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Monmouth University

School of Education

Department of Curriculum and Instruction

Lesson Plan

Teacher Candidates Name: Liana Bluzer

Tentative Date: April 6th-8th

Lesson Title: VFT Picasso and Cubism

Context:

Grade Level/Subject: 2nd Grade/ Art

Disability Categories represented: Autism Spectrum Disorder and

Cerebral Palsy

Type of classroom (continuum of placements): Inclusion

Describe UDL integration (into anticipatory, procedure, guided

practice, and assessment)

Ask the class if they have ever gone on a trip and where they want to travel

to, and have them answer through discussion, written response, or quick

picture (Anticipatory Set) (Combs, 2011). and (UDL Strategy) (Ralabte, 2011).

Ask students what they know about Pablo Picasso and what their favorite

shape is, as well as to draw it or write it (Anticipatory set) (Combs, 2011) (UDL

Strategy) (Ralabate, 2011). Ask students to name shapes around the

classroom. Students may draw them or write them as well. (Anticipatory set)

(Combs, 2011) and (UDL Strategy) (Ralabate, 2011). Students will use VFT

technology, class discussion, hands on experience, creation, guided practice

through VFT, writing, video visuals, and quizzes during this lesson to

adequately give them a differentiated experience to help all learners. This

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incorporates all of the UDL Principles (Ralabate, 2011). Students are assessed

through discussion, writing, quiz, creation by use of technology on

PIcassohead.com, and drawings for homework. These incorporate many of

the different UDL principles (Ralabate, 2011).

Collaborative methods used to enhance the lesson (e.g., families,

community resources, school resources): Student resource tab on VFT

website that students and parents can access at home for extra information

to help student, as well as homework tabs to view at home for each day.

Various websites and materials are available for students and parents to

access in the students tab to enhance the lesson.

Central Focus: Students use analytical skills to learn about the fundamentals of art

and Virtual Field Trips.

Standards (NJCCCS, CCSS, NJPST, and/or CEC):

NJCCCS

1.1.2.D.1 Identify the basic elements of art and principle of design in diverse types

of artwork.

1.2.2.A.1 Identify characteristic theme-based works of dance, music, theatre, and

visual art, such as artworks based on the themes of family and community, from

various historical periods and world cultures.

1.3.2.D.4 Explore the use of a wide array of art mediums and select tools that are

appropriate to the production of works of art in a variety of art media.

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1.3.2.D.5 Create works of art that are based on observations of the physical world

and that illustrate how art is part of everyday life, using a variety of art mediums and

art media.

1.4.2.A.1 Identify aesthetic qualities of exemplary works of art in dance, music,

theatre, and visual art, and identify characteristics of the artists who created them

(e.g., gender, age, absence or presence of training, style, etc.).

1.4.2.A.4 Distinguish patterns in nature found in works of dance, music, theatre, and

visual art.

NJPST

1.1In-depth the subject matter they plan to teach and the relationship of that

discipline to other content areas.

2.1 How students construct knowledge, acquire skills and develop habits of mind and

how to use instructional strategies that promote student learning;

4.1 How to plan instruction based on students needs, developmental progress and

prior knowledge.

5.1 The characteristics, uses, advantages, and limitations of different types of

assessments (for example, criterion- referenced and norm-referenced instruments,

traditional standardized and performance- based tests, observation systems and

assessments of student work) for evaluating how students learn, what they know and

are able to do, and what kinds of experiences will support their further growth and

development.

7.7 Meet the needs of all learners by using a wide range of teaching techniques to

accommodate and modify strategies, services and resources, including technology;

10.1 How education research and other methods of inquiry can be used as a means

for continuous learning, self assessment and development.

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CEC

3.1 Beginning special education professionals understand the central concepts,

structures of the discipline, and tools of inquiry of the content areas they teach, and

can organize this knowledge, integrate cross-disciplinary skills, and develop

meaningful learning progressions for individuals with exceptionalities.

