Lesson Plan Template 1

Art Education Lesson Plan Template: ART 133

Group: 1 2 3 4 5 6 (please circle)
Print First and Last Names: ________Jordan Earley_____________ ______Jose Martinez______________ _________Jayne Prins _____________
________Sarah Williams____________ ________________________________ ________________________________
Lesson Title*: There’s a HERO in all of us. Big Idea*: Heroes Grade Level*: 2nd
st
21 Century Art Education Approach(es):
Choice-Based Modified
Inspiration Artists, including those from underrepresented populations:
Stan Lee and Afua Richardson
Lesson Overview (~3 complete sentences)*:
Students will explore the big idea of heroes through a modified choice-based activity. Students will be creating a representation of who they see as a
personal hero or hero figure in their life. The concept of heroes will be analyzed through a historical, community, and personal analysis.
Background Knowledge (~3 complete sentences): How will you tap into students’ experiences and prior knowledge and learning?
We will tap into student’s experience by allowing them to think freely of who inspires them. By allowing them to think freely of who inspires them they are
able to make and build their own connections. By removing limitations, we also are emphasizing the idea of choice based learning.

Align Big Idea with both Key Concepts and Essential Questions, below
Key Concepts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key Concepts using open-ended questions.*

1. Heroes can be anyone, fictional or nonfictional, that is a source of
personal inspiration.
2. Heroes can make a change in the world or in a person’s life.
3. Heroes reflect role models who provide comfort in the world.
4. Heroes are selfless, admired, and courageous.
1. Who can be considered a hero?
2. What do heroes do in our lives and in the world?
3. How can a hero make us feel comfort in this world?
4. What are the characteristics of heroes?

Lesson Objectives: What you want the students to do via three content Align Assessment with Lesson Objectives in left column.
areas.*
1. Content area 2 Literacy : The students will (TSW) be able to read Formative Assessment strategy (of assigned reading): How will you assess
and connect personal experiences to assigned readings and be able to Literacy? What will you be looking for?*
take notes.  Full understanding of assigned reading through opinion and reasoning
2. Content area 1 Visual Art : The students will (TSW) be able to by the form of note taking (memo).
represent their personal hero through a choice-based studio project that Summative Assessment strategy (of studio investigation): How you will assess
allows students to depict their personal hero in a creative way. Visual Art and History? What will you be looking for?*
 Visual Art Assessment
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3. Content area 3 History : The students will (TSW) be able to discuss o For a summative assessment, we will be looking for the
historical figures, including Marie Curie, Jackie Robinson, Sitting Bull, Sally student’s ability to recognize different forms of artistic
Ride, Cesar Chavez. expression through peer sharing of artwork.
 History Assessment
o For a summative assessment, we will be looking for the
student’s ability to read a historical article and transfer what
they learned onto a poster board to share with the class.

Common Core State Standards (2-3): List grade-specific standards. California Visual and Performing Arts Standards (grades 1-6 only) (3-5): Check all
 Literacy: that apply and add number and description of applicable content standard.
1. Standard 2.1 Write opinion pieces in which they introduce the (pp. 122-143), link HERE)
topic or book they are writing about, state an opinion, supply ___1.0 Artistic Perception:
reasons that support the opinion, use linking words (e.g., ___2.0 Creative Expression:
because, and, also) to connect opinion and reasons, and
_x_3.0 Historical & Cultural Context:
provide a concluding statement or section.
 3.1Explain how artists use their work to share experiences or
communicate ideas.
 Visual Arts
2. Standard 4.1 Compare ideas expressed through their own _x_4.0 Aesthetic Valuing:
works of art with ideas expressed in the work of others.  4.1Compare ideas expressed through their own works of art with ideas
expressed in the work of others.
 History  4.2 Compare different responses to the same work of art.
3. Standard 2.5 Students understand the importance of _x_5.0 Connections, Relationships, Applications:
individual action and character and explain how heroes from  5.2 Select and use expressive colors to create mood and show
long ago and the recent past have made a difference in others’ personality within a portrait of a hero from long ago or the recent past.
lives (e.g., from biographies of Abraham Lincoln, Louis Pasteur,
Sitting Bull, George Washington Carver, Marie Curie, Albert Materials: List all materials needed in the columns below.
Einstein, Golda Meir, Jackie Robinson, Sally Ride). Have Purchase
Paint
Vocabulary: Identify and define vocabulary that connect the art form with
Colored paper
the other two identified content areas.*
1. Hero: a person distinguished by exceptional courage and nobility Markers
and strength Crayons
2. Expression: the communication (in speech or writing) of your
Scissors
beliefs or opinions.
3. Connection: a relation between things or events (as in the case of Fabric
one causing the other or sharing features with it) Paint brushes
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4. Inspiration: a product of your creative thinking and work. Googly eyes

