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West Virginia State University

College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 8/17)

Teacher Candidate: Mamie Smith Date: September 20, 2017

School: Hurricane High School Grade/Subject: 9-12/Art
Lesson Topic: Three Dimensional Letters

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

1. Students will explain the difference between two and three-dimensional objects.
2. Students will create a three-dimensional letter using cardboard and paper-mache.
3. Students will explain the process of creating a three-dimensional letter

WV CCRs
VA.O.VAI.2.02: Analyze design structures and functions of two-dimensional and three-
dimensional artworks.
VA.O.VAI.3.03: Apply problem-solving skills in the creative process selecting subjects,
symbols, and ideas for the use in their own work.
NATIONAL STANDARDS
VA:Cr1.1.Ia: Use multiple approaches to begin creative endeavors.
VA:Cn10.1.Ia: Document the process of developing ideas from early stages to fully elaborated
ideas.

MANAGEMENT FRAMEWORK
Overall Time: 90-minute lesson

Time Frame: 15-minutes: Introduction to the lesson objectives and expectations/Diagnostic

5-minutes: Show/discuss the example
10-minutes: Review instructions for creating a three-dimensional letter
40-minutes: Allow student work time/step-by-step instruction
10-minutes: Clean-up
10-minutes: Closure/Assessing student knowledge

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS

Learning Styles: There are multiple visual and auditory learners, that is why I will supply a
physical and visual example of the final product. Students who need their own instruction sheet
will receive one, and I will verbally read through each step for students to understand.
Higher Achievement: Two students, in Art I, show great potential. I will encourage them to
elaborate on their three-dimensional letter using the elements of art. They will reflect on their
notes about the elements of art for reference, and can ask questions if they need to.
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PROCEDURES
This section has five parts; each are an important part of the lesson.
1. ANTICIPATORY SET
Im going to engage the students in a question and answer discussion at the beginning of
class. (They will write their answers on a piece of paper). Some questions will include:
Interpret in your own words what two-dimensional and three-dimensional means.
(Students may answer: two-dimensional is flat and three-dimensional gives depth to a
shape/object), How can you create a three-dimensional image? (Students may
answer: constructing a box, use Photoshop/Illustrator, create a sketch using two-point
perspective)

2. ASSESSMENT

Diagnostic/Pre-Assessment:
I will engage the students with my anticipatory set questions for their pre-assessment.
(These results will be compared with the final product to see student understanding of the
lesson.) [Objective One]

3. INTRODUCTION
I will begin the lesson by reviewing the lesson objectives with the students. Then we will
have a group discussion about the Diagnostic Assessment, making sure everyone
understands two and three-dimensional. Students will then hold and analyze the example
to understand what the final product should look like. Questions such as, After
examining the final product, which elements of art will you use to create your letter?,
will be asked for students to develop their ideas.

4. BODY AND TRANSITION

o Introduction/Diagnostic
o Discuss the example given and ask students, What can you say about this three-
dimensional letter? (Students may answer by describing the appearance of the
letter and mentioning which letter it is)
o Display the step-by-step instructions on the ELMO, and verbally read each
section.
o Have students pass out supplies to begin constructing the letter. (Cardboard,
scissors, tape, pencils, and sharpies)
o Walk around while students work and ask them questions to make them reflect on
the instructions. How can you build your letter up from being two-
dimensional (Students may refer to the instructions displayed, or discuss a
different way they could solve the problem)
o Instruct students to clean up their areas.
o Hand out the short essay paper for students to complete.
o Reflect on the lesson and receive feedback for improvement.
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Formative:
I will move amongst the students while they create their three-dimensional letters. I will
help students who are struggling, and use positive reinforcement to encourage
motivation. [Objective Two]

5. CLOSURE
Before completing the summative assessment, Ill ask students questions that reflect on
the lesson. How would you improve this lesson for future classes? (Students will
suggest more freedom with choice, or refraining from using letters) and Can you
propose an alternative assignment? (May suggest creating buildings or other three-
dimensional objects)
Summative:
Students will complete two short answer questions such as, Describe the distinction
between a two-dimensional and three-dimensional object? (Students will reflect on
their previous answers, but go more in depth with examples such as a drawing is two-
dimensional and a building is three-dimensional. Elaborate on the process in creating a
three-dimensional letter. (Students will reflect from the instructions, that will be
removed, to answer this question.)
(Part of the summative assessment will come from the students performance with the
overall look of their piece.) [Objectives One through Three]

STRATEGIES
Guided instruction,
Independent practice,
Teacher demonstration,
Project learning.

