Lesson Plan 2

LESSON PLAN FORMAT
University of North Texas
Art Education
I. Lesson Number, Grade Levels, Title, and Duration:

Lesson # 2, Exploring the Known, 4th grade, 2 days each 50 min.
II. Lesson Rationale:
I want students to learn that we can explore things we already know about. By having students look at
famous monuments/buildings and make brochures about them they will learn that they didnt know
everything about these structures. This will open up the idea of what students consider worthy of
exploring.
III. Key Concepts:
We can explore things we already know.
IV. Essential Question:
What can we explore?
V. Lesson Objectives:
Students will be able to integrate text and images to create a brochure about a famous monument or
building.
VI. Specific Art Content:
Using images alongside text to convey an idea.
The student will be able to integrate text and image to make this brochure.
The history of famous monuments.
The job of a graphic designer
VII. Resources & Materials for Teacher:
Projector
Computer
Presentation on graphic designers
Pencils
Glue Sticks
Paper
Color
Pencils
Pens
VIII. Resources & Materials for Students:

Brochures of different places (30) Paper
Pencils
Color Pencils
Paper Square
Cut Outs
Erasers
Pens
Lined paper Glue Sticks
Information sheets about monuments with several pictures (made by teacher before class +laminated)
IX. Instruction and Its Sequencing:
Day of the Lesson:1st day
1. Introduction/Motivation: 5 min.
Each students will walk into the room to find a brochure on their desk area. I will ask them to
look through the brochures. This will get them excited to make their own brochures.
2. Guided Practice 10 min.
I will show students my own hand mad brochure of the great Sphinx of Giza and how I made the
text part of the brochure.
This will involve showing how to write in pencil then ink over text.
How to write strait by creating guiding lines with a pencil and ruler.
How much room to leave for pictures
3. Independent Practice 30 minutes
Students will each receive information sheets about famous buildings and monuments (Mt.
Rushmore, Pyramids, Coliseum, etc.). Students will write down on a separate piece of lined
paper where it is, why it was mad, who made it, and 1-3 fun facts about the site. They will then
start putting information into their brochures leaving room for pictures they will make
tomorrow.
4. Closure 5 minutes
Students will discuss with a partner these two questions to reflect on their exploration of things
that are already known to the world.
1. What did I know about this before I researched
2. What did I learn about this after I researched
5. Formative Evaluation
Formative evaluation will be saved for when project is done.
If students need to be retaught I will leave examples of what I did on the board for students to
look at and if they still dont understand I will help them personally during the independent
practice.
6. Classroom Management Procedures
Materials will be set up at center table to save time
Students will be warned for breaking rules the first time, second time =small talk with
teacher, third time = write up
Teacher will walk around to help/ comment on work/ keep students on task
Students will each be randomly assigned a monuments before class
Teacher will emphasize all work turned in today must have a name
Day of the Lesson: 2nd day
1. Introduction/Motivation: 5 min.
I will show a presentation on graphic designers to show students what they are doing is a job
someone else has. This will connect the project to the real world to show it is an important skill
to learn while exposing students to art related careers.
2. Guided Practice: 5 min.
I will show students how to add images to the brochure.
This will be done by drawing on square cutouts and pasting them on the brochure (Explain to
students dont have to start who brochure over if they mess up on their drawings)
Explain proper gluing techniques for good craftsmen ship
Show how to create border on images as an optional feature.
3. Independent Practice: 45 min.

Student will put hand drawn images on brochures
Students will have brochure finished
4. Closure 5 min.
What concluding event can I design that allows students to reflect on the essential question and
how the lesson helps to investigate the big idea?
Students will share their brochure with a partner (same as last class).
They will discuss:
What they knew about their partners monument/ famous building before reading their brochure
What they learned about their partners monument/ famous building after reading their brochure
5. Formative Evaluation
Students will be graded on if they added pictures and text to their brochure
If students need to be retaught I will leave examples of what I did on the board for students to look
at and if they still dont understand I will help them personally during the independent practice.
6. Classroom Management Procedures
Materials will be set up at center table.

Students will be warned for breaking rules the first time, second time =small talk with
teacher, third time = write up
Teacher will walk around to help/ comment on work/ keep students on task
Students will receive work from last class back when class starts
Teacher will emphasize all work turned in today must have a name
X. Summative Assessment and Evaluation:

What do I want to know?
-Can students use text and images to create a brochure?
How will I know it?
-Students will complete four text categories and include five pictures?
How will I record it?
-I will record it with this rubric.
Grading Rubric
75 pts possible
Text
Great
25pts.
Completes four
categories
Text is legible
Text leaves room
for pictures
Good
20 pts.
Completes three
categories
Text is legible
Text leaves room
for pictures
Needs Work15 pts.

Complete two
categories
Text is legible
Text doesnt
leave room for
picture
Incomplete0 pts.
Doesnt
complete any
categories
Text doesnt
leave room for
pictures
Pictures
There are at least

four pictures in
brochure
Glued on right
There are at least

three pictures in
brochure
Glued on right
There are at least

two pictures in
brochure
Glued on right
There are less

than two pictures
in brochure
Glued on wrong
XI. Interdisciplinary Connections:

This lesson connects to history because students are exploring famous monuments/buildings and
making a brochure about them. This allows for the integration of history and art into one project.
XII. References & Resources:

Sites about monuments/ buildings
http://www.factmonster.com/ipka/A0772716.html
http://www.sciencekids.co.nz/pictures/structures.html
XIII. Art TEKS
(4.2) Creative expression/performance. The student expresses ideas through original artworks, using a
variety of media with appropriate skill. The student is expected to:
(B) design original artworks
(4.3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture
as records of human achievement. The student is expected to:
(B) compare and contrast selected artworks from a variety of cultural settings; and
XIV. National Art Standards
VA:Cr1.1.4
Brainstorm multiple approaches to a creative art or design problem.
Grade 4
VA:Cr2.3.4
Document, describe, and represent regional constructed environments.

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LESSON PLAN FORMAT

University of North Texas

I. Lesson Number, Grade Levels, Title, and Duration:

VIII. Resources & Materials for Students:

3. Independent Practice: 45 min.

Materials will be set up at center table.

X. Summative Assessment and Evaluation:

Needs Work15 pts.

There are at least

There are at least

There are at least

There are less

XI. Interdisciplinary Connections:

XII. References & Resources:

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