Department of Arts Administration, Education and Policy

UNIT PLAN OVERVIEW

(Revised 2017)

Teacher Candidate Justin Scherer

School Middle (6-8)

UNIT TITLE Storytelling

Length of Class Period 45 min
Approximate Number of Students in Each class 20
Beginning Date for this Unit
Ending Date for this Unit

ENDURING UNDERSTANDINGS (FROM ODE STANDARDS)

Personal Choice and Vision: Students construct and solve problems of personal relevance
and interest when expressing themselves through visual art.

Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to
imagine, create, realize and refine artworks in conventional and innovative ways.

PROGRESS POINTS (FROM ODE STANDARDS)

A. Recognize that examining the artistic works of others leads to understanding about cultural
traditions, history, politics and their world.

B. Describe, interpret and evaluate artworks empathizing with and challenging the opinions of
others.

C. Select, manipulate and refine arts concepts and processes to produce artworks that visually
communicate their experiences, ideas and viewpoints.

CRITICAL ISSUE / BIG IDEA

A). Anticipatory Set (what do the students already know)
B). Rationale (why is this lesson relevant?)
A). I anticipate that my students will already have some knowledge about what stories/narratives
are and how they work (person, setting, conflict / idea). I also anticipate that my students will
have basic knowledge about persuasive writing.

B). Stories are extremely important. They have the ability to entertain, as well as draw attention
to particular issues, ideas, and perspectives. This unit will delve into the basics of visual
storytelling and its far-reaching effects. It will also present students with the basic tools they
need in order to become proper visual consumers (such as the ability to engage with and
analyze visual works).

We live in a largely visual world. Our society has become inundated with so many
advertisements and images that are all trying to tell us a story. Usually, these stories work to
subliminally sway our personal opinions and outlooks on the world. It is critical that we introduce
our students to the power of visual culture and ways to critically engage with it. Middle school is
a perfect time to start our students on this journey (because it’s right around the time they are
really starting to interact with the news and politics). Teaching our students how to understand

Page| 1
visual imagery can work as a beginning steppingstone in their path to becoming smart and
healthy consumers of information.

Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)

My Central focus revolves around the idea of narrative storytelling. More specifically, single-
image narrative storytelling and the ways we can critically engage with it. In this unit, I will help
my students explore how (and why) narratives are constructed. We will practice the construction
process with pre-determined characters and themes by watching movie trailers, and
subsequently creating movie posters that present the films’ narrative. In the next lesson we will
engage with a prominent narrative artwork and try to understand what the artist is trying to say
(and if it is effective). Lastly we will end with a collage-oriented project in which students will
create their own visual narrative.

Essential Questions (provocative, engaging, critical)

What makes a good story?

How do stories intersect with truth?
Where do storytellers find their inspiration?
How do art and persuasion interact?

Possible Integration

English:
• Research on hot button issues --- Then creating a visual narrative that argues for a
certain side of that issue.
Literature:
• Exploration of classic stories --- Then reimagining those narratives through visual
imagery.
Social Studies:
• Looking back at the history of advertisements --- Then creating their own persuasive
imagery.

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title Movie Poster
Lesson Description Have students watch a movie trailer and create a movie poster based off
that trailer.

This is a great first step to narrative image-making because they don’t

need to come up with the actual narrative elements. Instead, they can
focus on the visual depiction of these elements. This can also work as an
artistic pre-assessment of sorts.

Lesson Two
Title Narrative Art (Discussion)
Lesson Description Show students prominent narrative artworks and then engage in a full
class discussion about what we think a specific work is saying. Then talk
about how we can use imagery to create our own narratives.

Page| 2
 This is another great tool to engage with narrative art. The ability to
approach and engage with the artwork in a critical manner is a very
important step in becoming a conscientious visual consumer. This
exercise can also work to inform them when they start to create their own
narrative imagery.

Lesson Three
Title Collage
Lesson Description Students will sort through magazines and cut out images that they will use
in their narrative collages. Students will be tasked with creating their own
narratives with the images they find by rearranging and gluing them down
to a 12in x 18in piece of paper.

This image will follow a basic narrative structure (person, setting, conflict /
idea) and could potentially extend into a greater thematic message.
Themes can be informed by personal experiences, social injustices, or
anything else relevant to the student.

Explain how technology has been used in this unit

• We will be using the internet to view narrative art and movie trailers.

• We can also use social media as a form of inspiration for our collages.

• Lastly, I’ll utilize a PowerPoint to showcase the ins and outs of narrative imagery.
LESSON PLAN
Teacher CandidateJustin Scherer
School Middle (6-8)

LESSON NUMBER 1
Lesson Title Movie Poster Warmup
Length of Class Period 45 min
Approximate Number of Students in Each class 20
Beginning Date for this Lesson
Ending Date for this Lesson

CONTENT STATEMENT – PERCEIVING/KNOWING (FROM ODE STANDARDS)

3PE Identify sources of visual culture in society and the media and discuss how the messages
they convey affect personal and consumer choices.

5PE Examine designed objects and identify the processes and decisions made to produce them
with attention to purpose, aesthetics, social issues and cultural and personal meaning.

CONTENT STATEMENT – PRODUCING/PERFORMING (FROM ODE STANDARDS)

2PR Manipulate materials, tools and technology in conventional and unconventional ways to
create a work of art.

6PR Demonstrate understanding of visual literacy, illustration and graphic communication.

