TEACHER

Aiden Aizumi

GENERIC LESSON PLAN (Liberal Studies Level)

INSTRUCTIONAL UNIT:
COURSE
GRADE
LESSON TITLE
EDUC 349
Grade 1
Jacob Lawrence
DAY
SUBJECT

Saturday
Art integration
LENGTH OF LESSON
CAMPUS

40 mins

CONTENT STANDARDS AND CONTENT OBJECTIVES

SUBJECT STANDARD
ELA Standards Reading
RL 1.1 Ask and answer questions about key details in
a text. (artwork).
RL 1.2 Identify the main topic and retell key details of a
text (artwork).
RL 1.3 Describe the connection between two
individuals, events, ideas, or pieces of information in a
text. (artwork)


MULTIPLE INTELLIGENCE ADDRESSED
Visual-Spatial, Interpersonal, Verbal-Linguistic

GOAL OF UNIT
To improve observation skills using a work of art.

OBJECTIVE OF LESSON

- Make predictions about what the title of the artwork
is based on observations and use the observations to
predict the title of the work.
- Discuss artwork using the art vocabulary

ASSESSMENT
STRATEGY FOR ASSESSMENT
Quiz using art vocabulary after the lesson.
Were the students able to guess the name of the painting based on their observations?
Students will write a story about what they feel happened in the painting using the words they used in their
observations.

LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS
Allow students to draw what they are observing instead of speaking or writing words.
Allow students to write complete sentences, as well as draw pictures for their observations.


MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
Projector, image of The Accident by Jacob Lawrence , Chart to record what the students are saying (on white
board or electronic), Colored Markers

STEPS THROUGH THE LESSON

INTO (Orientation)
Teacher will discuss basic art vocabulary with the
students that they will be able to use during the lesson.
Teacher will also discuss what it means to make an
observation to insure the students understand before
the lesson.

RATIONALE
This is important because the students need these
skills before they can successfully go into the lesson.
Without the basic vocabulary or understanding of what
it means to make an observation, the students will not
be able to describe the artwork in a way that fulfills the

THROUGH (Presentation, Structured Practice, Guided Practice)

1. Teacher tells the students that they are going
to be Art Detectives for the day.
2. Teacher asks the students, what do detectives
look for? (answer: clues)
3. Teacher then tells the students that they use
clues already when they read to figure out
what they dont yet understand. Sometimes
these clues are in the pictures that go with the
books.
4. Teacher will then explain that a good detective
will be taking notes. (use the chart made either
on the white board or an electronic projection)
5. Show the students the piece of art (The
Accident by Jacob Lawrence)
6. Ask the students what colors they see
7. Ask the students what kinds of lines and shapes
they see.
8. Ask the students to respond to the section of
the chart that says I see Give the students
an example, I see a woman in a yellow dress.
9. Give hints to help the students with their
observations if they are getting stuck. Provide
positive feedback when students answer, and
restate correct responses to make sure it was
heard.
10. When most of the important observations have
been and the students have found the boot,
remind them we dont actually know what has
happened.
11. Ask the students to guess the title of the
painting, and guide them to the correct
answer.
12. Ask the students why they think Jacob
Lawrence made the painting about an accident,
and what was his message.
13. Tell them they can write a story using their own
idea about what happened. Tell them to use
the items listed on the board in their story.

objective.
These are skills that will be useful for them as they
continue through education and throughout their life.
The ability to observe and take in information from
their environment will be a skill they can use in every
day life. It is also important for them to be able to
accurately describe what they are looking at using
words that are appropriate for the situation. This is
also a skill that will be useful for them when interacting
with people or working in groups.

RATIONALE

Skills like observation, and conveying thoughts into
words is an important skill that students will need as
they progress through school. It is important for group
work, and in describing their experience and thoughts
to a teacher to answer questions. This skill is also
important for when they get to a place that they are
working and need to communicate with people they
interact with.

Another skill that is important is the ability that this
lesson provides is the ability to work together as a
group, and work with peers. It involves taking turns
and also understanding when it is an appropriate time
to respond. Although it isnt directly a step in the
lesson, it gets the students used to raising their hand
and waiting to be called before yelling out an answer.
This is of course important during the rest of their
education, but also for meetings they may have as
adults.

Lastly, the written story of what they think happened
in the picture is important because it involves them
recalling information, as well as using a creative
mindset and the facts they uncovered and put it
together into a document. This teaches organization,
and involves being able to go in order from beginning
to end to convey the points they are trying to make.

BEYOND (Independent Practice)

The students will then write their story about what they
feel happened in the art. They will also take a quiz that
asks them to match vocabulary words they learned for
art.

RATIONALE
This is important because it will ensure the students
mastered the content, and where there are still gaps in
the lesson. It allows for clarification and follow up
other art lessons.