Lesson Plan Template (InquiryArts Integration)

HEADING:
Students Name: Amelia E. Colon
Date: November 4,
2016
Subject Area(s): Art Class (History)
Grade Level: Fourth
Grade
Concept/Topic: The Virgin, St Joseph, and St. Anthony of Padua Interceding for Souls
in Purgatory/ Dia de los Muertos
DESIRED RESULTS:
Big ideas/Key concepts:

Students will learn about the way death is perceived through religion and cultures. They
will become familiar with Pietro Antonio de Pietris and his interpretation of how the souls of
people go to purgatory because they have not made good choices. The students will share on
what they know about the different ways cultures and recognize death and identify with the
souls. This will be an introduction to Dia de los Muertos and how it is identified with in Latin
American countries in particular in Mexico.
Objectives:

Gain an understanding of how artists can rely on their culture as an influence to their art
and identity
Basic understanding of the Printmaking experience
Recognize the artwork of the 3 artists, Frida D. Rivera and Jose Posada.
Understanding of the cultural event Dia de los Muertos

Curriculum Standards:

PA Arts & Humanities

9.1.5.E. Know and demonstrate how arts can communicate experiences, stories or
emotions through the production of works in the arts.

9.1.5 H. Use and maintain materials, equipment and tools safely at work and performance
spaces

9.1.5.E. Know and demonstrate how arts can communicate experiences, stories or
emotions through the production of works in the arts.

9.1.5 H. Use and maintain materials, equipment and tools safely at work and performance
spaces

EVIDENCE:

I will asses the students by using a rubric scale chart that will ultimately give their total points
they were able to show and demonstrate. I will grade their Creativity, Presentation, Connection,
Work Ethics, and overall aesthetics ( how does it look?). By making connections after the
lesson will determine if the students have gained understanding about the big ideas/concepts.

Creativity

Little or no thought
put into creativity.

Project is creative
and shows good use
Project is not very unique
Image is extremely
of reference. Just a
but shows use of
creative and
little more
reference.
unique.
personality is
needed.

Presentation

Pieces are crooked or

Project is missing
large amounts of
parts, and looks very smudging resulted from
messy.
not following proper tool
use.

Connection

Did not make any

connection to
Mexican culture.

Work ethics

Wasted too much

Obviously spent
class time talking or
quality class time
Did not help clean up or Helped clean up and
being disruptive to
working. Went
caused more of a mess spent most class
classmates. Did not
above and beyond
then necessary.
time working.
clean up at the end of
project
class.
requirements.

Lesson Plan Template

A connection is present
but not as much as it
could be. Tell a story
about the Mexican
culture through images

Images are mounted

Image is crisp and
properly. Small
clear and straight.
amounts of ink
No ink smudges or
smudging or glue
glue residue.
residue are present.

A connection is
noticed in some
areas

Obvious connection
to the Mexican
culture through
image

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Overall
aesthetics

Project look
Project is done, but is
unfinished or rushed. missing key elements
that make it look
finished.

How does it
look?

Project looks good. It

is put together well. Project is appealing
to the eye. Viewers
want to look closer
because of the fine
details.

Assessment
Day of the Dead Skull Prints

Total Points_________________________/20 =______________%

Definitions:
Creativity: The use of the imagination or original ideas, especially in the production of an
artistic work.
Presentation: The way in which something is arranged, designed, etc: the way in which
something is presented
Connection: To understand that there is a relationship between two or more things. In this case:
Mexican Culture and your own personal Artistic Identity.
Work Ethics: How you work! How much effort you put into following classroom procedures
( ART SMART Expectations), cleanup procedures and project requirements.
Aesthetics: Pleasing to the eye in relation to art and beauty

LEARNING PLAN:
Pre-requisites:

Specific classroom procedures when using art materials

Understanding of the definitions on the rubric

Materials and Technology:

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Styrofoam printing plates ( safe and proper way that will reference the Mexican
traditional celebration of Dia de los Muertos)
Black & White, Complementary Colors
Handouts with drawing instructions
Pencils and artificial plastic skulls
Fact sheet
Interactive white board
Websites (digital resources that are being used for this lesson):
https://www.youtube.com/watch?v=jCQnUuq-TEE
https://www.youtube.com/watch?v=jYWKoMFjnbs
https://www.youtube.com/watch?v=wCT4hrZiQaY
https://www.youtube.com/watch?v=h-qMTx3RPyE
https://www.youtube.com/watch?v=ZOKAHlQ1xpg

