This lesson plan introduces students to symbolism in famous artists' self-portraits. Students will first categorize symbols by theme in groups. Then, the teacher will present examples of symbolic self-portraits by artists like Frida Kahlo and Rene Magritte. To assess learning, students will play a Kahoot quiz matching portrait fragments to their artists based on style and symbolic clues. The goal is for students to thoughtfully use symbolism and analyze works based on symbolic choices.

1. Lesson​ ​Plan​​ ​​ ​​ ​​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​Teacher​ ​Candidate:​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​​ ​Date​ ​of​ ​Lesson:
Lesson​ ​Title/Description:
Look​ ​at​ ​famous​ ​artists’​ ​self​ ​portraits​ ​and​ ​portraits​ ​that​ ​rely​ ​on​ ​symbol​ ​use.​ ​Focus​ ​on​ ​their​ ​use​ ​of​ ​symbol
and​ ​color​ ​to​ ​convey​ ​meaning.
Lesson​ ​#​ ​​ ​​ ​1​ ​​ ​​ ​​ ​​ ​​ ​of​ ​​ ​3 Time​ ​Allotted​ ​for​ ​this​ ​Lesson:​ ​​ ​60
Standards:
Anchor​ ​Standard​ ​7:
Responding-Perceive​ ​and
analyze​ ​artistic​ ​work.
VA.7.RE1.HS2
Central​ ​Focus:
Art​ ​is​ ​a​ ​reflection​ ​of​ ​cultural​ ​values​ ​and
humanity​ ​in​ ​general.​​ ​​The​ ​way​ ​in​ ​which
art​ ​is​ ​viewed​ ​and​ ​perceived​ ​depends​ ​a
lot​ ​on​ ​the​ ​culture​ ​and​ ​context​ ​in​ ​which​ ​it
was​ ​made.
Learning​ ​Targets:
-Students​ ​will​ ​thoughtfully​ ​use
symbol​ ​and​ ​color​ ​to​ ​convey
your​ ​meaning
-Students​ ​will​ ​analyze​ ​work
based​ ​on​ ​symbol​ ​and​ ​color
choice
Pre-Requisite​ ​Knowledge​ ​and/or​ ​Skills:
Students​ ​should​ ​have​ ​some​ ​basic​ ​knowledge​ ​on​ ​principles​ ​of​ ​art​ ​and​ ​elements​ ​of​ ​design​ ​as​ ​this​ ​will
not​ ​be​ ​the​ ​first​ ​unit​ ​we​ ​teach​ ​in​ ​a​ ​class.
They​ ​will​ ​not​ ​necessarily​ ​need​ ​these​ ​skills​ ​for​ ​this​ ​first​ ​lesson​ ​but​ ​they​ ​will​ ​come​ ​in​ ​handy​ ​for​ ​the​ ​full
unit.
Students​ ​will​ ​need​ ​a​ ​basic​ ​knowledge​ ​on​ ​symbols​ ​-​ ​how​ ​to​ ​generally​ ​categorize​ ​symbols​ ​and​ ​how​ ​to
relate​ ​them​ ​to​ ​to​ ​their​ ​own​ ​personal​ ​experience.
How​ ​I​ ​know​ ​the​ ​students​ ​have​ ​this:
I​ ​will​ ​know​ ​this​ ​from​ ​the​ ​pre-assessment.
Academic​ ​language​ ​that​ ​will​ ​be​ ​used​ ​in​ ​lesson:
Portrait,​ ​color,​ ​symbol,​ ​symbolism,​ ​composition,​ ​design,​ ​representation,​ ​mood,​ ​theme
Strategies​ ​and​ ​opportunities​ ​for​ ​supporting​ ​academic​ ​language:
A​ ​lot​ ​of​ ​this​ ​language​ ​is​ ​basic​ ​and​ ​will​ ​be​ ​in​ ​the​ ​vocabulary​ ​of​ ​the​ ​target​ ​age​ ​group​ ​(high​ ​school
students)​ ​already.​ ​I​ ​will​ ​be​ ​sure​ ​to​ ​incorporate​ ​this​ ​language​ ​in​ ​my​ ​slide​ ​show​ ​presentation​ ​at​ ​the
beginning​ ​of​ ​the​ ​lesson.
Connections​ ​to​ ​students’​ ​“Funds​ ​of​ ​Knowledge”/assets,​ ​prior​ ​knowledge,​ ​and
or/interdisciplinary​ ​connections​ ​that​ ​will​ ​be​ ​made​ ​during​ ​the​ ​lesson:
Pre-Assessment:
Present​ ​students​ ​with​ ​pictures​ ​of​ ​symbols.​ ​Have​ ​them​ ​work​ ​in​ ​groups​ ​to​ ​categorize​ ​those​ ​symbols
into​ ​themes​ ​such​ ​as:​ ​love,​ ​pain,​ ​joy,​ ​time,​ ​age.​ ​Ask​ ​them​ ​to​ ​stick​ ​the​ ​symbols​ ​up​ ​on​ ​the​ ​board​ ​under
those​ ​themes.
