaw classroom assessment with all the students so Asia wont feel
singled out for her GAD. This way, each student can converse with one another of how
they will create their own vinyl and exchange tips with other students in how to use the
Adobe Creative Suite program.

Provide additional support on how she can accomplish anything in the course with a
motivational based method toward the student and encourage her that she can have
additional time on answering the first writing prompt about how she conveys her vinyl
into an art form.

Art/Visual Culture Examples

Tyler The Creator Flower boy album
Bruno Mars Unorthodox Jukebox album
Kendrick Lamar Damn album
Corinne Bailey Rae The Heart Speaks in Whispers album
Janelle Monae The Electric Lady album
Rihanna Anti album

Preparations
Materials/Resources for Teacher
A rubric for a guideline
Writing prompt for class participation
Examples of vinyl variations

Materials for Students

Macintosh computers
iPad or laptop
Note book, Pencil, Pens

Safety Procedures
Students must not contain any adult, sexual, or sensitive content on their covers. I will
approve their images prior to use.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
Students are in the computer lab and sit 8 students per row. My desk is located in the back of
the classroom observing the students behavior if theyre utilizing classwork effectively and for
I can produce classroom demonstrations with the projector.

Procedures for the Teaching/Learning Structure (indicate approximate time for each step)

P a g e | 17
Day Duration Application Resource

1 5 Greet students by name into classroom and Classlist

take attendance by using the class sheet and
head count
1 15 Introduce the next lesson using a PowerPoint Overhead projector
and review what was learned in the previous
lesson. Afterward I introduced the lesson and
shown the example artists that can help give
the students an influence of how they can
portray their vinyl.

I will be going through the PowerPoint and

seeing if any students have any questions on
the lesson and what is expected.
1 15 Students will create at least 12 preliminary Overhead projector
sketches on the composition of how they want
to execute their project.

I will go to each student to see if they

completed the sketches and to see what idea
they might have for their portrait. I will also
conduct the class as a whole on what a vinyl
will look like.
1 5 I will close class on the final slides of the Overhead projector
presentation on what is expected next class Handout: Homework
and homework. I will show them an example and rubric
for what we will we doing next class

I will ask students if they have any final

questions before dismissal.
2 5 Greet students by name into classroom and Classlist
take attendance by using the class sheet and
head count
2 40 The remaining of the class will be a Overhead projector
demonstrating of how to make their vinyl
sketches on Adobe Photoshop. I will supply
each student a mock up PSD file to use in
Photoshop to make the vinyl look realistic. I
will also give students more freedom with this
project to include whatever medium they
want, as long as they do the rubric
requirements.

3-5 45 The remaining days of class will be an in

class lab. Students will ask me questions on
how to use different photo manipulation
techniques with Adobe Photoshop and I will
assist each student and see how their
progress is going.
6 45 This class will be the conclusion of the unit P a g e | 18
Overhead projector
and final critique. Students will present their
vinyl to the class and provide a 1 paragraph
statement about what their vinyl is about and
 student will also feature the songs they listed
on the vinyl and why they chosen those
words.

I will mark off if they followed the rubric while

creating their vinyl. When every student
Clean-up Procedures present
(Room, IMaterials
will congratulate
& Work the class on their
Storage)
hard
Make a clean up list that work and
alternates tell them
every class that
and they all that
assign worked
student to clean a certain
area. so hard. I will then dismiss the class and
show a preview of the next lesson they will do
in class.
Closure, Review & Anticipation (whats next?)
Provide a motivational and encouraging closure of the project by telling each student to give
themselves a pat on the back for their hard work. In the last 2 minutes of class I will provide a
preview using the projector of the next project.

This will help students become excited for their next lesson and have them looking forward to
their next day of class.

Supplemental Activity
If students are finished, they may listen to music with earphones or draw in the journal until
dismissal.

Teacher reflection focused on the lesson after it has been taught

N/A

Be sure to attach to the full instructional unit

Teacher Example
Bibliography in APA format
Any printed material that relates to the unit and/or the lessons

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