4.0 Beginning special education professionals use multiple methods of assessment

and data sources in making educational decisions.

4.1 Beginning special education professionals select and use technically sound

formal and informal assessments that minimize bias.

5.0 Beginning special education professionals select, adapt, and use a repertoire of

evidence-based instructional strategies to advance learning of individuals with

exceptionalities.

Learner Outcomes (goals/objectives):

NJCCCS 1.3.2.D.4, NJPST 1.1, 2.1, 4.1, 5.1, 7.7, 10.1, CEC 3.1, 4.0, 4.1, 5.0

Outcome 1: Students will be able to understand what a virtual field trip is, the

importance of one to our lesson, and how to navigate one after and introductory

explorative tour.

NJCCCS 1.1.2.D.1, 1.2.2.A.1, 1.4.2.A.1, NJPST 1.1, 2.1, 4.1, 5.1, 7.7, 10.1,

CEC 3.1, 4.0, 4.1, 5.0 Outcome 2: Students will be able to apply what they

learned about the history Pablo Picasso from videos to create their own Picasso style

face and answer questions.

NJCCCS 1.1.2.D.1, 1.2.2.A.1, 1.3.2.D.5, 1.4.2.A.1, 1.4.2.A.4, NJPST 1.1, 2.1,

4.1, 5.1, 7.7, 10.1, CEC 3.1, 4.0, 4.1, 5.0 Outcome 3: Students will be able

to analyze the themes of cubism in art history and basic elements of art in order to

identify shapes and colors found in Picassos works.

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Assessments (include formative and summative):

VFT Day 1 (Day 6 of unit)

Formative: Observe and guide the students as they discover how to navigate a

virtual field trip on their own.

Summative: Students will answer a worksheet quiz in order to display their

understanding and comprehension of how to use a virtual field trip and what it is.

VFT Day 2 (Day 7 of unit)

Formative: Students will create a Picasso style inspired face.

Summative: Students will analyze what they learned about art history of Picasso

and answer questions to quiz them based off their comprehension.

VFT Day 3 (Day 8 of unit)

Formative: Students will analyze and evaluate Picassos Cubism works and fill out a

chart to show their shape and color comprehension.

Summative: Students will analyze what they learned about the history/themes of

Cubism, as well as basic elements of shape and color and answer questions to quiz

them based off their comprehension.

Academic Language:

Examine the learning goal/objective to complete the chart.

Identified Language Demands Planned Language Supports

(Function) Analyze We will define analyze as a

class.
(Vocab) Virtual Field Trip, Cubism As a class define what these

terms mean.
(Discourse) Structure and navigating a Through use of class discussion,

VFT worksheet quizzes, homework

assessments, and observation, I

will be able to make sure the

students understand the

content.
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Duration: (provide overall time for class session AND include timing for

each section of the lesson below): 45 minutes

Instruction Strategies and Learning Tasks (include anticipatory set,

procedure, guided practice, and independent practice)

Procedures:

VFT Day 1 (Day 6 of unit):

1. Ask the class if they have ever gone on a trip and where they want to travel to

and have them answer through discussion, written response, or quick picture

(Anticipatory Set) (Combs, 2011) and (UDL Strategy) (Ralabate, 2011). (4

minutes)
2. Explain to the class we will be learning about a virtual field trips.
3. Define analyze as a class.
4. Pull up pablopicassoartvft.weebly.com and have students pull up the website

as well.
5. Use teacher computer and projector screen to guide students how to begin

using VFT (Guided Practice) (Hermann, 2011).

6. Click on VFT Day 1.
7. Click the link that says click here for more to open a Prezi slideshow.
8. Walk students through how to click through the slides and navigate.
9. As a class, define what a Virtual Field Trip is.
10. Observe and guide the students as they click through the slideshow to learn

about what a VFT is and how to navigate one.