How​ ​have​ ​you​ ​addressed​ ​the​ ​needs​ ​of​ ​diverse​ ​learners​ ​?​ ​(Ex:​ ​IEPs,​ ​504s,​ ​linguistic​ ​&​ ​cultural
diversity,​ ​students​ ​without​ ​prerequisite​ ​knowledge,​ ​etc.)
The​ ​lesson​ ​will​ ​focus​ ​around​ ​symbol​ ​use​ ​so​ ​it​ ​should​ ​be​ ​able​ ​to​ ​reach​ ​students​ ​at​ ​various​ ​levels​ ​of
English​ ​proficiency.
Students​ ​will​ ​be​ ​working​ ​in​ ​groups​ ​for​ ​much​ ​of​ ​this​ ​project​ ​so​ ​I​ ​will​ ​pair​ ​them​ ​up​ ​in​ ​groups​ ​so​ ​that
students​ ​with​ ​IEPs​ ​or​ ​special​ ​needs​ ​will​ ​be​ ​with​ ​students​ ​who​ ​are​ ​able​ ​and​ ​willing​ ​to​ ​assist​ ​them.
1
Western​ ​Oregon​ ​University,​ ​Division​ ​of​ ​Teacher​ ​Education,​ ​(Modified​ ​from​ ​TWS),​ ​Fall​ ​2016

2. I​ ​will​ ​also​ ​be​ ​walking​ ​around​ ​the​ ​classroom​ ​checking​ ​in​ ​with​ ​students​ ​and​ ​making​ ​sure​ ​I​ ​am
available​ ​if​ ​they​ ​need​ ​help​ ​or​ ​clarification.
Cultural​ ​diversity​ ​will​ ​be​ ​addressed​ ​as​ ​students​ ​will​ ​see​ ​many​ ​cultures​ ​represented​ ​in​ ​the
presentation​ ​on​ ​famous​ ​artists.​ ​There​ ​will​ ​be​ ​a​ ​specific​ ​focus​ ​on​ ​latina​ ​artist​ ​Frida​ ​Kahlo.
Materials/Equipment/Supplies/Technology/Preparation:
Printed​ ​pictures​ ​of​ ​symbols​ ​-​ ​printed​ ​in​ ​color​ ​and​ ​cut​ ​out,​ ​either​ ​whiteboards​ ​or​ ​large​ ​poster​ ​paper,
a​ ​computer,​ ​a​ ​projector,​ ​computers​ ​or​ ​phones​ ​available​ ​to​ ​students,
Procedure:​ ​​ ​​Teacher​ ​Does………. Procedure:​ ​​ ​​Students​ ​Do……..
Time
5​ ​min
Motivation/Hook:
Have​ ​students​ ​stand​ ​up​ ​by​ ​their​ ​work
space.
Instruct​ ​students​ ​in​ ​a​ ​few​ ​minutes​ ​of
stretching​ ​or​ ​yoga.
(I​ ​would​ ​plan​ ​this​ ​first​ ​lesson​ ​at​ ​the
beginning​ ​of​ ​the​ ​week,​ ​like​ ​a​ ​monday.​ ​It
will​ ​also​ ​be​ ​an​ ​art​ ​lesson​ ​in​ ​which
students​ ​do​ ​less​ ​art,​ ​and​ ​more​ ​listening,
than​ ​normal​ ​so​ ​I​ ​want​ ​them​ ​to​ ​have​ ​a
chance​ ​to​ ​stretch​ ​before​ ​class).
Motivation/Hook:
Stand​ ​up​ ​by​ ​their​ ​work​ ​space.
Follow​ ​along​ ​with​ ​teacher​ ​instruction​ ​on​ ​yoga​ ​or
stretching.
15
min
Teaching/Group
Application/Independent
Application:
Have​ ​different​ ​themes​ ​written​ ​on
whiteboards​ ​or​ ​poster​ ​paper​ ​around
the​ ​room.
Hand​ ​out​ ​color​ ​copies​ ​of​ ​small​ ​cut-out
symbols​ ​to​ ​students.
Assign​ ​students​ ​to​ ​groups​ ​of​ ​2-4.
Explain​ ​to​ ​students​ ​to​ ​work​ ​together​ ​to
categorize​ ​symbols.​ ​After​ ​ten​ ​minutes
have​ ​students​ ​place​ ​their​ ​symbols
underneath​ ​the​ ​different​ ​categories.
Teaching/Group​ ​Application/Independent
Application:
Get​ ​into​ ​groups​ ​as​ ​assigned​ ​by​ ​the​ ​teacher.
