Lesson Plan Template

Art Education Lesson Plan Template: ART 133

Group 1 2 3 4 5 (please circle)
Print First and Last Names:
Jeannette Cobabe
Alejandra Lozano
Alexis Dowdy

Hani Rihani
Darian Murphy

Lesson Title*: Super Heroes

Big Idea*: Heroes
Grade Level*: 3
21st Century Art Education Approach(es):
(Semi) Choice-Based and Learner Directed, Big Idea, Visual Culture
Lesson Overview (~3 complete sentences)*:
The students will be informed of different types of heroes and the qualities that make them. Students will create a new
superhero using their qualities for inspiration. They may also use experiences or real people as inspiration. Students will
evaluate their own work and mentally critique the work of their peers.
Key Concepts (3-4): What you want the students to
know.*
1. Heroes come in different forms.
2. Heroes have achieved something great.
3. Heroes can be admired for being courageous.
4. Heroes can come from divine descent.

Essential Questions (3-4)*:

1. What is a hero to you?
2. What are some qualities of a hero?
3. How do artists view heroes?
4. In what ways are superheroes and real life heroes similar and/or
different?
5. Is there any quality that all heroes must have?
Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1): What you
want the students to do. *
1. Content area 1 Visual Culture: The students will (TSW) be able to . . . define what a hero is to them.
2. Content area 2 Visual Art: design a new hero using their own list of heroic qualities and portray on paper with their choice of
materials.
3. Content area 3 Literacy: evaluate and write about their own artwork and show to peers
Common Core State Standards (2-3): Please list grade-specific
Identify & define vocabulary that connect the art form with
standards.
the other identified content areas*:
1. ccss.ela-literacy.sl.3.1a Come to discussions prepared,
1. Design- to prepare the preliminary sketch or the plans for
having read or studied material; explicitly draw on that
(a work to be executed), especially to play the form and
preparation and other information known about the topic to
structure of:
explore ideas under discussion.
2. Portray- to make a likeness of by drawing, painting,
2. ccss.ela-literacy.w.3.2 Write informative/explanatory texts to carving, or the like
examine a topic and convey ideas and information clearly.
3.

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3. ccss.ela-literacy.rl.3.3 Describe characters in a story and
explain how their actions contribute to the sequence of events.

4.
5.

National Core Art Standards: Visual Arts (grades 1-6 only) (4):
Please list number and description of Anchor Standard.
1. Creating: 3.1.3a Elaborate visual information by adding
details in an artwork to enhance emerging meaning.
2. Presenting: 5.1.3a Identify exhibit space and prepare works
of art including artists statements, for presentation
3. Responding: 7.2.3a Determine messages communicated by
an image.
4. Connecting: 10.1.3a Develop a work of art based on
observations of surroundings.

Lesson Activities & Procedures (please be very specific)*:

1. ALL: All materials will be placed on table already.
2. Jeannette will introduce lesson title, big idea, grade level
(via powerpoint)
3. Jeannette: Anticipatory set: memes on power point
4. Jeannette: Formative assessment: index cards to students:
Write 4-5 heroic qualities
5. ALL: Discussion with class about what makes a hero and
examples
6. Alejandra: Inspiration Artist Nina Levy, napkin art
7. Jeannette: lesson overview
8. Alexis: Key Concepts and Essential Questions
9. Alexis: Lesson Objectives and Vocabulary
10. Hani: Introduce studio and art materials
11. Hani: Display and explain studio procedure
12. ALL: Show examples of our artwork (and qualities?)
13. Students will be given time for studio and wrap-up time
14. ALL: Walk around and evaluatehow are they
incorporating their qualities?
15. Darian: wrap-up studio time
16. Darian: instructions for closure- Did you portray the
characteristics you wanted? If you were not successful, what
could you have done differently? Flip over your index card
and write a few sentences about your hero and/or your
qualities. Consider this your artist statement.
17. Darian: clean-up
18. Darian: students lay artwork and statement and walk
around to assess and compare
19. ALL: Thank you for participating