Page| 3
CONTENT STATEMENT – RESPONDING/REFLECTING (FROM ODE STANDARDS)
1RE Speculate about an artist’s intentions and message in a work using relevant
references to the work.

3RE Interpret selected artworks and synthesize their interpretations with the interpretations of
others.

7RE Assess one’s own work and working process and the work of others in relation to criteria
and standards.

Performance-based Assessment Objectives

Students will examine movie trailers and identify important visuals and messages within them.

Students will speculate about the movie’s intentions by using relevant references to the movie
trailer within their posters and project plan.

Students will manipulate their artistic materials in order to create an artistically compelling movie
poster.

Students will be able to convey their understanding of visual literacy and graphic communication
through the creation of artistically compelling posters.

Performance-based Assessment Strategies

(attach assessment documents if applicable)
Students will write a project plan where they will explain what they will include in their poster and
why they think it’s important to include.

Students will be observed throughout the entirety of the lesson to assess their understanding. I
will also conference with each student one-on-one to address their artistic choices (as well as to
clear up any confusion with their projects).

Students will present their final posters and explain why their poster is successful with 3
supporting points (each supporting point needs to reference the compositional or visual
elements that are being utilized within their narrative posters).

I will also be utilizing the following rubrics to assess my students learning:

• “Movie Poster Rubric (Lesson 1)”
• “Small Presentation Rubric (Lesson 1)”

Academic Language
Vocabulary (define each)
Elements of Design: Visual tools used by an artist to create their artwork (E.g. line, shape,
space, form, texture, value, and color).

Film: A motion picture; a movie.

Movie Poster: A graphic image used to promote a film.

Page| 4
Narrative: A story (usually consisting of a person, place, and conflict / idea).

Principals of Design: How the artist uses visual tools (Elements) in their art to convey a
message (E.g. contrast, emphasis, balance, movement, pattern, rhythm, and unity).

Storytelling: The process of sharing a narrative with someone else. This can be done through
spoken words, literature, or imagery.

Visual Culture: a portion of one’s culture, depicted and communicated through imagery.

Additional Language Demands (specific communication task)

One of the early tasks requires the students to write out a mini project plan. In this plan, they will
write about a paragraph explaining what visual elements they are planning on including in their
project (and also explain why they chose these elements).

The final task for students will be a small oral presentation that will work to explain how their
project was successful (and highlight the aspects of their project that they enjoyed the most).

Accommodations for Special Populations

The student I will be accommodating for comes from ED_6th.pdf. This student has a tendency
to not sit still for extended periods of time. This student also tends to shut down if they don’t “get
it” on their first go around. They also find themselves leaning into anger when they encounter a
tough situation.

PowerPoint:
• Visuals throughout the PowerPoint presentation to make the PowerPoint more visually
enjoyable to sit through.
• Compact the PowerPoint in an easy to understand instructional list (a typed handout) so
the student can follow along and hopefully “get it” after the first explanation.
Assessment:
• This student gets discouraged easily, meaning they may do their best work towards the
beginning rather than the end. (This means potentially adding more weight to the
beginning steps of the project rather than the end).
• Oral assessment (if they get discouraged from doing the written project plan).
Pacing:
• Provide extra time if needed.
• Allow for more relaxed schedule with chances for breaks.

Art/Visual Culture Examples (list all artists, artwork or media used)

• https://www.instagram.com/ampposters/?hl=en – Alternative Movie Poster Examples
• https://www.youtube.com/watch?v=1Fg5iWmQjwk – Grand Budapest Hotel Trailer
• https://www.youtube.com/watch?v=XFYWazblaUA – The Shape of Water Trailer
• https://www.youtube.com/watch?v=-y1HhAlAOTs – Marriage Story Trailer
• Bill Gold – Artist
• Drew Struzan - Artist

Preparations

Page| 5
Materials/Resources for Teacher
• Overhead projector
• Computer (with access to internet)
• Drawing paper / materials (for small demos if needed)
• “Movie Poster Rubric (Lesson 1)”
• “Small Presentation Rubric (Lesson 1)”
• “Unit Slides” (slides 1-15)
• “Unit Project Examples” (slides 2-3)

Materials for Students

• 5 sets of Markers (Crayola Washable Marker Set, 64 Count X 5)
• 5 sets of Colored Pencils (Crayola Colored Pencils, 36 Count X 5)
• 25 Sharpies (from Sharpie Permanent Markers, Fine Point, Black, 36 Count)
• 30 Pencils (from ARTEZA #2 HB Wood Cased Graphite Pencils, Pack of 96, Bulk)
• 25 pieces of Drawing Paper (from ARTEZA 9X12 Drawing Pad, Pack of 2, 160 Sheets)
• 45 pages of loose-leaf papers --- for writing down notes / project plan
• 20 Erasers (Blue Summit Supplies Pink Erasers Bulk, 100 pack)

Safety Procedures
We won’t be using particularly dangerous materials, but I will remind them how to safely use
markers and pencils (specifically in regards to preventing ingestion or horseplay).

I will also include a trigger warning in the syllabus about for these trailers. Their parent /
guardian will have to sign off in order to give them permission to watch these movie trailers.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
The classroom will be arranged the way the art classroom is traditionally setup. I will have all of
the chairs angled toward the projector so each student can view the movie trailers (this applies
to the first day more than any of the other days). For this first day, I will also have the trailers
pulled up and ready to present. For every day after this, the classroom really won’t need to be
meticulously prepared.

