Margaret Welch Fall

AR310, VTS Grade 3

Pages: 14

Lesson Plan
Teacher:
Margaret Welch Fall

Content Area:
Visual Art, VTS;
English/Language;
Technology

Grade Level:
3

Date:
October 17,
2016

Day:
1

ALEX Objectives:
ALEX: Arts Education, Grade 3, Visual Arts, 2006
AED(3)
5. Demonstrate appropriate safety, care, and use of art materials and equipment.
7. Identify symbols and signs depicting specific ideas, moods, feelings, and emotions
generated by a work of art.
8. Identify ideas and feelings expressed by individual artists in works of art.
9. Contrast artistic styles of various cultures, times, and places.
ALEX: Language Arts Education, Grade 3, 2015
ELA2015(3)
Writing Standards
Text Types and Purposes
22. Write opinion pieces on topics or texts, supporting a point of view with reasons.
[W.3.1]
a. Introduce the topic or text they are writing about, state an opinion, and create an
organizational structure that lists reasons. [W.3.1a]
b. Provide reasons that support the opinion. [W.3.1b]
c. Use linking words and phrases (e.g., because, therefore, since, for example) to
connect opinion and reasons. [W.3.1c]
d. Provide a concluding statement or section. [W.3.1d]
23. Write informative or explanatory texts to examine a topic and convey ideas and
information clearly. [W.3.2]
b. Develop the topic with facts, definitions, and details. [W.3.2b]
Production and Distribution of Writing
25. With guidance and support from adults, produce writing in which the development
and organization are appropriate to task and purpose. (Grade-specific expectations for
writing types are defined in standards 22-24 above.) [W.3.4]
Research to Build and Present Knowledge
28. Conduct short research projects that build knowledge about a topic. [W.3.7]
Speaking and Listening Standards
Comprehension and Collaboration
31. Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on Grade 3 topics and texts, building on others
ideas and expressing their own clearly. [SL.3.1]
a. Come to discussions prepared or having read or studied required material;
explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion. [SL.3.1a]
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful

Margaret Welch Fall

AR310, VTS Grade 3
Pages: 14

ways, listening to others with care, speaking one at a time about the topics and texts
under discussion). [SL.3.1b]
c. Ask questions to check understanding of information presented, stay on topic, and
link their comments to the remarks of others. [SL.3.1c]
d. Explain own ideas and understanding in light of the discussion. [SL.3.1d]
Presentation of Knowledge and Ideas
36. Speak in complete sentences when appropriate to task and situation in order to
provide requested detail or clarification. (See Grade 3 Language standards 37 and 39 for
specific expectations.) [SL.3.6]
Language Standards
Skills and understandings that are particularly likely to require continued attention in higher
grades as they are applied to increasingly sophisticated writing and speaking are marked with
an asterisk (*).
Conventions of Standard English
37. Demonstrate command of the conventions of Standard English grammar and usage
when writing or speaking. [L.3.1]
38. Demonstrate command of the conventions of Standard English capitalization,
punctuation, and spelling when writing. [L.3.2]
a. Capitalize appropriate words in titles. [L.3.2a]
b. Use commas in addresses. [L.3.2b]
c. Use commas and quotation marks in dialogue. [L.3.2c]
e. Use conventional spelling for high-frequency and other studied words and for
adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [L.3.2e]
f. Use spelling patterns and generalizations (e.g., word families, position-based
spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
[L.3.2f]
g. Write legibly in cursive.
h. Consult reference materials, including beginning dictionaries, as needed to check
and correct spellings. [L.3.2g]
Knowledge of Language
39. Use knowledge of language and its conventions when writing, speaking, reading, or
listening. [L.3.3]
a. Choose words and phrases for effect.* [L.3.3a]
b. Recognize and observe differences between the conventions of spoken and
written Standard English. [L.3.3b]
ALEX: Technology Education (2009) Grade 3-5
TC2(3-5)
1. Use input and output devices of technology systems.
2. Use various technology applications, including word processing and
multimedia software.
5. Practice safe use of technology systems and applications.

