Lesson Plan Template 1

Art Education Lesson Plan Template: ART 133

Group: 1 2 3 4 5 6 (please circle)
Print First and Last Names: ________Jordan Earley_____________ ______Jose Martinez______________ _________Jayne Prins
_____________
________Sarah Williams____________ ________________________________
________________________________

Lesson Title*: There’s a HERO in all of us. Big Idea*: Heroes Grade Level*:
2nd
21st Century Art Education Approach(es):
Choice-Based Modified
Inspiration Artists, including those from underrepresented populations:
Stan Lee and Afua Richardson
Lesson Overview (~3 complete sentences)*:
Students will explore the big idea of heroes through a modified choice-based activity. Students will be creating a representation of who
they see as a personal hero or hero figure in their life. The concept of heroes will be analyzed through a historical, community, and
personal analysis.
Background Knowledge (~3 complete sentences): How will you tap into students’ experiences and prior knowledge and learning?
We will tap into student’s experience by allowing them to think freely of who inspires them. By allowing them to think freely of who
inspires them they are able to make and build their own connections.  By removing limitations, we also are emphasizing the idea of choice
based learning.

Align Big Idea with both Key Concepts and Essential Questions, below
Key Concepts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key Concepts using open-ended
questions.*
1. Heroes can be anyone, fictional or nonfictional, that is a source
of personal inspiration. 1. Who can be considered a hero?
2.  Heroes can make a change in the world or in a person’s life. 2. What do heroes do in our lives and in the world?
3. Heroes reflect role models who provide comfort in the world. 3. How can a hero make us feel comfort in this world?
4. Heroes are selfless, admired, and courageous. 4. What are the characteristics of heroes?

Lesson Objectives: What you want the students to do via three
content areas.*
1. Content area 2 Literacy          : The students will (TSW) be able
to read and connect personal experiences to assigned readings
and be able to take notes.
2. Content area 1 Visual Art       : The students will (TSW) be able
to represent their personal hero through a choice-based studio
project that allows students to depict their personal hero in a
creative way.
3. Content area 3 History           : The students will (TSW) be able
to discuss historical figures, including Marie Curie, Jackie
Robinson, Sitting Bull, Sally Ride, Cesar Chavez.
Lesson Plan Template 2
Align Assessment with Lesson Objectives in left column.
Formative Assessment strategy (of assigned reading): How will you
assess Literacy? What will you be looking for?*
• Full understanding of assigned reading through opinion and
reasoning by the form of note taking (memo).
Summative Assessment strategy (of studio investigation): How you will
assess Visual Art and History? What will you be looking for?*
• Visual Art Assessment
o For a summative assessment, we will be looking for the
student’s ability to recognize different forms of artistic
expression through peer sharing of artwork.
• History Assessment
o For a summative assessment, we will be looking for the
student’s ability to read a historical article and transfer
what they learned onto a poster board to share with the
class.
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Common Core State Standards (2-3): List grade-specific
standards.
• Literacy:
1. Standard 2.1 Write opinion pieces in which they introduce the
topic or book they are writing about, state an opinion, supply
reasons that support the opinion, use linking words (e.g., because,
and, also) to connect opinion and reasons, and provide a
concluding statement or section.
• Visual Arts
2. Standard 4.1 Compare ideas expressed through their own works of _x_4.0 Aesthetic Valuing:
art with ideas expressed in the work of others.
• History
3. Standard 2.5 Students understand the importance of individual
action and character and explain how heroes from long ago and
the recent past have made a difference in others’ lives (e.g., from
biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull,
George Washington Carver, Marie Curie, Albert Einstein, Golda
Meir, Jackie Robinson, Sally Ride).

Vocabulary: Identify and define vocabulary that connect the art
form with the other two identified content areas.*
California Visual and Performing Arts Standards (grades 1-6 only) (3-5):
Check all that apply and add number and description of applicable
content standard.
(pp. 122-143), link HERE)
___1.0 Artistic Perception:
___2.0 Creative Expression:
_x_3.0 Historical & Cultural Context:
• 3.1Explain how artists use their work to share experiences or
communicate ideas.
• 4.1Compare ideas expressed through their own works of art with
ideas expressed in the work of others.
• 4.2 Compare different responses to the same work of art.
_x_5.0 Connections, Relationships, Applications:
• 5.2 Select and use expressive colors to create mood and show
personality within a portrait of a hero from long ago or the
recent past.
Materials: List all materials needed in the columns below.
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Vocabulary: Identify and define vocabulary that connect the art
form with the other two identified content areas.* Have Purchase
1. Hero: a person distinguished by exceptional courage and  Paint
nobility and strength Colored paper
2. Expression: the communication (in speech or writing) of
Markers
your beliefs or opinions.
3. Connection: a relation between things or events (as in the Crayons
case of one causing the other or sharing features with it) Scissors
4. Inspiration: a product of your creative thinking and work. Fabric
5. Importance: the quality of being important and worthy of
Paint brushes
note.
Googly eyes
Yarn
Pipe cleaners       
Glue/ hot glue
Cotton Stuffing
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Lesson Procedures: Outline the steps that will happen first, second, etc. in the Procedures that follow to teach what you expect the
students to learn. Procedures should be the longest section in the Lesson Plan, and should be very specific and detailed, including
individual roles of group members, and time spent on each task. Describe directions you plan to give the students, teaching models/
strategies you plan to use during the lesson, different activities your students will do, etc. Be sure to include management issues such as
transitions, room arrangements, and student groupings.