Procedures for the Teaching/Learning Structure (indicate approximate time for each step)

Day Duration Application Recourse

1 3 min Students will file into the classroom, find their seats, and get
settled in (while I take attendance).

1 5 min Introduction to the unit through a PowerPoint presentation. Overhead

The first couple slides will introduce the concept of Projector
storytelling and its importance, then it will go on to explore
the power of visual storytelling (and give prominent Computer
examples).
“Unit
(prominent examples will include street art, fashion, film, Slides”
memes, and advertising) (slides 1-5)

Page| 6
1 10 min Transition to the lesson’s main focus (movie posters). We will Overhead
look at some particularly successful movie posters and work Projector
to figure out what makes them successful.
Computer
• Bill Gold – Artist
• Drew Struzan – Artist “Unit
Slides”
(slides 6-
10)

1 2 min Students will get out loose leaf paper to take notes while I get Pencils
the trailers ready to play. and loose-
leaf papers

1 15 min Watch the 3 trailers and let students take notes about the Overhead
characters, plot, setting, important visual elements, etc. Projector

• https://www.youtube.com/watch?v=1Fg5iWmQjwk – Computer
Grand Budapest Hotel Trailer
• https://www.youtube.com/watch?v=XFYWazblaUA – “Unit
The Shape of Water Trailer Slides”
• https://www.youtube.com/watch?v=-y1HhAlAOTs – A (slides 11-
Marriage Story Trailer 14)

1 8 min Check in with a mini class discussion about the important

elements from each trailer. Also get a quick idea of which
trailer each student is going to use to inform their movie
poster.

I will also give the students a little preview of what we will be

doing next class (project planning period).

1 2 min Students will pack up and make sure their spaces are clean
before leaving the classroom.

2 3 min Students will file into the classroom, find their seats, and get
settled in (while I take attendance).

2 5 min I will take a moment to explain how the project planning “Unit
period will work. I will also lay out my expectations of what Slides”
needs to be included in the mini project plan. (slide 14)

They will be expected to write about a paragraph explaining “Unit

what visual elements they are planning on including in their Project
project and explain why they chose these elements. Quick Examples”
and rough sketches will also be included in the project plan (slides 2-3)
(This will let them experiment with and pin down the
composition of their posters).

If I have time, I will show them some good project examples.

Page| 7
2 35 min Let students work on their project plans. Pencils
and loose-
I will be walking around to check in on student progress (all leaf papers
the while giving advice and answering questions).

2 2 min Wrap up and collect finished project plans while students

clean up their spaces before leaving the classroom.

HW My Homework: Go through each project plan and provide

written feedback for each student. I will either give them the
green light to start working on their posters…or let them know
that they need to slow down and fix a couple things before
they get started.

3 2 min Students will file into the classroom, find their seats, and get
settled in (while I take attendance).

3 3 min I will pass back their project plans and let them know if they
are good to start or if they need to revise.

3 35 min I will pass out drawing materials for the project and allow Drawing
students to start to work on their posters. paper

If students need to revise their project plans, I will give them Markers
about 10 minutes to do so. I will check in throughout these 10
minutes in order to provide feedback and answer any Colored
questions. At the end of the 10 minutes, I will hopefully have pencils
every student moved on to the point where they’ll be working
on their actual posters. Sharpies

(These projects aren’t meant to be beautifully stunning. The Pencils

goal of this assignment is to get students to think about how
the interplay of composition and successful visual elements Erasers
can hint at a narrative. This is why I’m electing to forgo
specific drawing demos and just let the students use their (all of
prior drawing knowledge to create their posters). these will
be referred
to as
“Drawing
Materials”
from here
on out)
3 5 min Students will store their posters away and return their
drawing materials. They will then pack up and make sure
their spaces are clean before leaving the classroom.

4 2 min Students will file into the classroom, find their seats, and get
settled in (while I take attendance).

Page| 8
4 5 min Students will grab their posters and I will pass out the
drawing materials.

4 33 min Students will continue to work on their posters. While they Drawing
are doing this, I will walk around to check in and make sure Materials
they are progressing okay.

(During these work periods, I will play some of my favorite

movie soundtracks in the background as the class works).

4 5 min Students will store their posters away and return their
drawing materials. I will also remind them that tomorrow will
be the last workday for the posters. They will then pack up
and make sure their spaces are clean before leaving the
classroom.

5 2 min Students will file into the classroom, find their seats, and get
settled in (while I take attendance).

5 5 min Students will grab their posters and I will pass out the
drawing materials.

5 25 min Students will wrap up their poster drawings. When they are Drawing
done, they will store their posters away in their cabinets and Materials
return their drawing materials.

5 11 min Students will then have time to prepare for their small oral Pencils
presentations (which will happen in the next class). These and loose-
small presentations will be super relaxed and will last for leaf paper
about 2 - 3 minutes each. They need to explain why their
poster is successful (with at least 3 supporting points). During “Unit
this preparation time, students can write down a couple Slides”
points on a loose-leaf piece of paper to assist them in their (slide 15)
small presentations.

5 2 min Students will pack up and make sure their spaces are clean
before leaving the classroom.

