Lesson Plan Title:____My Path___________ Length:_________~2 weeks________________

Pre-Assessment:
This will need to be done prior to teaching the lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.

Quick pre-quiz asking these questions:

1. What is visual storytelling?
2. If you created a map of a place that is important to you, what place would you use?
3. Why are details important?

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative, the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT - Role/Audience/Format/Topic)

Students will get a chance to show a path that is important in their lives. It could be a path from their house to school, from one class to another, or a different path they take
often. What do they see, smell, hear, and feel on that path? This is their chance to depict that path and share something important to them to other people.

R - Creator
A - Family, peers, teachers
F - Colored Pencil
T - A path that is important to the creator

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless, and transferable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation. Look for concepts in the standard, content
specific curriculum, etc.

Culture
Style
Influence
Composition
Tradition
Symbol
Expression

Enduring Understanding(s):
Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferable, and universal.

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Using personal style, students will show the culture and influence that affect them on the paths they take every day.

In order to create a successful piece, students will use symbols, expression, and composition to get their point across.

Using personal style, students will incorporate the traditions of their path into their piece.

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition → behavior (measurable) → criterion. Aligned to: Bloom’s – Standards – GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology.
Should be written as: Objective. (Bloom’s: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

Using colored pencil, students will create a piece depicting a path they take often in life. (Bloom’s: create - Standard: Create - GLE: Demonstrate technical proficiency and
craftsmanship in the creative process - Art learning: colored pencil, style)

Students will look at examples of maps created by other people to gain ideas on how to use style to depict their own path. (Bloom’s: understand, apply - Standard: Comprehend -
GLE: Synthesize and evaluate how time, culture, and artistic style relates to contemporary art concerns - Art learning: Observation)

Students will reflect on what they made, and give peer feedback. (Bloom’s: reflect - Standard: Reflect - GLE: Utilize visual literacy skills to establish personal meaning and
interpret the artistic intent of others - Art learning: reflect and critique)

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.

Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)

(Multiple means for students to access content and
multiple modes for student to express understanding.) - Students will be shown multiple examples, with a - Students can choose any path they’d like, they can
deep dive into each one make the path as simple as they would like, as long as
they use descriptors
Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance)
- Students will be able to deep dive into - Students can choose any path they’d like, that
multiple examples can make the path as complex as they would
like
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Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.

Path
Descriptors
Visual storytelling
Culture and influence

Literacy will be integrate throughout the lesson with mentions every day.

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools.

Colored pencil
White paper
Rulers
Computer for reference photos

Resources:
List all visual aids and reference material (books, slides, posters, etc). Make reference to where the material can be found. (These are the resources used by the teacher to support/develop the lesson.)

Students will view a few different examples of how to go about this project. These examples will be visual, and each one will be talked about in the whole group. I will ask
questions like “what kind of descriptors do you see?” and “is this a positive or negative connotation?”. This will allow students to push their thinking and approach this project
from new angles.

Preparation:
What do you need to prepare for this experience?

Get out paper so it’s ready to go

Prepare colored pencil baskets (new pencils, pencil sharpeners)
Create a presentation about different ways to create this project

Safety:
Be specific about the safety procedures that need to be addressed with students.

No throwing colored pencils

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Be careful with paper

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate the student's interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose?

What is a path you take in life that is important to you?

How would you depict that path to make your audience feel the smells, sights, and sounds you do walking that path?

What details will you add to show how important this path is to you?

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete, or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.

What is a path that you take every day that is important to you? Now is your chance to share a piece of your life, as well as the sights, smells, and feelings that you get on that
path. Dig deep and think creatively over realistically so your audience can get a sense of what is important to you!

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience

Day 1 Instruction - Learning - Students will...

Project
Intro/ 20 mins - Intro - Understand what visual storytelling is
Planning - Students will engage in a presentation about this project - Understand why small details are important
40 mins - They will start by talking about why small details are - Understand how to incorporate sensory information to portray
important. What kind of details are important to include the whole idea
for the audience to get the full picture about what’s - Begin planning their project
important to you in your path?
- Students will engage in turn and talks to discuss the
importance of the details, and what details might be
important for their paths
- Students will then engage in a discussion about visual
storytelling and how to go about telling a story visually;
how can you include details without words?
- We will talk about the five senses and how they can be
depicted visually to create a story

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 - We will discuss sensory information and why it’s
important when trying to create a visual story.
15 mins - Begin planning
- Students will start planning by making a list of paths
they could create. They could do one class to another,
home to school, bedroom to car, etc
- Once they decide which path they are going to use, they
will make a quick sketch for it in their sketchbooks
- For the sketch, they will label each area to keep in mind
what their goal is
- Once they are done with the sketch, they will begin
writing sensory ideas for each area of the map. What do
they hear, see, smell, and feel. They will make small
lists for each area and each sensory feeling.
Day 2
40 mins - Finish planning - Finish planning their project
Finish - Students will begin by finishing their lists of sensory - Have a solid idea of what path they are using, as well as the
planning ideas for each part of their map sensory information that goes with it
40 mins - They will be asked to consider textures, smells, sounds,
and feelings
- As they finish planning, they will show me and receive
a project page where they will lightly start drawing their
map

Day 3
40 mins - Begin project - Begin their projects
Begin - Students will begin by lightly drawing their path onto - Lightly draw an outline
Project the project page
40 mins - They need to make sure they are light while drawing, as
they will be going over their lines with thin sharpie later
on
- Their goal by the end of the period is to finish drawing
their outline

Day 4
40 mins - Finish outlining - Finish drawing everything they need
Finish - Now that the path is drawn, students will begin adding - Get sensory details added to their outline
drawing observational details and sensory details - Use lines and shapes in creative ways to compliment the details
project - These will be done through drawings, linework, as well they are trying to add
40 mins as labels

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 - Students will stretch their thinking to include visual
lines, shapes, and details that compliment the sensory
details they are trying to portray

Day 5
40 mins - Begin Coloring - Begin coloring
Start - Students will begin coloring the outline they have - Learn how to shade
coloring created - Utilize color in their piece to strength their ideas
40 mins - They will be asked to consider how the colors
compliment the sensory details they have already added
- Students will be shown a quick demo on shading so
they can effectively shade and create highlights and
shadows

Day 6
WORK DAY
Work
day
40 mins

Day 7
WORK DAY
Work
day
40 mins

Day 8
WORK DAY
Work
day
40 mins

Day 9
WORK DAY
Work
day
40 mins

Day 10
40 mins - Reflection - Reflect on their work
Reflectio - Students will engage in a group critique - Give positive comments to their peers
n - Present what they created
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 40 mins - One by one, students will show their path to the class,
and point out the end point and the beginning point
- A two minute discussion will happen after each
presentation, where students will be allowed to give
positive comments about the projects
- After all presentations, students will write a paragraph
about the comments they received, what they liked
about their project, and what they would do differently
if given the chance

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

https://docs.google.com/presentation/d/15uhfVk5xQtc-RAcWpffWMud9yO5S-0gg77toKHrQflY/edit?usp=sharing

8/9/15 Fahey