Review​ ​the​ ​symbols​ ​handed​ ​to​ ​your​ ​group.
Discuss​ ​with​ ​your​ ​group​ ​about​ ​which​ ​of​ ​the
categories​ ​you​ ​would​ ​classify​ ​each​ ​of​ ​the​ ​symbols
as.​ ​Reasons​ ​can​ ​be​ ​from​ ​your​ ​personal​ ​experience
or​ ​from​ ​general​ ​knowledge.
Be​ ​mindful​ ​of​ ​each​ ​other​ ​-​ ​give​ ​every​ ​student​ ​in
the​ ​group​ ​a​ ​chance​ ​to​ ​contribute.
Decide​ ​which​ ​symbol​ ​fits​ ​best​ ​under​ ​which
category​ ​and​ ​put​ ​them​ ​up​ ​under​ ​those​ ​categories
on​ ​the​ ​posters​ ​or​ ​whiteboards​ ​around​ ​the​ ​room.
2
Western​ ​Oregon​ ​University,​ ​Division​ ​of​ ​Teacher​ ​Education,​ ​(Modified​ ​from​ ​TWS),​ ​Fall​ ​2016

3. 20
min
Teaching/Group
Application/Independent
Application:
Present​ ​to​ ​students​ ​examples​ ​of
symbols​ ​in​ ​famous​ ​artwork​ ​and​ ​famous
self​ ​portraits.
Focus​ ​on​ ​self-portraits​ ​that​ ​use​ ​symbols
such​ ​as​ ​Frida​ ​Kahlo​ ​or​ ​Rene​ ​Magritte.
Give​ ​students​ ​a​ ​chance​ ​to​ ​guess​ ​which
artist​ ​will​ ​be​ ​presented​ ​based​ ​on
knowledge​ ​before​ ​revealing​ ​the​ ​artist.
(Ex:​ ​The​ ​next​ ​artists​ ​is​ ​famous​ ​for
making​ ​many​ ​self​ ​portraits​ ​that​ ​focused
on​ ​color​ ​to​ ​convey​ ​emotion.​ ​Does
anyone​ ​have​ ​a​ ​guess​ ​about​ ​who​ ​this
might​ ​be?​ ​(A:​ ​Vincent​ ​Van​ ​Gogh))
Teaching/Group​ ​Application/Independent
Application:
Watch​ ​slideshow​ ​presented​ ​by​ ​teacher.
Taking​ ​notes​ ​is​ ​encouraged​ ​but​ ​not​ ​required.
Students​ ​are​ ​encouraged​ ​to​ ​ask​ ​questions
throughout​ ​the​ ​presentation​ ​and​ ​answer
questions​ ​posed​ ​by​ ​the​ ​teacher.
10
minu
tes
Teaching/Group
Application/Independent
Application:
Using​ ​the​ ​computer​ ​and​ ​projector,​ ​pull
up​ ​a​ ​Kahoot​ ​quiz​ ​you​ ​have​ ​made​ ​on
famous​ ​artists’​ ​self-portraits.
Give​ ​students​ ​the​ ​kahoot​ ​ID.
Have​ ​students​ ​pull​ ​out​ ​their
smartphones​ ​and​ ​and​ ​place​ ​them​ ​flat​ ​in
front​ ​of​ ​them​ ​on​ ​the​ ​table.
If​ ​not​ ​all​ ​students​ ​have​ ​phones,​ ​partner
students​ ​up​ ​so​ ​they​ ​can​ ​share.
Kahoot​ ​will​ ​be​ ​on​ ​the​ ​famous​ ​portraits
just​ ​reviewed​ ​in​ ​the​ ​presentation.
Teaching/Group​ ​Application/Independent
Application:
Per​ ​teacher​ ​instruction,​ ​pull​ ​out​ ​smartphones​ ​and
put​ ​them​ ​flat​ ​on​ ​the​ ​table​ ​in​ ​front​ ​of​ ​you.​ ​If​ ​you​ ​do
not​ ​have​ ​a​ ​smartphone,​ ​share​ ​with​ ​a​ ​classmate.
Sign​ ​into​ ​Kahoot​ ​using​ ​the​ ​ID​ ​projected​ ​onto​ ​the
board​ ​by​ ​your​ ​teacher​ ​and​ ​your​ ​real​ ​name​ ​(or​ ​a
combination​ ​of​ ​your​ ​names​ ​if​ ​​ ​you​ ​are​ ​sharing
phones).
​ ​Kahoot​ ​will​ ​be​ ​on​ ​the​ ​famous​ ​portraits​ ​just
viewed​ ​in​ ​the​ ​presentation.
Answer​ ​questions​ ​to​ ​the​ ​best​ ​of​ ​your​ ​ability.
