Spring 2016 ARTE 348/580 Lesson Plan Format 9.1.

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Name: Edie Estes Date: 12.8.17

Grade/Class: 1st Grade Number of lessons: 8 Days
Title of learning segment: Individuality Self-Portrait Collage

Prior Knowledge Students have previously studied: Fine Motor Skills like cutting
paper, and the elements and principles of art

Enduring Understanding NVAS number: Organize and develop artistic ideas

and work.

Essential Question How does your individuality shape your interactions with
others?

Learning Objectives: NVAS: VA: Cr 2.3.1a

SCVAS: Indicator VA.CR NM.1.1 Benchmark VA. R NM.5

Standard Objective & Assessment use similar language

Standard Learning Objective Assessment

NVAS: Identify and classify uses of Formative: Following the class

VA: Cr 2.3.1a everyday objects through drawings,
diagrams, sculptures, or other visual
means.
discussion, Teacher will pass out five
post-it notes to each student, and ask
the students to use the post-it notes to
find their top five most important
identity-related things (dog, color,
family member, etc.) This will help the
students begin to brainstorm for their
final project’s imagery, and help the
teacher see where students stand in
their understanding of identity. After the
notes are filled out, the teacher will
walk around and comment on various
imagery students chose.
Ex: “I see you chose a golden retriever,
will you tell me why?”

ELA Standard 1: 1.2 Practice the skills of taking turns, Formative: Class discussion about
Interact with others to listening to others, and speaking what it means to be an individual and
explore ideas and clearly. how your own individuality shapes your
concepts, communicate interactions with everyone else. Ask
meaning, and develop students questions about identity and
logical interpretations what they think it means.
through collaborative Ex: “When you think about yourself,
conversations; build what things come to mind? For me, I
upon the ideas of others think about art, my dog, and my family.”
to clearly express one’s
own views while Formative: Teacher will facilitate a
respecting diverse VTS session using artwork from an
perspectives. artist directly tied to identity (i.e. William
SCVAS: Wegman, Shahzia Sikander, etc.) for
students to grasp what identity in
I can talk about how an artwork tells a artwork can look like.
Benchmark VA. R story or has a message. Ex: William Wegman: “How does he
NM.5 change the identity of a dog?”
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Indicator VA.CR I can combine several elements of art Summative: One Page Portfolio
NM.1.1 to express ideas, feelings, and stories in Reflection: Have students take pictures
my artwork. of their progress before, during, and
after their piece has been made. Then,
in a word document, Teacher will have
a reflection showing the 3 stages of the
artwork for each individual student.
Under the corresponding images, there
will be questions such as: “Before, I
thought_______.” “During, I ______.”
“Now I think ________.” “In the future, I
will _____.” Teacher will emphasize the
importance of the personal reflection,
so students know that the value of the
assessment is their own choices.

Quantitative Summative
Assessment: Create an interactive
rubric that allows teacher to have a
discussion with each student on how
they feel about meeting the goals of
their artwork, INCLUDING 1PP
Reflection.
Ex: Columns for Portrait, Background,
Construction, Reflection, Tech Usage.
Then, ask each student if they met their
goal in that area of their collage, to
involve the student in their “grade” and
make it meaningful.

Academic Language:
• Identify: Discuss identity-related characteristics of an image in a VTS
session (list, analyze, observe, infer, characteristics)
• Classify: Categorize 5 most important things onto notecards and then
verbally justify their choice (choose, narrow-down)
• Expression: Choose color of paper and imagery materials like magazine
collage, drawings, fabric, wrappers, etc. and be able to verbally justify their
choice (choose, connection, identity, favorite, characteristics)

Key Materials: Paper, Tempera Paint, Magazine Clippings, Glue

Learning Segment Overview (e.g. four 45 minute lessons)

Day 1, Lesson 1: Introduction- Discussion about identity and what that means
Day 1, Lesson 2: Read Spoon by Amy Rosenthal
Day 1, Lesson 3: Description of lesson/project and sketching ideas for self-
portrait/Post-It Note assessment
Day 1, Lesson 4: Students will document BEFORE process (teacher’s phone,
camera, iPads, etc.)
Day 1, Lesson 5: VTS Facilitation with a piece by William Wegman- cover the
various ways of identity incorporation in artwork
Day 2, Lesson 1: Instruction process/Procedure – e.g. choose paper and begin
drawing self-portrait
Days 3, Lesson 1: Instruction process/Procedure- e.g. collage demonstration
Day 3, Lesson 2: Begin collage work with drawings and magazine cut outs
Spring 2016 ARTE 348/580 Lesson Plan Format 9.1.16

Day 4-6, Lesson 1: Continue collage work as needed

Day 4-6, Lesson 2: Students will document DURING process
Day 7, Lesson 1: After self-portraits are completed, have students trace every
line with sharpie and cut out each portrait, then paste their portraits onto their
completed collages and add finishing touches to artwork
Day 7, Lesson 2: Students will document COMPLETED artwork
Day 8, Lesson 1: Present, respond and/or connect- Complete 1 Page Portfolio
Reflection
Day 8, Lesson 2: Teacher will have individual discussion with students about
how they met the goals of their work, then record on a rubric.