11. Click on Claude Monet Video under VFT Day 1 to show a video example.
12. Click on Monet Bridge Activity Under VFT Day 1 to show an activity example.
13. Click on What is a VFT Worksheet Under VFT Day 1 to show students the

worksheet quiz they must take as a way of assessment. (Total VFT of 27

minutes)
14. Have student take the quiz by clicking on the link. (10 minutes)
15. Have students click FILE and PRINT when complete.
16. Hold mouse over VFT 1 and click on the Homework button from the

dropdown.
17. Have students read their homework assignment Describe in a few sentences

what a VFT is and how and how it helps us to learn and have them write it

down. Teacher asks if any questions. (3 minutes)

VFT Day 2 (Day 7 of unit):

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1. Ask students to share their answers from their homework in a class

discussion (Build communication skills). Ask students what they know about

Pablo Picasso and what their favorite shape is, as well as to draw it or write it

(Anticipatory set) (Combs, 2011) and (UDL Strategy) (Ralabate, 2011). (5

minutes)
2. Have students go on pablopicassoartvft.weebly.com and click on VFT Day

2. (
3. Have students click on Video A Brief History of Pablo Picasso and watch

video.
4. Have students click on Video Discovering Pablo Picasso and watch video.
5. Students will click on Worksheet Brief History of Picasso to take the quiz as

a way of assessment and then click FILE and PRINT. (13 minutes)
6. Students will click on Worksheet Discovering the Worlds Greatest Artist:

Picasso to take the quiz and then click FILE and PRINT. (13 minutes minutes)
7. Students will click Activity Create your own Picasso face to use what they

learned and show comprehension (Independent Practice) (Kennedy, 2013).

(11 minutes)
8. As a class, define what Cubism is.
9. Then students will hold their mouse over VFT Day 2 and click Homework.
10. Students will write down their homework to Draw a picture of yourself with

pencil, marker, or crayon, using only shapes. Title the picture, and write what

shapes you used. Students may click on Student Resources and use the

resource links if they need help. Shape Chart https://images-na.ssl-images-

amazon.com/images/I/51Lpp%2B9%2BZIL.jpg. Teacher asks if any questions

(3 minutes)

VFT Day 3 (Day 8 of unit):

1. Ask students to share their pictures and talk about why they chose that title

and what shapes they used, for a class discussion and analyzation (Build

Communication skills with class discussion of ideas and questions) (Mandler,

2013). Ask students to name shapes around the classroom. Students may
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draw or write them as well (Anticipatory set) (Combs, 2011) and (UDL

Strategy) (Ralabate, 2011). (5 minutes)

2. Have students go to pablopicassoartvft.weebly.com and click on VFT Day 3.
3. Have students click on Video What is Abstract Cubism and watch video.
4. Have students click on Worksheet Abstract and Cubism Art to take the quiz

as a way of assessment. (12 minutes)

5. Students will click on three links Woman Sitting in an Arm Chair, The Kiss,

and Portrait of a Woman with a Green Collar, one at a time. They will click

on the Activity Link Picasso Shapes and Colors Chart (Multiple Means of

Expression) (Rose & Meyer, 2002), and fill in what shapes and colors they find

after analyzing and evaluating each of the three

Picasso painting (Independent Practice) (Kennedy, 2013). Then they will be

paired with a partner to discuss what they wrote down and try to find new

shapes or colors missed. (Helps communication skills and incorporates think-

pair-share) (Mandler, 2013). (25 minutes)

6. Students will hold their mouse over VFT 3 and click Homework.
7. Students will write down their homework to click the link

http://www.pablopicasso.org/picasso-paintings.jsp, choose a Picasso painting,

and click FILE and PRINT. For homework, they will write a few sentences about

what shapes and colors they say, as well as label which are primary and

secondary. Students may click on Student Resources and the links Primary

and Secondary Colors Song https://www.youtube.com/watch?

v=bmquqAP2w_8, (Multiple Means of Representation by giving students a

video and song about color) (Rose & Meyer, 2012) , Shape Chart

https://images-na.ssl-images-amazon.com/images/I/51Lpp%2B9%2BZIL.jpg,

Primary and Secondary Color Chart

http://www.faspaints.com/uploads/4/7/2/6/47269167/7909843_orig.jpg, Color

Practice Games http://www.primarygames.com/color_fun/color_fun.htm, and

Geometry Shape Games

http://www.mathplayground.com/index_geometry.html if they need help, and

for extra engagement. Parents can also access these (Multiple Means of
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Representation by giving students a chart about color) (Rose & Meyer, 2002).

