LESSON PLAN FRAMEWORK FOR HOPEWELL PUBLIC SCHOOLS
Teacher: Harris
Subject: Art
Week: March 2-6
Competencies/Acquired Skills: Art work is often inspired by
Strategies: Visually show students -in unique, eye catching ways.
personal events around us our culture or our community. A piece
A fun video, read aloud books, teacher’s art work, hands on
of work that is symbolic and has meaning creates a stronger work
experiences, cultural exemplars and a visual board to spark
of art. Ancient Chinese art is very noticeable and has very distinct
creativity. Cultural exemplars, teacher examples and interactive
characteristics that we can incorporate into our own work. There
videos on techniques or the culture we are becoming familiar with.
are many art forms that can be included in a “craft” category. When Allow students to have CHOICE!
creating a craft it is essential that you create a well crafted, neat
work of art. Although printmaking can look a lot like painting it has
a completely different process. Instead of using a paintbrush to
apply paint, you use a brayer. Ancient Greek and Roman art is
often very symbolic of their culture. Many times their gods or
important stories/events are included on the works of art.
2nd Grade
5th Grade
ANCIENTCHINA-identify the art, architecture,
and symbols of the Ancient Chinese culture;
compare the art, architecture, and artifacts of
the Ancient Chinese culture with those of our
culture; explain ways that art reflects a
culture’s attitudes and beliefs
TEXTURE AND CRAFTS-use texture (surface
embellishment) to express meaning in works of
art; combine various craft techniques into
works of art
Anticipatory Set
1) Tell me some things you know about
ancient Chinese culture and art.
2) How were the rooms separated in
their homes?
PowerPoint introduction to Chinese room
dividers.
Anticipatory set:
1) What is a craft?
2) What kind of crafts have you made
before?
3) What is modgepodge/ paper mache?
Read Dr. Suess fish book. Remind students to
pay attention to fish and their “Characters”
which makes them an individual and different.
TTW demonstrate using the tracer to trace
shape of the room divider.
TTW demonstrate creating a Dr. Suess Fish.
TTW fold into three parts.
TTW demonstrate blowing up the balloon and
attaching it to the cup with four pieces of take.
Make sure if is secure so it does not move
during the process.
TTW demonstrate using crayon to draw fish
and details and paint to add color and detail to
fish.
TTW demonstrate using the packet of Chinese
writing and symbols to add a design to the
divider. Remember to do lightly so that it is
easy to erase and you cannot see it through
Kindergarten
Essential Skills
Objective
BEFORE
Anticipatory Set
PERSONAL OR COMMUNITY EVENTScreate works of art that commemorate
personal or community events
1)
2)
3)
DURING
Direct Instruction
Modeling
Essential Questions
Guided Practice
How can events in our community
effect of inspire our artwork?
What is a community? Is our school a
community?
What community event do we have
going on in our school this week?
TTW demonstrate covering the balloon with
modgepodge to create the shape of a bowl.
TTW demonstrate attaching different size,
TTW demonstrate painting a striped
background on separate piece of paper for fish.
TTW demonstrate cutting the fish and
attaching it to the background.
AFTER
Independent Practice
Assessment
Closure
TSW create a Dr. Suess Fish.
TSW use crayon to draw fish and details and
paint to add color and detail to fish.
TSW paint a striped background on separate
piece of paper for fish.
TSW cut the fish and attaching it to the
background.
Assessment: Formative and Summative- TTW
walk around the class making sure that all
students are on task, using materials
appropriately and following instructions. TTW
grade works of art based on the student’s
demonstration of understanding and ability to
follow directions and create an “individual”
character fish.
Closure:
1) What community event do we have
going on in school this week?
2) Can this event influence or spark
ideas for our artwork?
the watercolor.
TTW demonstrate LIGHTLY painting a
background color and then painting the
designs. Traditionally, use black on symbols
and a subtle touch of color for flowers and
other designs.
TTW demonstrate splatter painting for an extra
detail.
TSW use the tracer to trace shape of the room
divider.
shape and color of tissue paper to the balloon.
It will stick with the modgepodge.
TTW demonstrate adding other items like
confetti or buttons to add texture and visual
interest to the bowl.
TSW blow up the balloon and attaching it to the
cup with four pieces of take. Make sure if is
secure so it does not move during the process.
TSW fold into three parts.
TSW use the packet of Chinese writing and
symbols to add a design to the divider.
Remember to do lightly so that it is easy to
erase and you cannot see it through the
watercolor.
TSW LIGHTLY paint a background color and
then painting the designs. Traditionally, use
black on symbols and a subtle touch of color
for flowers and other designs.