Margaret Welch Fall

AR310, VTS Grade 3
Pages: 14

NON ALEX:
Students will become familiar with how to look at and examine various works of art through
observation and critical thinking.
VTS uses art to teach visual literacy, thinking, and communication skills, listening and skills to
express one. Growth is stimulated by several things: looking at art of increasing complexity,
answering developmentally based questions, formulate questions, and participating in peer
group discussions carefully facilitated by teachers. The students will also be able to orally
express their thoughts and ideas and any revisions they had to make based on their level of oral
proficiency. They will also engage in critical thinking out loud as they share what they think of
critical discussion questions in whole class and in pairs.
Four steps to explicit instruction:
I Do, We Do, Yall Do, and You Do
Five components of active literacy: read, write, talk, listen, and investigate (T.W.I.R.L)
DBAE Discipline:
Discipline-Based Art Education (DBAE) is an approach to arts education developed and
formalized in the early 1980s by the Getty Center for Arts Education (later known as the Getty
Education Institute), a division of the J. Paul Getty Trust, which is a private foundation dedicated
to the visual arts and the humanities.
DBAE seeks to impart a well-rounded view of art by studying any given work or type of work
using four different disciplines, tailored to specific ages and grade levels, which is commonly
applied to the visual arts in a classroom setting:
1. Art Production Students learn skills and techniques in order to produce personal,
original artwork.
2.

Art History Students study the artistic accomplishments of the past and present as
motivation, examples of style or technique, and as discussion topics, especially in
relation to cultural, political, social, religious, and economic events and movements.

3. Art Criticism Students describe, interpret, evaluate, theorize and judge the properties
and qualities of the visual form, for the purpose of understanding and appreciating works
of art and understanding the roles of art in society.
4. Aesthetics Students consider the nature, meaning, impact and value of art, are
encouraged to formulate reflective, educated opinions and judgments about specific
works of art, and examine criteria for evaluating works of art.

Daily Outcome:
VTS uses art to teach visual literacy, thinking, and communication skills, listening and skills to
express one self.
Growth is stimulated by several things: looking at art of increasing complexity, answering
developmentally based questions, and participating in peer group discussions carefully

Margaret Welch Fall

AR310, VTS Grade 3
Pages: 14

facilitated by teachers.
Students will demonstrate an understanding of original work of art using Visual Thinking Skills;
Continue examining art of different styles and media, and developing a
personal connection with it;
Understand that art objects tell stories, and to determine possible meaning of
these stories through extended looking and sharing of observations and opinions;
Develop fundamental thinking skills by answering structured questions that
encourage problem-solving through observation, brainstorming, and evidence building;
Strengthen communication skills and respect for various points of view
through facilitated group discussion;
Strengthen all of the Language Arts domains: Speaking, Listening, Writing, and Reading;
Strengthen students skills to compose questions;
To extend the discussions into a writing exercises.
Collaboration with peers.
VTS uses art to teach visual literacy, thinking, and communication skills, listening and skills to
express one. Growth is stimulated by several things: looking at art of increasing complexity,
answering developmentally based questions, and participating in peer group discussions
carefully facilitated by teachers.

Assessment:
Work products
Class participation
Quick Write
3-2-1
Classroom Observational data
Students will be assessed based on whole class participation, pair groups, and the completion
of their Literary Journals. Complete their work according to the following standards:
Students will demonstrate an understanding of original work of art using Visual Thinking Skills.
Understand that art objects tell stories, and to determine possible meaning of stories through
extended looking and sharing of observations and opinions.
Answering structured questions that encourage problem-solving through observation,
brainstorming, and evidence building.
Communication skills and respect for various points of view through facilitated group discussion.

Margaret Welch Fall

AR310, VTS Grade 3
Pages: 14

Students will compose questions.

