LESSON PLAN FORMAT

University of North Texas Art Education

I. Lesson Number, Grade Levels, Title, and Duration:
Lesson: Antonym Agamographs
5th Grade
4 - 50 min class periods
II. Lesson Rationale: Students will learn develop their language skills by exploring the connection
between words and visuals. Through drawing and the construction of optical illusions they will
understand how images can be used to depict language.

III. Key Concepts:

 Artists can use imagery to depict language.
 Optical illusions

IV. Essential Question:

 What is an Agamograph?
 Who is Yaacov Agam?
 How can artists use imagery to depict language?

V. Lesson Objectives:
 The student will be able to create Agamographs by drawing two pictures inspired by its word
and its antonym successfully creating an optical illusion.

VI. Specific Art Content:

-Op art -composition
-E&P -portrait v landscape

VII. Resources & Materials for Teacher:

List of 25 words 9x12 colored construction paper 9x6 drawing paper (x2)
Pencils colored pencils

VIII. Resources & Materials for Students:

Size 9x12 colored construction paper size 6x9 drawing paper (x2)
Pencils Colored pencil word & antonym of word

IX. Instruction and Its Sequencing:

Day 1:
1. Introduction/Motivation:
 Intro to optical illusions
 Show video on Yaacov Agam https://youtu.be/fP_z1OWP5lw

2. Guided Practice:
o Have students draw a word from the basket
o Give the students the opportunity to trade with another class mate if they desire
o Have stds take pictures of their word with their iPads and then return them to the basket

3. Independent Practice:
 o Students will briefly brainstorm ideas for their words by discussing with teacher or with
the students at their table
o Stds will draw their image on one of the 9x6 pieces of drawing paper (MUST BE
PORTRAIT)

4. Closure (10 Minutes)

o Last 5 minutes put away materials and drawings

5. Formative Evaluation
o Walk around the class and make sure the students are brainstorming effectively and ask
them questions about their thoughts
o Observe drawings and discuss with students about their words, ensuring understanding
of meaning, etc.

6. Classroom Management Procedures

o Allow 5 minutes for students to put away their sketchbooks and drawing materials.
o No one leaves until all materials are returned to their proper places
o Students on a level one for volume control

Day 2:
1. Introduction/Motivation:
o Discuss with students about their drawings from last class, ask if anyone wants to share
their word and drawing
o Discussion about antonyms, ask students to think of the antonym or opposite of their
word

2. Guided Practice:
o Teacher will do a quick walkthrough to talk to the students about their word choices
o Ask students to draw on the second 9x6 paper an image depicting the antonym

3. Independent Practice:
o Students will work on both drawings

4. Closure:
o Have students clean their stations and turn in their drawings.

5. Formative Evaluation
o Teacher will consult with students as they work.
o Teacher will make sure that students are on task and assist students who seem to be
struggling.

6. Classroom Management Procedures

o Teacher will have teacher examples on the board when students come into class.
o Teacher will constantly be monitoring the room.
o Level one volume

Day 3:
 1. Introduction/Motivation:
o Give a demo on how to measure out one inch lines on construction paper and how to
accordion fold
o Tell the students they should be finished drawing and starting on their construction
paper
2. Guided Practice: (5 mins)
o While the students are working on the construction paper, the teacher will bring them
up one at a time to cut down their drawings. Drawings should be cut to one inches using
the paper cutter.

3. Independent Practice: (35 mins)

 Stds will finish up their draws and begin measuring and folding their construction
paper
o Take a sheet of 12x9 in construction paper
o Measure and mark in pencil one inch vertical sections along the entire
length of the construction paper (PAPER MUST BE LANDSCAPE)
o Fold in an accordion pattern along the pencil lines
o Mark each section A/B pattern for ease of gluing

4. Closure: (5 mins)
o Allow 5 minutes to clean up

5. Formative Evaluation
o Make sure students are on task and close to finishing up. Have them turn in finished
projects to the front.

6. Classroom Management Procedures

o Students will pick their construction paper out when they bring their drawing to the
teacher to cut using the paper cutter

Day 4:
1. Introduction/Motivation: (5 mins)
 Explain to the students that there will be a gallery walk of their finished pieces at the
end of class

2. Guided Practice: (5 mins)

o Give the students the opportunity to finish gluing and folding the Agamographs
o Have the students lay their finished Agamographs down around the outer edge of their
desks
o The students will each get a piece of masking tape to label their drawings with the word
sets they chose.
o The students will walk in a circle around the desks to view each others art work
3. Independent Practice: (35 mins)
o Finish gluing and folding, label works
o Have gallery walk
 4. Closure: (5 mins)
o Have students clean up materials and remove tape labels from desks.
o Turn in work for grading

5. Formative Evaluation
o Walk around while students are working. Assist when needed
o Walk with the students during the gallery walk

6. Classroom Management Procedures

o Have tape roll ready with sharpies for labeling
o Students will leave iPads on their chairs

X. Summative Assessment and Evaluation:

Grade Excellent Good Developing
Composition The student shows a clear The student shows a The student and
understanding of their word and reasonable understanding collage show little
__/20 how to depict language. The of the theme. The to no understanding
relationship between their words relationship is somewhat of the theme.
is clear without explanation. clear in the collage.

Creativity The student put a lot of thought The student uses some The student uses
into how they could depict their creative thought when little to no though
__/30 word. Any reference images used drawing their word and when drawing their
aren’t copied exactly and are references images are word and reference
changed in some way used with little changes images are copied
exactly.
Time and Class time was used wisely. It is Class time was some Class time was not
Effort clear that the student put in time what used wisely. The used wisely. No
and paid attention to planning and student could have put in time or effort was
__/35 designing the drawings and more effort to planning put into designing
constructing the Agamograph. and designing the or planning the
drawings and drawings and
constructing the constructing the
Agamograph. Agamograph.
Quality of The Agamograph shows The Agamograph shows The Agamograph
Construction considerable attention to some consideration to appears "slapped
construction. All items are securely construction. Most items together." Items are
__/15 attached and there are no smudge are securely attached and falling off or unsecure
marks or glue stains there a very little smudge with excessive
marks or glue stains. smudge marks and
glue stains.

XI. Interdisciplinary Connections:

English Language Arts 110.16. (b)(C)

XIII. Art TEKS

Fine Arts Art 117.117 (b)(1)
Fine Arts Art 117.117 (2)(B)(C)

XIV. National Art Standards

VA: Cr2.1.5a

VA: Cr2.2.5a