Jane Long Academy Lesson Plan Template with
Unpacking the Standards
2014-2015
Course: ART
Teachers: Ms Ortiz
TEKS:
(R) - Readiness
Standard
(S) -Supporting
Standard
Pre-Planning: Unpacking the Standards
Verb(s)
- What verbs define the
actions students will need
to take when mastering
this objective?
Concept
-What am I teaching?
-What do the students
need to know?
Les
Monday-
Tuesday-
Wednesday-
Th
TEKS 1A, 2B, &
3C
Perception. The
student develops
and organizes
ideas from the
environment. The
student is
expected to: (A)
illustrate themes
from direct
observation,
personal
experience, and
traditional events.
Listen, Read,
Observe
TEKS: 1A, 2B & 3C
Continued…
Observe, Cutting,
Gluing, Fluffing,
Folding
Observe, Cutting,
Gluing, Fluffing,
Folding
Fold
Call
This week
students will learn
about Japanese
art and how it is
mainly derived
from nature.
Students will read
a section from the
‘Art and the
Human
Experience’ pg.
338-244 to better
understand the
reasons why
nature is a very
Students need to be
able to connect
their reading with
the studio
assignment by
creating their own
Paper- Sculpture
Techniques from
page 244. They will
create their own
unique
design/composition
and complete it by
Wednesday
Students need to be
able to connect their
reading with the
studio assignment by
creating their own
Paper- Sculpture
Techniques from
page 244. They will
create their own
unique
design/composition
and complete it by
Wednesday
Stu
con
Jap
tech
crea
Jap
Stu
the
fan
pain
wat
add
by a
Jap
on t
important aspect
of Japanese art.
Context
Readiness:
Connections from
previous grade level.
To what degree will this
impact learning two
years down the road?
Supporting:
What Readiness
Standards or concepts
from the Readiness
Standards does it
support?
How does it support
the Readiness
Standards?
I will know my
students have
mastered this
standard when they
can….
I will assess the
standard by…..
Vocabulary
(Academic and Content)
Students should
learn the
characteristics of
the visual arts by
using a wide
range of subject
matter, symbols,
meaningful
images and visual
expressions.
They should be
able to utilize
these skills in a
wide range of
subjects to help
them describe
and understand
images, paintings
and concepts in
History and
Literature.
Discuss the
nature of
Japanese art.
They should be
able to know the
religious and
cultural reasons
why nature is
such an important
aspect of their
work.
Exit Ticket:
Where is
Japanese art
derived from?
Japanese art,
nature,
blac
Students should
learn
the
Students should
learn the
characteristics of the
visual arts by using a
wide range of subject
matter, symbols,
meaningful images
and visual
expressions. They
should be able to
utilize these skills in
a wide range of
subjects to help
them describe and
understand images,
paintings and
concepts in History
and Literature.
Stu
wel
term
has
of t
ord
talk
surr
acc
them
des
imp
enh
skil
area
Complete any of the
Paper-sculpting
techniques on their
own
Com
Jap
on t
Exit Ticket: Name
at least two artsculpting tecniques-
Exit Ticket:
Exit
Japanese art,
nature, Buddhism,
Japanese art, nature,
Buddhism, Shinto,
Jap
natu
characteristics of
the visual arts by
using a wide range
of subject matter,
symbols,
meaningful images
and visual
expressions. They
should be able to
utilize these skills in
a wide range of
subjects to help
them describe and
understand images,
paintings and
concepts in History
and Literature.
Complete any of the
Paper-sculpting
techniques on their
own
Buddhism,
Shinto,
monasteries,
garden, ikebana ,
paper sculpture
Shinto,
monasteries,
garden, ikebana ,
paper sculpture
monasteries, garden,
ikebana , paper
sculpture
Shin
gar
pap
Japanese art and
nature
Japanese art and
nature
SAME
SAM
What type of Art
Engage:
assignment
Warminvolving Value
Up/Opening (min)
Describe a few
places in the
classroom where
you see Pattern?
Lesson Topic
(Content Objective)
ELPS (Language
Objective)
have I used in the
past?
Reinforce Lesson Cycle
ment
Explore:
INM/Review
(min):
Explain:
Guided Practice
(min):
Students will read
about Japanese
art origins
Elaborate:
Independent
Practice (min):
Evaluate:
Closing ( min.):
Materials/
Resources:
Homework
Students will
attempt to create
their own papersculpting
composition/design
I will walk around
the classroom as
each student is
drawing and give
individual help
based on individual
needs.
Book, Powerpoint
Presentation
.
Construction paper,
scissors, glue
Students will
attempt to create
their own papersculpting
composition/design
Eac
guid
fold
styl
SAM
SAME
Construction paper,
scissors, glue
Man
wat
blac
pain
MODIFICATIONS
and/or
ACCOMODATIONS:
-Gifted and Talented
-ELL/ ESL
-Special Education
Modifications and
accommodations
will be different for
each student
*All lesson plans are subject to revisions and addendums by
Sam