Students will write in complete sentences, using appropriate capitalization and punctuation.
Students will speak in complete sentences that express their opinions and provide textual
support in their discussion partnerships.
Students will also explain at least one word they associated with art image, orally, in writing or
with pictures that demonstrate their understanding.
Collaboration with peers.

Resources (textbooks/page numbers, trade books, magazines, newspapers, etc.)

Be specific.

Visual Thinking Strategies (VTS), is a research-based teaching method that promotes critical
thinking skills through interaction with visual art. VTS encourages a deeper level of thinking and
sharing of multiple perspectives. These strategies are useful for almost any subject, including:
looking at artwork, exploring poetry, observing science, investigating math concepts, and
introducing new topics. The routines in this lesson help students make careful observations and
thoughtful interpretations while stimulating curiosity.
Artwork: Gold by Neo Rauch,; printer to print artwork from Power point slide; Prezi to display
artwork and questions to answer, students literary journals, scissors to cut out artwork and glue
to glue artwork in journals.
Attachment: Prezi for displaying art image and questions; Power Point image for students to for
literary journals; and artist biographies.
http://prezi.com/w1tp6canzedl/?utm_campaign=share&utm_medium=copy&rc=ex0share

Technology Utilized: (Internet sources, United Streaming, etc.)

Technology to display artwork image is Prezi; PowerPoint for students to print the art image, so
they can use in Literary Journals; Computer and Printer.

Margaret Welch Fall

AR310, VTS Grade 3
Pages: 14

Before

During

After

Purpose

Purpose

Purpose

Hook/Engagement.
To connect prior knowledge to
new knowledge; organize
information; provide a
structure (ART) for conversing
about a topic; provide
opportunities for critical
thinking and discussion.

Use the VTS discussion

protocol to allow students to
make meaning of the image.
Let students make sense of
this image by orally express
their thoughts and ideas and
any revisions they had to
make based on their level of
oral proficiency. They will also
engage in critical thinking out
loud as they share what they
think of critical discussion
questions in whole class and
in pairs.

Evaluate & Extend Students

Understanding of the
Concepts Taught.

Strategy

Strategy

Strategy

VTS and A Three-Minute

Pause as a break in large
sections of content. The
Three-Minute Pause provides
a chance for students to stop,
reflect on the artwork and
ideas that have just been
introduced, make connections
to prior knowledge or
experience, and seek
clarification.

Quick Write or Think-PairShare

3-2-1

Purposes: (1) introduce a

concept and connect this
concept with prior knowledge
or experiences and (2) allow
students to discuss and learn
from each other.

Activity:
Students must complete the
following information before
exiting the classroom.
1. List 3 words that they
associate with the piece of art.
2. Describe 2 differences
3. Ask 1 question

Students will looking at art of

increasing complexity,
answering developmentally
based questions, formulate
questions, and participating in
peer group discussions
carefully facilitated by
teachers.

Students are asked to:

Look carefully at works
of art
Talk about what they
observe
Back up their ideas
with evidence
Listen to and consider
the views of others
Discuss multiple
possible
interpretations

1. Introduce a single word or

phrase to the class.
2. Students copy the concept
on index cards.
3. Students are given two
minutes to write whatever
comes to their minds relative
to the concept. They may
write freely using single
words, phrases, sentences,
etc.
4. After time is called,
students may volunteer to
share their thoughts on the
subject.

Margaret Welch Fall

AR310, VTS Grade 3
Pages: 14

Teachers are asked to use

three open-ended questions:
What's going on in this
picture?
What do you see that
makes you say that?
What more can we
find?
3 Facilitation Techniques:
Paraphrase comments
neutrally
Point at the area being
discussed
Linking and framing
student comments

Procedure

Procedure
Procedure

1. The teacher selects an

1. Teacher opens up the
interesting picture or
question to the room,
painting, one that relates to
"What do you see in the
the topic of the story to be
picture?" The students'
read, in this case the
responses often start out
picture above.
with the obvious
"There's a man and a
2. A copy of this picture is
woman looking inside a
placed on the overhead
store window. This is a
projector, begin, have the
man putting something in
students take a few
the store window and
moments to view the work
another man we cant see
of art. Make sure that the
very well looking in the
title of the work is not
window. I think maybe a
visible to the students.
small town,
3. OK, let's start. Here is the
first image I want you to
study.
4. Show the first slide.
5. The students are asked,
"All right everyone please
look at the picture silently
for a minute and think
about what you see.
What's going on in the
picture?"

