Lesson Plan: 1 Main Teacher’s Name: Roni Hildebrand Title: Culture and Identity Through Children’s Books Length

lture and Identity Through Children’s Books Length 3 hours

Enduring Understanding - Big Ideas

What are the big ideas you would like students to explore during this lesson? What are lasting values you would like students to learn beyond the classroom?

Students will be creating informative picture books about their culture. Students will take away similarities and differences between the culture of
each of the students in the class.

Art Concepts
Mediums, Forms, Art Genres/Styles/Movements/Disciplines, Techniques/Methods/Practices, Terms

Illustration -Students will be making 6–8-page children’s books about their cultures.
Storytelling- Students will use an idea sheet to help assist them in writing the story and will use a template to help them create the children’s
book.
Students will be using their choice of medium found in the classroom.

Art Education Approach(es):

e.g. Choice Based (TAB), Arts Integration/STEAM, Media/Skill Based, Studio Habits of Mind, Visual Culture, Environmentalism, Social Justice, Community Based, Contemporary Art Practice, Socially Engaged Art,
Museum Education, Historical, Technology/Media Arts/Maker Space, Design, DBAE, Art History

I would like to implicate some choice-based decisions. I asked students to create a book using the limited selection of materials, whether that is
with markers, crayons, or colored pencils.

Objectives/Outcomes/Learning Targets: (TCQS 1a)

What do you hope the students will learn/What do you want the students to get out of this lesson?
(Use verbs from Blooms Taxonomy)

Students will learn a form of book art.

Students will learn storytelling.
Students will learn about some of their cultures and identities, as well as their classmates, cultures, and identities.

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Standards/Studio Habits of Mind
How do your objectives align with the Colorado (Visual Art) Academic Standards (use Grade Level Expectations) (TCQS 1a)
Which Studio Habits of Mind do your objectives connect with?
Objective Standard Studio Habits of Mind
Engage and persist Students will be learning to embrace the relevance of personal
importance in the world of art through the creation of their
children’s book about their culture and identity.
Understanding art Students will be learning to interact as an artists with other artists
Worlds as they work together and when they present their work in the
gallery walk.
Envision Students will be mentally picturing the pages for their books
while they are making them.

Reflect Students will be explaining their cultures through the books as

well as learning to judge their classmates work and processes.

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What do my students already know/don’t know?
Encourages and provides opportunities for students to make connections to prior learning (TCQS 1c)
Anticipates student misconceptions related to learning and addresses those misconceptions during instruction (TCQS 1c)

My 5th-grade students already understand making choices of elements and materials to create a style, using research to make art, using personal
interests, and failing to create art, and how art can provide details about the time and place they were created. (Colorado 4 th-grade standards)

Assessment (General)
Use formal and informal methods to assess student learning, provide feedback and use results to inform planning and instruction. (TCQS 3b)
What strategies and methods will you use to determine what students have learned? How does your assessment connect to objectives and standards?
e.g.: pre/post assessment, rubrics, student reflections/journaling, documentation, quiz, portfolio review, art critique, etc.

I want to use an idea sheet to see if the students understand the lesson and their own concept. The idea sheet will not be graded but it will be used
to know if students understand the lesson and the idea.
The graded assignment will be the children’s book that students will create.

Student reflective/inquiry activity (This is a specific method of assessment that should generally be used)
Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)

The students will share their books with their peers, with a gallery walk or a book reading, their choice. This will help students to understand that
different things make up our identities, and it will help students to get to know their classmates better.

Interdisciplinarity (Arts Integration)-If applicable

Connect to a variety of content areas/disciplines and emphasize literacy and mathematical practices. (TCQS 1b)

Literacies – Visual, Oral, Written

Please describe how students are being engaged in practices of literacy through art production, art criticism, visual culture, art history, visual culture.

Students will be using written literacy, and they might be using oral literacy when they create and present their stories.