10
min
Closure:
Ask​ ​students​ ​questions​ ​about​ ​what​ ​they
learned​ ​that​ ​day.
Ask​ ​them​ ​to​ ​share​ ​anything​ ​interesting
they​ ​didn’t​ ​know.
Closure:
Share​ ​anything​ ​interesting​ ​you​ ​learned​ ​that​ ​day.
Participate​ ​in​ ​informal​ ​discussion.
3
Western​ ​Oregon​ ​University,​ ​Division​ ​of​ ​Teacher​ ​Education,​ ​(Modified​ ​from​ ​TWS),​ ​Fall​ ​2016

4. Encourage​ ​questions.
Let​ ​them​ ​know​ ​how​ ​we​ ​will​ ​be
continuing​ ​this​ ​unit​ ​in​ ​the​ ​next​ ​lesson.
Ask​ ​any​ ​questions​ ​you​ ​may​ ​have​ ​either​ ​about
today’s​ ​lesson​ ​or​ ​the​ ​upcoming​ ​lessons​ ​from​ ​the
rest​ ​of​ ​the​ ​unit.
Assessment
1. Evidence​​ ​collected​ ​during/as​ ​a​ ​result​ ​of​ ​this​ ​lesson:
Pre-Assessment:
Present​ ​students​ ​with​ ​pictures​ ​of​ ​symbols.​ ​Have​ ​them​ ​work​ ​in​ ​groups​ ​to​ ​categorize​ ​those​ ​symbols​ ​into
themes​ ​such​ ​as:​ ​love,​ ​pain,​ ​joy,​ ​time,​ ​age.​ ​Ask​ ​them​ ​to​ ​stick​ ​the​ ​symbols​ ​up​ ​on​ ​the​ ​board​ ​under​ ​those
themes.
Evidence​ ​collected​ ​for​ ​this​ ​informal​ ​assessment​ ​will​ ​be​ ​the​ ​symbols​ ​categorized​ ​under​ ​themes​ ​by​ ​students.
Formative​ ​Assessment:
After​ ​reviewing​ ​artists’​ ​work​ ​via​ ​slideshow,​ ​show​ ​fragments​ ​of​ ​famous​ ​artists’​ ​self-portraits​ ​or​ ​famous
works​ ​that​ ​rely​ ​on​ ​symbol.​ ​Use​ ​Kahoot​ ​or​ ​Plicker​ ​to​ ​have​ ​students​ ​answer​ ​multiple-choice​ ​questions​ ​about
which​ ​artist​ ​created​ ​which​ ​portrait​ ​using​ ​clues​ ​from​ ​their​ ​style​ ​and​ ​symbol​ ​choice
Evidence​ ​collected​ ​from​ ​this​ ​assessment​ ​will​ ​be​ ​the​ ​results​ ​of​ ​the​ ​kahoot​ ​quiz.
2.​ ​​ ​Summative​ ​assessment​ ​is​ ​2​ ​​ ​days​ ​after​ ​this​ ​lesson.
Lesson​ ​Title/Description:​ ​​Symbol​ ​Study​ ​–​ ​How​ ​to​ ​Use​ ​Symbols​ ​to​ ​Convey​ ​Meaning
Create​ ​a​ ​list​ ​of​ ​aspects​ ​of​ ​your​ ​life​ ​that​ ​are​ ​meaningful​ ​to​ ​you​ ​-​ ​hobbies,​ ​dislikes,​ ​fears,​ ​beliefs,​ ​values,
ancestry,​ ​personal​ ​history.​ ​Choose​ ​and​ ​draw​ ​symbols​ ​that​ ​communicate​ ​that​ ​aspect​ ​of​ ​your​ ​life.
Lesson​ ​#​ ​2​ ​​ ​of​ ​​ ​3 Time​ ​Allotted​ ​for​ ​this​ ​Lesson:​ ​​60​ ​minutes
Standards:
Anchor​ ​Standard​ ​7:
Responding-Perceive​ ​and
analyze​ ​artistic​ ​work.
VA.7.RE1.HS2
Central​ ​Focus:
Art​ ​is​ ​a​ ​reflection​ ​of​ ​cultural​ ​values​ ​and
humanity​ ​in​ ​general.​​ ​​The​ ​way​ ​in​ ​which
art​ ​is​ ​viewed​ ​and​ ​perceived​ ​depends​ ​a
lot​ ​on​ ​the​ ​culture​ ​and​ ​context​ ​in​ ​which​ ​it
was​ ​made
Learning​ ​Targets:
Students​ ​will​ ​thoughtfully​ ​use
symbol​ ​and​ ​color​ ​to​ ​convey​ ​your
meaning
-Students​ ​will​ ​analyze​ ​work
based​ ​on​ ​symbol​ ​and​ ​color​ ​choice
Pre-Requisite​ ​Knowledge​ ​and/or​ ​Skills:
Students​ ​should​ ​have​ ​some​ ​basic​ ​knowledge​ ​on​ ​principles​ ​of​ ​art​ ​and​ ​elements​ ​of​ ​design​ ​as​ ​this​ ​will
not​ ​be​ ​the​ ​first​ ​unit​ ​we​ ​teach​ ​in​ ​a​ ​class.​ ​The​ ​important​ ​part​ ​of​ ​this​ ​lesson​ ​is​ ​content,​ ​rather​ ​than
technical​ ​drawing​ ​skills​ ​so​ ​this​ ​knowledge​ ​is​ ​not​ ​​essential​​ ​for​ ​the​ ​lesson​ ​but​ ​will​ ​help​ ​students.
