Vous êtes sur la page 1sur 3

LESSON PLAN FORMAT

University of North Texas Art Education

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


Lesson 1
Community Observing
3rd grade
50 minutes

II. Lesson Rationale:


In this lesson, students will learn about different environments in and around the school
community. In studying these environments, students will understand the different way they are used,
what types of communities use them, and how to preserve and take care of the people in the
community. Through knowledge of drawing and sculpture, students will learn how artists can impact
the people around them.

III. Key Concepts:


Environments are used in different ways.
Artists can care for the people in our community.
Many different communities use our environments.

IV. Essential Question:


What different ways are environments used?
How can artists care for the people in our communities?
What communities uses our environments?

V. Lesson Objectives:
The student will be able to support different ways our environments are used.
The student will be able to analyze ways artists take care of the people in our environment.
The student will be able to describe different communities that use our environment.

VI. Specific Art Content:


Developing discussion skills thinking critically on how artists effect the world
Landscape/ architecture
Space

VII. Resources & Materials for Teacher:


Discussion questions
Camera

VIII. Resources & Materials for Students:


Sketchbooks/ note making material
Themselves

IX. Instruction and Its Sequencing:

Day 1 – Intro to Unit and Discussion


1. Introduction/Motivation:
 take std on tour of art classroom, cafeteria, and playground
 have a discussion about each space
2. Guided Practice
 Ask students questions for each space
o What kind of things happen here?
o Who or what uses this room/space?
o What kind of things can we do to care for the people in these spaces
 Photograph each space as you go

3. Independent Practice
 Students will participate in discussion by thinking critically about the questions.

4. Closure
 Recap on what class came up with as answers to guided questions
 Introduce next lesson
 Students will choose a location in the school as inspiration for –scape.

5. Formative Evaluation
 Students are engaging/ trying to engage critically with questions asked

6. Accommodations
 Discussion will be oral
 describe what is seen in the space before answering the guided questions (for visually
impaired)
 Provide written copies of questions / allow students to write answers down
7. Classroom Management Procedures
 Move around each space as a group
 If stds are too rowdy, return to classroom

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?
Can the students participate in a discussion about our community spaces.
 How will I know it?
If the student participated in the in the discussion.
 How will I record it?
Checklist for student participation, each student must say one thing during the discussion.
Student name participation

XI. Interdisciplinary Connections:


English Language Arts and Reading: (4) Developing and sustaining foundational language skills:
listening, speaking, reading, writing, and thinking--fluency.
Social Studies: Culture. The student understands the importance of writers and artists to the cultural
heritage of communities

XII. References & Resources:


School Arts – surrealist hallways

XIII. Art TEKS


-Observation and Perception: Explore ideas 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 to create original works of art

XIV. National Art Standards


1. Brainstorm collaboratively multiple approaches to an art or design problem.
10. Synthesize and relate knowledge and personal experiences to make art.

Vous aimerez peut-être aussi