5. Importance: the quality of being important and worthy of note. Yarn

Pipe cleaners

Glue/ hot glue

Cotton Stuffing

Lesson Procedures: Outline the steps that will happen first, second, etc. in the Procedures that follow to teach what you expect the students to learn.
Procedures should be the longest section in the Lesson Plan, and should be very specific and detailed, including individual roles of group members, and time
spent on each task. Describe directions you plan to give the students, teaching models/strategies you plan to use during the lesson, different activities your
students will do, etc. Be sure to include management issues such as transitions, room arrangements, and student groupings.

Focus Lesson (teacher does): Detail opening activities by exploring the following questions. How will you motivate the students to want to learn the new
concepts (see Key Concepts) and strategies/skills (see Lesson Objectives)? How will you introduce the Big Idea of the lesson? How will you link this lesson to
the students’ prior knowledge?
Approx. 30 min.
 Jayne will motivate the students to learn the key concepts by having them make personal connections to past, present, fictional, and nonfictional
creations. With critically thinking about the definition of a hero, the students will want to learn and be motivated to identify, describe, and create
their own depiction of a hero.
 Jayne will motivate the students to learn the lesson objectives and answer the questions on who a hero is to them by incorporating the tools given to
them. The tools include using the knowledge of history and literacy to create visually, a piece of art.
 Jayne will introduce the big idea at the beginning of the lesson. To do this, Jayne will go over the key concepts, lesson objectives, vocabulary and ask
the essential questions provided.
 Jose will introduce the inspirational artists for today's studio investigation through explanation of their previous work and how they will be
connected to the studio investigation.
o Jose will first introduce Stan lee, a world-famous comic book artist that helped bring the silver age of the superhero genre to what it is
today. Jose will talk about the idea of what is a hero and how this idea was brought to light by the imagination of Stan Lee.
 What made Lee’s heroes so relatable was his ability to give them superpowers, but also Lee was particularly known for his dynamism
with copy and for imbuing his characters with a sense of humanity, tackling real-world issues like bigotry and drug use, which would
influence comics for decades.
 Ex: Tony Stark (Iron man), the person, dealing with the loss of his parents and alcoholism. Peter parker, being a teenager,
losing his parents, and getting powers that he didn't ask for later in life. *note* (this isn’t something that would be presented
to a second-grade class).
o Jose will now introduce our second inspiration artist, Afua Richardson.
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 Afua Richardson was able to craft her ability to draw and sketch at a young age. She first started her career as a musician and
whenever she could she would carry a sketchbook and continue her craft as an illustrator.
 Just like a superhero, Afua made an alias for herself and started publishing comics professionally under the name “Lakota Sioux”
 Richardson’s works are mainly bright and vibrant. Some of her work, Genius and Black Panther, focuses on bringing a black character
as the main protagonist of the story.
 Similar to Lee’s work, Richardson worked with real life issues in her story. Sometimes going into political issues.
 Ex: X-Men can be seen as an allegory for groups that are discriminated against.
 We will introduce the group discussion that talks about historical figures and we will provide articles that will be used for the table share.