4
Western​ ​Oregon​ ​University,​ ​Division​ ​of​ ​Teacher​ ​Education,​ ​(Modified​ ​from​ ​TWS),​ ​Fall​ ​2016

5. Much​ ​of​ ​this​ ​lesson​ ​is​ ​based​ ​off​ ​of​ ​personal​ ​history​ ​or​ ​experience​ ​so​ ​students​ ​should​ ​have​ ​some
introspective​ ​knowledge​ ​of​ ​themselves.
Students​ ​should​ ​have​ ​knowledge​ ​of​ ​effective​ ​symbol​ ​use​ ​from​ ​previous​ ​lesson.
How​ ​I​ ​know​ ​the​ ​students​ ​have​ ​this:
I​ ​will​ ​know​ ​students​ ​have​ ​this​ ​knowledge​ ​of​ ​symbol​ ​use​ ​from​ ​the​ ​results​ ​of​ ​the​ ​pre-assessment​ ​and
the​ ​formative​ ​assessment​ ​from​ ​the​ ​previous​ ​lesson.
How​ ​have​ ​you​ ​addressed​ ​the​ ​needs​ ​of​ ​diverse​ ​learners​ ​?​ ​(Ex:​ ​IEPs,​ ​504s,​ ​linguistic​ ​&​ ​cultural
diversity,​ ​students​ ​without​ ​prerequisite​ ​knowledge,​ ​etc.)
Much​ ​of​ ​this​ ​lesson​ ​will​ ​focus​ ​on​ ​personal​ ​aspects​ ​of​ ​the​ ​students​ ​-​ ​their​ ​likes,​ ​dislikes,​ ​beliefs,
values,​ ​ancestry,​ ​etc.,​ ​so​ ​it​ ​should​ ​be​ ​pretty​ ​accessible​ ​to​ ​diverse​ ​learners.​ ​I​ ​will​ ​present​ ​a​ ​small
version​ ​of​ ​a​ ​few​ ​from​ ​my​ ​own​ ​life​ ​in​ ​order​ ​to​ ​make​ ​students​ ​feel​ ​more​ ​comfortable​ ​sharing​ ​and​ ​to
better​ ​demonstrate​ ​the​ ​assignment​ ​to​ ​diverse​ ​learners.
I​ ​will​ ​also​ ​be​ ​walking​ ​around​ ​the​ ​classroom​ ​checking​ ​in​ ​with​ ​students​ ​and​ ​making​ ​sure​ ​I​ ​am
available​ ​if​ ​they​ ​need​ ​help​ ​or​ ​clarification.​ ​I​ ​will​ ​pay​ ​special​ ​attention​ ​to​ ​kids​ ​who​ ​are​ ​identified​ ​as
English​ ​Language​ ​Learners​ ​or​ ​as​ ​having​ ​an​ ​IEP.
I​ ​will​ ​make​ ​sure​ ​to​ ​sit​ ​students​ ​near​ ​each​ ​other​ ​so​ ​that​ ​students​ ​who​ ​tend​ ​to​ ​need​ ​more​ ​help​ ​will​ ​be
next​ ​to​ ​more​ ​advanced​ ​students​ ​who​ ​can​ ​help​ ​them.
Materials/Equipment/Supplies/Technology/Preparation:
3”​ ​x​ ​3”​ ​squares​ ​pieces​ ​of​ ​paper​ ​(10​ ​per​ ​students),​ ​colored​ ​pencils,​ ​regular​ ​pencils,​ ​erasers,​ ​pens,
markers,​ ​fun​ ​hat​ ​to​ ​draw​ ​pieces​ ​of​ ​paper​ ​out​ ​of​ ​at​ ​random.
Procedure:​ ​​ ​​Teacher​ ​Does………. Procedure:​ ​​ ​​Students
Do……..
Time
2​ ​min
Motivation/Hook:
Play​ ​song​ ​“Express​ ​Yourself”​ ​by​ ​Charles​ ​Wright​ ​&
the​ ​Watts​ ​103rd​ ​Street​ ​Rhythm​ ​Band​ ​as​ ​students
walk​ ​in.
