Lesson Planning Template

Name: Katie Lovegren Date:4/11/21

Lesson Title: 3D art trick on paper
Lesson Justification
Who are my students? (student information, interests, and needs specific to the content of this lesson)

Students are 5th grade, 9 boys and 11 girls that have shown an interest in 3D effects on paper
when we did the 3D hand lesson. 2 of my students have IEP’s and 4 are EL students. They like
to draw with detail and are experimenting with shading techniques. Students are studying
geometric shapes and measuring in math. This lesson utilizes both.

What conditions/limitations might impact the planning and delivery of the lesson?
There may be time constraints and students may need extra time to finish the lesson. Small
motor skills are necessary for coloring, measuring, drawing straight lines and shading.
Vocabulary will need to be broken down for my EL students and my IEP students may need to
create their drawings on graphing paper and use thick hard plastic or wooden shape stencils.

What are you teaching?

Students will learn how shading and one-point prospective play apart in making a drawing
appear 3 dimensional.

Why do students need to know this content?

In order to further their art skills to draw more realistic creations or abstract angles that
have the illusion of lifting off the page. Students are learning a new technique that is
interesting and easy to apply. Since students have expressed an interest in this technique,
they will enjoy applying one point perspective and shading. This lesson provides for an
introduction to how it can be done and should engage their interest in furth experimentation
with the technique.
Why did I select the instructional strategy (ies) utilized in this lesson? Provide a
research/theory connection to support the instructional strategy. I chose to do the direct
instruction method so students can first see what is being done and practice together in
order for them to be successful independently. The benefits of direct instruction are that
you can deliver large amounts of information in a short period of time. By applying the I do,
we do, you do method my students can gain experience by first seeing me work the steps then
do some guided practice and lastly using the skills acquired to experiment on their own.
How does this lesson connect with and build on previous/subsequent lesson(s)? We have
already done math lessons on geometric shapes and drawn figures without one point
perspective. By adding the one-point perspective the students can see how it contributes to
the success of 3D drawing. We have created an art piece demonstrating how to make a 3D
effect by tracing their hands and then adding curved lines to the hand shape. So, this lesson
is adding another skill for them to experiment with. This lesson will utilize what students
already now about the number of edges a 3D shape, such as a cube, needs and how lines and
structure can affect the overall appearance, realism, and dimension a shape has.

Academic Language
Language Function (see the last page of the template)
Reading= Students will follow along through a power point where they will need to read and
decipher information in order to follow the steps of the project
Listening=Students will listen and observe as the teacher models the creation of the project
Speaking= Students will present their projects to one another.
Writing= Students will evaluate their piece and each other’s work for strong use of line and
shading for a successful 3D effect and write a positive critique for at least one other piece.

Vocabulary (think about both content and academic vocabulary)

Academic vocab Definition Synonym/Antonym Example or sentence
Evaluate To study someone’s Judge, give When I evaluate the
work and decide if feedback/pass or art, I will decide if
the creator was ignore, no feedback. the artists shading
successful in helped the 3D
reaching their goals effect.

Content Vocab
proportion Parts comparative to Right If my eyes are drawn
the whole size/disproportion the correct size that
(wrong size compared compliments my face,
to the whole) that means they are
in proportion to my
face.
Critique to make a thoughtful Judgement, I will write a critique
and careful evaluation/opinion that tells why I think
judgement of not based on facts or the artist was
someone’s work evidence successful.
Shade How light or dark a Shadow/light Let’s sit under the
color is. tree where there is
shade to keep out of
the sun.
Parallel Lines that are always NA The lines painted on
the same distance a street are parallel.
apart
Perpendicular Lines that come NA The pole runs
 together to form a vertically and is
right angle perpendicular to the
ground.
Perspective Point of view Position or view/out From my perspective
of view or unknown I can see only two
sides of this cube.
Syntax OR Discourse (circle one and explain how this lesson practices either discourse or
syntax. See the last page for information on each of these)
Discourse: Students will present and talk about their art. They will display their art in a video
display in the commons with their artists statements describing ways their pieces were
successful. Students will develop and apply critiques for their evaluations of their own work
as well as one other.
Student support tool: (see the last page for ideas)
We will use rulers for straight lines, tape to hold paper steady and large markers for those
that require for fine motor coloring and narrow markers who work better with those. I will
post steps with pictures on the board. (See PowerPoint, students will be able to access
PowerPoint on their IPads as they complete the piece.)

