Lesson

Plan Template 1

Art Education Lesson Plan Template: ART 133

Group 1 2 3 4 5 (please circle)
Print First and Last Names:
Jeannette Cobabe
Alejandra Lozano
Hani Rihani
Alexis Dowdy

Darian Murphy


Lesson Title*: Super Heroes
Big Idea*: Heroes
Grade Level*: 3
st
21 Century Art Education Approach(es):
(Semi) Choice-Based and Learner Directed, Big Idea, Visual Culture
Lesson Overview (~3 complete sentences)*:
The students will be informed of different types of heroes and the qualities that make them. Students will create a new superhero using their qualities for
inspiration. They may also use experiences or real people as inspiration. Students will evaluate their own work and mentally critique the work of their peers.

Key Concepts (3-4): What you want the students to know.*
Essential Questions (3-4)*:
1. Heroes come in different forms.
1. What is a hero to you?
2. Heroes have achieved something great.
2. What are some qualities of a hero?
3. Heroes can be admired for being courageous.
3. How do artists view heroes?
4. Heroes can come from divine descent.
4. In what ways are superheroes and real life heroes similar and/or different?
5. Is there any quality that all heroes must have?
Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1): What you want the students to do. *
1. Content area 1 Visual Culture: The students will (TSW) be able to . . . define what a hero is to them.
2. Content area 2 Visual Art: design a new hero using their own list of heroic qualities and portray on paper with their choice of materials.
3. Content area 3 Literacy: evaluate and write about their own artwork and show to peers
Common Core State Standards (2-3): Please list grade-specific standards.
Identify & define vocabulary that connect the art form with the other
1. ccss.ela-literacy.sl.3.1a Come to discussions prepared, having read or
identified content areas*:
studied material; explicitly draw on that preparation and other information
1. Design- to prepare the preliminary sketch or the plans for (a work to be
known about the topic to explore ideas under discussion.
executed), especially to play the form and structure of:
2. ccss.ela-literacy.w.3.2 Write informative/explanatory texts to examine a
2. Portray- to make a likeness of by drawing, painting, carving, or the like
topic and convey ideas and information clearly.
3.
3. ccss.ela-literacy.rl.3.3 Describe characters in a story and explain how their
4.
actions contribute to the sequence of events.
5.

National Core Art Standards: Visual Arts (grades 1-6 only) (4): Please list
Lesson Activities & Procedures (please be very specific)*:
number and description of Anchor Standard.
1. ALL: All materials will be placed on table already.
1. Creating: 3.1.3a Elaborate visual information by adding details in an
2. Jeannette will introduce lesson title, big idea, grade level (via powerpoint)

Lesson Plan Template 2

artwork to enhance emerging meaning.
2. Presenting: 5.1.3a Identify exhibit space and prepare works of art including
artists statements, for presentation
3. Responding: 7.2.3a Determine messages communicated by an image.
4. Connecting: 10.1.3a Develop a work of art based on observations of
surroundings.

California Visual and Performing Arts Standards (grades 1-6 only) (3-5): Please
check all that apply and add number and description of applicable content
standard.
_X_1.0 Artistic Perception: 1.4 Compare and contrast two works of art made
by the use of different art tools and media.
_X_2.0 Creative Expression: 2.4 Create a work of art based on the observation
of objects and scenes in daily life, emphasizing value changes.
___3.0 Historical & Cultural Context:
_X_4.0 Aesthetic Valuing 4.2 Identify successful and less successful
compositional and expressive qualities of their own works of art and describe
what might be done to improve them.
___5.0 Connections, Relationships, Applications:
List all materials needed in the columns below.
Have
Purchase
Pencils
Index cards
Colored Pencils

Markers

Glitter Markers

Crayons

Erasers

White paper

3. Jeannette: Anticipatory set: memes on power point

4. Jeannette: Formative assessment: index cards to students: Write 4-5
heroic qualities
5. ALL: Discussion with class about what makes a hero and examples
6. Alejandra: Inspiration Artist Nina Levy, napkin art
7. Jeannette: lesson overview
8. Alexis: Key Concepts and Essential Questions
9. Alexis: Lesson Objectives and Vocabulary
10. Hani: Introduce studio and art materials
11. Hani: Display and explain studio procedure
12. ALL: Show examples of our artwork (and qualities?)
13. Students will be given time for studio and wrap-up time
14. ALL: Walk around and evaluatehow are they incorporating their
qualities?
15. Darian: wrap-up studio time
16. Darian: instructions for closure- Did you portray the characteristics you
wanted? If you were not successful, what could you have done differently?
Flip over your index card and write a few sentences about your hero and/or
your qualities. Consider this your artist statement.
17. Darian: clean-up
18. Darian: students lay artwork and statement and walk around to assess
and compare
19. ALL: Thank you for participating

