UI 2020 UBD Lesson Plan 2020 (expand all boxes as needed) modified from University of Idaho template

Title: Inspiration vs Plagiarism Name: Makenzie Kuykendall

Date: 4/17/23 Lesson time: 53min
Subject: Visual Arts
Essential Question(s) (encourages critical thinking and inquiry):

● How do artists differentiate between plagiarism and taking inspiration in visual arts?
● How do artists take inspiration from other artists?

Enduring Understanding(s) (transferrable & lasting knowledge or skills):

● Artists and designers differentiate between plagiarism and taking inspiration by observing factors
such as colors, subject matter, art style, ideas and concepts, and subject matter.
● Plagiarized artwork has taken between 100% and 30% of these factors from the original. To take
inspiration, artists should aim to borrow no more than 20% from the original work of art
● Copying artwork is okay if the artist has given permission for it to be used, and for learning purposes.
When submitting work for a class or for an art show, artists should credit the original creator of the
work with their name, the art’s title, and when it was made.

Unit title/topic: What learning came BEFORE?

● Students have just begun this new unit after finishing a painting
● Drawing unit. This is a fresh start for them.

What comes AFTER?

● Students will learn drawing techniques, and eventually create a
final project using their own ideas. Plagiarism is a topic essential
for the students to know about so they may avoid running into
trouble down the road.
Washington Core Standards and/or Common Core standards addressed (MAY include numbers, MUST
include descriptive text – can be paraphrased/shortened):

● Anchor Standard 2.1 Creating

○ Organize and develop artistic ideas and work. Use multiple approaches to begin creative
endeavors

Content area standards (often from inter/national professional organizations) or disciplinary literacies addressed:

● Demonstrate the creative process, with particular attention to selecting and combining ideas to
create visual artworks spontaneously and intuitively.

Objectives (What the students will be able to do as a Assessment: (diagnostic/formative/summative –

result of the lesson) how you will know students met the objectives – include
TSWBAT rubrics)

● Understand the difference between taking

 inspiration and plagiarism in art making ● Formative: Teacher will walk around the
room, observing student’s work. Teacher will
● Understand the consequences of plagiarism step in as needed to provide individual help,
or make an announcement to the class to
clarify a general misunderstanding
● Use existing artwork to study techniques
without plagiarizing ● Summative: Students will turn in their work
● after two work days. Rubric access here
□ Students know WHAT they are expected to learn
□ Students know WHY they are expected to learn it □ Students know HOW they are being assessed
Vocabulary (CODE)
Are you reinforcing or introducing new terms? Is it for exposure/enrichment or should it be transferable?
General academic vocabulary (portable) Domain-specific vocabulary
● Inspiration ● Color
● Plagiarism ● Composition
● Ideas ● Subject matter
● Concepts

UDL-based planning:
Potential barriers in this lesson (What you can anticipate about your students or the task/s that needs to be
addressed for equity):

Multiple means of engagement (How you will engage students in this lesson):

● Students are asked questions at the start of the lesson

● Slideshow images are used in the hook
● Students get to work in small groups with their friends
● Students create their own works of art

Multiple means of representation (How you will present information to students):

● Speaking out loud during discussion

● Definitions are written in words on the slideshow
● Images explaining concepts are on the slideshow
● Example artwork is shown to students

Multiple means of expression (How students show what they have learned):

● Students will create a study based on an existing work of art. They may select any work of art they
would like from the site Google Arts and Culture
● Students can create any kind of artwork they would like inspired by their study.

Culturally responsive/Culturally sustaining goals: (check one or more where relevant)

 □ Developing multiple historical perspectives
□ Developing cultural consciousness
□ Increasing intercultural competence
□ Combatting racism, prejudice, and discrimination
□ Developing awareness of the state of the planet and an awareness of global dynamics
□ Developing social action skills (NOT class discussion)
□ Other: Develop Positive Attitude, Respect other artists
Accommodations/differentiation (Scaffolding, reinforcement, extensions, accessibility):

● Lesson summary and instructions are available in Canvas in both English and Spanish.
● Concept of inspiration vs plagiarism is scaffolded. First we define plagiarism (review), then we talk
about its consequences. I show examples of 2 artworks side by side, and then students rate
originality on a scale of 0-10 using their fingers.
● Students who were absent or have IEP’s/504’s will have extra time to work on this as needed

Materials and/or technology:

Do these represent diverse/multiple perspectives? Do they honor a variety of ways of knowing? Are they connected to student
funds of knowledge?

● Google Slideshow Day 1

● Google slideshow Day 2
● Canvas Page
● Sketchbooks
● Pencils
● Colored materials (colored pencil, markers, chalk pastels, etc.)
● Laptops
● Google Arts and Culture (free educational website)

There are lots more misc. materials as well! Students are free to use anything they can find in the art room.

Relational Resources:
What community resources could be included to make this work relevant and inclusive? What role do families have in this work
with students?

● Student work is photographed and students are encouraged to submit any of their work for an upcoming
community event. This event is called The Night of the Arts, and is a large student art show put on for the
community.

Activities/procedures
ASK: Why am I doing this? Why is it valuable? What challenges do you anticipate? Will you need to make any changes or
adjustments mid-lesson?
Remember to: ● Introduction/Hook/Anticipatory Set
● Use bullets instead of complete sentences ● Build, Apply Knowledge
● Be specific about each step in the lesson, step by
step
o * Guided Practice
● Indicate anticipated time for each step o * Independent Practice:
● Use varied/appropriate instructional strategies ● Synthesis/Closure/Exit

Possible Stages/Steps:
 Stage
Activities/Instructional Strategies (step Why are you doing this? What Tim
by step!) challenges do you anticipate? e
● Today is a work day. Students have ● Students will have sufficient time 2min
already seen the slideshow and to complete the project
Introduction/ have had 1 full day to work. It is
Hook/
Anticipatory due the following day
Set
● Read the announcements slide, get ● Part of class daily routine
students started working
● Teacher walks around the room, ● Some students may not 47mi
Build/Apply n
checking in with students to catch understand the concept of
Knowledge
(Guided and mistakes and help answer plagiarizing fully yet. They may
independent questions have taken too many ideas from
practice
their inspiration
opportunities
) ● Some students may have
forgotten to label their study

Synthesis/ ● Students clean up ● Take care of art materials and 4min

Closure/Exit maintain organization
Ticket

Reflection: (after lesson is taught)

What happened during the lesson?

Did assessment align with instruction?

Was the assessment informative for future instruction?

Were students aware of the purpose of the lesson?

Is there a need for re-teaching for target standards?

Did I have sufficient enrichment/extension plans?

Were accommodation plans sufficient for scaffolding?

What should I include or remove for future implementation of this lesson? (Content, pacing, instructional
strategies, UDL, etc.)

What could I transfer to other lessons?

What else?