Guided Inquiry Lesson Plan-Vocabulary

Unit/Class/Grade:
Grade 9, Art
Standard(s):
Prof.VA:Cr3- Refine and complete artistic work; Artists grow and become accomplished in art
forms through persistence and practice.
Language Supports:
 Magic Squares activity (will help visually pair vocabulary words with definitions)
 Worksheet to create logographic cues for vocabulary words (Ex: Term-Horizon Line and
illustration of a horizon line)
 Teacher demonstration (Teacher will model drawings related to vocabulary terms. Ex:
will draw a cube in 1-point perspective and label which lines are parallel and which are
receding toward vanishing point)
Materials Needed:
 Rulers
 Drawing paper
 Colored pencils, pastels or markers
 Logographic worksheet
 Magic Squares worksheet
Objective(s): Possible Challenges /Misconceptions:
 Students will learn new vocabulary as  If students have trouble with controlled
it pertains to 1-point perspective. straight lines, offer supports (rulers,
 Students will learn how to use 1-point larger paper)
perspective in drawing.
Formative Assessment:
 Students will demonstrate grasp of new vocabulary through successful completion of
Magic Squares activity and logographic cues worksheet.
 Students demonstrate proficiency in 1-point perspective drawing through the completion
of bedroom drawing, and inclusion of at least 3 objects drawn in perspective.
 Teacher observes, guides, and offers feedback as students work to evaluate
comprehension and redirect if needed.
Opening: Teacher Actions Student Actions
Activate prior knowledge and Teacher opens discussion by asking Student comes up to draw 3-D
student interest- teacher presents an students if anyone can draw a 3-D shape on whiteboard.
interesting situation, phenomenon, shape.
or dilemma that helps students
connect to the content Teacher further activates curiosity Student volunteers to draw on
by asking who can draw 3-D letters. whiteboard for the class.

Teacher checks prior knowledge by Students discuss thoughts on 3-

asking what makes these 3- dimensionality.
dimensional.
Introduction:
Getting students ready - teacher
introduces the task and makes sure
students understand what they are
trying to accomplish, but not how
they are to do it
Body of lesson:
Students working on content -
teacher observes students, monitors
their progress, and provides
clarification as necessary
Closure:
Wrapping Up - teacher facilitates
group discussion, helps students
share their work/progress, helps
students make connections, and
ensures that big ideas are brought
forward
Guiding Principles
o Students must be given opportunities to grapple with the content
o Students are actively engaged in the construction of knowledge
o Vocabulary and notation are introduced in context and as needed
Teacher introduces the element of
1-point perspective in drawing.
Teacher introduces and explains
relevant Tier 2 and Tier 3
vocabulary (horizon line, vanishing
point, receding, converging,
foreground, etc.)
Teacher models a drawing of an
object in 2-D versus 3-D using 1-
point perspective.
Teacher hands out worksheets for
students to practice vocabulary.
Teacher introduces Vincent Van
Gogh’s “Bedroom in Arles”
painting and explains students will
recreate their own version.
Teacher explains that students must
include at least 3 objects using
accurate 1-point perspective, and
label elements in their sketch.
Teacher assesses comprehension
and offers guidance to students as
they work independently.
Teacher provides materials for
students to create final version of
drawing.
Teacher sets up exhibit of final
drawings in classroom.
Teacher models critique and
instructs students to use new
vocabulary when critiquing the
artwork.
Teacher will discuss how 1-point
perspective skills can be applied to
more advanced techniques and
drawings.
Students engage in class discussion.
Class goes through vocabulary
words one by one.
Students collaborate with their
tables to draw basic shapes in 1-
point perspective.
Magic Squares worksheet- Students
match terms with definitions from
other column.
Logographic Cues- Students are
given a vocabulary list and draw
visual aids for each term.
Students sketch preliminary
drawing using 1-point perspective.
Students label new vocabulary
terms in their sketch to demonstrate
their accurate use. (Vanishing point,
horizon line, parallel lines,
foreground, etc.)
Students work independently on
their drawings, and can discuss and
share ideas with groups.
Students use medium of choice to
complete final drawing.
Students hang their final drawings.
Drawings should demonstrate
proper use of 1-point perspective.
Students offer feedback and discuss
what worked well in drawings and
any challenges they faced.
Students reflect on the value of
perspective and persistence in
developing skills.