Teacher asks if any questions. (3 minutes)

Accommodations for diverse learners and students with special needs

(include suggested adaptive and assistive tech/software/web-supported

learning with specific skill areas):

Identified Support Specific Planned Accommodation(s)

for (see list Characteristic

above) (Strength/Need)
Cerebral palsy Students (Strength) Have student

have high act as peer buddy to

functioning those who need

cognitive assistance

abilities Pencil grips

(Strength). Intellikeys

Help with
Tablet
motor skills

holding

pencil

Help with

motor skills

when

pressing

keyboard

Need for

schedule
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Autism Students (Strength) Have student

have high act as peer buddy to

functioning those who need

cognitive assistance

abilities Written out visual

(Strength). schedule of the order of

Needs what will be done during

organizatio the lesson, as well as

nal help Visual Schedule App that

can be used on the

computer/tablet to show

schedule of what will

happen in what order

Modifications for students with disabilities (none may be needed so just

note that in this section with your rationale): Students all have good

cognitive abilities and therefore can complete these tasks without

modifications, as long as they have the above accommodations.

Materials / Use of Instructional Technology:

Teacher Materials

1. VFT Day 1 (Day 6 of unit): Notebook to write down observations as

monitor students progress/struggles.

2. Computer.

3. VFT Worksheet Quiz answer key.

4. Virtual Field Trip website: pablopicassoartvft.weebly.com

5. Lesson database http://pablopicassoartvft.weebly.com

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VFT Day 2 (Day 7 of unit):

1. Notebook to write down observations as monitor students

progress/struggles.

2. Brief History of Picasso Worksheet Quiz answer key.

3. Discovering the Worlds Greatest Artists: Picasso Worksheet Quiz

answer key.

4. Virtual Field Trip website: pablopicassoartvft.weebly.com

5. http://pablopicassoartvft.weebly.com

6. Lesson database http://www.discoveryeducation.com/teachers/free-

lesson-plans/animal-colors-and-shapes.cfm

VFT Day 3 (Day 8 of unit):

1. Notebook to write down observations as monitor students

progress/struggles.

2. Computer

3. Abstract and Cubism Art Worksheet Quiz answer key.

4. Picasso Shapes and Colors Activity Chart answer key.

5. Virtual Field Trip website: pablopicassoartvft.weebly.com

6. http://pablopicassoartvft.weebly.com

7. Lesson database http://www.discoveryeducation.com/teachers/free-

lesson-plans/animal-colors-and-shapes.cfm

Student Materials (Include Adapted Materials for Differentiated Instruction)

VFT Day 1 (Day 6 of unit):

1. Computers.

2. Virtual Field Trip website: pablopicassoartvft.weebly.com

3. Pencils.

4. VFT Day 1 Youtube Video Example Link

https://www.youtube.com/watch?v=-ipXpm1occk and Youtube Activity

Example Link https://www.youtube.com/watch?v=O9Ifqox-7rI

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5. VFT Worksheet Quiz.