6 5 min Students will file into the classroom, find their seats, and get Finished
settled in (while I take attendance). Students will also grab Posters
their posters and their presentation notes from the previous
class. Loose-leaf
paper
6 30 min Small relaxed presentations. I will call each student up to the Finished
front of the classroom and let them present their poster and Posters
highlight the aspects of their project that they found the most
successful. They need to explain why their poster is Loose-leaf
successful (with at least 3 supporting points). paper

Page| 9
 At the end of each presentation, I will collect each poster and
let them sit back down at their desks.

6 8 min I will throw in some closing words to wrap-up this lesson.

These closing words will encapsulate the main goal of this
lesson (to get students to think about how the combination of
compositional and visual elements can work to construct a
narrative). I will also go on to preview the next lesson
(examining narrative art and engaging in a large class
discussion).

6 2 min Students will pack up and make sure their spaces are clean
before leaving the classroom.

Clean-up Procedures (Room, Materials & Work Storage)

Students are responsible for making sure they are leaving their work area how they found it
(clear of clutter and wiped down). This means that they need to put back any materials that they
have gotten out. Each tool should have a labeled place in the classroom where it can be
returned after use (E.g. pencils will go back in the pencil drawer and rulers will go back in the
ruler drawer).

Students will also have assigned cabinets to store their artworks in progress. They are
responsible for returning their projects to their cabinets after each class. If their work is
completed, they will be instructed to turn in their final projects to me.
Closure, Review & Anticipation (what’s next?)
Small overview of next lesson: Next lesson, we will analyze a narrative work of art and determine
what the artist was trying to say. We will then take part in a large class discussion where we will
present our findings with one another.

Supplemental Activity
When finished: Students will have access to the internet (via their Chromebook’s) where they
can start to look at other narrative artworks in hopes of garnering inspiration for their final collage
project.

Teacher reflection focused on the lesson after it has been taught

N/A

LESSON PLAN

Teacher Candidate Justin Scherer

School Middle (6-8)

LESSON NUMBER 2
Lesson Title Narrative Art (Discussion)

P a g e | 10
 Length of Class Period 45 min
Approximate Number of Students in Each class 20
Beginning Date for this Lesson
Ending Date for this Lesson

CONTENT STATEMENT – PERCEIVING/KNOWING

1PE Explore how personal experiences, interest, cultural heritage and gender influence an
artist’s style and choice of subject matter.

5PE Examine designed objects and identify the processes and decisions made to produce them
with attention to purpose, aesthetics, social issues and cultural and personal meaning.

CONTENT STATEMENT – PRODUCING/PERFORMING

6PR Demonstrate understanding of visual literacy, illustration and graphic communication.

CONTENT STATEMENT – RESPONDING/REFLECTING

1RE Speculate about an artist’s intentions and message in a work using relevant references to
the work.

3RE Interpret selected artworks and synthesize their interpretations with the interpretations of
others.

Performance-based Assessment Objectives

Students will examine narrative works of art and identify the way the art was made and the
message / story the artist is trying to convey.

Students will demonstrate their understanding of visual literacy through the process of taking
apart and analyzing a narrative work of art.

Students will Interpret the meanings behind various narrative artworks and synthesize their
interpretations with the interpretations of others.

Performance-based Assessment Strategies

(attach assessment documents if applicable)
Students will answer a couple questions revolving around a narrative works of art. (They will
write their answers on a loose-leaf piece of paper).

Students will participate in the large class discussion where they will collaborate with one
another to answer the narrative artwork questions I posed earlier. (Students can use their
papers to assist them in the large class discussion, and then drop them off to me at the end of
class).

I will be utilizing the “Class Discussion Rubric (Lesson 2)” to assess my students understanding
during the class discussion.

Academic Language
Vocabulary
Elements of Design: Visual tools used by an artist to create their artwork (E.g. line, shape,

P a g e | 11
space, form, texture, value, and color).

Narrative: A story (usually consisting of a person, place, and conflict / idea).

Principals of Design: How the artist uses visual tools (Elements) in their art to convey a
message (E.g. contrast, emphasis, balance, movement, pattern, rhythm, and unity).

Storytelling: The process of sharing a narrative with someone else. This can be done through
spoken words, literature, or imagery.

Theme: The big idea behind a given piece.

Visual Culture: a portion of one’s culture, depicted and communicated through imagery.

Additional Language Demands (specific communication task)

The specific communication task for this lesson will come in the form of a large class discission
where the students will work together to brainstorm and answer a couple questions about a
certain narrative artwork.

Accommodations for Special Populations

The student I will be accommodating for comes from ED_6th.pdf. This student has a tendency
to not sit still for extended periods of time. This student also tends to shut down if they don’t “get
it” on their first go around. They also find themselves leaning into anger when they encounter a
tough situation.

PowerPoint:
• Visuals throughout the PowerPoint presentation to make the PowerPoint more visually
enjoyable to sit through.
• Compact the PowerPoint in an easy to understand instructional list (a typed handout) so
the student can follow along and hopefully “get it” after the first explanation.
Assessment:
• This student gets discouraged easily, meaning they may do their best work towards the
beginning rather than the end. (This means potentially adding more weight to the
beginning steps of the project rather than the end).
• Oral assessment (if they get discouraged from doing the written assessment).
Pacing:
• Provide extra time if needed.
• Allow for more relaxed schedule with chances for breaks.

