Unit Title: Discovering the Many Layers of Ourselves

Big Idea: Identity

Lesson 1: Identity and Society
Suggested Time: 2 50 min. class periods
Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by the lesson.
VA:Cr1.1.4a Brainstorm multiple approaches to a creative art or design problem.
VA:Cr2.1.4a Explore and invent art-making techniques and approaches.
VA:Re7.2.4a Analyze components in visual imagery that convey messages.
VA: Re9.1.3a Apply one set of criteria to evaluate more than one work of art.

Learning Objectives/Goals
The lessons objectives and intended learning outcomes appropriate for meeting curricular and student
needs
TSW learn the concept that parts of who they are can be represented by symbols rather than
just representing themselves using a self portrait.

TSW learn how to use technology to create art.

TSW learn that there is more than one way to represent themselves in a work of art.

Assessment (the type[s] of assessment used throughout the lesson)

Assessment(s) before, during, and after the lesson.
Pre-assessment: Formative discussion about what identity is. The teacher will take not of the students
preconceptions about identity.
Post-assessment: Students will find symbols to represent what pieces of society and media influence
them by including these symbols in a word document and printing them out.

Lesson Structure and Procedures

Sequence of events of the lesson elements. (The before, during, and after the lesson, e.g.,
Engagement/Opening, Procedures, Guided Practice, Conclusion)
Set up
1. Have all materials out and ready.
2. Have PowerPoint up and ready.
Day 1
1.
2.
3.
4.
5.

Pre-assess by discussing the idea of identity with students.

Discuss how artists portray identity.
Using PowerPoint, introduce students to artists working with the idea of identity in different ways.
Have students use Visual Thinking Strategies to discuss JR street artists work.
Have students discuss each work of art inquiring about its meaning and the materials used to
create it.
6. Discuss how we are influenced by society and the media and how it affects our identity.
7. Have students make a list of all of the things in society and media that affect who they are.
8. Teacher demonstrates a list to reach the more visual learners.
9. Students work independently creating lists of their own to be used later.
Conclusion
1. Reflective discussion about what students learned about identity.
2. Exit slip about what stuck with them and what confused them.
Day 2
1. Students will meet in the computer lab with computers ready to go.
2. Teacher will instruct students on how to create a word document, how to use a search engine,
and how to copy and paste.
3. Students will create a collection of symbols that represent what influences them.
4. Students will print these images to possibly use later in the unit.
Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their needs.
The teacher will provide many opportunities to respond to ensure student engagement. The teacher will
use technology to present the lesson to reach the iKid generation. The teacher will use visual thinking
strategies as a means of enabling students to share their thinking and provide evidence for the reasoning
behind their thoughts. Teacher will have the students collecting images on a computer as another way of
creating art that they are not used to. Teacher will get student feedback to ensure that students needs
will be met if they have not been after the lesson. Students will share anything that they did not
understand.

Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objectives.
Visual Thinking Strategies: Students will discuss a piece of artwork and respond to the following
questions: What is going on in this picture? What do you see that makes you say that? What
more can we find?
Students will create a list of societal influences in their lives. They will then search these images
on a computer, save the images to a word document, and print the images.
Students will fill out an exit slip describing what stuck with them and what confused them during
this lesson.
Resources and Materials
List of tools, personnel, and materials used in the planning of and during the instruction of the lesson.
Pencils
Notebook paper
Computers
Printer paper
PowerPoint Presentation
Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student
learning.
Teacher will use a projector and PowerPoint presentation during instruction. Students will be using
computers to search for symbols and to create a document in Microsoft Word. They will also be using
printers to print the images.

Differentiation/Accommodations/Modifications/Increases in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences, etc.
If students are struggling, the teacher will assign a student helper to those students in need of extra
assistance. If further help is needed, the teacher will work with the students in need one-on-one.

Classroom Management

Strategies consistent with the learning needs of the lesson that also meet student
behavior needs to help keep the students on task and actively engaged.

Teacher has the students enter while using TUMS to set a positive environment for the classroom (Touch
them, Use their name, Make eye contact, Smile). Teacher has taught behavior expectations at the
beginning of the year so students know what is expected. Classroom expectations are also posted on
the wall as a reminder. There are seats placed away from other students in case the student needs to be
separated from class for behavioral reasons. Teacher will use a 4 to 1 ratio for positives versus
negatives. Teacher provides many opportunities to respond to keep students engaged.
Extensions
Activities for early finishers that extend the students understanding of and thinking about
the learning objectives by applying their new knowledge in a different way.

Students will collaborate on a class portrait to learn about and understand group identities.

Follow-Up to Todays Lesson

Quick activity for review or building on todays learning that will deepen student
understanding and interconnect concepts (may be incorporated tomorrow or throughout
the unit).

Teacher will require an exit slip for students to leave the class. They will respond to the following
prompts: What stuck with you today? What confused you today? The students will hand these to the
teacher completed as they walk out of the room. The teacher will use these to inform further instruction.