Modeling (teacher does): Name and demonstrate the content area strategies/skills (see Lesson Objectives) that are the focus of the lesson. Explain and show
their purpose. Use analogies or other concrete examples to explain concepts (see Key Concepts).
Approx. 10 min.
 Jordan, for 10 minutes, will model an example for the students that relates back to the content areas of visual arts and history.
 Jordan, for 7 minutes, will connect to the visual art content area through a working demonstration of a potential art piece that serve as a meaningful
connection to the key concepts discussed in the focus lesson. Jordan will be doing a stuffed hero example as the working model. The stuffed hero will
connect back to the key concepts through open dialogue on how a representation of a personal hero can be expressed in different ways. The working
model will be an example of how Jordan wants to represent her hero and how she will achieve her goal through exploring the different materials
that will be available.
o The working model will start by Jordan having everyone gather around so that everyone can see the demonstration. Jordan will then begin
the demonstration by explaining that the working model is only an example of one of the ways students can choose to represent their hero.
o Jordan will first show the class the finished model of a stuffed hero. Then Jordan will begin the model by taking two pieces of construction
that are already cut into the shape of the hero, and she will make hole punches around the hero shape.
o After showing the class how to hole punch, Jordan will begin weaving a long piece of yarn through the new hole punches. Jordan will explain
that students might have difficulties weaving and that guided instruction for students who choose to do this technique will be needed. Once
Jordan weaves the yarn almost three-fourths of the way in the model, she will begin to put the cotton stuffing in between the two
construction papers. Jordan will explain that the cotton stuffing will make the model more of a three dimensional shape and she will also
provide caution that younger students will need specific instruction for this part of the activity.
 Jordan will explain that some students will put too little or too much cotton. Jordan will then explain that depending on how big the
students model will be, a different amount of cotton stuffing will be needed.
o Jordan will then stuff the hero model and finish weaving the yarn through the working model.
o Once the yarn has completely weaved through each hole punch, Jordan will demonstrate different ways to secure the yarn. Those examples
include: tying the yarn to make a bow, taping the yarn to the backside of the model, or making a secure knot.
 For students who are struggling to keep their model closed, it might be helpful for the teacher to use a stapler so that the teacher
can safely secure the student’s artwork.
 Jordan, for 3 minutes, will connect to the history content area through relating the heroes discussed as a class to the heroes the students will be
creating for their project. The purpose of relating the working model back to the history content is that it will serve as a meaningful connection for
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the students. The second key concept will be used to elaborate the connection between the working model and the history content area through
having an open dialogue about how heroes can affect the world or a person’s personal life.
 Jordan, during this time, will also verbally provide other examples of how students can connect their artwork to history. Examples could include
students using their studio time to recreate a representation of a historical figure who they feel has made an impact in their personal life or they can
create a hero representation of someone who holds a personal hero connection to them, that may have had a historical figure affect them in a heroic
way.

Guided Instruction (teacher and students do together): Detail main activities by exploring the following questions. What Essential Questions will you ask
students to facilitate learning? How will you organize students? What will you do/say during each learning activity? What will the students do (see Lesson
Objectives)?
 We want the students to cover a few of the essential questions like, "what are the characteristics that define historical figures as a hero?”, “what did
the character or person do to become a personal hero?”, and “what have our heroes done for our lives, community, and the world?”
o These essential questions, that are answered by the key concepts, are what will be stressed through each activity that the students partake
in.
 For the history content area, these essential questions will come up for students to respond to while reading a historical figures
biography.
 Sarah will be facilitating this as a large group instruction and then organize the room into five discussion groups.
 The essential questions will be answered after the groups have read the biographies and they will present their information
as a group.
 For the visual content area, the students will answer these questions through reflecting on their personal hero and how they want to
represent that hero.
 This will be an individual exploration where students will be exploring and creating on their own.
 Each teacher will be walking around during this time to discuss with each student about their art and how their art reflects
answers to the essential questions.

Collaborative Learning (students do together): What activity will you include so that students have an opportunity to negotiate understandings and engage
in inquiry with peers?
Approx. 15 minutes
 Sarah, for 15 minutes, will facilitate a peer reading of historical biographies will be an activity in which students can engage with their peers to derive
meaning and understanding of the big idea and essential questions. The students will read together and answer essential questions, such as, “what
do historical figures have in common?” or, “what makes this historical figure a hero?”.
o Sarah, for the first 2 minutes will explain the task that each group will have. She will distribute each table a different biographical reading for
Cesar Chavez, Sally Ride, Sitting Bull, Marie Curie, and Jackie Robinson.
 The task for each group is to read through each biography and identify key aspects of their assigned historical figure. The groups will
need to pull out evidence for why they believe this historical figure is considered to be a hero.
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 The students after reading the biographies will discuss as a group essential questions that relate to the big idea of heroes. They will
be asked to respond to questions like: “what are the characteristics of this particular historical figure that would be considered
heroic?”.
o After groups are done having a group discussion about their specific biography, they will choose one person to then present their new
information that they learned.
o Sarah, then for 1 minute, will lead the classroom into the next portion of the lesson by wrapping up the collaborative learning.
 Sarah will wrap up the collaborative learning by telling the students that they will now get a chance to create a hero that is a part of
their personal history.

Independent Learning (students do alone): What activity will the students complete independently to apply their newly formed understanding to novel
situations? What will the students explore independently?
 The students, after the working model demonstration, will be allowed to start their exploration of different materials to complete their art project.
 The student’s goal is to create a piece of art that is a representation of their personal hero.
o The students will connect what they previously learned into their artmaking process.
o The students will be asked to respond to the essential questions from the beginning of the lesson while exploring their art and making
informative decisions about how they want to represent their personal hero.
 Students will be working independently on their artwork but will be encouraged to have meaningful conversations with those around them so that
the learning of new materials can be influenced.
 The students, when making their heroes, will be allowed to represent their hero in any way that they decide too. The only limits that are placed is
that they must create a hero and they will be limited to the materials laid out by the teachers.
 Jordan, Jose, Sarah, and Jayne will all be walking around during this time and checking in with the students to see how each student will be
representing their hero.