Art/Visual Culture Examples

• https://carriemaeweems.net/galleries/kitchen-table.html – Carrie Mae Weems (Kitchen
Table Series)
• https://www.wikiart.org/en/norman-rockwell – Norman Rockwell
• https://www.michelangelo.org/the-creation-of-adam.jsp – Michelangelo (The Creation of
Adam)
• https://www.youtube.com/watch?v=HuS5NuXRb5Y – “Eleanor Rigby”

Preparations

P a g e | 12
Materials/Resources for Teacher
• Overhead projector
• Computer (with access to internet)
• “Class Discussion Rubric (Lesson 2)”
• “Unit Slides” (16-21)

Materials for Students

• 30 pages of loose-leaf papers --- for answering the narrative art questions
• 30 pencils (from ARTEZA #2 HB Wood Cased Graphite Pencils, Pack of 96, Bulk)

Safety Procedures
There aren’t any obvious physical safety procedures I can think of. With that being said, I will
give my students a rundown of my expectations for the class discussion. These expectations
will serve as the foundation for a safe and healthy discussion space.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
The classroom will be arranged in the way it is traditionally setup. I will have all of the chairs
angled toward the projector so each student can view the presentation. I will make sure the
PowerPoint is pulled up and ready to present before the students arrive.

Procedures for the Teaching/Learning Structure (indicate approximate time for each step)

Day Duration Application Recourse

1 3 min Students will file into the classroom, find their seats, and get
settled in (while I take attendance).

1 2 min Pass out loose-leaf pieces of paper for students to utilize Loose-leaf
during the PowerPoint questions as well as the class paper
discussion.
1 7 min Start the PowerPoint presentation. This presentation will Overhead
recap pertinent visual tools (Elements and Principals of Projector
Design). This PowerPoint will also reintroduce the ideas we
explored in relation to narrative artworks (from the last Computer
lesson).
“Unit
Slides”
(slides 16-
19)

1 10 min PowerPoint: I will then show them a narrative artwork by Overhead

Norman Rockwell and teach them how to interpret his work Projector
through visuals.
Computer

“Unit
Slides”
(slide 20)

P a g e | 13
1 21 min PowerPoint: I will then introduce a photo by Carrie Mae Overhead
Weems, as well as a couple questions for the students to Projector
explore and answer on their own.
Computer
Questions:
1. What do you think the artist was trying to say? What Loose-leaf
makes you say this? (Use the Elements and paper
Principals of Design in your explanation).
2. Do you think they did a good job communicating their Pencils
message / story? Explain your answer!
3. What was your favorite part of this work of art? “Unit
Slides”
I will leave the photo up on the presentation slide. The rest of (slide 21)
the class time will serve as a work period for the students to
answer these questions (applied to the photo by Carrie Mae “Class
Weems). Discussion
Rubric
I will also give them a preview of what we are doing next (Lesson 2)”
class (using these sheets to aid in a large class discussion **only if we
about the meaning / narrative behind the photo). have time
to go over
it**
1 2 min Students will pack up their in-progress papers and make sure
their spaces are clean before leaving the classroom.

2 3 min Students will file into the classroom, find their seats, and get Loose-leaf
settled in (while I take attendance). This “settling in period” Papers (in
should include them getting out their papers from the prior progress)
day.

2 6 min This will serve as additional time for students to refine and Loose-leaf
write down speaking points for the class discussion. Papers (in
progress)
While they are finishing up, I’m going to pull up the Photo on
the projector (that way we can use it as a reference in our Overhead
large class discussion. Projector

Computer

2 29 min Large Class Discussion: The students will take turns giving Loose-leaf
their insight into what they think the work means and what Papers
they enjoyed about it. I will continue to direct / redirect the (Finished)
discussion as it goes.

The goal of this discussion is to see students interact with

Carrie Mae Weems’ art in a critical manner. This exercise
should also work to show effective (and not so effective)
ways of constructing narrative imagery.

P a g e | 14
 Throughout the discussion, I will interject and highlight key
visual concepts that will help inform their final collage project

2 4 min I will throw in some closing words to wrap-up the lesson. Overhead
These closing words will encapsulate the main goal of this Projector
discussion (the ability to interact critically with a work of art
while refining ways in which we will eventually construct our Computer
own narrative imagery). I will also go on to preview the next
lesson (collage narrative).

2 3 min Students will pack up, drop off their completed loose-leaf
papers to my desk, and make sure their spaces are clean
before leaving the classroom.

Clean-up Procedures (Room, Materials & Work Storage)

The room shouldn’t be that messy since this lesson mainly consists of a PowerPoint
presentation and a large class discussion. With that being said, the same clean-up rules should
be applied where they are needed.

Clean-up Rules: Students are responsible for making sure they are leaving their work area how
they found it (clear of clutter and wiped down). This means that they need to put back any
materials that they have gotten out. Each tool should have a labeled place in the classroom
where it can be returned after use (E.g. pencils will go back in the pencil drawer and rulers will
go back in the ruler drawer).

Closure, Review & Anticipation (what’s next?)

Small overview of next lesson: Next lesson, we will sort through magazines and cut out images
to use in our narrative collages. The goal of this project will be to create our own narrative
collage (one that contains a person, place, and conflict).

Supplemental Activity
If we finish early: Students will continue to use the internet to garner inspiration for their final
collage project.

Teacher reflection focused on the lesson after it has been taught

N/A

LESSON PLAN

Teacher Candidate Justin Scherer

School Middle (6-8)

LESSON NUMBER 3
Lesson Title Narrative Collage

P a g e | 15
 Length of Class Period 45 min
Approximate Number of Students in Each class 20
Beginning Date for this Lesson
Ending Date for this Lesson

CONTENT STATEMENT – PERCEIVING/KNOWING

N/A

CONTENT STATEMENT – PRODUCING/PERFORMING

1PR Improve craftsmanship and refine ideas in response to feedback.