6. Written out visual schedule of the order of what will be done during the

lesson, as well as Visual Schedule App that can be used on the

computer/tablet to show schedule of what will happen in what order

(Autism)

7. Pencil grips (Cerebral Palsy)

8. Intellikeys (Cerebral Palsy)

9. Tablet (Cerebral Palsy)

10. http://pablopicassoartvft.weebly.com

11. Lesson database http://www.discoveryeducation.com/teachers/free-

lesson-plans/animal-colors-and-shapes.cfm

VFT Day 2 (Day 7 of unit):

1. Computer

2. Virtual Field Trip website: pablopicassoartvft.weebly.com

3. Pencils

4. VFT Day 2 Youtube video links for Brief History of Picasso

https://www.youtube.com/watch?v=33BCnqpS8NA and Discovering

Worlds Greatest Artist: Picasso https://www.youtube.com/watch?

v=a9x-bs502BQ and Activity Link Picasso Head

http://www.picassohead.com/

5. Brief History of Picasso Worksheet Quiz.

6. Discovering the Worlds Greatest Artists: Picasso Worksheet Quiz.

7. Written out visual schedule of the order of what will be done during the

lesson, as well as Visual Schedule App that can be used on the

computer/tablet to show schedule of what will happen in what order

(Autism)

8. Pencil grips (Cerebral Palsy)

9. Intellikeys (Cerebral Palsy)

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10. Tablet (Cerebral Palsy)

11. http://pablopicassoartvft.weebly.com

12. Lesson database http://www.discoveryeducation.com/teachers/free-

lesson-plans/animal-colors-and-shapes.cfm

VFT Day 3 (Day 8 of unit):

1. Computer

2. Virtual Field Trip website: pablopicassoartvft.weebly.com

3. Pencils

4. VFT Day 3 Video link What is Abstract and Cubism Art

https://www.youtube.com/watch?v=a9x-bs502BQ and Activity Links to

Picasso paintings Woman Sitting in an Armchair

https://www.youtube.com/watch?v=a9x-bs502BQ, The Kiss https://s-

media-cache-

ak0.pinimg.com/564x/3e/bd/f8/3ebdf856e1c9ff31c6c34318013b425e.j

pg and Portrait of a Woman with a Green Collar https://s-media-cache-

ak0.pinimg.com/564x/0a/ff/37/0aff37dbd091ac7468c9717933a8a1f1.jp

g.

5. Abstract and Cubism Art Worksheet Quiz.

6. Picasso Shapes and Colors Activity Chart.

7. Written out visual schedule of the order of what will be done during the

lesson, as well as Visual Schedule App that can be used on the

computer/tablet to show schedule of what will happen in what order

(Autism)

8. Pencil grips (Cerebral Palsy)

9. Intellikeys (Cerebral Palsy)

10. Tablet (Cerebral Palsy)

11. VFT Days 2-3: Colors resource video.

https://www.youtube.com/watch?v=bmquqAP2w_8
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12. Shape resource chart. https://images-na.ssl-images-

amazon.com/images/I/51Lpp%2B9%2BZIL.jpg

13. Color resource chart.

http://www.faspaints.com/uploads/4/7/2/6/47269167/7909843_orig.jpg

14. Geometry Shapes Practice Game

http://www.mathplayground.com/index_geometry.html

15. Color Practice Games

http://www.primarygames.com/color_fun/color_fun.htm

16. http://pablopicassoartvft.weebly.com

17. Lesson database http://www.discoveryeducation.com/teachers/free-

lesson-plans/animal-colors-and-shapes.cfm

Homework / Assignment for Next Class:

VFT Day 1 (Day 6 of unit): Students should write a few sentences about how a

Virtual Field Trip helps us learn.

VFT Day 2 (Day 7 of unit): Students will use shapes to draw a picture of

themselves, title the picture, and write what shapes they used.

VFT Day 3 (Day 8 of unit): Students should choose a Picasso painting off the link

provided, and analyze it for shapes and colors, writing down what they observe.

Resources

Combs, J. (2011). Anticipatory set lesson design. Retrieved from

http://www.edulink.org/lessonpl

ans/anticipa.htm

Hermann, A. (2014). Importance of guided practice in the classroom. Retrieved from

http://exclusive.multibriefs.com/content/the-importance-of-guided-practice-in-

the classroom/education
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Kennedy, J. (2013). Engineering better practice for students. Retrieved from

http://teachlike

achampion.com/blog/engineering-better-practice-for-students/

Mandler, A. (2013). Teaching your students to have a conversation. Retrieved from

https://www.edutopia.org/blog/teaching-your-students-conversation-allen-

mendler

Ralabate, P. (2011). Universal design for learning: meeting the needs of all students.