STUDIO PROCEDURE:
1. Using your qualities from your card, design a new superhero (ie: what
colors would they wear, what would they represent, what are their features,
what powers would they have)
2. You can portray a new superhero based on a real life example or just
based on your characteristics.
3. Using a blank piece of white paper, design and draw your superhero using
any materials available
4. Wrap-up artwork
5. Closure and write artist statement
6. Clean-up
7. Walk around peer gallery

Lesson Plan Template 3

Anticipatory Set (Gaining Attention)*:
Memes on power point
Discussion about types of heroes (everyone can be a hero)

Closure (Reflecting Anticipatory Set):

Were you successful in your portrayal of heroic qualities? If not, what could
you have done to improve this?
Write a few sentences (an artist statement) about your hero and/or your
artwork.


Summative Assessment strategy:
Walk-around, mentally compare your peers artwork

Formative Assessment strategy (of HW via creating, evaluating, analyzing,

applying, and/or understanding [Bloom, n.d.])*:
Index Card- Write 4-5 qualities of a hero

What student prior knowledge will this lesson require/draw upon?
-Drawing, coloring, blending, values Knowledge of superheroes and real life heroes

How will you engage students in creating, evaluating, analyzing, and/or applying (see Blooms new taxonomy, n.d.) in this lesson?
Artmaking using personal life, experiences, and beliefs

How will this lesson allow for/encourage students to solve problems in divergent ways?
Teach/remind students that everyone can be a hero in a big or small way

How will you engage students in routinely reflecting on their learning?
Visiting students while artmakinghow are they incorporating their qualities into their superhero portrayal?

How will you adapt the various aspects of the lesson to differently-abeled students?
Offer different types of media. The choice based and the opportunity to use personal life as inspiration is aimed to students of all abilities.

What opportunities/activities will you provide for students to share their learning in this lesson?
-Writing an artist statement about their work
-Allowing peers to walk around and view their art

Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter due for HW):

American Red Cross (2013). Salute to Heroes. Retrieved from http://www.redcross.org/news/article/NENY-Region-Reminds-You-to-Honor-Our-Everyday-Heroes-this-March

*Berkowitz, J., & Packer, T. (2001, November). Heroes in the Classroom: Comic Books in Art Education. Art Education v. 54 no. 6, 12-18.

Lesson Plan Template 4

Cox, Jodi. (2012). Sometimes Being A Brother. Retrieved from http://www.jodicox.com/?attachment_id=44

Design. (n.d.). In Dictionary.com. Retrieved from http://dictionary.reference.com/browse/design?s=t



Levy, N. (2008). Daily Napkins. Retrieved November 15, 2015, from Daily Napkins

McKinney, Terri. (2012). [Meme of girl dressed as nurse]. Retrieved from http://www.healthedsolutions.com/articles/friday-funny-10-26-12

Nease. (2005). [Mothers day comic]. Retrieved from http://caseythecollegeceliac.blogspot.com/2015/05/ode-to-moms-of-celiacs.html

Piraro, Dan. (2005). [Batman comic]. Retrieved from http://tomztoyz.blogspot.com/2009_09_01_archive.html

Portray. (n.d.). In Dictionary.com. Retrieved from http://dictionary.reference.com/browse/portray?s=t

Robins, L. (2012, April 1). When Mom Makes Lunch, the Food Is Secondary. Retrieved November 15, 2015, from http://cityroom.blogs.nytimes.com/2012/04/01/whenmom-makes-lunch-the-food-is-seconday/

Unable to locate original source. [meme of child superhero]. Retrieved from https://s-media-cacheak0.pinimg.com/originals/e6/51/c8/e651c8499a080534ace4729477923233.jpg

Unique Teaching Resources. (n.d). [Superhero teacher meme]. Retrieved from http://www.uniqueteachingresources.com/Funny-Teacher-Quotes.html

* Include this information during the peer Presented Lesson Plan.
Reference
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf

**Inspiration Artist: Nina Levy, napkin art
**Homework: Reading and think about qualities that make a hero