California Visual and Performing Arts Standards (grades 1-6

only) (3-5): Please check all that apply and add number and
description of applicable content standard.
_X_1.0 Artistic Perception: 1.4 Compare and contrast two
works of art made by the use of different art tools and media.
_X_2.0 Creative Expression: 2.4 Create a work of art based on
the observation of objects and scenes in daily life,
emphasizing value changes.
___3.0 Historical & Cultural Context:
_X_4.0 Aesthetic Valuing 4.2 Identify successful and less
successful compositional and expressive qualities of their own
works of art and describe what might be done to improve
them.
___5.0 Connections, Relationships, Applications:
List all materials needed in the columns below.
Have
Purchase
Pencils
Index cards
Colored Pencils
Markers

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Glitter Markers
Crayons
Erasers
White paper

Anticipatory Set (Gaining Attention)*:

Memes on power point
Discussion about types of heroes (everyone can be a hero)

Formative Assessment strategy (of HW via creating,

evaluating, analyzing, applying, and/or understanding [Bloom,
n.d.])*:
Index Card- Write 4-5 qualities of a hero

STUDIO PROCEDURE:
1. Using your qualities from your card, design a new
superhero (ie: what colors would they wear, what would they
represent, what are their features, what powers would they
have)
2. You can portray a new superhero based on a real life
example or just based on your characteristics.
3. Using a blank piece of white paper, design and draw your
superhero using any materials available
4. Wrap-up artwork
5. Closure and write artist statement
6. Clean-up
7. Walk around peer gallery
Closure (Reflecting Anticipatory Set):
Were you successful in your portrayal of heroic qualities? If
not, what could you have done to improve this?
Write a few sentences (an artist statement) about your hero
and/or your artwork.

Summative Assessment strategy:

Walk-around, mentally compare your peers artwork

What student prior knowledge will this lesson require/draw upon?

-Drawing, coloring, blending, values Knowledge of superheroes and real life heroes
How will you engage students in creating, evaluating, analyzing, and/or applying (see Blooms new taxonomy, n.d.) in
this lesson?
Artmaking using personal life, experiences, and beliefs
How will this lesson allow for/encourage students to solve problems in divergent ways?
Teach/remind students that everyone can be a hero in a big or small way

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

Visiting students while artmakinghow are they incorporating their qualities into their superhero portrayal?
How will you adapt the various aspects of the lesson to differently-abeled students?
Offer different types of media. The choice based and the opportunity to use personal life as inspiration is aimed to students of
all abilities.
What opportunities/activities will you provide for students to share their learning in this lesson?
-Writing an artist statement about their work
-Allowing peers to walk around and view their art
Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter due for HW):
American Red Cross (2013). Salute to Heroes. Retrieved from http://www.redcross.org/news/article/NENY-Region-Reminds-You-to-Honor-OurEveryday-Heroes-this-March
*Berkowitz, J., & Packer, T. (2001, November). Heroes in the Classroom: Comic Books in Art Education. Art Education v. 54 no. 6, 12-18.
Cox, Jodi. (2012). Sometimes Being A Brother. Retrieved from http://www.jodicox.com/?attachment_id=44
Design. (n.d.). In Dictionary.com. Retrieved from http://dictionary.reference.com/browse/design?s=t
Levy, N. (2008). Daily Napkins. Retrieved November 15, 2015, from Daily Napkins
McKinney, Terri. (2012). [Meme of girl dressed as nurse]. Retrieved from http://www.healthedsolutions.com/articles/friday-funny-10-26-12
Nease. (2005). [Mothers day comic]. Retrieved from http://caseythecollegeceliac.blogspot.com/2015/05/ode-to-moms-of-celiacs.html
Piraro, Dan. (2005). [Batman comic]. Retrieved from http://tomztoyz.blogspot.com/2009_09_01_archive.html
Portray. (n.d.). In Dictionary.com. Retrieved from http://dictionary.reference.com/browse/portray?s=t
Robins, L. (2012, April 1). When Mom Makes Lunch, the Food Is Secondary. Retrieved November 15, 2015, from
http://cityroom.blogs.nytimes.com/2012/04/01/when-mom-makes-lunch-the-food-is-seconday/

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Unable to locate original source. [meme of child superhero]. Retrieved from https://s-media-cacheak0.pinimg.com/originals/e6/51/c8/e651c8499a080534ace4729477923233.jpg
Unique Teaching Resources. (n.d). [Superhero teacher meme]. Retrieved from http://www.uniqueteachingresources.com/Funny-TeacherQuotes.html

* Include this information during the peer Presented Lesson Plan.

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

**Inspiration Artist: Nina Levy, napkin art

**Homework: Reading and think about qualities that make a hero