Lesson

Plan Template 1


Visual Art Lesson Plan


Group 1 2 3 4 5 6 7 8 (please circle)
Print First and Last Names: ________________________________ ________________________________ ________________________________

Unit Plan: Together with a partner, students will create one Unit Plan that contains several lessons, spanning several days. The instructor will design these
pairings with students interests and experiences in mind. The audience for the Unit Plan will be your future secondary school students (grades 7-12) with
limited to moderate exposure to (1) painting/drawing, (2) new media, (3) sculpture/fibers, (4) ceramics/pottery, (5) printmaking, (6) jewelry/metals, (7)
photography, and (8) collage/assemblage. The Unit will be inspired by course content regarding the secondary school learner: pedagogical choices
(Patterson, 2011, p. 6); special education (Gerber & Guay, 2007); practice and theory (Bird, 2012); key ideas, techniques, cultural contexts, and creative
inspiration (Parks, 2015, p. 4); and assessment (Beattie, 1997).

Please submit one hard copy of the Unit Plan and appendices to me (printed, double-sided, and stapled) on the due date. Also by the due date, the
completed Unit Plan and appendices should be emailed to peers in one document/attachment as a resource for future use: login to Blackboard/ My SacCT,
click on ART 135, click on Course Tools > Send Email > All Users.

Lesson Title: Inspiration Artists, including those from underrepresented populations:


Lesson Overview (~3 complete sentences):



Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and learning?



Key Concepts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key Concepts using open-ended questions.
1. 1.
2. 2.
3. 3.
4 4.


 Lesson Plan Template 2

Visual art content and multicultural Lesson Objectives: What you want the Align Formative and Summative Assessments with Lesson Objectives from left
students to do. column. Please submit at least one rubric per Lesson for a total of three or
Helpful resources: more per Unit.
Objectives tutorial: http://www.teachervision.fen.com/curriculum-
planning/new-teacher/48345.html?for_printing=1&detoured=1):
Five Approaches to Multicultural Education:
https://www.education.com/reference/article/multicultural-
education/#C
1. Visual Art: The students will (TSW) be able to . . . 1. How will you assess the Lesson Objective? What will you be looking for?
2. Visual Art: The students will (TSW) be able to . . . 2. How will you assess the Lesson Objective? What will you be looking for?
3. Multicultural: The students will (TSW) be able to . . . 3. How will you assess the Lesson Objective? What will you be looking for?

National Core Art Standards: Visual Arts (3-4): Please list number and California Visual and Performing Arts Standards (grades 7-12 only) (2-5): Check
description of Anchor Standard. all that apply and add number and description of applicable content standard.
1. Creating: ___1.0 Artistic Perception:
2. Presenting: ___2.0 Creative Expression:
3. Responding: ___3.0 Historical & Cultural Context:
4. Connecting: ___4.0 Aesthetic Valuing:
___5.0 Connections, Relationships, Applications:


Identify and define visual art vocabulary that connect to other Materials: List all materials needed in the columns below.
concentration area(s) and/or medium(s): Have Purchase
1.
2.
3.
4.
5.








 Lesson Plan Template 3

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 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.

1. 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?



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).



2. 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)?



3. 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?



4. 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?

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?




 Lesson Plan Template 4

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?


2. How will this lesson allow for/encourage students to solve problems in divergent ways?


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


4. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See OEHHA, link HERE


Lesson Resources/References (use APA):



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