Closure: How will you end the lesson to solidify learning? How will you and/or students summarize concepts and strategies/skills (see Key Concepts and
Lesson Objectives) for the day?
 As students will be wrapping up their artwork, all group members will hand out exit ticket cards to be completed before they leave the classroom.
 The exit ticket cards will be a form of reflection and a check for understanding.
 The exit ticket will ask students to reflect on their individual pieces of art and relate what they learned through their personal exploration with the
big idea of heroes.
o The reflection exit tickets will ask students to connect their artwork to the essential questions and key concepts. The students will be able to
make meaningful connections through self-reflection, and analysis of how they decided to represent their personal hero.
 As students wrap up their work, they will sit quietly with their artwork and exit ticket to self-reflect on the lesson.
 The exit ticket will be for the student to keep with their artwork.
o They can tie, glue, staple, or tape their exit ticket to their artwork.
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Please respond to the following questions thoroughly and in complete sentences.

1. How will you adapt the various aspects of the lesson for students with disabilities?
 Various aspects of the lesson that will be adapted to the studio investigation can include teacher or aid assistance depending on the needs of the
student.
 Examples:
 Assisting students with fine or gross motor disabilities could include working with hand painting, having an aid assist in cutting or
gluing, and other adaptations will be included depending on range of disability.
 Assisting students with sight disabilities could include giving the student more textured and sensory based material with verbal
communication.
 Assisting students with hearing disabilities could include having an ASL interpreter present.
 Assisting students with sensory, behavioral, and/or cognitive disabilities will be assisted through specific adaptations that might
include aid presence and sensory adaptations.

2. How will you adapt the various aspects of the lesson for English language learners?
 The lesson will be adapted for English Language learners through guided instruction with lead teacher, modeling of activities, and in depth one-on-
one instruction with the specific student(s).
3. How will this lesson allow for/encourage students to solve problems in divergent ways?
 Students will be encouraged to learn new ways of solving problems through exploring different art media, collaboration with peers, and instructor
guidance. The choice-based learner directed approach allows for students to utilize their own understandings of the lesson and work with new media
to produce a meaningful piece of art. As students come across difficulties or problems, they will have sufficient amount of material and guidance to
carve new pathways.

4. How will you engage students in routinely reflecting on their learning?

 Peer sharing will be the way in which the students will reflect upon understanding and learning. After peer sharing, the students will move into a
time of art making where they can use their new understandings and make a piece of art that serves as a reflection.
 After the students are done creating their piece of artwork, they will go into a time of reflection through completing an exit ticket activity.

5. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See OEHHA, link HERE
 Scissors: Show students how to properly walk with scissors. Remind the students not to run with scissors.
 If a student were to use an exacto knife, making sure you let the students know the proper ways to use it and all the tools needed in order to keep it
safe.
 The hot glue gun is another factor that the teacher needs to be considerate of. When using a hot glue gun in a classroom with younger students, the
teacher will need to handle the glue gun with care and decide whether or not the students should be allowed to use it under supervised conditions.
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Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter due for HW):

A Page Out of History, Marie Curie Biography Pack (Women’s History). Retrieved from Teachers Pay
Teachers online:
https://www.teacherspayteachers.com/Product/Marie-Curie-Biography-Pack-Womens-History-2270071

Growing Roots, Cesar Chavez Biography. Retrieved from Teachers Pay Teachers online:
https://www.teacherspayteachers.com/Product/Cesar-Chavez-Biography-2429215
Lesson in Literacy, Jackie Robinson. Retrieved from Teacher Pay Teachers online:
https://www.teacherspayteachers.com/Product/Jackie-Robinson-2311563
Sitting Bull Biography. (2017, April 27). Retrieved from:
https://www.biography.com/people/sitting-bull-9485326
*Varian, S. (2016). Choosing Creatively: Choice-Based Art Education in an Inclusive Classroom. Pp. 8-13

* Include this information in the form of a PPT, Prezi, etc.

On the day of the presentation or the day before, one person from the group should email two files to each student via Blackboard: the finished (a) Lesson
Plan Template; and (b) PPT, Prezi, etc. Login to Blackboard/My SacCT, click on ART 133, click on Course Tools > Send Email > All Users.

A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-education.html

Reference

Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf