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USD/DLT Lesson Plan Template

Universal Design for Learning (UDL)


(multiple means of engagement, multiple means of representation, and multiple means
of expression)

Name Kelli Brennecke


Subject: Visual Arts/Social Studies/English Language Arts
Grade Level 6th Whole Group Instruction
I. STANDARD
CCSS.ELA-LITERACY.SL.6.1, CCSS.ELA-LITERACY.SL.6.2, CCSS.ELA-
LITERACY.SL.6.4, CCSS.ELA-LITERACY.SL.6.5
Visual Arts: 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 4.1, 4.2, 4.3

II. INSTRUCTIONAL RESOURCES AND MATERIALS


A. Textbooks: N/A

B. Worksheets: N/A

C. Digital resources: https://www.youtube.com/watch?v=RwgJfRSOgNQ AND


http://www.vatican.va/various/cappelle/index_sistina_en.htm

D. Assistive technologies: 1:1 MacBook computers, Apple TV

E. Other: Crayons, colored pencils, white paper, sticky notes

III. LESSON OBJECTIVE(S)

Students will be able to create a drawing based on Michelangelo's Sistine


Chapel and describe their art in writing.

Academic Language (Key Vocabulary and/or Text structures (i.e. a graph)

a. Renaissance: The Renaissance was a period of "rebirth" in arts, science


and European society. It was a time of transition from the ancient world to
the modern.
b. Fresco: a painting done rapidly in watercolor on wet plaster on a wall
or ceiling, so that the colors penetrate the plaster and become fixed as it
dries.
IV. ASSESSMENT-

Informal (Formative) Exit slip on sticky note = how was it different to draw
upside down?

Formal (Summative) Students must turn in their masterpiece with a written


description of the piece on the back of the paper.

V. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS


(Consider Universal Design for Learning (UDL)
multiple means of engagement
multiple means of representation
multiple means of expression

A. ANTICIPATORY SET-

1. Engage Students:
a. Sharing objective
Today we are going to learn a little about art history. Has
anyone heard of the Sistine Chapel? Have you heard of the name
Michelangelo? What was the Renaissance? Share initial ideas.

B. INSTRUCTION AND MODELING:


(Consider UDL: Multiple means of representation)

1. Introduce Michelangelo and his many talents through showing this video:

https://www.youtube.com/watch?v=RwgJfRSOgNQ

2. Now that we know who Michelangelo was, now lets take a virtual tour of the
Sistine Chapel to view his masterpiece:
http://www.vatican.va/various/cappelle/index_sistina_en.htm (5 min)

C. GUIDED PRACTICE
3. Inform students that today we will be artists creating our own masterpieces
while painting just like Michelangelo- upside down! Pass out a white piece of
paper to students and instruct them to tape it to the underside of their desks.

4. Once everyone has their materials ready, allow them 10 minutes to create a
unique piece of art while drawing upside down under their desks.

E. INDEPENDENT PRACTICE: May serve as the summative assessment


(Consider UDL/ multiple means of expression)
5. Ask students to briefly describe their creation on the backside of their paper.
Sample guiding questions include:
What did you use as inspiration for your painting?
What words would you use to describe this painting?
How would you describe the mood of the painting? What emotions does it
evoke?
How would you describe the lines in this picture? The shapes? The colors?
What does this painting show?
How would you describe this painting to a person who could not see it?

6. Once finished, ask students to display their artwork on their desks. Students
will go on a brief gallery walk to view their classmates work.

7. Conclude by asking this question: how was it different to draw upside down?
Ask students to jot down their answer on a sticky note to turn in (exit slip) and ask
for volunteers to share.

VI. INCLUSIVE PRACTICES: To support learning differences or specific student


needs for English Learning, IEPs, 504, GATE, (You may restate your
consideration for diversity above in engagement, instruction, and assessment.)

Subtitles on the video

Freedom of choice

Sample Guiding questions for written work