Instructional Strategies and Learning Tasks (Procedures & Timelines)

Instructional Strategies and Learning Tasks for each day of the lesson
● Day One: Introduction/Motivation
o Students will be seated at their tables, each of which
will have a pack of markers and a large piece of bulletin board
paper on it. Once students are seated and quiet, they will be asked
to draw and write on the bulletin board with the markers. They will
answer the question: “when you think about yourself, what things
come to mind? I think about art, my dog, and my family. As things
come to your mind, write or draw them on the paper, and make
sure to pay attention to the other answers at your table.” Once their
ideas are written and drawn, they will connect the identity words
and drawings to once another’s at the table.
o Once they appear to be wrapping up this activity, I will
introduce a book to them: “Now, we’re going to hear a story about a
spoon and how his identity is both similar and unique to his friends,
just like you all just did at your tables.”
o Next, the students will gather on the rug at the front of
the room as the teacher reads the book “Spoon.” Following the
book, I will ask the students: “what about the spoon was different
than the other utensils? When you connected your drawings at your
tables, were there any parts of your identity words and drawings
that were unique to you?” This question will lead into a class
discussion about identity and how identity shapes interactions with
others, which will be directly tied back to the opening activity.
o The teacher will then explain the project and how the
students will use identity in their self-portraits. The students will
then return to their tables as the teacher hands out five note cards
to each student and explains: “now that we have a better
understanding of identity and what it means, I want you to use
these five note cards to write down the top five things that make up
your identity.” As the students complete this activity, the teacher will
walk around and ask individual students questions about their
choices: “what made you choose golden retriever?” The students
will be asked to document these notecards, to be used for their one
page portfolio at the end of the lesson.
● Day Two: Instruction Process/Procedure
o As students enter the classroom, they will be directed
to sit at the front of the classroom, where a photograph by William
Spring 2016 ARTE 348/580 Lesson Plan Format 9.1.16

Wegman will be projected. Once the students are seated and

listening, the teacher will facilitate a VTS session. Following the
session, the teacher will connect the artwork to identity: “how did
this artist change the identity of a dog? How does that make you
view identity differently?” Then, students will move to their tables
and the teacher will ask about self-portraits: “what is a self-portrait?
How do you draw a self-portrait?” The teacher will then
demonstrate how to map a basic face, and show an example of the
final project.
o Students will then have the opportunity to choose the
color paper that they would like to have their self-portrait drawn on
and will be encouraged to start lightly drawing their portrait in pencil
on the paper as the teacher walks around.
● Day 3: Instruction Process/Procedure
o Students will be seated at their tables, with
magazines, scissors, glue, and markers at each table. Then, the
teacher will recall the discussion and exercise they did the first day
about identity and the students’ own individual images that they felt
like represented them. The teacher will then ask: “can anyone tell
me what collage is?” And follow up with an explanation and
demonstration of collage.
o Following the demonstration, students will then be
able to choose the color paper they would like their collage
backgrounds to be, then will begin cutting images out that the
identify with and paste them onto their paper, or draw images that
they cannot find in the magazines.
o Similar to the note card activity, the teacher will walk
around and ask individual students “why did you choose this image
to represent you?” This process will last the entire class.
● Day 4-6: Process/Procedure
o Students will continue to work on their collages and
self-portraits as needed, with the option to go back and forth
between collaged background and self-portrait, or choose one to
focus on each day. Students will also document their in-process
work using the teacher’s iPad for their one page portfolios.
● Day 7: Process/Procedure
o Students will be seated with their separate completed
collage and self-portrait pages in front of them. Once the students
are seated and listening, the teacher will recall information from
past in-class practice with sharpies: “Can anyone remind me how to
properly use a sharpie?” I will then give a demonstration on tracing
the self-portrait in sharpie, cutting gently around the portrait so the
sharpie outline is still visible, then paste the self-portrait onto the
collage background. Following the demonstration, the students will
be given sharpies, scissors, and glue to do the same thing to their
own portraits.
o After the portraits have been traced, cut out, and
pasted, the students will be encouraged to make any final touches
to their artwork before passing around the teacher’s iPad to
document their final collages.
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o Once the collages are completed and documented,

the students will be called by tables to place their work on the
drying rack.
● Day 8: Reflection/Assessment
o Students will be seated at their tables with their
printed out one page portfolios in front of them. The one page
portfolio has three images on it: the before/note card picture, an in-
process picture, and the final image of their artwork. Each image
has a pre-typed question and an additional question at the bottom:
“Before this, I thought __,” “During this, I thought __,” “Now, I think
__,” “In the future I think I will __.” The students will be asked to
think about their artwork and how the project taught them about
identity: “What did you think identity meant before we made these
collages? What did you think during? What do you think it means
now?”
o As students finish their 1PP, the teacher will call them
up individually with their 1PP and have a checklist rubric with 5
different categories: “Portrait, Background, Construction, Reflection,
Tech Usage.” The teacher will then have a discussion with the
student about how they felt they did with each of the categories:
“Does your portrait look like you? Does the background have
images that you identify with? Does it stay together? Did you learn
anything about yourself from the 1PP? Did you take pictures of your
work?” and check off each category as the student answers.
o After each student has reflected with the teacher, they
will be asked about how they see identity following the project: “Can
someone raise their hand and tell me what they learned about their
identity from this project? What is an image that you used and why
did you choose it?” Then, the teacher will connect back to the day
one web activity. “How do the images on your collage compare to
your neighbors? What images are the same and what are
different?” Then have students discuss what they chose at their
tables.

Accommodations Universal Design for Learning used in this art lesson. Follow
example below:
Representation: I will have instructions posted on the smartboard, and read aloud
in class
Engagement: Students will be able to discuss their identity as a class, in small
groups at their tables, and write them down with their drawings to show me.
Expression: Students will be able to choose their paper color and the magazine
images of their choice.
Individual student with special needs: Accommodations will be met as needed

Resources- Spoon by Amy Rosenthal, Artwork of William Wegman, Teacher-

Made Artifact
Artifacts- Teacher Example to show to students, student created collage and
self-portrait
Reflection: What went well? Not so well? Next time I will do this differently…)