LESSON PLAN TEMPLATE

Name:

Pablo Garcia

Date:

Content/Grade: 6th Grade

Preparation to Teach

6.2 Students analyze the geographic, political, economic, religious, and social
structures of the early civilizations of Mesopotamia, Egypt, and Kush.
State Standard:

6.2.5. Discuss the main features of Egyptian art and architecture

Lesson Objective:

Materials:

Notes:

Revised 8.13.13 (AG)

students will recognize particular Egyptian art

students will be able to say why that piece of art is important

Instructional Sequence
Anticipatory Set:

minutes

Instructional Strategy and/or Student Activity

Introduction video to Egyptian art

seeing that it was not just art it was also a language
showing where most of Egyptian art came from

Rationale: (Class Learning

Preferences/Skill or Knowledge)
Verbal- When learning about a different
language or a form of expression
Visual- seeing the expressed depictions
of a message in the art

Identify Adaptations (Student Needs)

Intrapersonal- Drawing a conclusion of

how important the art pieces were

IEP

504

EL

GATE

Formative Monitoring/Assessment

seeing that it was not just art it was also a language

showing where most of Egyptian art came from

Identify Adaptations (Student Needs)

Revised 8.13.13 (AG)

Rationale
The language is depicted in the stories
presented to students. Students will give
their first impressions of a art piece
The students will understand that the
most important pieces if Egyptian art
where those commissioned by Pharaohs.

IEP

504

EL

GATE

Instructional Input:

minutes

Instructional Strategy and/or Student Activity

Rationale: (Class Learning

Preferences/Skill or Knowledge)

Near pod of Egyptian art pieces

Visual- seeing particular pieces

and accosting them to the right
pharaoh

what art pieces belong to what Pharaoh

Why is that piece important

Naturalist- seeing and

understanding how important
hierarchy and legacy are
important to Pharaohs

Identify Adaptations (Student Needs)

Interpersonal- students will

express why a certain piece
stands out to them

IEP

Revised 8.13.13 (AG)

504

EL

GATE

Formative Monitoring/Assessment

Rationale
pieces are clearly and openly
identified to a particular Pharaoh.

what art pieces belong to what Pharaoh

Why is that piece important

The piece is important because

the pharaoh had a notable
accomplishment. The piece is so
important that it was buried with
the Pharaoh.

Identify Adaptations (Student Needs)

IEP

504

EL

GATE

Guided Practice:

minutes

Instructional Strategy and/or Student Activity

A near pod quiz on art pieces that have been seen

students will also give details on the piece because they
will be allowed notes
Going over any missed information

Rationale: (Class Learning

Preferences/Skill or Knowledge)
Visual- seeing particular pieces and
connecting them to the right pharaoh
Naturalist- seeing and understanding
how important hierarchy and legacy are
important to Pharaohs
Existential- The understanding of how
critical the pieces of art were to the
pharaohs and their legacies

Identify Adaptations (Student Needs)

IEP

Revised 8.13.13 (AG)

504

EL

GATE

Formative Monitoring/Assessment

Rationale

students will also give details on the piece because they

will be allowed notes

Seeing a piece twice once presented and

then secondly needing to answer it will
provide a better understanding of the
piece and its importance

Going over any missed information

If a student missed a question he/she will

get corrected and taken in the proper
direction. Students will not miss
questions twice.

Identify Adaptations (Student Needs)

IEP

504

EL

GATE

Independent Practice:
Instructional Strategy and/or Student Activity
Students must formulate an Art piece depicting an important
event
Students will choose an event in a group of 3 and draw it out
on google draw

Identify Adaptations (Student Needs)

Revised 8.13.13 (AG)

minutes
Rationale: (Class Learning
Preferences/Skill or Knowledge)
Existential - students understand it was
critical to Pharaohs to be remembered
how do they want to be remembered
Kinesthetic- They are taking what was in
the environment they have just learned
and applying it to their lives
Interpersonal- connecting with other
students to make and art piece that will
be remembered

IEP

504

EL

GATE

Formative Monitoring/Assessment

Rationale

How did the groups work together?

The group was able to come to a

consensus on what they wanted to draw.

Why did they select that moment?

The moment was selected because it

was special or significant to them.

Do you think it will be remembered?

The moment not only has to be

significant to them but to other because
they would like to be remembered.

Identify Adaptations (Student Needs)

IEP

504

EL

GATE

Closure:

minutes

Instructional Strategy and/or Student Activity

Present the art pieces made by students with out a description
this will be in order to see if the other students were able to get the
message they wanted to across.

Rationale: (Class Learning

Preferences/Skill or Knowledge)
Visual- Seeing other students work
Where they able to understand the
message.
Existential- Understanding how
important or significant that
particular moment was.
Logical- using the clues given to
you by the art to find out what
message the art carried

Revised 8.13.13 (AG)

Identify Adaptations (Student Needs)

IEP

504

EL

GATE

Formative Monitoring/Assessment

Rationale

How many of the students art pieces go the message across?

Did you see anything you would like to change in your art piece?

students were able to recognize

some messages if not all. They
used clues in the art to get an idea
of what was trying to be
communicated
There might be things other
students did that made their
message more evident and it might
be an idea to change their art piece

Identify Adaptations (Student Needs)

IEP

504

EL

GATE

Reflection

Success:

Revised 8.13.13 (AG)

Struggles:

Future Ideas:

Revised 8.13.13 (AG)