2PR Manipulate materials, tools and technology in conventional and unconventional ways to
create a work of art.

6PR Demonstrate understanding of visual literacy, illustration and graphic communication.

CONTENT STATEMENT – RESPONDING/REFLECTING

7RE Assess one’s own work and working process and the work of others in relation to
criteria and standards.

Performance-based Assessment Objectives

Students will improve their overall craftmanship skills and refine their collage ideas in response
to my given feedback.

Students will manipulate and rearrange cutouts from magazines in order to create an artistically
and narratively compelling collage.

Students will be able to convey their understanding of visual literacy and graphic communication
by using the elements and principals of design within their collages.

Students will assess their final projects by successfully filling out a self-evaluation sheet at the
end of the lesson.

Performance-based Assessment Strategies

(attach assessment documents if applicable)
Students will write a project plan where they will explain what they plan to include in their
collage (characters, conflict, setting, themes, etc.) and also explain why they think these are
important to include.

Students will be observed throughout the entirety of the lesson to assess their understanding. I
will also conference with each student one-on-one to address their artistic and narrative choices
(as well as to clear up any confusion with their projects).

Students will fill out a self-evaluation sheet where they will have to fill out the project rubric and
give themselves a grade. They will need to back up why they deserve this grade by supporting
their decision in a couple of sentences. I will then go back and fill out the rubric as a final form of
assessment for the lesson.

P a g e | 16
I will be utilizing the “Narrative Collage Rubric (Lesson 3)” to assess my students learning after
the lesson is complete.

Academic Language
Vocabulary
Character: A person / individual in a story.

Collage: A type of artmaking in which an artist places various objects next to one another in
front of a common background (The final product is usually 2D).

Conflict: A clash between two forces (Person vs. Person, Person vs. World, Person vs. Self).

Elements of Design: Visual tools used by an artist to create their artwork (E.g. line, shape,
space, form, texture, value, and color).

Narrative: A story (usually consisting of a person, place, and conflict / idea).

Principals of Design: How the artist uses visual tools (Elements) in their art to convey a
message (E.g. contrast, emphasis, balance, movement, pattern, rhythm, and unity).

Resolution: How the story ends.

Setting: Where a story takes place.

Storytelling: The process of sharing a narrative with someone else. This can be done through
spoken words, literature, or imagery.

Theme: The big idea behind a given piece.

Additional Language Demands (specific communication task)

The specific communication task for this lesson will come in the form of a project plan (similar to
the first lesson). Before writing their project plan, students will sort through magazines and
determine a character and a conflict that they want to orient their narrative collage around. They
will then write their project plan on a loose leaf piece of paper. They will be expected to write
about a paragraph explaining their narrative (characters, conflict, setting, themes and any other
pertinent ideas).

Another specific communication task will come in the form of a self-evaluation sheet, where
students will have to answer questions and give themselves a project grade. They will need to
back up why they think they deserve this grade by supporting their decision in a couple of
sentences.

Accommodations for Special Populations

The student I will be accommodating for comes from ED_6th.pdf. This student has a tendency
to not sit still for extended periods of time. This student also tends to shut down if they don’t “get
it” on their first go around. They also find themselves leaning into anger when they encounter a
tough situation.

PowerPoint:

P a g e | 17
 • Visuals throughout the introductory PowerPoint presentation to make the PowerPoint
more visually enjoyable to sit through.
• Compact the introductory PowerPoint in an easy to understand instructional list (a typed
handout) so the student can follow along and hopefully “get it” after the first explanation.
Assessment:
• This student gets discouraged easily, meaning they may do their best work towards the
beginning rather than the end. (This means potentially adding more weight to the
beginning steps of the project rather than the end).
• Oral assessment (if they get discouraged from doing the project plan or self-evaluation
sheet).
Pacing:
• Provide extra time if needed.
• Allow for more relaxed schedule with chances for breaks.

Art/Visual Culture Examples

• https://www.moma.org/artists/3716 – Man Ray
• https://www.moma.org/artists/3266#works – Barbra Kruger
• https://www.moma.org/artists/2675 – Hannah Höch
• https://www.rauschenbergfoundation.org/art/art-in-context/retroactive-i – Robert
Rauschenberg
• https://mariaporges.com/work#/shortest-stories – Maria Porges

Preparations
Materials/Resources for Teacher
• Overhead projector
• Computer (with access to internet)
• “Narrative Collage Rubric (Lesson 3)”
• “Self-Evaluation Sheet”
• “Unit Slides” (22-28)
• “Unit Project Examples” (slides 4-5)

Materials for Students

• 30 glue sticks (from Colorations Washable Premium Glue Stick, Pack of 50, White)
• 25 pairs of scissors (from Galadim Kids Scissors, 36 Count Teacher Pack)
• 30 pages of loose-leaf papers --- for project plans
• 30 pencils (from ARTEZA #2 HB Wood Cased Graphite Pencils, Pack of 96, Bulk)
• 30+ magazines --- for collage imagery (can be found easily on the internet for cheap)
• 30 drawing sheets (from 12-Inch-by-18-Inch Drawing Paper Pad, 30-Sheet Spiral)

Safety Procedures
The biggest safety concern for this lesson would be our use of scissors. For this lesson, I will
remind my students how to safely use scissors (more specifically: how to properly hold and use
them). I will also briefly talk about the dangers associated with ingesting materials like glue
(since we will be utilizing glue every workday). I will also let my students know that I have a zero
tolerance policy concerning horseplay in the classroom.