MATERIALS
Pencil, Sharpie, Paper, Cardboard, Sandpaper, Tape, Glue, Water, Newspaper/Scratch paper (For
paper-mache), Paint, and Paintbrushes.

EXTENTED ACTIVITIES
If Student Finishes Early
Students will create a three-dimensional object using their imagination. (Examples include: a
tree, a house, an animal, or anything three-dimensional.) They will discover a new process for
building using their knowledge about the letter assignment. The paper-mache and painting
process will remain the same.

If Lesson Finishes Early

Students will be assigned a partner and handed a sheet to critique each others work. They will
also have a verbal discussion about what they are writing and their processes. (The critique sheet
will be attached on the back of this lesson) Once everyone finishes, we will gather as a group and
discuss any difficulties or successes they were having.
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If Technology Fails
If I cannot use technology to demonstrate the step by step instructions, I will rebuild a new letter
alongside the class and pass out their own copy of the instruction. If the printer does not work for
the letter, I will instruct students to create their own bubble letter.

POST-TEACHING
Reflections
Lesson Objectives & Student Outcomes: Exceeds Standards
My lesson objectives were aligned with both state and national standards. Each objective
was appropriate to the lesson, and the students finished piece confirms that. They were interested
in what the objectives were, and asked questions before we began. I checked for student
understanding with my teacher-made assessment and their final piece of artwork.
The student outcomes were positive, while looking at their finished three-dimensional
letters. Their summative assessment shows difficulty understanding the questions, so in the
future I will read the questions to the students and ask if everyone understands before beginning.
Design of Lesson and Pedagogy: Exceeds Standards
My lesson plan is organized and contains all three parts with explanations. The
introduction explains which questions I will ask, what students will be doing, and reviewing over
lesson objectives. Body and Transition explains step-by-step guide to how the class can go, but
may change due to distractions and school call-outs. The closure section explains questions that I
will ask to students before completing their summative assessment.
Content Knowledge: Meets Standards
For this lesson, I addressed students developing an understanding of creating three-
dimensional letters. However, I did not address the previous lesson in my plan, but I did verbally
mention how this assignment builds from two-point perspective and two-dimensional artwork.
The lesson does follow the current objectives/outcomes, and it can reflect to future outcomes and
objectives. Throughout the lesson I referenced the elements of art, and how specific ones (form,
space, texture, and shape) can enhance their artwork.
Understands Characteristics of Students: Meets Standards
My lesson was designed to motivate students to explore three-dimensional artwork. The
students seemed motivated because they hardly used their phones during class. They were
engaged as well because they kept asking questions if they were confused or for reassurance of
their process. There were written directions provided. This lesson was developmentally
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appropriate and provided instructions for differentiated instruction. However, my instructions did
not explain how the teaching process will be implemented.
Assessment: Exceeds Standards
A description of all three types of assessment are included in my lesson plan. The
diagnostic assessment is informal and relied on my anticipatory set questions. This allowed me
the opportunity to see if the students were ready to move forward. The formative assessment
relied on my observation of student progression. Many of the students helped each other with
construction and asked questions, so I never felt that they were not prepared to continue. My
teacher-made assessment was used for the summative portion (attached within the lesson).
Sixteen students answered both short answer questions correctly. Twelve misunderstood one of
the questions. Then only three students did not complete the paper. I believe one struggled with
the question, while the other two did not want to participate with the summative assessment.
These scores concern me, but from their final piece, I could see that they understood the
assignment. (More information will be in DBDM)
Management of Classroom Time: Meets Standards
Classroom time was identified and referenced, but I did not mention any possibilities for
structural challenges. My extended activities developed student understanding with creating
three-dimensional objects.
Technology: Meets Standards
The students did not direction use technology in this lesson. I displayed letter templates
for several students, and projected the instructions for all the students to use as a reference.
Data Analysis: Exceeds Standards
I collected the summative assessment and sorted them into three categories: completely
understands, partially understands, and doesnt understand. Once I calculated the results, I will
create a chart that will be in my Data Based Decision Making. I also considered the students
artwork to check for understanding, since some students struggle with their writing. With both
analysis, Im able to make improvements in my instruction and reflect on what kept the students
motivated and engaged. The full description will be in Data Based Decision Making.
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Data Based Decision Making (If Needed)

Below are two charts that represent the outcome of my three-dimensional letter
summative assessment. This data is solely based on what the students wrote with their short
answer questions. It does not reflect their physical pieces that they created.

