Direct/Indirect Lesson: Oh the Places You'll Go!

Topic: Where you are going and who you want to be, college, career, etc.
Grade Level: 5th
Duration: 2 days
Materials:
pencils
worksheet-concept map
worksheet-who do I want to be?
Balloon sketch page
audiobook Oh the Places You'll Go
erasers
black marker
watercolor
crayons
Standards/benchmarks:
PERFORM
ART.VA.I.5.1 Use materials, techniques, media, technology, and processes to communicate
ideas and experiences.
ART.VA.I.5.2 Use art materials and tools safely and responsibly with environmental awareness.
ART.VA.I.5.3 Incorporate the elements of art and principles of design to communicate ideas.
ART.VA.I.5.4 Participate in the process and delivery of a final product for exhibition or
presentation.
CREATE
ART.VA.II.5.1 Synthesize the knowledge of materials, techniques, and processes to create
artwork.
ART.VA.II.5.2 Apply knowledge of how to use visual characteristics and organizational
principles to communicate ideas.
ART.VA.II.5.3 Explore and understand prospective subject matter, ideas, and symbols for works
of art.
ART.VA.II.5.4 Select and use subject matter, symbols, and ideas to communicate meaning.
ART.VA.II.5.5 Analyze how art conveys ideas to express one's individuality.
ANALYZE
ART.VA.III.5.2 Identify and defend various purposes for creating works of visual art.
ART.VA.III.5.4 Analyze the characteristics of personal artwork.
ART.VA.III.5.5 Develop a sensitivity and understanding of how personal experiences can
influence the development of artwork.
ANALYZE AND MAKE CONNECTIONS
ART.VA.V.5.1 Explain how visual arts have inherent relationships to everyday life.
ART.VA.V.5.2 Identify various careers in the visual arts.
Objectives:
1. SWBAT explain their artwork in terms of their goals when it comes to college.
2. SWBAT write about who they want to be and how they are going to get there.
Purpose: The purpose of this lesson is for students to get a jump start idea of where they are going in

terms of college and careers. The lesson will encompass the workforce and college culture, which is a
major focus in the K-12 curriculum. This will help with scaffolding, by gaining some prior knowledge
before junior high and high school, where college culture is focused on even further.
Anticipatory Set: Students will go over the goals of the day and then listen and watch an audiobook of
Oh the Places You'll Go and will complete a concept map about themselves.
Input:
Day 1First, students will go over the goals of the day.
Goals1. I will listen silently to an audiobook.
2. I will think about who I want to be by using a concept map and a worksheet.
3. I will use mixed-media.
Students will then listen to the audiobook. At the close of the audio book, students will receive 2
worksheets. (a concept map and Who Do I Want to Be?) Students will use the concept map first,
writing down lists in each box in response to the questions. Afterward, students will write about who
they want to be.
Then, students get their paper, write their names on the back, and begin sketching their drawing
step-by-step with the teacher in pencil.
Once this is complete, students get blue watercolor for the sky around their pencil drawing. End
day 1.
Day 2Students enter the room to find their goals written on the board, which are as follows1. I will think about educational inspirational words for my drawing.
2. I will complete my drawing today.
3. I will take home my writing and complete for next week.
Then, students head back to their tables and get out their drawings. Once that is done, they
come back up to the front, and we talk about some of the words that could inspire our educational
goals. These will be written in black on their balloon designs. They will then get crayons in warm
colors to color in their balloon and buildings, as well as make the border for their artwork.
Watercolors will be passed out for students to paint the entire background in a cool color, and
paint warm colors on their balloons over their crayon, which will resist the watercolor.
Students will then get a piece of paper to make a pattern on for around the edge of their
drawing. Students will take home their writing to finish at home.
Modeling: The teacher will do the original marker portion of the drawing step-by-step.
Check for Understanding: Teacher will scan the room by walking around and talking to each student
individually about their writing and their drawing, checking to see if they have followed directions.
Guided Practice: Students will get guidance through their sketching designs for their hot air balloon.
Once they are approved, student can draw their design on their final paper.
Closure: At the close of day one, drawings are placed on the drying rack and we talk a little about the
students writing and what is coming the following week.
Independent Practice: Students will take home the second part of their writing, which will be

completed by the final week of the drawing.

Adaptations/differentiations: Students that have problems with writing will be given a simplified
version or get guidance from the teacher.