Lesson Planning Template

Name: Hannah Deeth Date: 4.21.21

Lesson Title: Superhero Sketchbook Covers
Lesson Justification
Who are my students? (student information, interests, and needs specific to the content of this lesson)
This lesson can be adhered to many different age levels, however, my students will be in fourth grade. Students in fourth grade
should have a basic understanding of elements of art. These students also have an interest in cartoons and superhero’s at this
age, in which this project will be something they enjoy and they can review previous knowledge. They will also be giving an
informal presentation to their peers, in order to warm themselves up to the idea of speaking in front of the class.

What conditions/limitations might impact the planning and delivery of the lesson?
Limitations of this lesson could be lacking students supplies. As I have seen in many schools teachers are
often buying supplies for the students, luckily this project is versatile. It can be used with different mediums
as well as material, and could even be created digitally too.

What are you teaching?

This project should be a review of previous knowledge of the elements of art. Students will be designing the
cover of their sketchbook (for future use) into a superhero while being able to justify their own use of the
elements of art.

Why did I select the instructional strategy (ies) utilized in this lesson? Provide a research/theory connection
to support the instructional strategy.
I chose to use visualization of information, when presenting a review of the elements of art because it
allows for students summarize and process information that they have already learned. This strategy also
allows for learners who might be slow to see something in front of them and making a stronger connection
in their memory.

Mahanta, P. (2019, September 18). 5 effective teaching strategies to help your students in school. Retrieved
April 21, 2021, from https://www.prodigygame.com/main-en/blog/5-effective-teaching-strategies-to-
help-your-students-in-school/

How does this lesson connect with and build on previous/subsequent lesson(s)?
This lesson is meant to be used at the beginning of the school year. This lesson should allow for students to
review the elements of art. Elements of art are very important to know in order to understand the art we
see. This lesson will also allow a “warm up” for students to become comfortable presenting in front of their
classroom peers making verbal artist statements.

Academic Language
Language Function: Students will be (speaking) sharing and justifying evidence of their own knowledge of
elements and principles of art, and how they stablished those within their design during a short informal
presentation.

Vocabulary: create, express, describe, communicate, sketch

Discourse: This lesson uses discourse in which students will be giving an informal presentation to their
peers, in order for them to explain what they have created, their own thinking behind it, and the meaning
they’ve given their piece.

Student support tool: Have a generic superhero outline for those students who might need extra supports, a
printed note sheet of the elements and principles if not already handy to them, extra work time, possibly a
digital version of the template.

Standards And Learning Objectives

Standard Content Objective Assessment:
4.1.3.5.2 – Describe how visual art Students will be able to explain Tools: Informal speaking
communicates meaning the meaning behind their own presentation
personal artwork in an informal
verbal presentation using at least Indicators/Criteria:
two elements of art. Teacher will know students have
met the goal when students can
verbally justify which elements of
art were used and how that
affected their piece.

Feedback:
Teacher will have an informal
meeting with students to discuss
their completed piece, students
will justify their work and teacher
will then tell them what they see
and what might need
improvement.
Standard Content Objective Assessment
4.2.1.5.1 – Create original two Students will be able to create Tools: Completed superhero
dimensional artworks to express and present a finished piece that piece.
specific artistic ideas reflects themselves as a person
and an artist. Indicators/Criteria:
Teacher will know the piece is
complete when it is colored in
with whichever medium and
presented to peers.

Feedback:
Teacher will have an informal
meeting with students to discuss
their completed piece, students
will justify their work and teacher
will then tell them what they see
and what might need
improvement.
 Materials
 Sketchbook or Card stock (one per student)
 Plain or scrap paper
 Pencils
 Erasers
 Assortment of comic book covers
 Colored pencils
Instructional Strategies And Learning Tasks
Time Instructional Strategies/Learning Tasks Differentiation
5 T: Today we are going to design a cover for our personal ELL: Think pair share,
minutes sketchbooks. discuss different types of
S: Listening superheroes
T: Showing students examples of previous students. In this you IEP: have students raise
should design yourself as a superhero, whatever kind you choose any questions they might
to be. have now
T: You will show what you know by using at least two elements of G/T: have these students
art in your design, and explain them to your classmates in your point out what is
short informal presentation. interesting to them about
the examples, what can
they see that makes them
meaningful?
15 (Lecture/Demonstration) ELL: Give students a
minutes T: To start we are going to watch a review video about the printed handout of visual
different elements of art to get our brains going. Write down a few information they will see in
things you like and might want to include in your sketch. the video.
https://youtu.be/M6s4xrTGGf0 IEP: Have sensory
toys/fidgets available for
S/T: Video, watching and listening when students need to sit
for awhile.
T: Who can tell me what one of the elements of art is? G/T: Allow students to
S: Various answers draw themselves as any
(Repeat this question to review all) type of cartoon character
instead of an explicit
T: How can we use these elements in our work to create meaning. superhero, for an extra
S: various answers challenge

T: How will you use these elements in your comic book today?
S: Various answers

T: For this activity you will first use plain paper to do a rough
sketch of your design, and write down two elements or principles
and how you will use them.

T: For example (shows rough sketch), here is my rough sketch and

here you can see I wrote using color to create emotion, as well as
line to create dimension within the cape of my superhero.

S:Listening
 T: This sketch should only take about 5 or 10 minutes, but you can
use as much plain paper as you’d like to practice your drawing.

T: After you’ve completed your sketch, raise your hand for me to

check it off. Then you will grab your sketchbook and draw.

T: Use only pencil until you believe your entire design is finished,
then you should use colored pencil to fill in the design.

T: You should have enough time to finish in class, however, if you

do not, you can finish it at home.

20 Work time ELL: Have instructions with

minutes S: Working on sketching, designing, and finishing with color. photos posted on front
board for students to look
T: Walking around giving feedback, approving sketches, helping at while working through
students when needed. each step.
IEP: give feedback to these
students more often
throughout work time, as
progress monitoring is
beneficial for them.
G/T: if access to
technology is available ,
allow these students to
research images of
superhero’s and find
details they would like to
include and their meaning.

Closure

The closure activity for this lesson will be a short presentation of their work with peers, this can be in
groups, whole class or partners. Students will show their work they’ve created , as well as explain what
elements of art they used to create meaning.

Self-Assessment/Reflection

Complete after teaching event (There will be no need to do this section this semester)