STEPP Lesson Plan Form

Teacher: Miss Fitzgerald

Date: April 2015
School:
Carendon Hills Middle School
Content Area: Art

Grade Level: 6th

Title: Illustrated Word Drawings

Lesson #: 1 of 1

Content Standard(s) addressed by this lesson:

Comprehend: Students accessing their prior knowledge of animals and connecting
the animal to a series of words. In this lesson students comprehend positive and
negative space as well as value and form.
Create: Students create a drawing with value using the shading technique and form
a word to the silhouette of an animal of their choice. Students problem solve ways
to make their animal and word to become visually clear to the viewer.
Reflect: In writing a short artist statement the students explain their creative
thought process in coming up with a word to fit with the animal of their choice and
how they were able to form the word into the animal. They will describe the
characteristics they incorporated in their drawing and how it affected the drawing
itself.
Transfer: Students transferred their prior knowledge of an animal into a drawing.
They also transferred the techniques they learned in warm up drawings into a final
drawing.
Understandings: (Big Ideas)
-

Use images and lettering style to communicate the meaning of a specific

word chosen for the composition

Consider elements and principle in design

Create value by blending pencil dark to light

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)
Evidence Outcomes: (Learning Targets)
Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)
I can:
1. I can create value using the shading technique
2. I can connect words to a visual subject

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STEPP Lesson Plan Form

3. I can manipulate the forms of letters to form a shape
4. I can pick out the significant characteristic of my subject to incorporate
into my drawing

This means:
1. The student is using the same material they use everyday to create
a different effect.
2. The student is critically thinking about a subjects personal meaning
3. The student is learning to manipulate forms to support their ideas.
4. The student is using their observational skills and decision making
on the best way to express their ideas.
List of Assessments: (Write the number of the learning target associated with
each assessment)
1. Understanding that letter forms can be manipulated into a knew shape
without distorting its meaning.
a. Check to see if students created block or bubble letters
b. Check to see if students formed their letters to the shape of their
subject while still being able to read the word
-

Understand how to connect images and lettering style to communicate the

meaning of a specific word chosen for the composition
c. Does their word have a personal meaning to their image
d. Does the lettering style connect to the word

2. Understand how to create value to express volume in art

e. Does the artwork have different shades of value
f. Does the shading support the forms volume

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STEPP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.

Approx. Time and Materials

How long do you expect the activity to
last and what materials will you need?

Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
How do you intend to engage your
students in thinking during the

Illustrated Word Drawings.

The purpose of this lesson is to practice the technique of shading to
create value in art. Connecting a subject to a word that has a personal
connection and meaning allows the students to think critically about
how they view art from other artists and how meaning can be
interpreted differently from each viewer and the artist.
This should take 3 class periods.
Materials
Scratch paper
Half sheet of basic size computer paper
Drawing pencils
Erasers
The lesson starts of with a PowerPoint to introduce to the students
words incorporated into artwork. The PowerPoint is to engage students
thinking on how powerful words are, If words can change an artworks
meaning, and how artist use words to support their ideas expressed in
their artwork. I will start with a discussion on a contemporary artist
Barbra Kruger that focus on society issues students can relate to such
as the influence products and personal appearance. Then we will
discuss works from the artist Jaune quick-to-see smith, a native
American artist that also displays words in her artwork to pull the
viewer into thinking with a different meaning (connecting the word
house with a tee-pee. After we discuss about the artists work I will
introduce the project with an example piece from a professional artist
and an example of my own.

Starting the lesson with a discussion on artwork that focus on social

influences that effects our behavior such as products and personal

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STEPP Lesson Plan Form

Anticipatory Set?

image is very relative to students at this age with feeling secure about
their appearance and lifestyle.

Why are you using it at this point in

your lesson?

Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
How do you intend to engage your
students in thinking during the
PROCEDURE?

1. Greet class and introduce project with a PowerPoint

2. Demo filling out the think sheet while explaining expectations
3. Have two student volunteer pass out think sheets to the students
4. While students are completing think sheet circle the classroom and
help students
5. When students complete think sheet they will start their final
drawing in pencil drawing light the outline of the animal of their choice.
6. Next students will lightly draw their bubble and block letters in the
shape of their animal so the letters form the shape of the animal
7. The student will then shade their lettering and erase the outline of
the animal shape so just the letters are creating the animal shape
8. The students will then add few details of the animal
9. Lastly the students will write an artist statement describing why they
chose the animal they did and why the reasoning of their word choice.
10. The students will upload their artist statement to artsonia.

I have created a think sheet to help guide their thinking through the
steps of the project. I chose to do a variety of animals to engage their
thinking because they will have a variety to choose from and animals
are a common interest among students.

Why are you using it at this point in

your lesson?

Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is

To end the lesson the students artwork will be uploaded to artsonia. I

will give the students a prompt to write a short artist statement on their
drawing and how the word they chose is connected to the animal they
chose. Its important for students to reflect on their ideas and how they
came about their choice making.

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STEPP Lesson Plan Form

not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
How do you intend to engage your
students in thinking during
CLOSURE?

Most of the students are already very familiar with artsonia so I intend
to give an interesting prompt and having the students give their animal
personality and describe their drawing as if no one has herd of the
animal before.

Why are you using it at this point in

your lesson?

Differentiation
To modify: If the activity is too advanced
for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?

Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.

The students to their own comfort level can easily differentiate this
lesson. The students can trace the animal of their choice and use
bubble or block letters.

Rubric and think sheet.

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STEPP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
The students successfully achieved choosing an animal and connecting
the animal to a word. The students also successfully achieved creating
value and manipulating the form of a subject that is still clearly
recognizable. The students achieved adding characteristics to their
drawing that did not detract from the meaning of their drawing.
2. What changes, omissions, or additions to the lesson would
you make if you were to teach again?
If I could do this lesson again I would change some of my wording
when describing artwork and artist so it doesnt sound like one is
better than the other when I knew more about one and not the other. I
would also give more information typed on the slide about the artwork
and artist.
3. What do you envision for the next lesson? (Continued practice,
reteach content, etc.)
For the next lesson I would have students research different ways
artists use words apart of their artwork and allow students to choose
what to do for the next project. I would do the next lesson
manipulating the words in photoshop.

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