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Title of Learning Segment: Designing Your Dream Home Grade: 3rd

Prior Knowledge: Students should have a basic understanding of perimeter and how to find it. They should
also be able to use a ruler, be able to label properly.
Central Focus: Student will create and label a blue print of their dream home (16” x 11”) using the proper
measurements and 1x1 cm grid paper, and construct the front view of the home that the blue print is
designed for (no bigger than 5”x7”).

Learning Segment Overview Four lessons (45 minute)

Lesson 1 (Day 1): For day one of the lesson, I will start off with a quick lesson on perimeter and
blueprints. Once I feel that they understand, the students will work in pairs talking about how perimeter is
used in the real world. After this, I will pass out examples of a blue print and let them examine it while also
drawing connections between the two things. Finally, I will introduce the activity of, designing your dream
homes blue print, and let them sketch (without measuring) for the remainder of class.
Lesson 2 (Days 2): For day two of the lesson, I plan to quickly review area, perimeter, and blueprints,
as well as my overall expectations for the project. Next, using the sketches from their artist journal, I will have
the student begin to recreate this drawing on to 1x1 cm grid paper. The students have the entire class to add,
takeaway and translate their dream home blue print in both their journals and the grid paper. If the student
finishes the drawing before the end of class, they may begin outlining it with a blue ball point pen.
Lesson 3 (Day 3): For the start of the third class, those who did not finish drawing their dream home
on the gridded paper will have time to do so. Meanwhile, the rest of the students will begin to outline their
drawings in a blue pen so that it is authentic to a ‘Blue Print.’ In addition to this, the students must label each
side with the correct measurement of each line drawn. (I block on the grid paper = one foot in real life.)
Lesson 4 (Day 4): After the students have finished their blue print completely, the student will write
down a legend, so that we understand the symbols used to show certain things. Next, they will begin to draw
a front view of their house on a 5”x7” sheet of watercolor paper. They should keep in mind the perimeter
and the overall blueprint they drew for the floor plan when deciding the front view. Depending on the time
available (student by student bases) the students will either watercolor the front of their house or outline
their house in blue pen.
Lesson 5 (Day 5): For the final day of the lesson, the students should be wrapping up all coloring of
the front view of the house. Once this is done, if the time remains the students will each mount their work on
to white or black construction paper and sign the bottom right corner with the name, and print their name on
the back. In addition the student will each have to write a brief artist statement.
Lesson I of 5Standard, Objective, & Assessment use similar language
Standard Learning Objective Assessment

NCVAS: Individually or collaboratively create
VA: CR2.3.2a representations, diagrams, or maps of
places that are part of everyday life.
SCVAS: Solve real-world and mathematical
3.MDA.5 problems involving perimeters of
polygons, including finding the
perimeter given the side lengths,
finding an unknown side length, and
exhibiting rectangles with the same
perimeter and different areas or with
the same area and different perimeters.
Formative: For the first day, I would have a simple
formative assessment. The idea is that when they
begin working in their journals I will ask them to
answer a question about what we went over in
the PowerPoint, like, “List two things that you
learned today in class.” And then they would
begin sketching their floor plans once they
finished. While this would not be graded, it would
be noted if most the students understood or were
confused by the material.

Lesson 2 of 5
Standard Objective Assessment
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NCVAS: Individually or collaboratively Formative: For this formative assessment, I decided

VA: CR2.3.2a create representations, that I would have the students recall what I just told
diagrams, or maps of places them as a class. For example, if I were to say, “What
that are part of everyday life. do you call the outside edges of a shape?” I would
SCVAS: I can combine several expect all the students to say “Perimeter.” This will let
VA.CRNM.1.2. elements of art to express me know how many students retained the
ideas. information given and how many did not.
Lesson 3 of 5
Standard Objective Assessment
NCVAS: Elaborate on an imaginative Formative: For the formative assessment, I would
VA CR1.1.3A idea. assess where each student is at by walking around the
classroom and observing the students work. By simply
watching what the students are doing, I will be able to
SCVAS: I can use two-dimensional art get a good idea where most the class is on the project
VA.CRNM.2.1 materials to explore ways to and if I will need to alter the timing in any way.
make art

Lesson 4 of 5
Standard Objective Assessment
NCVAS: Elaborate on an imaginative Formative: The formative assessment for this day
VA Cr1.1.3a idea. would simply be me again walking around and noting
where each student is at in the lesson.

