Lesson Plan Template- 2024

Below is a template you will fill in as your lesson plan. It is designed to include the actions of the 4 National Visual Arts Anchor Standards of
Creating, Connecting, Responding and Presenting. The left column you will populate with the lesson criteria. Be thorough and descriptive. The
right column you will share your rationale for the choices you are making. The rationale/reflection should be backed up by readings from the
class, and other content you’ve learned in other courses. Sharing your rationale is important as it asks you to think about why you are doing
what you are doing. Reflecting deeply is a significant aspect of teaching.

Visual Arts Lending Library: Pokko Parade

Lesson Plan Title:__________________________________
Targeted grade Level: __________
4th Anticipated Time Frame:___One
___________
Week

Lesson Plan Rationale

1. Conceptual Structure/Big Idea: Why is this a relevant concept for students to explore? How does it connect
to contemporary culture and context?
Students will show case their understanding through shape language It pushes students to obsever and breakdown their observations into
by creating a marching band animal. abstract shapes, and showcase the form in the most simple form.
2. Key Concepts (What ideas, facts, and new knowledge will the students Why is it important for students to know these concepts?
acquire? List the key art concepts that will help students to understand the big idea These skills will help students grasp a foundational understanding of a some
of the elements/principlas or art/design. Having a foundational understanding
as an artist.) can help assist students with future projects.
[Link] shape and highlight the use of (simplified) shape language in character
design.
[Link] pattern and repetition to students.
[Link] how to utilize water colors.

3. Objectives (what students will DO):

How do the objectives fully support learning and how do they connect to the
students’ lives? (What evidence can you provide that makes you say this?)
1. Students will be introduced to the book Pokko and the Drum. Through these objectives, students will be able to approach their
2. Students will be able to break down organic forms into simple shapes. observations with a different perspective alongside fostering creative
3. Students will be able to effectively use Water Colors. thinking, and pattern recongition.
4. Students will be able to incorporate the use of patterns into their designs.

4. Essential Questions (BIG overarching questions): How are these questions meaningful to the student? How do you know?
These questions are to help guide the students in considering the material they are
1. What would a stylized form of an animal look like? using alongside analyzing natural forms and abstracting them into simple shapes.
2. How do the watercolors influence one another/ look when layered.?
3. How would your slected animal play an instrument?
5. Standards:
NVAS:
1. VA:Cr3.1.4a - Revise artwork in progress on the basis of insights gained through peer discussion.
2. VA:Re8.1.4a - Interpret art by referring to contextual information and analyzing relevant subject matter, characteristics of form, and use of media.
Michigan:
1. [Link].I.4.3 - Analyze and reflect on the elements of art and design to communicate ideas.
2. [Link].4.4 - Analyze and reflect on the uses of subject matter, symbols, and ideas to express and communicate meaning in artwork.
6. Connecting and Responding: Explain how the students will explore the concepts of the big idea through
artists and their artwork. What opportunities will the students have to
Teaching Resources: (art work, videos, books, etc) RESPOND to art? Choose artists whose work exemplifies an exploration of your
Art: (Artists and insert thumbnail photo of examples shared) big idea and include examples of the artist’s work in your presentation.
Students will be introduced to the main lesson through the first reading,
Pokko and the Drum by. Matthew Forsythe Pokko and the Drum. During the reading I will comment and question the
A Walk in the Boreal Forest by. Rebecca L. Johnson students about the shapes they see within the animal designs.
Boreal Forest Animals (Biome Animals) by. Lisa Colozza Cocca The two Boreal books will be used to help children ideate what animals they
Paul Cézanne's Artwork (Water Colors). could possibly use for the project. and I will have a presentation with Paul
Cézanne's and Paul Klee's watercolor painting, to show case the ways the
Paul Klee's Artwork (Water Colors). artist's used water colors effectivly.

7. CREATING Share rationale for choices in teaching and learning strategies, here is where I
should see additional evidence of the readings. How will you scaffold the lesson
Lesson Plan Sequence (This will be lengthy and will be broken down into to maximize learning?
days if need be) How will the art teacher help students artistically and creatively
investigate and express the big idea? Explain how you will facilitate the The approach I chose to take with the work schedule was to help guide the
development of knowledge about CREATING/ARTMAKING that will help students children through the introduction of the project, then provide them with the
explore subject matter, media, and techniques in their own work. How will you space to work and ask questions for the remainder of the time given.
weave opportunities for formative assessment and reflecting into the lesson? Bold
content specific art vocabulary
Introduce students to Pokko and the Drum, examine the character's shape
1. language. And examine Presentaion with artist's water color paintings.
2. Get out materials and hold a quick demo on how water colors work.
Proceed to show the Boreal books and examine the animals and shapes.
3. Begin to work on creating marching band animals. Have examplars ready
for students to reference.
4. Show students how to go about making the backgound, then give them
5. work time.
Will be a work day, students will be able to progress on their work and ask
6. questions as needed.
Day six is another work day, I will go around and check on their progress.
7. Day seven is the final day for students to refine their work, afterwards it
will be hung up and displayed.
 8…..
8. Differentiation/Accommodations/Modifications (For Share rationale for each
The stencil is just a guide to help students who are struggling to select an
differently abled on both ends of the spectrum) animal and breakdown it basic form.
A few stencil animal cut outs will be prepared before this
lesson to help guide students with shape language. (Students will be The test paper is there for students to see how the paint would mix, this
encouraged to try and draw the animals themsleves). provides them with the opportunity to expirement with their paint. See what
they like and what they dislike.
Test paper will be provided for students so they and expirement with
the water colors befor using them on their final work.

9. Assessment Strategies: (Connecting and Responding) What evidence from Share rationale for formative and summative assessment, HOW will this reveal
performances and products demonstrate deep understanding and generalizable knowledge acquired and how they will use it?
new knowledge?) What evidence of pre-thinking, in process ideation and How will you know what your students have learned about:
development will be required? • the big idea that they investigated
• the artistic concepts and depth of knowledgebase
1. I want to have students write a brief summary about why they chose the
animal they did, alongside the instruament they chose. • art creating and production/process
2. Also want to have an open discussion with the class about how they felt • reflecting on their own work and connecting and responding to other
about the lesson and art process. art work
•How will the students’ voices be represented in the assessment and
presentation of their work?

10 Insert photo of teacher created exemplar here: Rationale here should discuss the significance of what was created and address
N/A prior knowledge (ideas, context etc) students will need to understand the
lesson content.
N/A

11. Materials/Tools/Art supplies needed What prior knowledge students will need to effectively use materials to express
Water color Brushes their ideas? (you may complete this AFTER making your teacher exemplar)
Colored Pencils Students should have a basic understanding of how to properly
Water Color paper handle water color brushes. Alongside how to handle colored pencils
Stencils and use stencils.
12. Materials Distribution/Clean Up Independant supervised Clean Up. Describe possible systems and management strategies
13. PRESENTING How will your students’ work be PRESENTED and Who is the audience? What kind of feedback will the artists receive?
curated?
Students work will be hung onto a wall connected together to create a mural of The main audience will consist of the students and their peers.
an animal parade.