Standards And Learning Objectives

Standard Content Assessment:

(Any and all Objective Tools: (things that are used to assess students) Final art
standards that (make sure work. Self-critique.
pertain to the it is Indicators/Criteria:
lesson) assessable, (the ways you are measuring if they successfully met the
specific, standards and objectives)
and aligns Final art work represents one point perspective, shading to
4.2.1.5.1 Create to the indicate the absence of light or a shadow cast on the
original two- and- standards object and the space below the object.
three-dimensional  and Feedback:
artworks to assessment) (how will you let students know if they’ve met the objective
express specific or not?)
artistic ideas. Students notice what is successful, offer advice, remind students to
will create a check their measurements and make a light line with the
2D pencil before making a dark solid line to be sure to have it
Geometric right. “I notice that your lines are parallel where they need
cube drawin to be and that you have darker shading on this part, that
g that makes me believe the light is coming from this direction.”
appears to When I move your art work the shape seems to have an
4.1.2.5.1 Describe be 3D and illusion of showing me different angles and widths. You have
the floating, de very straight lines so I can tell that you made sure to use
tools, materials monstrating your ruler and were careful when you added color.
and their ability
techniques used to apply one
in a variety of point direct
two- and three- ion and
dimensional media understandi
such as ng of how
drawing, printmak the
ing, ceramics principles
or sculpture and
elements of
visual
art contribu
te to the
success of
their piece.

Students
will analyze
their work
to
evaluate th
e artwork
and write an
artist
statement d
emonstratin
g their
knowledge
of
the element
s and
principals
that were
used
and explain
where their
piece was
successful
or what
they may
change to
make it
more succes
sful. 
Standard Content Assessment
Objective Tools: Stem sentence peer critique for positive feedback
4.4.1.5.1 Justify
personal interpre Given a Indicators/Criteria: Students create and complete
tations stem evaluation of at least one other student’s art that includes
and reactions to sentence, an evaluation of one point perspective and shading.
works of visual students
art. will write Feedback:
a critique st Students’ critiques should be thoughtful and show
atement knowledge of shading and one point perspective and how it
about affected the piece.
another
piece detaili
ng one thing
that was
done well
and why. 

Materials
 White paper
 Pencil
 Ruler
 Post its (for tracing and marking one-point perspective mark)
 Painter's tape (blue)
 Marker
 Black pen or fine tip Sharpie
 Scissors
 link for step-by-step directions

Instructional Strategies And Learning Tasks

Time Instructional Differentiation
Strategies/Learning
Tasks
(Introduction) (consider supports for three different populations for
3 min T. Teacher has each step here. IEP/504 student: extra time in a quiet
students watch a video space with para support if indicated, large markers for
on 3D drawing. small motor assistance. Tape to hold paper in place,
https://www.youtube.co Language learners: Step by step directions with pictures
m/watch? showing what the picture should look like at each step.
v=3_3uQYTg9GQ https://mnscu-
my.sharepoint.com/:p:/g/personal/yk5655yy_go_minnstat
T. Discussion “What are e_edu/EZHb4XCWcHxMi9QX6LB6GfIBHbJlhR9MAOqoi
somethings you noticed Pg9KWT11w?e=lGizoL
in the video?” Vocabulary on the board with pictures and definitions.
a) Students will likely Gifted/Talented students: Narrow markers, if time
answer it was a cube, it permits, they can experiment with differ shapes doing
was floating or changing the same effect or create multiple layers to their cubes.
size. They may even say
it looked 3D.
b) If they don’t know,
then I will rewind the
video and pause it
appropriately and
explain the prospective
the artist achieved.
T. Which elements or
principles of art do you
see in this video and
how are they used?
a) Elements used are
line, shape, texture,
form, space, color (red
and blue lines create
notebook paper) and
value.
b) Principles used are
balance, proportion,
unity, harmony, variety,
emphasis, rhythm, and
movement. Student
answers must be
justified.

