LESSON PLAN FORMAT

University of North Texas

Art Education

I. Lesson Number, Grade Levels, Title, and Duration:

Lesson #3, 4th grade, Exploring our communities, 50 minutes
II. Lesson Rationale:
I want to students to learn there are parts of their community that they have never explored and to help
inspire them to become more active in their community. This lesson is significant in helping students
understand the key concepts and essential questions because it expands students minds to what can be
explored.
III. Key Concepts:
We can explore new things in our communities.
IV. Essential Question:
What can we explore?
V. Lesson Objectives:
Students will be able to write about places in their communities they havent explored.
Students will be able to explain how their drawing relates to their writing.
Students will be able to make a drawing relating to their writing.
VI. Specific Art Content:
Writing about artwork
VII. Resources & Materials for Teacher:
Compute
Projector
Slide show with images of students community
Dry Erase Markers
VIII. Resources & Materials for Students:
Plain
Paper
Lined Paper

Pencil

Writing Board

Color Pencils

IX. Instruction and Its Sequencing:

Day of the Lesson 1st day
1. Introduction/Motivation:10 minutes
Slide show guessing game over students community. Will show a picture of the community
and ask whos been to this are. One of the student who raise their hand will talk about what the
place is like. This will continue for nine more images. These places will be written down on the
board.
2. Guided Practice 20 minutes
We will have class discussion about places we have been in the community (park, museum,
neighborhoods, restaurants, etc.) to add to the board. Students will be called on randomly to
add something new to the board. After we have over 30 places, the teacher will read the list and
students will raise their hand if they have not been to the place called out.
3. Independent Practice 10 minutes
Students will draw themselves exploring one of the areas they havent been too.

4. Closure 10 minutes
Students will discuss their drawings by writing a small paragraph. Teacher will read aloud an
example to help students.
They will discuss:
Why I havent explored this part of my community?
How did I show in my drawing what would it be like to explore this part of my community?
5. Formative Evaluation
Students will be graded on their writing and if their drawing matches their writing.
I will help students that need reteaching during the closure part of the lesson and they can finish
their writing at home.
6. Classroom Management Procedures
Students will be warned for breaking rules the first time, second time =small talk with teacher,
third time = write up
Teacher will walk around to answer questions and keep students on task.
Materials will be placed on a center table for easy access
X. Summative Assessment and Evaluation:
What do I want to know?
- Can students write about parts of their community they havent explored?
- Can students write about how their artwork relates to their drawing?
- Can students make a drawing that relates to their writing?
How will I know it?
- Students will write why they havent been to place in their community
- Students will write about how drawing shows what it would be like to explore that area
- Students will make a drawing that matches their writing
How will I record it?
- I will use this rubric
Grading Rubric
100 pts Possible
Writing

Drawing

Great
50 pts
Discusses both
why they havent
been to place
+how drawing
shows what it
would be like to
explore that area
Drawing is
complete and
matches paper.

Needs Work
40 pts
Discusses only
one question.

Incomplete
0 pts
Doesnt write
anything.

Drawing is
complete

Doesnt draw
anything.

XI. Interdisciplinary Connections:

There are no major interdisciplinary connections in this lesson.

XII. References & Resources:

Local community
Town Website
XIII. Art TEKS
(2) Creative expression/performance. The student expresses ideas through original artworks, using a
variety of media with appropriate skill. The student is expected to:
(A) integrate a variety of ideas about self, life events, family, and community in original artworks;
(4) Response/evaluation. The student makes informed judgments about personal artworks and the
artworks of others. The student is expected to:
(A) describe intent and form conclusions about personal artworks; and

XIV. National Art Standards

VA:Re7.2.4
Analyze components in visual imagery that convey messages.
VA:Cr2.3.4
Document, describe, and represent regional constructed environments.