Lesson Plan~The Academy for Technology & the Classics~Cultivating Fearless Learners

Instructors name: Cermanski

Course/Grade: Creative Art Painting & Drawing/AP 6th

Week of: Monday, November 9 to Wednesday,

November 16, 2015

Unit Name: Stream of Consciousness Drawing & Writing

(1A)*Essential Question(s):
What is stream of consciousness writing?
Drawing?
How can I avoid overthinking so I can
successfully engage in stream of consciousness
writing and drawing?
How can I use text as a background in an art
piece?
How can I create texture in text and drawing?
(1A) Common Core/State Standards: NMVA1,2,3,5

(1A/1B) Connections (prior/future learning):

Students have likely done stream of consciousness
writing in English class

(1E) Other considerations (modifications,

accommodations, acceleration, ELL, etc.
Students needing more assistance will get one-onone help

(1D) Resources/Materials:
Teacher: images of stream of consciousness drawings
Students: pencil, charcoal, charcoal pencil, china markers,
water color pencils and crayons, ink pens, watercolor paper

(1F) Assessment (How will you monitor progress and know students have successfully met outcomes? What happens when
students understand and when they dont understand?
Daily: Do stream of consciousness writing and drawingbe sure students are using contrast
This Week: Final piece
(1B) Lesson activities for instructor and students, (1F) Embedded Formative
Assessment,

MONDAY NOV 9
(1C) Learning Target: TSW
learn how to do stream of
consciousness writing

I.
II.
III.
IV.
V.

Ask students what stream of consciousness means

Explain project
First students will do stream of consciousness writingfill page with
words
Ask studentshow can you achieve contrast when writing text?
(thick and thin letters, big vs. small words. Lighter and darker, print
vs. cursive, all caps or not, etc.)
Start filling page with words.

(1F)Embedded Formative Assessment: Circulate around the

room as students write to be sure they are not over-thinking
and that they are using contrast
(1B) Closing Activity: Cold call on stream of consciousness writing
TUES NOV 10
(1C) Learning Target: TSW
learn about filling their page
with text in order to create a
strong background for a
drawing. TSW know this when

I.
II.

Explain next stepsonce you finish filling page with text,

show me. Then with a bold tool that will help the drawing
stand out, do stream of consciousness drawing on top.
Look at examples of stream of consciousness drawing.

(1F)Embedded Formative Assessment: Check to be sure students are drawing with

a tool that allows the drawing to really stand out

there is very little white space

on their paper.
(1C) Do Now: Take out piece
and continue filling paper with
text
WED NOV 11
(1C) Learning Target: TSW
learn how to create contrast
with a busy background and
will know this once the
drawing stands out
significantly from the text
background.
(1C) Do Now: Take out piece
and work on drawing
THURS NOV 12
(1C) Learning Target: TSW
learn how to remove parts of an
art piece to create interest,
layers, and mystery, and will
know this once they use at least
one removal technique.
(1C) Do Now: Look at your
piece and decide which parts
you would like to remove.
FRI NOV 13
(1C) Learning Target: TSW
learn how to bring an art piece
to completion. TSW know this
when his/her piece is finished.
(1C) Do Now: What do you
need to do to finish this piece?
MON NOV 16
(1C) Learning Target: TSW
learn how to participate
effectively in a critique. TSW
know this once he/she makes
several strong comments
during critique.
(1C) Do Now: Read over rules
for participating in a critique

(1B)Closing Activity: What has been your biggest challenge with this project so far?

I.

Work on drawing.

(1F)Embedded Formative Assessment: Check to be sure students are doing a

strong drawing that contrasts with the background.
(1B)Closing Activity: Student share art work so far

I.

Take away parts of your words/drawing by doing one or more of the

following:

II.

Collage. Collage things onto your piece (ripped up notes from other
classes, newspaper, random paper, pages from books, etc.), covering
up words/drawing

II.
III.

Paint with thin layer of gesso on selected parts

Block out parts with black ink

(1F)Embedded Formative Assessment: Ensure students are removing something (and

not too much)
(1B)Closing Activity: What did you remove and why?
Finish drawing, focusing on unity
(1F)Embedded Formative Assessment: Ensure students have a finished piece that has
contrast, value gradation and fills the page
(1B)Closing Activity: Review importance of unity
Critique
1F)Embedded Formative Assessment: Participation in critique
(1B)Closing Activity: Review what students learned from critique

*Refers to NMTEACH Rubric:

1A-Demonstrating knowledge of content
1B-Designing coherent instruction
1C-Setting Instructional outcomes
1D-Demonstrating knowledge of resources
1E-Demonstrating knowledge of students
1F-Designing student assessment

Formative Assessment includes, but is not limited to:

Exit tickets, white board response, consensagrams,
red/green cards, formal or informal student conferences,
sticky note assessment.