T. “Today we are going

to do something similar.
We are going to take
what we know about 3D
shapes and draw a
rectangular prism with
a square base that is
floating but rather
than free hand draw
like we saw in the video
we are going to be very
precise and use an
artist’s technique called
one-point perspective.
Who can tell me what
perspective means?”
a) Appropriate student
answer will be: the way
you see something.
b) if students do not
know the definition, I
will provide it.

(Lecture/Demonstratio
n/worktime)
T. provides list of
materials and uses
overhead projector to
allow students to see
her demonstrate
project. (step by step
instructions are
provided in a
PowerPoint for
students to access with
their iPad’s should they
need to review.)
T. Tapes the paper in
place. “we are going to
want to make sure when
we are making our lines
that our paper doesn’t
shift and so we have to
secure it in place with
tape. Go ahead and tape
your paper in place just
like I have shown you.”
T. Places post it note
next to the paper on
the right-hand side and
marks an X. “This is our
point that is going to
give us that perspective
that we are looking for.
All of our lines at the
bottom of our cube are
going to be angled
towards that point.
Take your post it and
position it similar to
mine and mark an X in
the middle of the post
it.”
T. “Now we should be
ready to draw. First, we
are going to trace a
square right next to
the edge of our paper
but slightly down from
the top, I am using a
stack of post its,
because I know that
they are perfectly
square and I measured
a head of time, so I
know they can be evenly
divided into thirds
easily too.” Traces
Square, invites
students to trace their
post its.
a) Students follow along
and trace their post its.
T. “Next we need to use
our ruler to create our
sides of our cube. You
will angle from this
corner to the center of
the X you marked on
your post it to the
right of your white
paper. You can make
that line either 2 or 3
inches, mine is going to
be 3 but you can choose
2. Then you will draw
each of the other lines
from the other corners
so that they are also
pointing directly to the
center of the X on your
post it. Make sure that
each of these three
lines is also the same
length as your first, so
if you chose 2 inches
these should also be 2
inches.” Teacher
demonstrates steps to
make lines of the cube
directed to one point.
T. “Who can tell me why
we might not draw a
line from this third
angle?” points to the
upper left corner of
the square.
a) Students’ answers
might vary, expected
answers are that when
you are looking at a 3D
shape you can not see
all of the sides and
edges at the same time
so you can’t draw what
you can’t see.
b) If students answer
correctly, I will provide
positive feedback. “I
agree, if I am looking at
a cube for example, I
have to change the
cubes position in order
for me to see all the
sides and edges, I can’t
see it, but I know its
there so I don’t have to
draw it. Just like if I
was drawing the back
of someone’s head, I
know they have eyes by
I don’t draw them if I
am looking at their
back.” If they don’t
answer correctly, I will
provide the answer.
T. “So we are going to
leave that line for our
imagination but now you
can go ahead and
connect these lines this
way” demonstrates
which lines connect.
(extended bottom left
line to the extended
bottom middle, and
then the bottom middle
to the line extended
from the top right.)
T. “Measure the grid on
top. Because my square
is 3”x3” I can divide it
into thirds pretty
easily. You are going to
create a grid pattern
where the lines are
parallel and
perpendicular. Who can
tell me what parallel
means? Perpendicular?”
a) Students answer
that the lines never
cross for parallel and
that they create right
angles for
perpendicular.
b) If they do not know
I will give definitions.
T. marks which spaces
are going to get color
and colors them, using
every other block and
corresponding side to
make the block pattern
similarly to a checker
board.
a) students are
following along and
completing the same
task on their art piece.
T. Creates shading
under the block to
make it look like the
cube is casting a
shadow. And
demonstrates shading
on the rest of the
shape. “Because I want
my shape to appear as
though it is suspended,
I need to give the
illusion that there is a
flat space under it so I
am going to add some
shading under it to
show that it is casting a
shadow, what me and
then you can add your
shadow”
a) students add their
shading to their shape
and shadowed area.
T. Uses ruler to draw
line across the page but
not through the shape.
“This is about how much
I want to remove from
my paper, that will help
the overall effect of
the piece to make it
look like it is suspended
off the paper.”
T. Cuts off the excess
paper and makes sure
to cut carefully around
the shape.
T. with the doc cam or
camera feature on her
iPad (airdropped on the
smart board) the
teacher rotates the
image around to show
how the shading and
angles of the shape
contribute to the
illusion of the flat 2D
drawing to appear 3D.
T. “Why do you think it
is important to use one
point for perspective in
a piece like this?
a) Students provide
answers: creates
illusion that the object
moves back to that
point, a 3D effect
b) If students don’t
know I will explain the
answer
T: What other ways do
we create a 3D effect
a) Students’
answers will
include, shading
with a pencil,
tinting, different
color shades,
lines that move in
different
 directions or
have a different
shape/texture.
T. “You have a little
work left to finish your
piece so next I want
you to finish. Draw your
cutting line like I did
(shows sample and
points out the space
that was cut off), cut it
out. Then you can use
Flipgrid on your iPad to
create a video that
shows the 3D effect.
We will add your videos
to a PowerPoint that
will play in the commons
with your artists
statements that you
will write describing
your piece. So, the
third thing you will do is
complete your artist’s
statement. I want you
to make sure that you
name your piece and
write your name as the
artist, then write a
sentence that
describes how your
piece achieves the
illusion of being 3D.
Make sure to submit
your video and artist
statement to me when
you are done. Does
everyone understand
what is next?
a) students may ask
questions and I will
address them
professionally with
guidance and support.
b) as students submit
videos and statements
I will review and
provide feedback, then
add to PowerPoint.

