LESSON PLAN FORMAT

University of North Texas

Art Education

I. Lesson Number: 5
Grade Level: 3rd Grade
Title of Lesson: Home on the Range
Duration: 1 class period, 50 minutes
II. Lesson Rationale:
The idea of home is not relegated only to the place or structure where a person lives. People can feel
at home in many different places for many different reasons. It is important for students to
identify what can make a place other than where he/she resides feel like home in order to see how
home can be a state of mind.
III. Key Concepts:
- Home is a state of mind.
IV. Essential Question:
- Why is home a state of mind?
V. Lesson Objectives:
- The student will be able to create a drawing of himself/herself in a place that feels like home
other than where he/she lives.
- The student will be able to write an explanation of why the place feels like home.
VI. Summative Assessment and Evaluation:
Exemplary
Essential
Creates a drawing Somewhat draws
Drawing
of him/herself in a him/herself in a
place that feels like place that feels like
home other than
home other than
where he/she lives. where he/she lives.
(5pts)
(3pts)
Written
Explanation

Writes an
explanation of why
the place feels like
home in three or
more sentences.
(5pts)

Writes an
explanation of why
the place feels like
home in one to two
sentences.
(3pts)

Poor
Does not draw
him/herself in a
place that feels like
home other than
where he/she lives.
(0pts)

_____ /5pts

Does not write an

explanation of why
the place feels like
home.
(0pts)
_____ /5pts
Total: _____ /10pts

VII. Specific Art Content:

- Drawing
- Creating art from life experience
- Explaining art

VIII. Art TEKS

117.111. Art, Grade 3, Adopted 2013.
(1) Foundations: observation and perception. The student is expected to:
(A) explore ideas from life experiences about self, peers, family, school, or community
and from the imagination as sources for original works of art.
(2) Creative expression. The student is expected to:
(A) integrate ideas drawn from life experiences to create original works of art.
(C) produce drawings; paintings; prints; sculpture, including modeled forms; and other
art forms such as ceramics, fiber art, constructions, mixed media, installation art,
digital art and media, and photographic imagery using a variety of materials.
IX. National Art Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
VA:Cr1.1.3a
Elaborate on an imaginative idea.
VA:Cr1.2.3a
Apply knowledge of available resources, tools, and technologies to investigate
personal ideas through the art-making process.
Anchor Standard 2: Organize and develop artistic ideas and work.
VA:Cr2.2.3a
Demonstrate an understanding of the safe and proficient use of materials,
tools, and equipment for a variety of artistic processes.
VA:Cr2.3.3a
Individually or collaboratively construct representations, diagrams, or maps of
places that are part of everyday life.
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
VA:Cn10.1.3a Develop a work of art based on observations of surroundings.
X. Interdisciplinary Connections:
110.14. English Language Arts and Reading, Grade 3, Beginning with School Year 2009-2010.
(19) Writing. Students write about their own experiences. Students are expected to write about
important personal experiences.
XI. Resources, Materials and Technology for Teacher:
- Computer
- Internet access
XII. Resources, Materials and Technology for Students:
- Paper
- Drawing media: graphite pencils, color pencils, crayons, and markers
- Pencil sharpener
XIII. Instruction and Its Sequencing:
Day 1:
1. Introduction/Motivation:
- Play song Home on the Range from Woodys Roundup.
2. Guided Practice:
- Discuss how cowboys might feel more at home on the range than in a big city.
- Discuss where different types of people may feel at home other than where they live.

Discuss where students might feel at home other than where they live.

3. Independent Practice:
- Students draw a picture of themselves in a place where they feel at home other than where they
live. May use any combination of graphite pencils, color pencils, crayons, and markers.
- On the same paper students will write why the particular place they chose makes them feel at
home.
4. Closure:
- Students will volunteer to show their drawings to the class and share what place they chose to
draw and why.
5. Formative Assessment:
- During the independent practice I will walk around the room and talk briefly with each student
about his/her drawing and the place that was chosen.
6. Accommodations for Student Differences:
- If a student cannot think of a place, he may draw an object that helps him feel at home, like a
book or stuffed animal. Or she could draw a particular part of the school that makes her feel
good.
- Some students may need to orally describe why a particular place was chosen instead of writing
an explanation.
7. Classroom Management Procedures:
- Walk around the classroom monitoring student progress.
- Assign students to distribute and take up supplies.
XIV. References & Resources:
- Home on the Range - https://www.youtube.com/watch?v=e-SpedKE5SU