Lesson Plan Format (an adaptation of the MoPTA lesson plan format for KCAI students)

File Naming Conventions:

Save document with date of most recent revision first as part of the title example:
4-23_GadgetCreatures_Your Last Name

Name of Lesson :
Unit: Reinterpretation
Lesson: Altered Book
Name of Teacher Candidate :
Christina Reavis

Class :

Grade :
School Placement :

Art

High School 3

Rationale :
(2-3 sentences why this topic is important and relevant to this age group)
KCAI addition
Students will use the theme of reinterpretation in their work by altering a book into something new. Students will view examples of
altered books and then come up with their own plan for reinterpreting the meaning of a discarded book. Students will gain skills in
visual problem solving and creation of sculpture in the round through completion of this project.
MO -
VA Art Standards

VA1.2A.HS3 - Create a mixed media sculpture using a variety of processes and techniques
National Core Visual Art Standards
VA:Cr1.2.IIa - Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and
design.
VA:Cr2.1.IIa - Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
VA:Cr2.3.IIa - Redesign an object, system, place, or design in response to contemporary issues.
Learning Objectives
(the lessons objectives and learning outcomes for meeting curricular and student needs) The students will:
-Students will
identify
what a reinterpreted or altered book is
-
Students will identify what a mixed media sculpture is
-Students will create a detailed planning sketch of their proposed project
-Students will create their own reinterpreted book
in response to one contemporary issue.
-Students will document their altered book for portfolio use.
Studying Artists / Understanding Art
(Learning Outcomes) Include Historical context
:
-Students will view examples of contemporary artists who have created altered books.
Creating (Instructional Strategies):
List sequentially the strategies used in Lesson Structure and Procedure including direct instruction, oral or written directions, modeling,
guided practice, independent practice, and reflection)(reference Lesson Structure and Procedures
-Direct instruction instructor will show images of altered books
-modeling instructor will model processes and techniques related to book altering as necessary.
-written instructions instructor will include objectives and instructions on assignment sheet for project

Expressing (Learning Activities:

Guideddiscussion(studentsparticipateinateacherleadconversationabouthowtheythinkartistscreateddifferenteffectsintheirbooks.
GuidedPractice(studentscreateasketchofwhattheywilldowhichmustbeapprovedbytheteaherbeforetheybegintheirfinalpiece)
IndependentPractice(studentscreatetheirownalteredbookindependentlyandselfevaluatetheirwork)
GalleryWalk(studentsviewothersartworkbylayingtheirpiecesonthetableandwalkingaroundroom.Theymayleavestickynote
messagesiftheywanttogivepositivefeedback)

Evaluating Artworks :
- students will complete a self-evaluation at the end of the project using a rubric.
Exhibiting Artworks (be thoughtful) :
-students will document piece for their portfolio using a documentation camera
-students will display pieces in end of year show
Assessment Procedures :
(assessments used before, during, and after the lesson)
Before
:
Journal prompt: what is a mixed media sculpture? Would an altered book be considered a mixed media sculpture? Describe
and sketch a mixed media sculpture of your own design.
During:
Teacher will check student practice drawings before they move on to completing their final piece. Teacher will observe student
progress as they work independently.
After :

(please
attach assessment tool to end of this lesson plan
)
Lesson Structure and Procedures:
The sequence of events of the lesson elements
. Please list each sequence by day or class period.
Consider: * Four Studio Structures * Eight Studio Habits of Mind * Procedures should be linked to objectives * Materials Management
Day / Class #1
Preparation Before Class: Links ready for altered book images, assignment sheets, books that can be altered
Engagement / Opening :
Journal prompt: what is a mixed media sculpture? Would an altered book be considered a mixed media
sculpture? Describe and sketch a mixed media sculpture of your own design.
Connection to Prior Learning: Students review what altered books are and how they fit into the theme reinterpretation.
Procedures :
-As students enter the classroom, they are instructed to begin the journal prompt on the board:
Journal prompt: what is a mixed
media sculpture? Would an altered book be considered a mixed media sculpture? Describe and sketch a mixed media sculpture of your
own design.
Imagesfromanalteredbookexhibitionarethenshown.
Teacherleadsstudentsindiscussinghowdifferentpageswerecreatedinthebookswithvariousmediaandtechniques.
Teacher
definesmixedmediasculptureanddescribesalteredbooksasamixedmediasculpturebecauseitusesmanymedia.

