LESSON PLAN FORMAT

University of North Texas

Art Education

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

Lesson #5
Grade Level: 4th
Title: What do you see?
Duration: One-class/45 minutes long
II. Lesson Rationale:
Students will learn how to collect their understanding of what they have learned the last couple of days
about identity and create a short narrative using words and images of how they want their identity to be
when they grow up. This lesson will help the students have a better understanding how identity works.
III. Key Concepts:
Identity is how you see yourself
Identity is how you express yourself
Identity is made up of the things you like
IV. Essential Question:
In what ways is identity how you see yourself?
How can you express yourself to show your true identity?
What are some of the things that make up who you are?
V. Lesson Objectives:
1) The students will be able to apply their knowledge about identity into a story form artwork
2) The students will be able to use their creativity and make up what they want to be when they
grow up
3) The students will be able to use their writing skills to create a story and use their artistic skills
to add visual imagery to their narrative
VI. Specific Art Content:
- Students will be able to describe to use their knowledge of identity and apply it in another form of art
- Students will be able to share their thoughts of what they want to be when they grow up in a narrative
form
- Students will have the privilege to display their artwork in the hallway
VII. Resources & Materials for Teacher:
VIII. Resources & Materials for Students:
- 11x14 inch paper
- pencils
- erasers
- colored pencils

IX. Instruction and Its Sequencing:

Day of the Lesson
(1st DAY)
1. Introduction/Motivation:
Students will gather around the front of the classroom and I will begin discussion by
congratulating them and telling them what a great job they have done so far in this unit learning
about identity and gaining knowledge of what identity is. I will start a small quick group
discussion to hear what they have to say about what they have been doing the last couple of
days and to share what they have learned about themselves and other classmates. I will then ask
them Have you ever thought about what your identity will look like when youre older? What
do you want to be? Where do you want to live? How will you achieve that goal? After getting
some input from several student (this will get them motivated) I would explain to them our last
and final activity for the unit of identity.
2. Guided Practice
While I have them gathered around together in front of the classroom, I will demonstrate how
they will get started on this assignment. They will be using, once again, an 11x14 inch paper
and fold it long ways. They will be working with it horizontally. I will instruct them that the top
of the paper will be used to write their narrative. The narrative should start, when I get older, I
see myself It will be a short story of where they see themselves, or most likely where they
want to be, what they want to do, and what they think they should do to achieve that goal. After
giving them those instructions, I will then ask them to draw an image that pulls their narrative
together into and is drawn at the bottom half of that paper. They will be encouraged to use
symbols as they were taught previously. Then they will be dismissed to work on it at their
tables.
3. Independent Practice
the students will be asked to first write their narrative. This part of the class should be quiet in
which everyone should be writing. They will get 15 minutes to write the narrative then get
started on the image. I will encourage them to go straight to colored pencils instead of drawing
it out first in regular pencil. This way it will save some time. This portion of the activity should
also last about 15 minutes. In their images, they must use some sort of symbolism to show that
they understood that part of the section of the unit.
4.
Closure
I will give them a heads up when they have five minutes left in class to wrap up the image they
are working on. They will need at least three minutes to clean up since today wasnt that messy.
They will be asked to put everything back to where they found it and then turn in their projects
to their classroom box for me to grade later. I will have them line up after their tables are
cleaned, chairs pushed in and let them know that after Im done grading these that they will be
hung out in the hallway for others to see their hard work.
4. Formative Evaluation
I will be walking around the classroom to make sure they stay on task, since we only have one
day to work on this. Once they are finished with their narrative portion of the activity, I will ask
them to bring it to me for me to check them off and make sure they are ready to start on the
image portion of the activity.
5. Classroom Management Procedures
During discussion I will make sure all who want to speak gets a chance to speak keeping time
management in mind. Time management will be big on this day so making sure the noise level
isnt too loud when they are working is important because they may off task if it gets too loud.

Repeat 1-6, as needed, for each class session needed for this one lesson.
X. Summative Assessment and Evaluation:
What do I want to know? I want to know that they are able to follow instructions, complete the
assignment, have good craftsmanship, and that creativity is to their best ability.
How will I know it? As a formative assessment I will be able to walk around and know if they
are staying on task and working. As a summative assessment, they will leave their assignment
with me to grade.
How will I record it? I will record it on a rubric shown below. When they are finished with their
projects, they will turn it in and this is the rubric I will use to grade it on my own time.

XI. Interdisciplinary Connections:

Writing a short story, I will be looking for grammar and spelling at their level of English that they
have been exposed to. This will help them create the narrative portion of the activity.
XII. References & Resources:
XIII. Art TEKS:
Historical and cultural relevance.
Compare content in artworks for various purposes such as the role art plays in reflecting life, expressing emotions,
telling stories, or documenting history and traditions;
Foundations: observation and perception
Explore and communicate ideas drawn from life experiences about self, peers, family, school, or community and
from the imagination as sources for original works of art;
Creative expression.
- integrate ideas drawn from life experiences of create original works of art

XIV. National Art Standards

VA:Re.7.2.
4a

Analyze components in visual imagery that convey messages.

VA:Cr2.2.4

When making works of art, utilize and care for materials, tools, and equipment in a

manner that prevents danger to oneself and others.