LEARNING ACTIVITY

P a g e | 18
Getting the Classroom Environment Ready
Day 1: The classroom will be arranged in the way it is traditionally setup. I will have all of the
chairs angled toward the projector so each student can view the introductory presentation. I will
make sure the PowerPoint is pulled up and ready to present before the students arrive.

Workdays: The classroom will be arranged in the way it is traditionally setup (with one
exception). I will clear off my desk and use it as a place for the magazines to sit (that way the
students will have a place where they can go if they are in need of more images for their
collages).

Procedures for the Teaching/Learning Structure (indicate approximate time for each step)

Day Duration Application Recourse

1 10 min Introduction to lesson through a PowerPoint presentation. Overhead
This presentation will introduce collage artmaking and Projector
showcase a couple good collage examples.
Computer
• https://www.moma.org/artists/3266#works – Barbra
Kruger “Unit Slides”
• https://www.moma.org/artists/2675 – Hannah Höch (slides 22-26)
• https://mariaporges.com/work#/shortest-stories –
Maria Porges

This presentation will also recap pertinent visual tools

(Elements and Principals of Design) and the tools that
make up a narrative (characters, conflict, setting, themes,
etc.)

1 10 min I will then use this portion of class-time to lay out my Overhead
expectations for their collage projects. More specifically, I Projector
will show them the project rubric and an exemplar
narrative collage example. “Narrative
Collage
I will also use this time to answer any questions they may Rubric
have. (Lesson 3)”

“Unit Project
Examples”
(slides 4-5)

1 2 min I will then pass out some loose-leaf pieces of paper for Loose-leaf
students to use for their project plans. papers

1 18 min The rest of class will serve as a brainstorming and Pencils and
exploration period for my students. They will take time to loose-leaf
sort through magazines (located on my desk) to determine papers
a character and a conflict that they want to orient their
narrative collage around. Magazines

By the end of this period, they should have a very loose

P a g e | 19
 idea of what their narrative collages are going to entail.
(They should also have some notes / rough sketches on
their loose-leaf papers to show this).

1 2 min Wrap up and collect the in-progress project plans (the

loose-leaf papers) while students clean up their spaces
before leaving the classroom.

2 3 min Students will file into the classroom, find their seats, and
get settled in (while I take attendance).

2 2 min I will pass back their in-progress project plans and let them In-progress
know that they should have them completed by the end of project plans
class. from last
class (loose-
leaf papers)

2 5 min I will take a moment to explain how the project planning “Unit Slides”
period will work. I will also lay out my expectations of what (slide 27)
needs to be included in their project plan.

They will be expected to write about a paragraph

explaining their narrative (characters, conflict, setting,
themes and any other pertinent ideas). Quick and rough
sketches will also be included in the project plan (This will
let them experiment with and pin down the composition of
their collages).

2 33 min Let students work on their project plans. Pencils and

loose-leaf
I will be walking around to check in on student progress papers
(all the while giving advice and answering questions).

2 2 min Wrap up and collect finished project plans while students

clean up their spaces before leaving the classroom.

HW My Homework: Go through each project plan and provide

written feedback for each student. I will either give them
the green light to start working on their collage…or let
them know that they need to slow down and fix a couple
things before they get started.

3 2 min Students will file into the classroom, find their seats, and
get settled in (while I take attendance).

3 3 min I will pass back their project plans and let them know if
they are good to start or if they need to revise.

3 35 min I will pass out the collage materials for the project and Glue Sticks
allow students to start to work on their final narrative

P a g e | 20
 collage projects. Scissors

If students need to revise their project plans, I will give Magazines

them about 10 minutes to do so. I will check in throughout (which will be
these 10 minutes in order to provide feedback and answer located on
any questions. At the end of the 10 minutes, I will hopefully my desk)
have every student moved on to the point where they’ll be
working on their final narrative collage projects. 12in x 18in
drawing
Students will have about 4 class periods (including this sheets (these
one) to work on their projects. will be used
for their
Small Project Overview: For this project, students will have collage
to create a visually interesting collage that hints at some backgrounds)
sort of narrative – this means each project should have
some sort of character and conflict (other narrative (all of these
elements like setting and resolution are encouraged…but will be
not required). This is basically the main idea of this project. referred to as
More details regarding what I’m looking for specifically can “Collage
be found in the project’s rubric. Materials”
from here on
out)
3 5 min Students will store their collage projects away and return
their collage materials. They will then pack up and make
sure their spaces are clean before leaving the classroom.

4 2 min Students will file into the classroom, find their seats, and
get settled in (while I take attendance).

4 5 min Students will grab their projects and I will pass out the
collage materials.

4 33 min Students will continue to work on their collages. While they Collage
are doing this, I will walk around to check in and make Materials
sure they are progressing okay.

During this time, I will be offering my students verbal

feedback and advice to help move them along in their work
process.

4 5 min Students will store their projects away and return their
collage materials. They will then pack up and make sure
their spaces are clean before leaving the classroom.

5 2 min Students will file into the classroom, find their seats, and
get settled in (while I take attendance).

