1

Lesson Plan
(Lesson plan can be no more than 4 pages)
Candidate: Michelle Pantoja Grade Level: 7th
Mentor Teacher: Haroon Abdul-Mubaarik University Supervisor: Rebecca Fabozzi

Subject: Art Unit/Learning Segment Title: Art Movements

Lesson Title: Applying Surrealism Length of Lesson: 50 minutes
Lesson Number: __2__of___2__ Date: N/A
Central Focus:​ What important understanding and core concepts do you want your students to ​know​ as a result
of your learning segment? What additional questions drive your instruction for this lesson?
*Elementary Language Arts: please indicate if this is composition or comprehension, the essential literacy
strategy, and related skills.
The central focus of this lesson is composition. The purpose of this unit is to help students understand
different types of art movements, examine each of their characteristics, and apply them to real-world
scenarios.

Real World Connection: ​How is this learning segment and the learning goal relevant to students’ lives?
Learning to integrate art with other content areas will help you be better prepared for the workforce
and acquired those 21st-century skills that will be needed for current and future jobs.

Content Standards:​ ​Reference Common Core State
Standards (ELA or Math) or the Oregon Department of
Education Standards. (Include number and text)
K.VA:Re7.2
Describe what an image represents.
7. W. 3
Write narratives to develop real or imagined
experiences or events using effective technique,
relevant descriptive details, and well-structured
event sequences.
Objectives:​ ​What do you want students to be able to ​do
as a result of this lesson? (Specify condition, performance,
product, & criteria within each objective.)
By the end of the day, students will develop their
own surrealistic piece of art and compose a short
narrative with approximately 6-8 sentences
explaining what the piece of art represents.

Academic Language: ​Complete language Instructional Resources & Materials:

function, vocabulary and at least one additional
language demand
Language Function: Lesson Specific -Chart Paper Technology Integration:
The purpose for using Vocabulary: -Color pencils
language in the learning Subject specific words
task, what student will use -Markers
language to do -Pencils
Develop Surreal -Erasers -Computer
Compose Compose -White cardboard -ELMO
Narrative paper
Vivid words -Line paper

edTPA Lesson Plan 2.2 Revised 1/20/17

 2

Disciplinary Discourse & Syntax: -Google slide

How members of the discipline talk or write. presentation:
The set of conventions for organizing symbols, words and
phrases into structures (e.g. sentences, formulas, etc.). Surrealism
This artistic work represents______________.
My piece of art represents the______________.
Through the incorporation_____________,I am
trying to express____________.

Assessment​: ​What evidence are you collecting to ensure students met the objective? How are you assessing for the
disciple specific language chosen?
-Informal Assessments:
1. Check for understanding
2. Thumbs up/down
3. Open-endend questions
Formal Assesments:
1. The teacher will collect the piece of art.
2. The teacher will collect student’s narration.

Differentiation/Extension: ​How will you differentiate instruction to accommodate individual students’ anticipated
​ ifficulties, advanced skills, language learners, and culture?
learning​ d
IEP and learning differences: The teacher will use various UDL strategies to supports various learning
needs. The teacher will incorporate visual images, hands-on experiences, videos, verbal cues, small
group, etc.

Gifted students: Student may construct several art pieces reflecting each of the art movements that
we have been learning about.

ELD: The teacher will utilize sentence frames to prompt students to answer in complete sentences
and engage in discourse.

Lesson part Activity Description

Launch ● Who can tell me who painted the following image?​ Salvador Dali:
Persistence of Memory
● What do you remember about this image? What was the meaning you
took from it?
● Yesterday, we learned about surrealism and we identify several art pieces
that encompassed this artistic movement.
● Today, we will apply what we learned yesterday and we will be creating
our own surrealistic artwork.

edTPA Lesson Plan 2.2 Revised 1/20/17

 3

● By the end of the day, you will develop your own surrealistic piece of art
and compose a short narrative with approximately 6-8 sentences
explaining what the piece of art represents.
● Learning to interpret, analyze, and compose is a skill that will not only
helps you in your academic courses, but throughout your vocational
careers.
● This lesson was related to what was previously learned because now we
will take all our knowledge and apply it to real-world experiences.
● Today, I will show you more examples of surrealistic art. You will later
create your own surrealistic art and write a short narrative (6-8
sentences) of what your art represents. We will then have a gallery walk.
All students will be able to see each other’s creations and compositions.

Lesson (Make ● The teacher will display a google slide presentation: ​Surrealism
instructional strategy ● She will emphasize new vocabulary words
clear. Include your
formative assessments Check for understanding # 1: ​The teacher will ask students the following
& questions) question, who remembers what author’s pieces of art we reviewed yesterday?
What do those paints have in common?
● The teacher will show students more examples of different surrealistic
artwork from different artist.
I do
● The teacher later will use chart paper to model students an examples of
how they can start creating their own piece of surrealistic art. See
teacher’s sample.

● She then will compose a short narrative of her art work. She will use
sentence frames to show students how they can start their writing or
composition.
We do
● As a class we will brainstrom and disscuss the strategies each of the
painters used to present their art work. In pairs, students will disscuss
with each other what are some of the specific techniques they have
observed from the painters that might be helpful to incorpirate in their
own paintings.
Check for understanding # 2:​ Ask studenst to show thumbs up/down if they were
able to comprehend the instructions that were given.

You do
● Students will start working independently in their surrealistic painting.
● They will be given their art suppplies.

edTPA Lesson Plan 2.2 Revised 1/20/17

 4

● They may use color pencils, markers to illustrate their paint. Later
students will start compising their short narrative (6-8 sentences)
describing their art work.

Closure (student ● Today we had the opportunity to develop our own piece of art based on
reflection, did they the art movment we have been studying. We were also able to compose
learn it?)
a short narrative and describe our art representation.
● It is important that you are familiar with different art movements to
better appreciate and learn more about the arts and other factors
assciated with it.
● After, all students finished their art pieces the class will have a gallery
walk. At the end of the gallery walk the teacher will collect the art
samples, and narratives.

Materials:

-Image: ​Salvador Dali (Persistency of Memory)

-Surrealism presentation

-Teacher’s visual art:

edTPA Lesson Plan 2.2 Revised 1/20/17

 5

edTPA Lesson Plan 2.2 Revised 1/20/17