Teacher:

Lesson Title:
Grade/Subject:
Central focus/why are you teaching
this lesson and what will it do?
What do you want your students to
be able to know as a result of this
lesson?

-This lesson will give students the

chance to reflect on the past & the
present. By creating this doll,
students are taking in what they have
seen or heard about past fashion,
climates, environments, people, etc.
The goal is to think into the future and
create what you think a doll in the
future would look like. This is all about
culture, history, fashion, and design.
The doll can be based off of anything
they wish or that interests them the
most.

Essential Question: How can we

reflect on the past to create our future?

Visual Arts and/or Media

Standard(s): Linda Stein
-the pose for the armor (one leg
behind the other)
-bringing women of the past in relation
to women of the present
-plays on past objects, people, things,
to create modern pieces
-usage of the older Wonder Woman,
not the new one
Learning Objectives
Content Objectives (conceptually,
historically, culturally,
aesthetically): reflect, analyze, and
study the past in order to develop and
create a futuristic doll.

Process/Skill Objectives
(technically, elements of art/design,
new art ed standards, including
Gude, etc.)
-learning about cultures, creating your
own piece of art, reflecting on what
youve learned

Academic Language (Language

function, vocab, discourse overlap
with each other....the
most important thing is for you
recognize the language aspects of
your lessons and explicitly write
about it in your commentaries).
Syntax/writing about art:
construction of sentences in a
more formal or professional style.
Discourse/talking about art:
Discuss

For your lesson plan identify the

primary language function that will
be essential for students to
investigate your central focus in
relation to visual art.
-Reflect on the past to create your
futuristic doll.

Possible language functions

include: analyze, compare/contrast,
critique, describe, interpret,
question. Describe specific learning
tasks/activities that will engage
students in at least one of these
functions.
-analyze past traditions and culture
-Question the future
-Describe why there doll ends up the
way it ends up/describe why they
chose to go the route they did

Identify vocabulary that will be

introduced in the lesson.
-cultural appropriation: adoption or use
of the elements of one culture by
members of another culture

How will you utilize experiences

with reading, writing, artmaking,
and discussion within the lesson to
address academic language?
-Students will understand the idea fact
that times change and culture,
clothing, people, traditions change with
it. They will be able to research and
study the past and then take the
information they have found and the
knew knowledge they have gained in
order to make predictions for the
future. They will have to reflect on the
past and come up with their own ideas
as to what future clothing/people will
look like.

Monitoring Student Learning:

Formal & Informal Assessments
prior to, during & after learning
How will you know students are on
track during lesson?

-When discussing the artist int he

beginning of the lesson, I will take note
of who is participating in the
discussion and giving their opinions
and asking questions. When working
on their dolls, I will be walking around
and observing the students to see how
they use the materials at hand and to
see how they are managing their time.

How will you know at the end of the

lesson what students learned?

-When the dolls are finished, I will

have each student present it to the
class. They will talk about their
thought process and why they created
that specific doll and what is on it. By
doing so, they will be showing what
they learned about the past (culture,
environment, people, etc) and how
they came up with the futuristic
version.

Instructional Resources and

Materials: the art materials, books,
videos, fieldtrips, handouts, etc. that
you will use.

-cloth, string, cotton balls, jewels, clay,

water bottles/bottles, paint, buttons,
sticks, glue, paper, plasticine
Connection to prior academic
learning and requisite skills: Identity
what they learned prior to this unit or
lesson.

-Prior to this lesson, students learned

about past customs and traditions with
difference cultures. They learned
about the types of environments
people lived in, the fashion, music,
media, etc. and got an idea of what
things were like in the past.

Connections to
cultural/personal/community
assets: How does this lesson link to
students lives inside and outside of
school? Their communities, their
cultures?

-Students have the opportunity to

focus on their own culture or
somebody they know, which is more
personal than assigning them specific
ones to do. This is also good to have
them think about how things can
change overtime and they can reflect
on new fashion trends and other things
that changed recently and may have
had an affect on them.

Instructional Strategies &

Learning Tasks that support
diverse student needs
Motivation: Good place to include
essential question posing and if
pertinent, hands-on activity to prompt
engagement with the new lesson

Procedure:
Time Teacher Action (include Student Action
higher order thinking
questions, grouping
strategies)
 Welcome students. Students will walk in and take their seats
5 State what we will be doing for They will be ready to listen to what I have
the class (dolls) know what they need to be doing this clas

10 I will introduce Linda Stein to the Students will take all the information of L
her work and think about how they want to
students and her artwork.
dolls.

Transition: getting supplies.

5 Transition: getting supplies

Students will start making their do

I will walk around and make sure
30 supplies that I have given them. It is their
each student is working on their
theme and idea of how they want it to turn
doll.
into action.

Ending: I will have students

Students will fix up all of the suppl
5 return to their seats and get
everything back where they got it, and get
ready for the end of class.
back to their seats.
 5 I will tell students that their Students will get ready to leave cla
homework is to write about their way out, they will leave their dolls with me
doll. Why? Inspiration? forgets them the next day.
Explanation? What research they
had done previously?

Closure: how will you end the

lesson? 5 minute check in to see if
there are questions?; a recap of what
was covered and whats coming next?

-I will have everybody take their dolls

and put them in a safe spot. I will then
have them return to their desks and
that will be the time to ask any
questions they may have. I will then
discuss what we will be doing with the
dolls (presentations) for the upcoming
class.

How students will reflect on their

own learning: will you have them
keep sketchbooks? Write artist
statements? Grade each others work
or their own work? Do in-process
gallery walks or sharing?

-Students will write about their dolls.

This will include inspiration, what they
may have learned, what their doll is
wearing, why they chose what they
chose, etc. This will turn into a
presentation that they will present to
their classmates. The writing, along
with the outcome of their doll, will be
what is graded.

Accommodation/Modification based
on IEP or 504 plans (special needs
students): Some of our students need
accommodations. When we teach, we
need to make sure we organize our
lessons to align with their needs. You
fill this in only if you are teaching in a
class and have students with IEPs or
504 plans.

-N/A

Differentiation strategies FOR ALL

STUDENTS:
We all learn differently. Some of us are
kinesthetic (movement-based)
learners, others are visual or listeners
or readers How do you make sure
that how you teach enables all of your
students to access the learning? HINT:
most art lessons address multiple
learning styles.

-I will have examples and pictures of

what we learn and are doing on the
board so that people who are visual
learners can refer back to that if theyd
like. I will also have my own example
of what I have done so that the
students can have a tangible one to
see. This activity involves movement
because it is completely hands on
when creating the doll.

Technology integration to support

learning: will you use a smartboard?
Projected imagery? Or perhaps one of
your lessons will work with technology
as an art material like the 3Doodler or
Makey Makey.
-I will use the smart board to have
directions and pictures on it. Other
than that, I dont think technology will
be needed for this activity, besides
when it comes to research.