LESSON PLAN FORMAT

University of North Texas

Art Education

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

12th Grade, Who are you? Stereotypes. 120 min.
II. Lesson Rationale:
Stereotypes play a role in how others perceive us and how we self-identify. By the end of this
WebQuest students will be able to define stereotypes, differentiate between self and stereotypes and
identify causes of stereotypes. The students will use the internet to gather stereotypical images to
create a collage of how they see themselves and how they feel others see them.
III. Key Concepts:
Identity, Stereotypes, Self-Image, Perception.
IV. Essential Question:
What are the most common stereotypes seen in high school?
How do stereotypes affect peoples actions?
Why are there stereotypes?
V. Lesson Objectives:
By the end of the Web Quest students will be able to define stereotypes.
By the end of the Web Quest students will be able to differentiate between self-image and
stereotypes.
By the end of the Web Quest students will be able to identify causes of stereotypes.
VI. Specific Art Content:
Students will use digital images to create collage of common stereotypes.
VII. Resources & Materials for Teacher:
Computer with internet access, Power Point for presentation, Adobe Photoshop (or online
equivalent), google images labeled for noncommercial reuse with modification.
VIII. Resources & Materials for Students:
Computer with internet access, Adobe Photoshop (or online equivalent), google images
labeled for noncommercial reuse with modification.
IX. Instruction and Its Sequencing:
For each day of the lesson (see below), describe the steps necessary in teaching the lesson
content. This includes introducing the essential question, the key concepts, any discussion questions,
use of supporting materials, instructions and demos for students, and classroom procedures that include
how materials will be distributed and collected. Instruction focuses on facilitating what the students
will do during the lesson and in relationship to the essential question. Be sure to select and vary
instructional strategies appropriate for your unit (i.e. demonstration, presentation/lecture, class
discussion, audio/visual, individual work, collaborative group activities, field trips, games, student
research, visual displays, . . .etc). Plan each day using the following six-part framework:

Day 1 of the Lesson (e.g., 1st day, 2nd day, etc.)

1. Introduction/Motivation:
Cycle through humorous images of stereotypes in order to break the ice and get the students
thinking.
2. Guided Practice
Have students list off common stereotypes they see used in high school.
3. Independent Practice
Students will find google images labeled for noncommercial reuse with modification examples
of stereotypes that define how they see themselves and how they feel others perceive them.
4. Closure
Students will create two collages; one that reflects a stereotype that they perceive of themselves
and one that reflects a stereotype that they perceive how others see them. This will show them
how limited stereotypes are in defining who people really are.
5. Formative Evaluation
Students will post collage to website with essay describing how they see themselves, others see
them and how stereotypes can be inaccurate.
6. Classroom Management Procedures
Monitor classroom behavior and have check-in.
Repeat 1-6, as needed, for each class session needed for this one lesson.
X. Summative Assessment and Evaluation:
Assessment should align with the objectives and instruction. Consider multiple ways the lesson might
be assessed throughout its course. Allow the students to be involved in assessment. Be sure to
determine how progress will be reported to students, administrators (if applicable), and parents. The
student should be aware of his/her own progress. You MUST include the specific assessment
instrument (rubric designed specifically for your lesson/unit, specific checklist, quiz, or exam, . . etc.)
Turning an objective into a yes/no question (i.e., Did the student?) is never an appropriate
assessment method. Be able to answer each question:
What do I want to know?
How will I know it?
How will I record it?
XI. Interdisciplinary Connections:
Briefly list and describe any meaningful connections or extensions of the lesson into other subject
areas. It is beneficial to be able to include any TEKS in the non-art subject area pertinent to the
interdisciplinary connection. Not all art lessons have legitimate connections across the curriculum.
XII. References & Resources:
List all references used to develop this lesson.
XIII. Art TEKS
XIV. National Art Standards

Excellent

Satisfactory

Needs Improvement

Self Portrait using

digital collage
shows
understanding of
stereotypes

Digital collage uses

imagery that clearly
displays
understanding of
stereotypes

Digital collage uses

imagery that
somewhat displays
understanding of
stereotypes

Digital collage uses

imagery that slightly
displays
understanding of
stereotypes

Use of at least 5
digital images in the
creation of their
collage

Digital collase uses

at least 5 digital
images

Digital collase uses

at least 3 digital
images

Digital collase uses

at least 1 digital
image

Student posts
completed collage
on website with blog
on how they view
stereotypes

Blog clearly
demonstrates
understanding of
the effects
stereotypes in
society

Blog somewhat
demonstrates
understanding of
the effects
stereotypes in
society

Blog slightly
demonstrates
understanding of
the effects
stereotypes in
society