2. When a student offers a

qualitative statement, the
teacher asks for more
information.
3. "You said in the picture it
looks like a small town.
What makes you say that?"
The students justify their
answers by providing
evidence from the picture.
They may say, "They are

For the next activity: Picture

Description activity, each
student will use the computer
to print a copy of the art
discussed, Gold by Neo
Rauch, the students will cut
the art work to fit on a page of
their journal, they will glue it to
a page (left side) in their
literacy notebook. The
students:
1. Will pick three words that
they associate with the
piece of art.
2. Write two sentence or
questions about the picture
and then share them. This
allows the students to have
a picture book with their
own notes to remind them
of what they are learning
and thinking.
3. Pick one song that comes
to mind when viewing this
art work.
4. Compare answers with
classmates.
5. We will openly discuss the

Margaret Welch Fall

AR310, VTS Grade 3
Pages: 14

not cars on the street, and

we dont have stores like
that."
4. Next the teacher asks
students to share differing
opinions and provide
justification. One student
may say, "The woman
looks like she wants to buy
something but her husband
is not looking at what she
is looking at. They might
not have enough money.
The teacher then asks,
"Does everyone agree? Is
that why this man and
woman is doing? Another
student might say, "I don't
think so. I think the man is
just looking at something
else. The wife is dress
nice".
5. The discussion goes on
until students have shared
all they can about the
picture.
During discussion, link
responses together
compare and contrast
what other students
have said.
Avoid inserting
information. Let
students look closely
and reason out their
responses, rather than
discussing the facts. If
a student comes to a
factually incorrect
conclusion, gently
correct if absolutely
necessary during your
classroom lesson, not
during the VTS
conversation.
Allow the conversation
to go where it will,

words that the students

associated with the art and
read and share our
sentences written.
Closing:
reflect on the content
of the lesson
evaluate predictions
examine questions that
guided reading
respond to text through
discussion
respond to text through
writing
retell or summarize
Conclusion: Compliment
students on their ideas and
participation.

Margaret Welch Fall

AR310, VTS Grade 3
Pages: 14

even if it gets off topic.

Remember, the goal is
not to share
information, but to
encourage critical
thinking.
At the end of the
conversation, continue
with your lesson,
linking the content with
comments that
students made.
The teacher
summarizes what the
students said. "So,
after looking at this
picture we think that,
maybe this is a
husband and wife
who lived in a small
town and a long time
ago. We can tell this
because there are no
cars on the street and
of what they are
wearing, we dont
wear. The woman is
reaching out to the
man. "

Grouping Arrangements:

Grouping Arrangements:

Grouping Arrangements:

Whole Group

Whole Group ( I Do/We Do)

Chunk 1-3: Individual Grouping

Chunk 4: Partner Groups (Yall
Do)
Chunk 5: Whole Group ( I Do/We
Do)