Motivation/Hook:
Listen​ ​to​ ​(and​ ​probably​ ​dance​ ​a
little​ ​to)​ ​“Express​ ​Yourself”​ ​as
you​ ​walk​ ​into​ ​the​ ​room.
Feel​ ​energized​ ​and​ ​engaged.
5
Western​ ​Oregon​ ​University,​ ​Division​ ​of​ ​Teacher​ ​Education,​ ​(Modified​ ​from​ ​TWS),​ ​Fall​ ​2016

6. ​ ​5​ ​min Teaching/Group​ ​Application/Independent
Application:
​ ​​Instruct​ ​students​ ​to​ ​make​ ​a​ ​list​ ​of​ ​ten​ ​things​ ​that
are​ ​meaningful​ ​to​ ​you,​ ​they​ ​can​ ​be​ ​​hobbies,​ ​dislikes,
fears,​ ​beliefs,​ ​values,​ ​ancestry,​ ​personal​ ​history,​ ​or
anything​ ​else​ ​they​ ​personally​ ​identify​ ​with.
Teaching/Group
Application/Independent
Application:
Make​ ​a​ ​list​ ​of​ ​ten​ ​aspects​ ​of​ ​your
life​ ​that​ ​are​ ​meaningful​ ​to​ ​you.
​ ​​ ​25​ ​min Teaching/Group​ ​Application/Independent
Application:
​ ​​Hand​ ​out​ ​eight​ ​3”x​ ​3”​ ​pieces​ ​of​ ​paper​ ​to​ ​students.
Instruct​ ​them​ ​to​ ​draw​ ​symbols​ ​to​ ​represent​ ​things
from​ ​the​ ​list​ ​they​ ​just​ ​made​ ​onto​ ​the​ ​pieces​ ​of
paper.
Show​ ​them​ ​examples​ ​of​ ​symbols​ ​you’ve​ ​drawn​ ​to
represent​ ​yourself​ ​on​ ​3”x3”​ ​cards.​ ​Show​ ​how​ ​you
used​ ​color​ ​in​ ​your​ ​examples​ ​to​ ​convey​ ​mood​ ​and
ask​ ​them​ ​to​ ​do​ ​the​ ​same.
Make​ ​multiple​ ​types​ ​of​ ​coloring​ ​utensils​ ​available
to​ ​students.
Walk​ ​around​ ​the​ ​room​ ​to​ ​help​ ​students​ ​and
provide​ ​feedback​ ​when​ ​needed.
Teaching/Group
Application/Independent
Application:
Using​ ​the​ ​list​ ​they​ ​just​ ​made,
draw​ ​symbols​ ​that​ ​represent
themselves​ ​on​ ​eight​ ​3”x3”​ ​pieces
of​ ​paper.
​ ​Use​ ​color​ ​to​ ​show​ ​mood.
6
Western​ ​Oregon​ ​University,​ ​Division​ ​of​ ​Teacher​ ​Education,​ ​(Modified​ ​from​ ​TWS),​ ​Fall​ ​2016

7. ​ ​20​ ​min Teaching/Group​ ​Application/Independent
Application:
Collect​ ​symbols​ ​drawn​ ​by​ ​students.
Put​ ​them​ ​into​ ​a​ ​fun​ ​hat​ ​or​ ​container.
Bring​ ​the​ ​hat​ ​around​ ​to​ ​different​ ​students​ ​until
everyone​ ​has​ ​had​ ​at​ ​least​ ​one​ ​turn.
Have​ ​students​ ​stand​ ​up​ ​and​ ​pull​ ​a​ ​symbol​ ​from​ ​the
hat.
Ask​ ​them​ ​to​ ​explain​ ​that​ ​symbol​ ​and​ ​the​ ​mood
connected​ ​to​ ​it​ ​to​ ​the​ ​class.
If​ ​there​ ​is​ ​time,​ ​continue​ ​to​ ​bring​ ​the​ ​hat​ ​around
and​ ​give​ ​students​ ​more​ ​turns.
Ask​ ​for​ ​volunteers​ ​to​ ​go​ ​again.
Teaching/Group
Application/Independent
Application:
Give​ ​symbols​ ​drawn​ ​to​ ​the
teacher.
As​ ​the​ ​teacher​ ​comes​ ​around,
pick​ ​a​ ​symbol​ ​from​ ​the​ ​hat.
Each​ ​student​ ​will​ ​interpret​ ​what
the​ ​symbol​ ​they​ ​picked​ ​from​ ​the
hat​ ​represents​ ​and​ ​try​ ​to​ ​analyze
the​ ​artist's’​ ​feeling​ ​on​ ​that
symbol.
