act Instructional Planning Grid
TEKS: 117.35 c 7.2 & 7.4
2. Big Understandings
Understanding and applying elements and principles of art:
Dominance, symmetrical balance, asymmetrical balance.
To create an artwork based on direct observation, personal
experience, and imagination.
3. Assessment Evidence
The students will create an advertisement for a product that bears their name. It may be a brand of toothpaste, a car, a videogame,
a doll, a cereal, or an action figure.
4. Opening Hook
Show the students a Power Point presentation with examples of product posters such as Coca- Cola, Apple Computers and also
introduce the students to artists that frequently made advertisement posters such as: Henri de Toulouse-Lautrec, Alfonse Mucha,
Aubrey Beardsley. Will review different ways of achieving balance. The teacher will ask students what they think a poster is used
for, why they might see posters around school or town.
5. Instructional Strategies/Student Activities
Marketing: the act of buying or selling in a market
Margins: the space around the printed or written matter on a page
To create an eye catching design that will cause the viewer to come in closer to get necessary information.
The main element in the poster will be a large drawing of the product itself. The large lettering (student’s name) could be on top of
the product, with smaller information off to one side.
Time needed: 2-3 class periods
7. Grouping Patterns
8. Ending, Summary/Reflection
The s’s will be encouraged to talk about their work. The s’s will be asked to discuss their thoughts behind
creating their “Product” poster. They will also be asked to share what inspired them to create the final
“Sell Your Product” Poster
Jr. High School