TSW splatter paint for an extra detail.
Assessment: Formative and Summative- TTW
walk around the class making sure that all
students are on task, using materials
appropriately and following instructions. TTW
grade works of art based on the student’s
demonstration of understanding and ability of
create a well designed room divider.
Closure:
1) How did the Chinese separate the
rooms in their homes?
2) What did they paint on the room
dividers?
3) Were they bright and bold?
TSW cover the balloon with modgepodge to
create the shape of a bowl.
TSW attach different size, shape and color of
tissue paper to the balloon. It will stick with the
modgepodge.
TSW add other items like confetti or buttons to
add texture and visual interest to the bowl.
Assessment: Formative and Summative- TTW
walk around the class making sure that all
students are on task, using materials
appropriately and following instructions. TTW
grade works of art based on the student’s
demonstration of understanding and ability of
create a well crafted, sturdy, visually interesting
bowl.
Closure:
1) What is a craft?
2) How was the tissue paper
changed to become sturdy?
Resources
Technology
SOLs
Dr. Suess book, paint, crayons, scissors, paint
brush, teacher example, glue.
Teacher example, Chinese writing/symbols
handout, tracers, pencil, watercolor, paint
brushes, powerpoint, white large paper
Teacher example, glue, sponge paint brush
tissue paper, balloon, paper cups, tape
K.5
2.11, 2.12, 2.13, 2.21
5.5.3
5.11
Notes
Will take two classes to complete.
Will take two classes to complete
Will wait until dry to remove balloon.
LESSON PLAN FRAMEWORK FOR HOPEWELL PUBLIC SCHOOLS
Teacher: Harris
Subject: Art
Week: March 2-6
Competencies/Acquired Skills: Art work is often inspired by
Strategies: Visually show students in unique, eye catching ways.
personal events around us our culture or our community. A piece
A fun video, read aloud books, teacher’s art work, hands on
of work that is symbolic and has meaning creates a stronger work experiences, cultural exemplars and a visual board to spark
of art. Ancient Chinese art is very noticeable and has very distinct
creativity. Cultural exemplars, teacher examples and interactive
characteristics that we can incorporate into our own work. There
videos on techniques or the culture we are becoming familiar with.
are many art forms that can be included in a “craft” category.
Allow students to have CHOICE!
When creating a craft it is essential that you create a well crafted,
neat work of art. Although printmaking can look a lot like painting it
has a completely different process. Instead of using a paintbrush
to apply paint, you use a brayer. Ancient Greek and Roman art is
often very symbolic of their culture. Many times their gods or
important stories/events are included on the works of art.
1st Grade
3rd Grade
Essential
Skills
Objective
PEOPLE AND OBJECTS IN THE
ENVIRONMENT-Identify and use figure-ground
relationships in works of art; create observational
drawings of people and objects in the
environment
ANCIENT GREECE AND ANCIENT ROMEexamine the art and architecture of Ancient
Greece and Ancient Rome and identify their
common attributes; understand that art reflects
times, places, and cultures; discuss the form and
function of artifacts from these cultures
Printmaking- Examine the process of making artworks
by printing, normally on paper. Printmaking normally
covers only the process of creating prints that have an
element of originality, rather than just being a
photographic reproduction of a painting.
BEFORE
Anticipatory
Set
Bell ringer with eagle tracks
Bell ringer with eagle tracks
1) What are some facts you’ve learned
about ancient Greece and Rome?
2) Who started the Olympic games?
3) What do you know about their gods?
4) Do you know how all of this affected
Bell Ringer with Eagle Tracks
1) Has anyone ever heard of Gyotaku fish prints?
2) How do you think you would go about making a
print of a fish?
3) What do you know about Japanese art?
1)
2)
When drawing or painting are we
allowed to go off the edge of the paper?
What are some things that we might
draw or paint from our environment?
4th Grade
3)
DURING
Direct
Instruction
Modeling
Essential
Questions
Guided
Practice
What kind of artist was Vincent Van
Gogh?
their artwork?
What color do you most often see in
their pottery?
6) What purpose does their pottery serve?
PowerPoint on Greek/ Roman pottery
PowerPoint on Gyotaku fish prints, process, meaning,
culture and Japanese Art
TTW demonstrate drawing objects (a vase of
flowers) something commonly seen in our
environment.
TTW demonstrate using the packet to choose a
Greek vase shape and draw it on the paper
using pencil.
TTW demonstrate using a brayer to ink up the rubber
fish.
TTW demonstrate drawing the object close up
going off the page! Put paper under students
work so that they’ll feel comfortable drawing off
the paper.