The​ ​artist​ ​is​ ​free​ ​to​ ​clarify​ ​or
contribute​ ​to​ ​the​ ​presenting
students’​ ​analysis​ ​of​ ​that​ ​symbol
after​​ ​the​ ​student​ ​who​ ​picked​ ​the
symbol​ ​explains​ ​their​ ​thoughts.
8​ ​min
Closure:
Ask​ ​students​ ​if​ ​they​ ​have​ ​any​ ​questions.​ ​(And
answer​ ​any​ ​questions​ ​asked.)
Offer​ ​students​ ​the​ ​chance​ ​to​ ​share​ ​something​ ​they
learned​ ​about​ ​a​ ​classmate​ ​that​ ​day.
Explain​ ​what​ ​we​ ​will​ ​be​ ​doing​ ​the​ ​next​ ​day​ ​in​ ​class.
Closure:
Ask​ ​any​ ​questions​ ​about​ ​things
we​ ​learned​ ​that​ ​day.
If​ ​comfortable,​ ​share​ ​something
new​ ​you​ ​learned​ ​about​ ​your
classmates​ ​that​ ​day​ ​(be
respectful).
Ask​ ​any​ ​questions​ ​about​ ​the​ ​next
class’s​ ​lesson.
Assessment
1. Evidence​​ ​collected​ ​during/as​ ​a​ ​result​ ​of​ ​this​ ​lesson:
Formative​ ​Assessment:
Make​ ​your​ ​list​ ​of​ ​at​ ​least​ ​10​ ​meaningful​ ​things​ ​that​ ​you​ ​believe​ ​define​ ​you.​ ​Draw​ ​at​ ​least​ ​eight​ ​of​ ​them​ ​in​ ​a
3”​ ​by​ ​3”​ ​square​ ​provided.​ ​Demonstrate​ ​your​ ​understanding​ ​of​ ​color​ ​choice​ ​to​ ​convey​ ​mood​ ​and​ ​theme​ ​in
your​ ​drawings.
The​ ​Evidence​ ​collected​ ​will​ ​be​ ​the​ ​symbols​ ​drawn​ ​on​ ​3”x3”​ ​pieces​ ​of​ ​paper.
Formative​ ​Assessment:
7
Western​ ​Oregon​ ​University,​ ​Division​ ​of​ ​Teacher​ ​Education,​ ​(Modified​ ​from​ ​TWS),​ ​Fall​ ​2016

8. Collect​ ​the​ ​symbols​ ​drawn​ ​on​ ​the​ ​3”​ ​x​ ​3”​ ​papers.​ ​Draw​ ​them​ ​from​ ​at​ ​random​ ​and​ ​present​ ​them​ ​to​ ​the​ ​class.
Call​ ​on​ ​students​ ​to​ ​propose​ ​what​ ​each​ ​symbol​ ​might​ ​represent​ ​and​ ​the​ ​artist’s​ ​feeling​ ​about​ ​the​ ​subject.
Have​ ​them​ ​explain​ ​why.
The​ ​evidence​ ​will​ ​be​ ​the​ ​analysis​ ​of​ ​their​ ​classmate’s​ ​work.
2.​ ​​ ​Summative​ ​assessment​ ​is​ ​1​ ​day​ ​after​ ​this​ ​lesson.
Lesson​ ​Title/Description:​ ​​Self​ ​Portraits
Create​ ​self​ ​portrait​ ​and​ ​incorporate​ ​meaningful​ ​symbols​ ​and​ ​colors
Lesson​ ​#​ ​3​ ​​ ​​ ​of​ ​​ ​​ ​3 Time​ ​Allotted​ ​for​ ​this​ ​Lesson:​ ​​60​ ​minutes
Standards:​ ​​Standards:
Anchor​ ​Standard​ ​7:
Responding-Perceive​ ​and
analyze​ ​artistic​ ​work.
VA.7.RE1.HS2
Central​ ​Focus:
Art​ ​is​ ​a​ ​reflection​ ​of​ ​cultural​ ​values
and​ ​humanity​ ​in​ ​general.​​ ​​The​ ​way​ ​in
which​ ​art​ ​is​ ​viewed​ ​and​ ​perceived
depends​ ​a​ ​lot​ ​on​ ​the​ ​culture​ ​and
context​ ​in​ ​which​ ​it​ ​was​ ​made
Learning​ ​Targets:
Students​ ​will​ ​thoughtfully​ ​use
symbol​ ​and​ ​color​ ​to​ ​convey​ ​your
meaning
-Students​ ​will​ ​analyze​ ​work​ ​based
on​ ​symbol​ ​and​ ​color​ ​choice
Pre-Requisite​ ​Knowledge​ ​and/or​ ​Skills:
Students​ ​should​ ​have​ ​some​ ​basic​ ​knowledge​ ​on​ ​principles​ ​of​ ​art​ ​and​ ​elements​ ​of​ ​design​ ​as​ ​this​ ​will
not​ ​be​ ​the​ ​first​ ​unit​ ​we​ ​teach​ ​in​ ​a​ ​class.​ ​The​ ​important​ ​part​ ​of​ ​this​ ​lesson​ ​is​ ​content,​ ​rather​ ​than
technical​ ​drawing​ ​skills​ ​so​ ​this​ ​knowledge​ ​is​ ​not​ ​​essential​​ ​for​ ​the​ ​lesson​ ​but​ ​will​ ​help​ ​students.