- Assignment sheet is passed out and students read along as the instructor reads the objectives and gives students the due date to fill in.
The instructor will discuss how students will use the remainder of class time: making a sketch of their idea on the assignment sheet.
Students must choose a contemporary issue that their book will address (give examples: violence, overpopulation, global warming,

technology use).
Students may view the images the instructor showed at the beginning of class, use the class computer to look online,
or use their own computer to get ideas. Sketches
(with the contemporary issue and a short description being addressed written next to
the book)
must be completed and approved by the teacher by the end of the class tomorrow.
Guided Practice:
-students transition to guided practice (creating their sketches) by the instructor giving time and activity expectations. Students may
get up to get supplies as long as they are on task.
Clean-up:
-Students are given a 10 minute warning and then a 5 minute warning before clean up. At 5 minutes till the bell instructor asks
students to put work in sketchbook or student folder, tidy up supplies, and be ready sitting at desk for final instructions before being
dismissed.
Conclusion:
-Instructor goes over expectations for assignment: Students must get sketch approved by instructor by the end of class tomorrow.
Students may work on sketches for homework but are not required to.
Day/Class #2
Preparation Before Class: Various supplies for student use (paint, exacto knives, pencils, pens, sharpies, printing supplies)
Engagement / Opening : Instructor goes over expectations for class time (sketch due by end of class). Instructor outlines that if
student sketch is approved, students may begin working on their book.
Connection to Prior Learning: students connect prior knowledge and skills of art supplies and techniques to come up with ideas for
their altered book.
Procedures :
-Instructor outlines how students should use their class time.
-transition to studio work time. Instructor is available while students are working to have meetings with students as they finish their
planning sketch. If the student has a do-able idea that is well formed, they are approved to begin their project.
Guided Practice:
-students engage in looking at ideas, working in sketchbooks, and creating their planning sketch on the assignment sheet. They go to
get instructor approval when they complete their sketch.
Independent Practice:
-students begin their plan once they have their drawing approved.
Clean-up:
-Students are given a 10 minute warning and then a 5 minute warning before clean up. At 5 minutes till the bell instructor asks
students to put work in sketchbook or student folder, tidy up supplies, and be ready sitting at desk for final instructions before being
dismissed.
Conclusion:
-Instructor goes over expectations for assignment: All students should have gotten their drawing approved already. If they havent
they have until the end of the day. If it is not turned in by then, it will be a 5% decrease in grade per day.

Day / Class #3 - 10
Preparation Before Class: Various supplies for student use (paint, exacto knives, pencils, pens, sharpies, printing supplies)
Engagement / Opening : Instructor goes over expectations for class time (book due in 9 school days). Instructor outlines that if
student sketch is approved, students may begin working on their book.
Connection to Prior Learning: students connect prior knowledge and skills of art supplies and techniques to come up with ideas for
their altered book.
Procedures :
Instructor outlines class time expectations
Modeling:
Instructor models any skills that students in the class need help with or are asking for a demo on (ex: paper cutting layer,
folding layer, cutting through book with a saw, stiffening pages, etc.)
Independent Practice:
Students use studio work time to work through creative problems in making an altered book. Instructor conferences with
individuals and walks around the room as work time occurs.
Clean-up:
-Students are given a 10 minute warning and then a 5 minute warning before clean up. At 5 minutes till the bell instructor asks
students to put work in sketchbook or student folder, tidy up supplies, and be ready sitting at desk for final instructions before being
dismissed.
Conclusion:
-Instructor goes over expectations for assignment: Students may have extra work time if they come at lunch, 30 minutes after last
bell, or bring their assignment home.
Day / Class #11
Preparation Before Class: Extra Rubrics, sticky notes, writing tools, student sketchbooks
Engagement / Opening : Students lay out their projects and gallery walk around the room. They may look at others projects and
leave sticky notes (encouraging only) at their spots if they want (optional)
Connection to Prior Learning: Students follow expectations for giving feedback during a gallery walk as they have done in the past.
Procedures :
As students enter, they are asked to lay their assignment out on the table and walk around to view others finished artwork.
They may use sticky notes on the tables to leave notes for others about their work. Teacher sets timer for 10 minutes for this.
Independent Practice:
When timer goes off, teacher asks student to return to their tables.
Once all students are seated quietly, instructor asks students
to share if they enjoyed the activity or not. Was it helpful? Why? Do you enjoy seeing other students work? Why or why not?
Instructor goes over expectations: students work to fill in self-evaluation rubric on assignment sheet if they have not already,
take a picture of their piece with the documentation camera, and submit their assignment sheet and project to the instructor.
When students complete this independently they may work independently in their sketchbooks.