SCVAS: I can use two-dimensional art

VA.CRNM.2.1 materials to explore ways to
make art

Academic Language Lesson 5 of 5

Standard Objective Assessment

NCVAS: Identify exhibit space and Summative: Since grades at this level are on a U/S/E
VA Pr5.1.3a prepare works of art including grading scale I would simply grade the works based on
artists’ statements, for completion and the exceptionalities within it. If the
presentation. work is incomplete they receive a U. If the art is
standard and to the example then the student will
receive a S. And finally, if the student has gone above
SCVAS: I can make a statement about and beyond the request then they will receive an E.
VA.PNM.4.2 my artwork
While I do recognize that it is not essential to have a formative assessment each day, I personally feel that it
is vital for a teacher to track their students’ progress in each lesson. I feel that this allows for lessons to move
along at the best pace for students and leaving no surprises to the teacher when/if students fall behind or get
ahead.
1. Language Function—one LF essential for students to develop & practice. Use Standard and Objective
action verbs, e.g. analyze, compare/contrast, interpret.
One language function that is important for students to know is how to analyze (demand) and interpret
(demand) blueprints (vocab) and how to make their own. This is important because there is a likely chance
that the students will have never seen a blueprint before the start of class. This means that students should
be able to quickly analyze the blueprints I show them in addition to the teacher example and be able to
create their own using the information they learned.
2. Vocabulary–no more than 5 terms w/definitions. Use age-appropriate language and cite source.
-Perimeter: The boundary of a closed plane figure; a strip around, or the outer limits. (Merriam Webster)
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-Blueprints: a photographic print in white on a bright blue ground or blue on a white ground used
especially for copying maps, mechanical drawings, and architects' plans. (Merriam Webster)
-Tracing: To copy (something, such as a drawing) by following the lines or letters as seen through a
transparent superimposed sheet or by simply layering on top of the original. (Merriam-Webster)
Mounting: A frame or support in order to display (Merriam-Webster)
3. Discourse OR Syntax: How will you develop students’ academic discourse and/or syntax?
I plan to help improve my student’s syntax in a couple of different ways. For starters, in the PowerPoint I
have written definitions, as well as I would read them out loud to my students. I would also have the students
repeat the definition back to me after I said it to them, which has the students hearing, seeing, and speaking
the words and definitions. In addition to this, It may be fun to play a vocabulary game with the students at
the end of the week using all of their vocab words.
4. Practice:
One of the ways that I would enforce the terminology, is have the students repeat the word and definition of
difficult words that are used in the classroom back to me after I have given them this information. Also, when
doing the review PowerPoint on the second day, I will have the definitions being repeated from the first day,
as well as having photographic examples. Also, I will make sure to use correct language, as well as grade level
terminology when giving or explaining new words. It may be fun to add a small motion like clapping or
jumping to each word, and at the end of the week I could say the definition of the word and the students
would respond with the corresponding motion.
Key Materials
Day 1 Day 2 Day 3 Day 4 Day 5
-Blueprint -Perimeter, -Artist Journals -Artist journals -Grid paper
examples blueprint review, -Grid paper -Grid paper -Pencil
-artist journals as well as project -Rulers -Ruler -Ruler
-pencils expectations PPT -Pencils -Pencil -Blue Pen
-PowerPoint on -Artist journals -Blue Pens -Blue pen -Watercolor (as needed)
what perimeter -1x1 cm grid paper -Watercolor (as -White and Black construction
and blueprints are -Rulers needed) paper
-Pencils -Paint Brushes -Glue Sticks
-Blue Pens (as needed) -White colored pencils (to
write name on back of black
construction paper)
Instructional Strategies and Learning Tasks (Procedures & Timelines)
For day one of the lesson, I would start by having the class come into the classroom and show me the
heads down signal. They must do this silently and as quickly as possible upon entering the class as an
everyday routine. Once they have all come in, I would begin the lesson. I would start off by pulling up the
PowerPoint that discusses perimeter and blueprints, as well as what the goal of the project is. Once I have
completed the PowerPoint I would then have the students talk in pairs/small table groups about where
perimeter can be found in the real world and when might a blueprint be used. While this is happening, I
would begin handing out multiple blueprints to each group of students for them to look at and observe. I
would ask the tables to discuss what they noticed about the blueprints. After they finished, I would ask
volunteers to share out loud something that they noticed. This would take approximately 30 min of the class.