Margaret Welch Fall

AR310, VTS Grade 3
Pages: 14

Neo Rauch b. 1960

Biography
Artist Neo Rauch, known for his crisp, colorful figurative paintings, was born in the
German Democratic Republic in 1960 and continues to live and work, in Leipzig,
German. Neo Rauch is regarded as one of the most important contemporary German
painters. His large-format works and graphics have a surreal feel (renderings of his
daydreams), a trademark of the Leipzig-born artist's style. Primary works oil- on-canvas
paintings run to 7-by-15 feet, while others are 7-by-10 feet.
Is a painter of enigmatic (is tough to figure out, puzzling and even mysterious) images
packed with content, overloaded with possible meanings. His style is thick with cultural
references, elements of Socialist Realism jostling pop art, 1950s book illustration
coexisting with German romanticism. His work is widely interpreted as referring to the
experience of growing up in East Germany, with it regime of totalitarianism followed by
the disillusioned freedom of consumerism.
Orphaned since Infancy, the German Painter Follows in His Artist Parents Footsteps.
When the German painter Neo Rauch was four to six weeks old, his parents left him
with his grandparents and boarded a train to art school in Leipzig. Within hours, the train
had crashed, and their infant son was orphaned. Surrounded by their charcoal
drawings, his earliest impulse was to create art.
The artwork of my parents encircled me, said Mr. Rauch, now 54 years old, at his
Leipzig studio. On the wall, a photograph of his mother watches over him, unable to
answer a question that has always puzzled him: How did they even pick Neo as my
name?
His first work, at age 2, was a cheery woodpecker.
Gold, the painting we are reviewing was painted 2003.In Gold, a bland neon-lit shopping
precinct is juxtaposed with a gloomy romantic landscape. In the window of a shop or
diner, a man lays out items in the window (appears to be human heads).The figures
outside the window seem wistfully excluded. The men are inert and somnambulistic; the
squatting woman alone is active perhaps, menacing with her shiny new boots and the
open jaws of her hand bag. An atmosphere of nostalgia and loss inhabits the image, a
fragment of a dream from a society that no longer dreams.

Margaret Welch Fall

AR310, VTS Grade 3
Pages: 14

Definition, unfamiliar words

Surreal - Dreamlike, fantasy
Contemporary art is the art of today, produced by artists who are living in the twentyfirst century.
Enigmatic is tough to figure out, puzzling and even mysterious.
Socialist realism is a style of realistic art that was developed in the Soviet Union and
became a dominant style in various other socialist countries.
Jostle: to knock or push roughly against someone or something in order to move past
them or get more space; jostling quirky colors, contrasting paint surfaces and unstable
spatial locations.
Totalitarianism.1: centralized control by an autocratic authority. 2: the political concept
that the citizen should be totally subject to an absolute state authority.
Consumerism is the culture or ideology of excessive consumption of material goods or
services in ever-increasing amounts.
Juxtapose is to put things that are not similar next to each other, like fish and chocolate
ice cream.
Inert - something that's unable to move or moving without much energy can be
described as inert.
Somnambulism - Sleepwalking. Purposeful moving, usually but not always including
walking, while in a deep stage of sleep.
Nostalgia.1: the state of being homesick: homesickness. 2: a wistful or excessively
sentimental yearning for return to or of some past period or irrecoverable condition

Margaret Welch Fall

AR310, VTS Grade 3
Pages: 14

References
Cambridge Dictionary | Free English Dictionary, T. (2016). Cambridge
Dictionary | Free English Dictionary, Translations and Thesaurus.
Dictionary.cambridge.org. Retrieved 18 October 2016, from
http://dictionary.cambridge.org
Neo Rauch. (2016). En.wikipedia.org. Retrieved 18 October 2016, from
https://en.wikipedia.org/wiki/Neo_Rauch
New This Month in U.S. Museums. (2016). Artnet.com. Retrieved 18 October
2016, from http://www.artnet.com/magazine/news/ntm3/ntm12-1-5.asp
Farthing, Stephen. 1001 Paintings You Must See Before You Die. New York,
NY: Universe, 2007. Pg.927.Print.
"Neo Rauch David Zwirner". Davidzwirner.com. N.p., 2016. Web. 18 Oct.
2016.
Villarreal, Ignacio. "Artdaily.Org - The First Art Newspaper On The Net".
Artdaily.org. N.p., 2016. Web. 18 Oct. 2016.

For Overhead Projector

Margaret Welch Fall

AR310, VTS Grade 3
Pages: 14

To Print for Journals

Margaret Welch Fall

AR310, VTS Grade 3
Pages: 14

Gold by Neo Rauch

Date______________