Clean-up: -Students are given a 10 minute warning and then a 5 minute warning before clean up. At 5 minutes till the bell instructor
asks students to put work in sketchbook or student folder, tidy up supplies, and be ready sitting at desk for final instructions before
being dismissed.
Conclusion: Instructor Lets students know that they may no longer work on their project in class (aside from lunch time and after
school) and it will have a 10% reduction in grade per week it is late.
Technology :
(instructional and/or assistive technology incorporated into the lesson to enhance instruction and student learning)
Projector, internet access, computer, links to altered book websites/images, documentation camera
Differentiation / Accommodations / Modifications / Increase in Rigor :
(to help meet the needs of all learners, learning differences,
cultural and language differences, etc.)
Differentiation: Students will view examples on the powerpoint and view instructions/due dates on the assignment sheet (visual
learners), Receive oral instructions and reminders (auditory), and work through the instructions by creating a planning drawing
(kinesthetic). Students will have a variety of media and subject matter available to them so that they can guide their own project based
on their ability level and interests.
Accommodations: Review of directions, additional time for assignment, adaptive drawing tools, reduction of distractions (move student
to another part of the room), verbal and visual cues regarding directions and staying on task
Modifications: Put more restrictions in place for students that are overwhelmed with coming up with their own plan. Students modify
the project based on a teacher direction rather than designing their own idea.
Increase in Rigor: Students use more than one book to create their sculpture. Students explore using a bandsaw or other specific
equipment and learn safe handling of the supplies.
Classroom Management:
(strategies consistent with the learning needs of the lesson that also meet student behavior needs to help keep
students actively engaged) Includes: behavior management plan, time management, transitions, and lesson/class wrap-up
Behavior Management Plan: Students will be expected to be respectful to the instructor, their peers, and the art room supplies and
resources. If they are not being respectful in any of these three ways, they will first receive a verbal warning. If it happens again, the
student will be asked to work in a space away from the group or the problem. If the problem continues to occur, the student will be
asked to work in a neighboring classroom or they will be asked to work in an ISS room for the remainder of the class period.
Time Management : Students will be told how much time they have for each activity before it begins. Students will be given 10 and 5
minute warnings for clean up at the end of class or an activity.
Transitions: Students will be given a structure and a length of time to complete a transition (ex: before going to work in groups, students
will be told where they will be working and how much time they have to complete the activity).
Lesson/Class Wrap-up: Instructor will review what should be completed before the next class and when/where students can get extra
work time

Extensions :
(activities for early finishers that extend students understanding of and thinking about the learning objectives by applying
their new knowledge in a different way)
-

Students create journal pages that reflect the theme of reinterpretation.

Follow-Up to Todays Lesson :

(quick activity for review or building on todays learning that will deepen student understanding and
interconnect concepts; may be incorporated in next session as connection to prior learning or throughout the unit)
-

Students can look at examples of altered books by artists in the Dada movement. Students can compare and contrast surrealist
and dada art.