Focus Lesson (teacher does): Detail opening activities by exploring the following questions. How will you motivate the students to want
to learn the new concepts (see Key Concepts) and strategies/skills (see Lesson Objectives)? How will you introduce the Big Idea of the
lesson? How will you link this lesson to the students’ prior knowledge?
Approx. 30 min.
• Jayne will motivate the students to learn the key concepts by having them make personal connections to past, present, fictional,
and nonfictional creations.  With critically thinking about the definition of a hero, the students will want to learn and be motivated
to identify, describe, and create their own depiction of a hero.
• Jayne will motivate the students to learn the lesson objectives and answer the questions on who a hero is to them by incorporating
the tools given to them. The tools include using the knowledge of history and literacy to create visually, a piece of art.
• Jayne will introduce the big idea at the beginning of the lesson.  To do this, Jayne will go over the key concepts, lesson objectives,
vocabulary and ask the essential questions provided.
• Jose will introduce the inspirational artists for today's studio investigation through explanation of their previous work and how they
will be connected to the studio investigation.
o Jose will first introduce Stan lee, a world-famous comic book artist that helped bring the silver age of the superhero genre to
what it is today.  Jose will talk about the idea of what is a hero and how this idea was brought to light by the imagination of
Stan Lee.
▪ What made Lee’s heroes so relatable was his ability to give them superpowers, but also Lee was particularly known for
his dynamism with copy and for imbuing his characters with a sense of humanity, tackling real-world issues like bigotry
and drug use, which would influence comics for decades.
• Ex: Tony Stark (Iron man), the person, dealing with the loss of his parents and alcoholism. Peter parker, being a
teenager, losing his parents, and getting powers that he didn't ask for later in life. *note* (this isn’t something
that would be presented to a second-grade class).
o Jose will now introduce our second inspiration artist, Afua Richardson.
▪ Afua Richardson was able to craft her ability to draw and sketch at a young age. She first started her career as a
musician and whenever she could she would carry a sketchbook and continue her craft as an illustrator.
▪ Just like a superhero, Afua made an alias for herself and started publishing comics professionally under the name
“Lakota Sioux”  
▪ Richardson’s works are mainly bright and vibrant. Some of her work, Genius and Black Panther, focuses on bringing a
black character as the main protagonist of the story.
▪ Similar to Lee’s work, Richardson worked with real life issues in her story. Sometimes going into political issues.
• Ex: X-Men can be seen as an allegory for groups that are discriminated against.
• We will introduce the group discussion that talks about historical figures and we will provide articles that will be used for the table
share.
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Please respond to the following questions thoroughly and in complete sentences.

1. How will you adapt the various aspects of the lesson for students with disabilities?
• Various aspects of the lesson that will be adapted to the studio investigation can include teacher or aid assistance depending on the
needs of the student.
• Examples:
• Assisting students with fine or gross motor disabilities could include working with hand painting, having an aid assist in
cutting or gluing, and other adaptations will be included depending on range of disability.
• Assisting students with sight disabilities could include giving the student more textured and sensory based material
with verbal communication.
• Assisting students with hearing disabilities could include having an ASL interpreter present.
• Assisting students with sensory, behavioral, and/or cognitive disabilities will be assisted through specific adaptations
that might include aid presence and sensory adaptations.

2. How will you adapt the various aspects of the lesson for English language learners?
• The lesson will be adapted for English Language learners through guided instruction with lead teacher, modeling of activities, and in
depth one-on-one instruction with the specific student(s).
3. How will this lesson allow for/encourage students to solve problems in divergent ways?
• Students will be encouraged to learn new ways of solving problems through exploring different art media, collaboration with peers,
and instructor guidance. The choice-based learner directed approach allows for students to utilize their own understandings of the
lesson and work with new media to produce a meaningful piece of art. As students come across difficulties or problems, they will
have sufficient amount of material and guidance to carve new pathways.

4. How will you engage students in routinely reflecting on their learning?

• Peer sharing will be the way in which the students will reflect upon understanding and learning. After peer sharing, the students will
move into a time of art making where they can use their new understandings and make a piece of art that serves as a reflection.
• After the students are done creating their piece of artwork, they will go into a time of reflection through completing an exit ticket
activity.
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5. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See OEHHA, link HERE
• Scissors: Show students how to properly walk with scissors. Remind the students not to run with scissors.
• If a student were to use an exacto knife, making sure you let the students know the proper ways to use it and all the tools needed in
order to keep it safe.
• The hot glue gun is another factor that the teacher needs to be considerate of. When using a hot glue gun in a classroom with
younger students, the teacher will need to handle the glue gun with care and decide whether or not the students should be allowed
to use it under supervised conditions.

Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter due for HW):
A Page Out of History, Marie Curie Biography Pack (Women’s History). Retrieved from Teachers Pay
Teachers online:

https://www.teacherspayteachers.com/Product/Marie-Curie-Biography-Pack-Womens-History-2270071

Growing Roots, Cesar Chavez Biography. Retrieved from Teachers Pay Teachers online:

https://www.teacherspayteachers.com/Product/Cesar-Chavez-Biography-2429215
Lesson in Literacy, Jackie Robinson. Retrieved from Teacher Pay Teachers online:

https://www.teacherspayteachers.com/Product/Jackie-Robinson-2311563

Sitting Bull Biography. (2017, April 27). Retrieved from:

https://www.biography.com/people/sitting-bull-9485326

*Varian, S. (2016). Choosing Creatively: Choice-Based Art Education in an Inclusive Classroom. Pp. 8-13

* Include this information in the form of a PPT, Prezi, etc.

On the day of the presentation or the day before, one person from the group should email two files to each student via Blackboard:
the finished (a) Lesson Plan Template; and (b) PPT, Prezi, etc. Login to Blackboard/My SacCT, click on ART 133, click on Course Tools >
Send Email > All Users.
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A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-education.html

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