TTW demonstrate using the packet of commonly
seen Greek/ Roman line design and the student
will draw it on their vase.
TTW demonstrate painting using dots instead of
the typical way of painting.
TTW demonstrate using bright, vivid colors like
Van Gogh would have in his own work.
5)
TTW demonstrate adding a story to some part of
the vase like the Greek/ Romans would have
done.
TTW demonstrate going over pencil line with
copper colored paint. Leaving NO PENCIL
LINES!
TTW demonstrate how to apply paint using a brayer as
apposed to a paintbrush. This is for students to become
familiar with the process of printmaking.
TTW demonstrate rubbing the fish to create a monotype
print in a similar fashion that the Japanese would make a
Gyotaku print.
TTW demonstrate using the packet of Japanese symbols
to add a small symbol in one of the corners similar to
how the Japanese would have added small information
to their work.
TTW demonstrate cutting out the vase for the
final step.
AFTER
Independen
t Practice
Assessment
Closure
TSW draw objects (a vase of flowers) something
commonly seen in our environment.
TSW use the packet to choose a Greek vase
shape and draw it on the paper using pencil.
TSW draw the object close up going off the page!
Put paper under students work so that they’ll feel
comfortable drawing off the paper.
TSW use the packet of commonly seen Greek/
Roman line design and the student will draw it on
their vase.
TSW paint using dots instead of the typical way
of painting.
TSW add a story to some part of the vase like
the Greek/ Romans would have done.
TSW use bright, vivid colors like Van Gogh would
have in his own work.
Closure:
TSW go over pencil line with copper colored
paint.
TSW cut out the vase for the final step.
Assessment: Formative and Summative- TTW
walk around the class making sure that all
students are on task, using materials
appropriately and following instructions. TTW
grade works of art based on the student’s
demonstration of understanding and ability to
follow directions and paint/ draw realistically
going OFF the paper. ZOOM IN!
Closure:
1) Who is Van Gogh?
2) What kind of colors did he use in his
Assessment: Formative and Summative- TTW
walk around the class making sure that all
students are on task, using materials
appropriately and following instructions. TTW
grade works of art based on the student’s
demonstration of understanding and ability to
follow directions and created a well crafted
Greek/Roman vase.
TSW use a brayer to ink up the rubber fish.
TSW apply paint using a brayer as apposed to a
paintbrush. This is for students to become familiar with
the process of printmaking.
TSW rub the fish to create a monotype print in a similar
fashion that the Japanese would make a Gyotaku print.
TSW use the packet of Japanese symbols to add a small
symbol in one of the corners similar to how the Japanese
would have added small information to their work.
Closure:
1) Who made Gyataku prints?
2) Did they use real fish?
3) What else did they add to the work beside the
print?
4) What is printmaking and with what do you apply
paint with in printmaking?
Assessment: Formative and Summative- TTW walk
around the class making sure that all students are on
task, using materials appropriately and following
instructions. TTW grade works of art based on the
student’s demonstration of understanding and ability to
work?
Is it okay to go off the paper and zoom
in on what you’re painting/ drawing?
Paper, paint, Van Gogh book, teacher example,
paintbrushes, newspaper, pencils.
follow directions and created a Monoprint and add
symbols.
3)
Resources
Technolog
y
SOLs
Notes
Teacher example, black paper, Greek line design
and vase shape packets, copper paint, pencil,
scissors.
Rubber fish, brayer, paper, printmaking paint, Japanese
symbols packet, teacher example, PowerPoint.
1.9, 1.11
3.11, 3.13, 3.14, 3.15, 3.16
4.11, 4.12, 4.14
Will take two classes to complete.
Will take two classes to complete
Will take two classes to complete.
Hopewell City Public Schools Lesson Plan WIDA Standards Addendum K-12 Page 1
Teacher: Harris
Course/Grade: Art
WIDA Standards: X Standard 1: English language learners communicate for Social and Instructional purposes within the school setting.
Standard 2:
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Standard 3:
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Standard 4:
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. Standard 5: English
language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.
English Language Proficiency: X Level 1 X Level 2 X Level 3 X Level 4 X Level 5 X Level 6
Possible Recommendations to Address Instructional Methods, Learning Needs, and English Acquisition for Content Areas of
Science, and Math (check all that apply)
scaffold responses
ry materials
Language Arts,
Social Studies,
brainstorms
sheltered instruction
restraints
X paraphrase directions for tasks
sations
written responses
administer assessments in small groups
use visual cues daily
use graphic organizers
X pair with a peer tutor
break tasks/ directions into sub tasks
X read aloud for language modeling
X speak slowly and face student when
speaking
increase wait time
content area
X label items in a classroom
assessments
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