Reflection :
If you had the chance to re-teach this lesson, what would you do differently ?)(complete this section in final draft after lesson
has been taught.)

Learning Statement:
(Summary of what has been taught in this lesson and its purpose to be displayed with the artwork; to inform the
school community of the learning involved in the lesson.) (Bold or italicize key concepts or vocabulary.)
KCAI Addition
Students created
altered books
, an example of
mixed-media sculpture
, based on the theme of
reinterpretation
. Students chose a
contemporary issue to research and talk about in their artwork before working with media such as ink, paint, and glue to transform old
books into new pieces of art. Books, a communication tool to begin with, were reinterpreted to communicate the artists own message
and idea.

Images of Student Work:

(5 Examples) (Complete this section in final draft after lesson has been taught.)
KCAI Addition

Reinterpretation:AlteredBookRubric

TeacherName:
Mrs.Reavis

StudentName:________________________________________

CATEGORY

TimeandEffort

Classtimewasusedwisely.
Muchtimeandeffortwentinto
theplanninganddesignofthe
book.Itisclearthestudent
workedathomeaswellasat
school.

Classtimewasusedwisely.
Classtimewasnotalwaysused
Studentcouldhaveputinmoretime wisely,butstudentdiddosome
andeffortathome.
additionalworkathome.

Creativity

Totallyoriginaldesign,no
elementisanexactcopyof
designsseeninsource
material.

Mostofthebookelementsare
unique,but1elementmaybe
copiedfromsourcematerial.

Someaspectsofthebookare
Thebookisacopyofanaltered

unique,butseveralelementsare
bookexampleseeninsource
copiedfromsourcematerialsorother materialoronemadebyanother
students.
student(80%ormoreofelements
arecopied).

Thebookshowsthatthecreator
tookprideinhis/herwork.The
designandconstructionlook
planned.Theitemhasafewflaws
(straymarks,gluesmears,and
unintentionaltears),butthesedo
notdetractfromtheoveralllook.

Thedesignandconstructionwere
planned.Theitemhasseveralflaws
(straymarks,gluesmears,and
unintentionaltears),thatdetractfrom
theoveralllook.

Thebooklooksthrowntogetherat
thelastminute.Itappearsthatlittle
designorplanningwasdone.
Craftmanshipispoor.

Studenthasanincompleteideaor
planningsketch.Thestudentchose
acontemporaryissuetoaddress
thatwasnotusedatallinthefinal
alteredbook.

Thestudentdidnotcreateaplan
fortheirpiece.Theydidnot
chooseacontemporaryissueto
addressintheirfinalpiece.

Attractiveness/C Thebookshowsthatthe
raftmanship
creatorwastookgreatpridein
his/herwork.Thedesignand
constructionlookcarefully
planned.Theitemisneat(free
ofstraymarks,gluesmears,
andunintentionaltears).
Theme/Idea

Finishing
and
Documen
tation

Studenthasawelldeveloped Studenthasanideaandsketchfor
ideaandsketchfortheirproject. theirprojectthatissomewhatto
Thestudentchosea
mostlydeveloped.Thestudent
contemporaryissuetoaddress choseacontemporaryissueto
throughtheiralteredbookthat addressthroughtheiralteredbook
iswellarticulatedtotheviewer. butitiscrypticordifficultto
understand.

Studentdidanexcellent
jobfinishingand
documentingpiece.Piece
isreadyfordisplayand
looksprofessional.Image
ofpieceistakencarefully
andisappropriateforuse
inastudentportfolio.

Studentdidagoodjobof
finishinganddocumenting
piece.Studenteithercould
havedonebetterinfinishing
theirworkfordisplayor
documentingtheirpiece
appropriatelyforportfoliouse.

Studentfinishingand
documentationiscarelessand
inappropriateforportfoliouse
ordisplay.

Score

Classtimewasnotusedwisely

andthestudentputinnoadditional
effort.

Studentdidnotpreparetheir
pieceforpresentationatall
and/ordocumenttheirwork.

Total:____/20