Rationale:

This lesson can be used in all classrooms especially if the majority of your
students are Latino. This lesson is great if you are discussing with your students about
this event and how death is perceived through religion and cultures. It is important that
students are engaged especially when learning about historical event and artifacts. So,
this lesson gives students the opportunity to not only learn and retain information but, to
also expand their minds by creating their own paintings. The theorist Vygotsky fits within
this lesson because this lesson assist with students and students that are English Language
Learners, the connection of culture to the new culture in the society that they are living is
of benefit.

Differentiation:

By giving this lesson to students, my focus is to build more multi-cultural experience in

the Art Room. By choosing these 3 artists, Frida D. Rivera and Jose Posada, I am trying to
have my students gain an understanding of how artists pull from their own cultural influences in
order to create their artistic identities. I will have lots of words listed that are visible to students,
many visuals will be given and the lesson is scaffold so that it can be done in chunks.
Step-By-Step Procedures:
Engage: I will use the you tube videos to engage my students and we will discuss each

artist and how they influenced culture and paining. We will create a timeline so that they are able
to understand historical timelines and events, and where they took place.

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1.

Gain an understanding of how artists can rely on their culture as an influence to their art
and identity
Recognize the artwork of the 3 artists, Frida D. Rivera and Jose Posada.
Understanding of the cultural event Dia de los Muertos
Explore: I will give out handout pictures of the artists and they will pair in 2s to

recognize and list things they see in the pictures and how it makes them feel.
a. What do you see in the picture? How does it make you feel? What details do you
notice?
b. I will engage them by extending more questions depending on their responses.
When they are incorrect (even though in Art you are never incorrect) I will guide
them to further thinking to adjust their thoughts and answers.

2. Explain:

a. This area groups of 4 will come together to learn and understand about Dia de los
Muertos following the video that will be shown. They will then write their ideas
on an index card of not only the many ways they or others may celebrate this
event, but new ways in which they can celebrate this event.
b. Questions:

Before our activity, what can you tell me about the artists, dia de los
muertos, and the painting?

Can any of you share your experiences with this event and the kinds of
things you and your family do?

Tell me your favorite artist of this lesson and relate on how they
influenced culture with art.

3. Elaborate: Posing more questions or even creating a worksheet that can test what they
know without being graded.
4. Evaluate: I will collect any written work they conducted in groups and collect their
final piece of art work to assess. I will then assess the students by:
a. If they complete all tasks with thought and creativity, I will know they understand
the lesson and what they learned
b. If they explain their own experiences and any prior knowledge, I will know that
they have an understanding of it before they learned it
c. Students will evaluate their own learning and peers by working together in
groups, they will evaluate their own learning by following the rubric while they
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create their artwork and ask themselves if they feel they put all their best and
thoughts into this lesson and activity.
ATTACHMENTS:
Attach any supplemental materials (e.g., worksheets, graphic organizers,
etc.)

All your preference if you want to create a worksheet, graphic

organizer, etc.

REFLECTION (AFTER THE LESSON):

Analyze the evidence you collected and reflect on how the lesson went:

What did the students learn? How do you know?

What went well? What makes you think so?
What would you change if you were to teach the lesson again? Why?
Explain how the evidence that you collected is also useful in thinking
about something more than the success of this particular lesson. For
example, consider how your data support or conflict with theory and
research that youve read.

TEMPLE TEACHING STANDARDS (TTS):

o Deep Content Understanding- Students will understand objectives along with

further details from the videos and their own thoughts.
o Coherence & Continuity- Continuity is evident throughout this whole lesson and
allows them to continue them in other areas of activities in the future
o Real World Connections- Students will make connections to the paintings and
artists
o Active Learning- Students are given hands-on activities and are continuously
engaged through visuals and thinking.
o Critical & Creative Thinking- Students are posed many questions that they have
to think about and write. Group work will allow for them to engage in creative
thinking that they maybe didnt think they can do.
o Teacher Reflective Thinking- The lesson allows teachers to reflect on how well
the lesson works or not for the students and what I can do differently. This will
also allow teachers to determine whether they learned the material or not.

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