T. “Now that we have

our display ready, we
can go to the commons
and view everyone’s art.
You can choose an
artist to critique while
we are there Who can
tell me what it means to
critique someone’s
work?”
a) Students should
answer that it means to
make a thoughtful and
careful judgement of
someone’s work.
b) if students do not
know the definition, I
will provide it.

T. “For today’s critique

I want you to look for
one positive way the
artist was able to
achieve the 3D illusion
with their design. The
artist statement will
appear first in the slide
show and stay up for
about 15 secs. Then
their art will be on
display for 1 full
minute. Their name also
appears on this slide.
You can make your
 analysis and write your
sentence. Make sure
that your name is on
your critique as the
critic and the artist is
listed as the artist so I
know which one is
critiquing and what you
are looking at when you
made your analysis.
Remember we are
looking for at least one
successful thing that
was done in their piece.
Maybe you say
something about their
lines or shading.
a) slide show is playing,
students are viewing
and some side
conversations are
shared about what they
think, some are walking
off to the side to make
some notes and prepare
their critiques
b) I will collect the
critiques for a
secondary look to
assess each student’s
understanding of our
concepts that we
covered as they analyze
someone else’s work.
Closure

(How will you close the lesson? Remember this should pertain to reviewing the lesson
objectives.)
Class gathers back in the classroom. “Today we created a 3D piece of art by following step by
step instructions and you analyzed both your art and someone else’s to determine how you
were successful. I noticed that many of you said that shading can give the illusion that there
is a light source shining on something and that shadows make it look like something has a 3D
quality. Very good, if you made those connections. Next time, you will get to experiment with
shadows again by creating a piece of your own choosing. We will be working with paint or
charcoal pencils. You can decide for yourself what image you will create. The only criteria will
be that you must show shading to create an illusion that there is a single light source.

Self-Assessment/Reflection

Complete after teaching event (There will be no need to do this section this semester)

Language Function – what do student have to DO with language – reading, speaking, writing
and/or listening? It must include one of the language usage verbs like you see below…

Cite evidence
Cause/effect
Justify evidence
Infer, predict
Conclude

Syntax: The set of conventions for organizing symbols, words, and phrases together into
structures (e.g., sentences, graphs, tables).

Discourse: the structures of written and oral language, as well as how member of the discipline
talk, written, and participate in knowledge construction.

Examples: essays, debates, multimedia presentations, artist statement, reports, discussions/

questions to ask; what types of information are included? How are the pieces of information
organized? What comes first, etc?

Academic Vocabulary: (What are the key academic vocabulary words students need to know and
use in this benchmark?)

Text evidence
Symbolism
Explicit versus implicit
Inference/infer/inferring

Student Support Tools:

Sensory, Graphic and Interactive Supports that could be used to help your language learners
succeed.