Visual Art Lesson Plan Lesson Title: Block Buildings Grade: 1st

Lesson Idea and Relevance: What are you going to teach and why is this lesson of importance to your students? How is it relevant to students of this
age and background?
Students will learn about form by creating drawings of buildings. They will get a guided activity for drawing a cube or
rectangular prism, and will then get a chance to turn it into a fantastic building that they would want to live in.

Essential Understanding (s): What are the big ideas? What Essential Question (s): What provocative questions will foster
specific understandings about them are desired? inquiry, understanding, and transfer of learning?

Art responds to and shapes culture (example: Why are buildings shaped they way that they are? (for
architechture) examples, houses with square rooms)

How do artists make flat drawings look 3-D?

Outcomes - Students will know...What key knowledge and skills will students acquire as a result of this unit? ...Art history and culture;
expressive features and characteristics of art; art materials, tools, and techniques? What should they eventually be able to do as a result of such knowledge
and skill? ...Compare and contrast art work; analyze sketches?
Students will be able to:

Identify forms, such as cubes, rectangular prisms, cones and pyramids

Describe how sculptors used forms in their work
Draw a cube
Create a drawing of a building that demonstrates forms

Student Reflective Activity: Through what authentic Assessment Instrument (s): By what criteria will performances
performance task(s) will students demonstrate the desired of understanding be judged?
understandings? How will students reflect upon and self-assess their
learning?
Exceeds expectations: Student used at
Gallery Walk least two drawings of forms (cube +
other forms) to create a building
Meets expectations: Student drew a cube
and used it to create a drawing of a
building that demonstrates forms
Developing: Student created a drawing of
a building that somewhat unclearly
demonstrates form
Pre-assessment: How will you help the students know where the unit is going and what is expected? Help the teacher know where the students are
coming from (prior knowledge, interests)?

Students just did a project where they learned about depth and perspective, so they understand how a 2-D drawing can
depict 3-D objects.
What is form? What is architecture?

Motivation: How will you hook all students and hold their interest? Ideation: How will you equip students, help them experience the key
ideas, and explore the issues to generate ideas for their art work?
Show pictures of crazy buildings
Personal significance: What sort of building Show examples of various forms and decoration
would YOU want to make/live in? styles in buildings
practice creating forms on the board and on paper
give prompt: create your dream house!

Instruction: What content knowledge (know) and skills (do) will be taught for students to be successful in this Materials, Resources,
art experience? Provide opportunities to rethink and revise their understandings and work? Allow students to Safety: What is needed to
evaluate their work and its implications? (Understand) Include literacy and numeracy? complete the learning plan?

Day 1 SMART
2:05- Class starts, introduce the project idea Presentation
Ask, Why are buildings shaped they way that they are? (for example, houses Square
with square rooms) templates
Show fantastic buildings, discuss noticings and wonderings Paper
Ask, How do artists make flat drawings look 3-D?, discuss form definition Pencils
Go through form drawing slides, let students try to manipulate shapes to draw Rulers
forms. Oil Pastels
2:30- Demo drawing a cube or rectangular prism step by step, students follow
along (each student chooses a rectangle to fit their building idea, traces rectangle as
a template and uses ruler to connect the lines)
2:45- Clean up and meet on carpet, check in: what are you going to add to your
building? Do you want to try adding other forms?
2:50- Class dismissed

Accommodations: How is the lesson tailored (personalized) to the different needs, interests, and abilities of learners? ...Access (Resources and/or
Process) and Expression (Products and/or Performance)?

Students have templates to give access to the process, and can choose to add more complex forms to their drawing if they
need a challenge. Students who arent able to draw a prism will get help from the teacher with each step.