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Inquiry and Ideation (Connecting students to the big idea)
How will this lesson use questioning strategies to develop students’ critical thinking skills and problem-solving skills (TCQS 3d)
Inquiry – What essential questions will you ask to facilitate student’s critical thinking and problem solving about the Big Idea (be specific)?
Ideation – What strategies will you use to help students develop ideas for their work?

Inquiry – I want to ask students questions about that they think culture is while I am presenting the topic and talking about it, as well as asking
them if there is anything that they do that is part of their culture and identity.
Ideation – I will use a worksheet that will help students to get their ideas out and help them decide what they want to write their story on. It will
also have a space for them to sketch for each page.

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Student Abilities:
Engage students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting teaching for the benefit of all students. (TCQS 2c)

Explain specifically how you attend to the range of student abilities. Describe the strategies you will use for students who are already proficient and need growth beyond what you have planned for the rest of the class,
as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.
Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)
(Multiple means for students to access content and
multiple modes for student to express understanding.)

Choose at least one strategy from Chapter 6 of I will have a template made that is only offered if Students will be given the same materials but in a
Differentiated Instruction students need assistance. This will let students still different scale or in a more accessible form. The
create a book but it will already be made they will template will have a fill in the blank, so that
just need to fill in the blanks. students can make the story theirs.

Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance)

Students will be given the ability to create longer Students can use other materials that are not listed
more in depth books. OR they can create a second like colored paper or by making collages when if
book on another aspect of their culture of identity. they have extra time.

Diversity, Equity & Inclusion:

How does the lesson exhibit an awareness of, a commitment to, and a respect for multiple aspects of diversity (TCQS 2b)

This lesson helps to exhibit awareness and respect for diversity by showing students that each one of us is different. This lesson will also show
students that we aren’t the same and the differences that we have help to make up our community.

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Lesson Pragmatics/Logistics:

Resources (These are the resources used by the teacher to support/develop the lesson.)
Artists/Artworks (include images!), Designers/Creators, Books, Videos,

- Children’s books -> I will be getting one at TJ Maxx, I have not gone yet.
- Online examples of worksheets that can be helpful -> I just looked ay how to make a worksheet, because I had no idea. I used Canva.
- More research on culture and identity online

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Materials and Technologies
Integrates available technology to enhance creativity, use of information, and collaboration (TCQS 3c)
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.

- Paper, markers, crayons, colored pencils, watercolor markers, paint markers

- Advanced students – collage materials, scissors, and glue (maybe)

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
Checklist/To Do list
Teacher Example

- Presentation
- Book examples
- Teacher example
- Materials set out

Safety: (TCQS 2a)

Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

I don’t have any safety concerns that are different than in any other classroom.

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 Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience
Day/Date Instruction (Process) - The teacher will... (Be specific about what Learning (Product)- Students will... i.e.: explore ideation by making Time
concepts, information, understandings, etc. will be taught.) connections, How long will
Identify instructional methodology. KNOW (Content) and DO comparing, contrasting; synthesize possibilities for each painting technique; you spend on
(Skill) etc. (Be specific about what will be the intended result of the instruction facilitating this
as it relates to learning.) UNDERSTAND activity
List your steps clearly:
How you will start the lesson?
How will guide students to appreciate, research, experiment,
explore, and/or make art?
How will you lead the students to appreciate and conclude their
learning?
Date
Talk to the class about culture and identity, and talk to them about 25 minutes
how it makes us different but similar.
10 minutes
Read the children’s book -> make sure that the students can see the
art in the book as well. 2 minutes

Present my partial example. I want students to see the work in 2 hours

progress so that they can see the way that I work, and I’ll work on
it while they are working in class as well.

Present the worksheet and start working on it together, then

students work on it alone, student come up to me to tell me about
their competed worksheet and talk about their book. I give them the
pages for their book.

Students work on the worksheet and the book.

10 minutes
Clean up.
The rest of
Students present their books with the gallery walk, the class class
probably wouldn’t have time to do any readings.

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.