5 5 min Students will grab their projects and I will pass out the
collage materials.

P a g e | 21
 5 33 min Students will continue to work on their collages. While they Collage
are doing this, I will walk around to check in and make Materials
sure they are progressing okay.

During this time, I will be offering my students verbal

feedback and advice to help move them along in their work
process.

5 5 min Students will store their projects away and return their
collage materials. I will also remind them that tomorrow will
be the last workday for the collages. They will then pack
up and make sure their spaces are clean before leaving
the classroom.

6 2 min Students will file into the classroom, find their seats, and
get settled in (while I take attendance).

6 5 min Students will grab their projects and I will pass out the
collage materials.

6 25 min Students will wrap up their narrative collages. When they Collage
are done, they will store their projects away in their Materials
cabinets and return their collage materials.

6 10 min Finally, students will complete the self-evaluation sheet. Pencils

They will have to answer questions and give themselves a
project grade. They will need to back up why they deserve “Unit Slides”
this grade by supporting their decision in a couple of (slide 28)
sentences.
“Self-
Evaluation
Sheet”

6 3 min Students will hand in their final projects and self-evaluation

sheets to me. They will then pack up and make sure their
spaces are clean before leaving the classroom.

Clean-up Procedures (Room, Materials & Work Storage)

For this lesson, it is critical that the students continuously throw away any unusable magazine
scraps in their work area. Collage projects tend to get messy, so it’s just a matter of staying on
top of their work areas so it doesn’t get too messy.

Clean-up Rules: Students are responsible for making sure they are leaving their work area how
they found it (clear of clutter and wiped down). This means that they need to put back any
materials that they have gotten out. Each tool should have a labeled place in the classroom
where it can be returned after use (E.g. pencils will go back in the pencil drawer and rulers will
go back in the ruler drawer).

P a g e | 22
 Closure, Review & Anticipation (what’s next?)
Small overview of next unit: N/A (Because this is a standalone Unit Plan, I have not determined
what a follow up unit would entail).

Supplemental Activity
If students finish early, I will provide them with some fun drawing prompts that they can explore
during their remaining class time.

Teacher reflection focused on the lesson after it has been taught

N/A

Be sure to attach to the full instructional unit

Teacher Example
Bibliography in APA format
Any printed material that relates to the unit and/or the lessons

Works Cited (APA)

Gold, B. (1942). Casablanca [Movie Poster]. Retrieved from

https://www.theguardian.com/film/gallery/2018/may/21/bill- gold-film-posters-casablanca-

exorcist

Gold, B. (1974). The Exorcist [Movie Poster]. Retrieved from

https://www.theguardian.com/film/gallery/2018/may/21/bill- gold-film-posters-casablanca-

exorcist

Grassi, M. (2019). Joker Alternative Poster [Digital Illustration]. Retrieved from

https://marcelograssi.com.ar/filter/character/Joker-Alternative-Poster

Hare, T. (2015). The Elements of Art & The Principals of Design [Infographic]. Retrieved from

https://theartofeducation.edu/2015/12/24/3-helpful-elements- and-principles-downloads/

P a g e | 23
Höch, H. (1936). Für ein Fest gemacht (Made for a Party) [Collage]. London: Whitechapel

Gallery. Retrieved from https://www.artsy.net/artwork/hannah-hoch-fur-ein-fest- gemacht-

made-for-a-party


Kruger, B. (1999–2000). Untitled (Thinking of you) [Artistic Montage]. New York: Whitney

Museum of Art. Retrieved from https://whitney.org/collection/works/12926

ONE Media. (2019, August 20). MARRIAGE STORY Official Trailer (2019) Scarlett Johansson,

Adam Driver Netflix Movie HD. Retrieved from https://www.youtube.com/watch?v=-

y1HhAlAOTs

Porges, M. (n.d.-a). 47 [Collage]. Retrieved from https:// mariaporges.com/work#/shortest-stories

Porges, M. (n.d.-b). 86 [Collage]. Retrieved from https:// mariaporges.com/work#/shortest-stories

Rockwell, N. (1957). Morning After the Wedding [Oil on canvas]. Ohio: Columbus Museum of

Art. Retrieved from https://www.columbusmuseum.org/embark-collection/pages/

Obj592/?sid=15&x=420003

SearchlightPictures. (2013, October 17). THE GRAND BUDAPEST HOTEL - Official

Worldwide Trailer HD. Retrieved from https://www.youtube.com/watch?

v=1Fg5iWmQjwk

SearchlightPictures. (2017, July 19). THE SHAPE OF WATER | Official Trailer | FOX

Searchlight. Retrieved from https://www.youtube.com/watch?v=XFYWazblaUA

Struzan, D. (2003). Blade Runner [Acrylic paints and colored pencils on gessoed board].

Retrieved from http:// www.drewstruzan.com/illustrated/portfolio/?

fa=medium&gid=685&mp&gallerystart=1&pagestart=1&type =mp&gs=1

P a g e | 24
Struzan, D. (2004). Shawshank Redemption, The [Acrylic paints & colored pencils on gessoed

board]. Retrieved from http://www.drewstruzan.com/illustrated/portfolio/?

fa=medium&gid=755&co&gallerystart=26&pagestart=1&type =co&gs=2

Weems, C. M. (1990). The Kitchen Table Series [Photography]. Retrieved from

https://carriemaeweems.net/ galleries/kitchen-table.html

P a g e | 25