With the remaining ten, I would ask the students to answer a question in their artist journal and finish the
class by sketching their dream home blueprint. The question that I would have the students answer would be
something simple like, “list two things that you learned in class today.” This would be an easy formative
assessment for me to see how much I should review for the next class. At the end of the class, students
would put there materials away, line up at the door and head to their next class.
For the second day of the lesson I would have the students enter the classroom in the same manner
as the first. I would start off with a review PowerPoint of perimeter and blueprints and my overall
expectations for the project. Once this is done the students will have the opportunity to ask any questions
they may have and the finish up their sketches in their journals. If they have already completed their sketches
then they may begin working on the grid paper. The goal is for all students to compose a house that is
accurate in size relationships, as well as items inside each room. If any student(s) complete this before the
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end of class, then they may begin tracing what they drew in blue pen. Once class has come to an end, the
students will put all their materials away and line up quietly.
For the third day of the lesson, I will start the day off like any other and have the students come in
and do the heads down signal. Once this is done I will pass out the journals and the students will gather their
materials. Since this is a work day I plan to let most of them catch up to the complete blue outline before
moving on. Once this is completed I will show them the next step, which is labeling their drawings with the
length of each line and then adding all the lines lengths together so that they can get the perimeter. I would
make the decision to move on in the lesson using a short Since this is a rather difficult lesson I would have the
student work diligently till the end of class. This would allow them the most time to work as possible. Once
their time was up, I’d have them line up at the door quietly and send them with their teacher.
For the fourth day, I would have student come in, do their heads-down signal and immediately get to
work. ideally, I would have student’s materials all laid out prior to class starting. If any of the student had to
finish their perimeter labeling they would do so, while the rest of the students began drawing the small front
view of their house on a separate sheet of 5”x7” watercolor paper. The student would get to choose if they
decided to outline the front view in just blue pen, or if they would color it in using watercolors. Since paint
will be out, the students will stop working 5 min before class is complete where they will properly take care
and put away all materials.
For the final day of the lesson, I would allow the students 5 minutes to add any final touches. They
would then be asked to glue their final work to a piece of white or black construction paper as a way of
mounting their work. After their work is glued down they should sign the back and begin working on their
artist statement. In the statement, they should write at least four sentences about how they created their
blueprint and the small front view of the house. Once this is completed it should be about time for the end of
class. The student will put away all materials and if time permits they may be allowed to play a line-up game.
Accommodations Universal Design for Learning used in this art lesson.
 Representation: For starters, I will have a teacher example for each project and grade level hung up on a
wall so that everyone can automatically see what they will be doing. In addition, I will have the project
and the initial steps written on the board for them to see each class period. Finally, I will go over the
lesson and my expectations, so that all students are fully aware of what is going on in class.
 Engagement: To keep the students engaged, I plan to make sure that I give them enough creative
freedom that they feel they get to make their own decisions in the outcome of the piece. I have
incorporated this in letting the students design their dream home completely, and letting them decide if
they would like to watercolor the front view of the home or not.
 Expression: To help those students who aren’t quiet understanding the material, once I have finished
giving directions and the class has gotten to work I would speak to any confused students one on one
until the understood. Furthermore, If there were any students who had more advanced disabilities I
would have to play it on a case by case basis.
Resources
Webster. M (2018, November 23) Blueprint. https://www.merriam-webster.com/dictionary/blueprint
Webster. M (2018, November 23) Perimeter. https://www.merriam-webster.com/dictionary/perimeter
Webster. M (2018, November 23) Tracing. https://www.merriam-webster.com/dictionary/tracing
Webster. M (2018, November 23) Mounting. https://www.merriam-webster.com/dictionary/mounting
Artifacts
https://www.weebly.com/editor/main.php#/
(located on my student webpage, 528 portfolio, and it is the top post. Sorry I didn’t know how else to
attach.)
Reflection What went well? Not so well? Next time I will do this differently…