Summative Assessment Data

No Understanding 3

Understanding 28

0 5 10 15 20 25 30

Column1 Students

The chart above represents students who understood the summative assessment. 16
students understood, 12 students partially understood, while three students showed no
understanding to the summative assessment. This data worries me, and I question the way I
handled the assessment. I mentioned to the students at the beginning of the lesson, that they will
fill out two short answer questions before class ended. I do not believe this effected their scores.
When I handed the assessment out, I did not read the questions out loud, and I didnt ask if
anyone had any questions. For my next assessment, I plan on reading the questions out loud and
check for understanding.
I noticed that the students enjoyed the three-dimensional activity because they didnt use
their phones as much. So, I know that my next assignments should revolve around a similar
concept, or at least creating an activity that enhances student engagement.
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Disaggerated Data

Male No Understanding

Male Understanding

Female No Understanding

Female Understanding

0 5 10 15 20

The chart above separates the information from the summative assessment into gender. I
created this data to see how girls do with writing compared to boys. The class consists mostly of
girls, but I still wanted to look at this data. I noticed that more girls understood the assignment
compared to how many partially understood. Girls tend to read directions carefully, and ask
questions when they do not understand. While the boys had an equal number of those who
understood and who partially understood. They seemed to be more independent with their work,
and did not ask any questions if they were confused. I noticed that the girls are detailed oriented,
and can answer short questions easily and paper-mache their letters with precision. While the
boys struggled to answer the short answer questions, but can construct their three-dimensional
letter with ease.
With this understanding and data, I can improve my instructional strategies and lesson
ideas to improve the experience for everyone. I need to find more lessons that rely on more on
three-dimensional pieces, or that revolve around three-dimensional drawing. Art is always
hands-on, but I can create activities that are more construction based than aesthetic oriented.
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Differentiating Instruction for

Students with Special Needs

Please describe all that apply:

Needs-Based Planning

Learning Differences Sensory Differences

Auditory-Verbal instruction

Visual-Visual examples of instruction and product

Attention Differences Behavioral Differences

Motivational Differences Ability Differences

Positive Reinforcement Higher Achievement-Encouraged to use more principals of

design and elements of art for final product.
Demonstrating final products

Physical Differences Cultural Differences

Communication Differences Enrichment

Multiple intelligence addressed (check all that apply):

X Verbal/linguistic Naturalist
X Spatial Interpersonal
Logical/mathematical Intrapersonal
X Bodily-kinesthetic Existential
Musical Others (explain):
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Instructions

1.) Find or create a font that you like. Make sure it can stand up on its

own! (Look for flat bases)

2.) Once you have the letter, trace it onto a piece of cardboard. (Youll

need two pieces!)

3.) Cut two-inch thick strips. (Keep in mind of curves and angles!)

4.) Take your strips and place them where they fit and tape them

between each letter.

5.) Once constructed, cut out strips of newspaper, or construction paper.

6.) Dip your strips into a paper-mache mixture (water+glue) then layer

them on the letter.

7.) Let the first layer dry, then apply a second coat, allowing it to dry

completely as well.

8.) Take a fine sheet of sand-paper and buff out the rough edges.

9.) Layer with a base coat of paint. (Especially if you use colored
construction paper)

10.) Layer the paint until your desired look. (There should be no
newsprint or colored construction paper showing through the paint,
unless it was planned thoroughly)
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Name: ___________________________

Date: ____________________________

Block: ___________________________

Three-Dimensional Letters

Directions: Answer the following short answer questions with five to seven sentences.

1.) Describe the distinction between a two-dimensional and three-dimensional object? (Use
examples to show your understanding.)

2.) Elaborate on the process in creating a three-dimensional letter.