LESSON PLAN FORMAT

University of North Texas

Art Education

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

Lesson #3
Grade Level: 4th
Title: Brainstorming Symbols
Duration: One class/45 minutes long
II. Lesson Rationale:
Students will learn how they symbols can be used to express who they are. This lesson will help the
students come up with an idea, or better understand, the many ways and things that make up who they
are as a person by the everyday things they do or enjoy in life.
III. Key Concepts:
Identity is how you see yourself
Identity is how you express yourself
Identity is made up of the things you like
IV. Essential Question:
In what ways is identity how you see yourself?
How can you express yourself to show your true identity?
What are some of the things that make up who you are?
V. Lesson Objectives:
1) The students will discover how symbols can be used to express themselves
2) The students will be able to formulate a list of symbols that make up who they are
3) The students will be able to convert the list of words they come up with using images/symbols
VI. Specific Art Content:
- Students will be able to understand how symbols can be used to express identity
- Students will be able to identify the things in their lives that make up who they are
- Students will be able to recognize how artists, such as Frida Kahlo, use symbols to express who they
are
VII. Resources & Materials for Teacher:
Book: Me, Frida by Amy Novesky, illustrated by David Diaz
http://www.kimballartcenter.org/frida-kahlo-a-portrait-of-a-woman-in-art/
Images of Frida Kahlos work with symbolism
VIII. Resources & Materials for Students:
8.5 X 11 in paper
pencils
erasers

IX. Instruction and Its Sequencing:

Day of the Lesson
(1st DAY)
1. Introduction/Motivation:
The students will be gathering around the front of the room. I will recollect our thoughts of
what they created last lesson. I will ask them, now that youve created a portrait of how you
see yourself, do you think you can create something that identifies you without drawing
yourself? What kind of things would you use to describe yourself? What makes up who you
are? I will then read to them Me, Frida by Amy Novesky, illustrated by David Diaz to get
them a sense on how an artist identifies herself trough her paintings using symbolizing.
2. Guided Practice
During the readings I will point out if they notice the bird in every image. When we finish the
story I will bring back the thought of the bird and how the author used it to symbolize Frida in
the book. Can symbols be used to identify who we are? I will then show examples of how
Frida uses symbols in her artwork. Ill ask them What kind of symbols would be used to
identify you? then Ill explain how these symbols ultimately are things that make up their
identity.
3. Independent Practice
I will ask the students to go back to their seats then I will be passing out a sheet of paper in
which Ill instruct them to fold in half vertically. On the left side of the paper they will
brainstorm and write down a list of things they think make up who they are. So for example,
some sports they like doing or watching, things they like to do, family, culture, language, food,
books, places theyve been or even where they live. On the right side of the paper they will
come up with a symbol that represents that item. They will need to come up with at least six
items but can continue to make more.
4. Closure
Since they only needed to use pencil and paper for this activity they wont need much time to
clean up. They must have came up with at least six items but if they finished before time runs
out, they will be encouraged to write/draw more. They will be asked to turn in their paper into
their classroom box then push in their chars and line up.
5. Formative Evaluation
While they are writing down their ideas, I will be walking around the room looking that they
are meeting the requirements. Ill be checking that they symbols they create are a reasonable
representation of what they wrote down next to it. When they are done with the required
amount, I will ask them to check with me and I will be checking them for all that plus creativity
and points for authenticity. If there is more time left for them to work on it, I will ask them to
come up with more.
6. Classroom Management Procedures
During discussion (since this lesson is heavily depended on discussion) I will be looking for
classroom participation from everyone. If the same students are participating, I will call on ones
that are being quieter. During independent practice, as Im giving them a formative assessment,
I will be making sure that they are staying on task.

X. Summative Assessment and Evaluation:

What do I want to know?
How will I know it?
How will I record it?

XI. Interdisciplinary Connections:

XII. References & Resources:
Book: Me, Frida by Amy Novesky, illustrated by David Diaz
http://www.kimballartcenter.org/frida-kahlo-a-portrait-of-a-woman-in-art/
Images of Frida Kahlos work with symbolism
XIII. Art TEKS:
Historical and cultural relevance.
Compare content in artworks for various purposes such as the role art plays in reflecting life, expressing emotions,
telling stories, or documenting history and traditions;
Compare purpose and content in artworks created by historical and contemporary men and women, making
connections to various cultures;
Critical evaluation and response
evaluate the elements of art, principles of design, intent, or expressive qualities in artworks of self, peers, and
historical and contemporary artists;
compile collections of personal artworks for purposes of self-assessment or exhibition such as physical artworks,
electronic images, sketchbooks, or portfolios.

XIV. National Art Standards

VA:Re9.1.
4a

Apply one set of criteria to evaluate more than one work of art.

VA:Cr1.1.4
a

Brainstorm multiple approaches to a creative art or design problem.

VA:Cr1.2.4

Collaboratively set goals and create artwork that is meaningful and has purpose to

the makers.