Retrieved from http://www.readingrockets.org/article/universaldesign-learning-

meeting-needs all-students

Rose, D. & Meyer, A, (2002). Teaching every student in the digital age: Universal

design for

learning. Retrieved from https://eric.ed.gov/?id=ED466086

Name:

What is a Virtual Field Trip?

Please use full sentences.
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1. What do we use as our airplane to take us on our Virtual Field Trip?

2. What are some ways a VFT lets us explore new places?

3. What do I do to see the video?

4. What do I do to see the worksheet?

5. What do I click when I finish the worksheet?

6. What must I do to see the activity?

VFT Day 1 (Day 6)

Visual Aid
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1. Have you ever gone on a trip? Where do

you want to travel to ?
2. Define analyze as a class.
3. Pull up
http://pablopicassoartvft.weebly.com for
VFT Activity.
4. As a class, define what a Virtual Field
Trip is.
5. VFT Activity.
6. What is a VFT worksheet quiz.
7. Print out quiz.
8. Go over homework.

Name:

Brief History of Pablo Picasso

Please use full sentences.

1. What was Pablo Picasso?

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2. Where was Picasso from?

3. Who taught Pablo Picasso how to paint?

4. What was the name of the Period where he painted using blue?

5. What colors did he paint with during his Rose Period?

6. Why did he paint clowns?

7. What age did Pablo Picasso create his first painting?

8. How many different Periods did Picasso have?

9. What is something interesting you learned from this video?

Name:

Discovering the Worlds Greatest Artists: Picasso

Please use full sentences.

1. Pause the video at 1:43. What colors do you see in Picassos painting?
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2. When Picasso was sad, what color did he paint with?

3. When Picasso was happy, what color did he paint with?

4. Pause the video at 5:40. What colors do you see in Picassos painting Three
Musicians?

5. What are some colors you see in his other paintings?

6. What is one interesting thing you learned in this video?

VFT Day 2 (Day 7)

Visual Aid
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1. Share answers from homework and talk about

favorite shape, as well as draw it, in a class

discussion.

2. Go on http://pablopicassoartvft.weebly.com for

VFT.

3. A Brief History of Pablo Picasso video.

4. Discovering Pablo Picasso video.

5. Worksheet Brief History of Picasso quiz.

6. Print quiz.

7. Worksheet Discovering the Worlds Greatest

Artist: Picasso quiz.

8. Print quiz.

9. Activity Create your own Picasso face.

10. As a class, define what Cubism is.

11. Go over homework.

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Name:

Abstract and Cubism Art

Please use full sentences.

1. Where did Picasso work on his masterpieces?

2. Did Picasso paint realistic or abstract art?

3. What is Cubism?

4. What are some shapes found in Cubist art?

5. Pause the video at 3:07. What would you name this painting? What shapes do you
see?

7. What does the color red make you feel like (happy, sad, etc,)?

8. What does the color blue make you feel like (happy, sad, etc)?
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Name:

Picasso Shapes and Colors Worksheet

Please list your answers.

Paintings What shapes do What colors do you

you see? see?

1. 1.

Woman Sitting in
an Armchair 2. 2.

3. 3.

1. 1.

The Kiss 2. 2.

3. 3.

1. 1.

Portrait of a
Woman with a Green 2. 2.
Collar
3. 3.
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Overall VFT Rubric

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VFT Day 3 (Day 8)

Visual Aid

1. Share their homework pictures with

class.

2. Go to

http://pablopicassoartvft.weebly.com for

VFT.

3. Video What is Abstract Cubism.

4. Worksheet Abstract and Cubism Art

quiz.

5. Picasso Shapes and Colors Chart

Activity.

6. Go over homework.
68