Much​ ​of​ ​this​ ​lesson​ ​is​ ​based​ ​off​ ​of​ ​personal​ ​history​ ​or​ ​experience​ ​so​ ​students​ ​should​ ​have​ ​some
introspective​ ​knowledge​ ​of​ ​themselves.
Students​ ​should​ ​have​ ​knowledge​ ​of​ ​effective​ ​symbol​ ​and​ ​color​ ​use​ ​from​ ​previous​ ​lessons.
How​ ​I​ ​know​ ​the​ ​students​ ​have​ ​this:
I​ ​will​ ​know​ ​students​ ​have​ ​this​ ​knowledge​ ​from​ ​the​ ​evidence​ ​in​ ​the​ ​four​ ​previous​ ​assessments.
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Western​ ​Oregon​ ​University,​ ​Division​ ​of​ ​Teacher​ ​Education,​ ​(Modified​ ​from​ ​TWS),​ ​Fall​ ​2016

9. How​ ​have​ ​you​ ​addressed​ ​the​ ​needs​ ​of​ ​diverse​ ​learners​ ​?​ ​(Ex:​ ​IEPs,​ ​504s,​ ​linguistic​ ​&​ ​cultural
diversity,​ ​students​ ​without​ ​prerequisite​ ​knowledge,​ ​etc.)
Much​ ​of​ ​this​ ​lesson​ ​will​ ​focus​ ​on​ ​personal​ ​aspects​ ​of​ ​the​ ​students​ ​so​ ​it​ ​should​ ​be​ ​pretty​ ​accessible
to​ ​diverse​ ​learners.​ ​I​ ​will​ ​present​ ​a​ ​small​ ​version​ ​of​ ​a​ ​few​ ​from​ ​my​ ​own​ ​life​ ​in​ ​order​ ​to​ ​make
students​ ​feel​ ​more​ ​comfortable​ ​sharing​ ​and​ ​to​ ​better​ ​demonstrate​ ​the​ ​assignment​ ​to​ ​diverse
learners.
I​ ​will​ ​also​ ​be​ ​walking​ ​around​ ​the​ ​classroom​ ​checking​ ​in​ ​with​ ​students​ ​and​ ​making​ ​sure​ ​I​ ​am
available​ ​if​ ​they​ ​need​ ​help​ ​or​ ​clarification.​ ​I​ ​will​ ​pay​ ​special​ ​attention​ ​to​ ​kids​ ​who​ ​are​ ​identified​ ​as
English​ ​Language​ ​Learners​ ​or​ ​as​ ​having​ ​an​ ​IEP.
I​ ​will​ ​make​ ​sure​ ​to​ ​sit​ ​students​ ​near​ ​each​ ​other​ ​so​ ​that​ ​students​ ​who​ ​tend​ ​to​ ​need​ ​more​ ​help​ ​will​ ​be
next​ ​to​ ​more​ ​advanced​ ​students​ ​who​ ​can​ ​help​ ​them.
Materials/Equipment/Supplies/Technology/Preparation:
Large​ ​art​ ​paper​ ​(thicker​ ​material​ ​like​ ​cardstock​ ​or​ ​watercolor​ ​paper),​ ​pencils​ ​and​ ​erasers​ ​for
planning​ ​your​ ​final​ ​portrait,​ ​coloring​ ​utensils​ ​(pastels​ ​(chalk​ ​or​ ​oil)​ ​or​ ​paints​ ​(acrylic​ ​or​ ​tempera)),
paintbrushes​ ​and​ ​water​ ​if​ ​necessary,​ ​notebook​ ​paper​ ​to​ ​write​ ​a​ ​response​ ​on,​ ​a​ ​whiteboard​ ​to​ ​write
the​ ​response​ ​question​ ​where​ ​students​ ​can​ ​see​ ​it.
Procedure:​ ​​ ​​Teacher​ ​Does………. Procedure:​ ​​ ​​Students
Do……..
Time
2​ ​min
Motivation/Hook:
​ ​​Before​ ​class,​ ​have​ ​the​ ​symbols​ ​collected​ ​from
yesterday's​ ​lesson​ ​put​ ​up​ ​on​ ​a​ ​poster​ ​on​ ​the​ ​wall.
Have​ ​students​ ​examine​ ​it​ ​and​ ​look​ ​at​ ​their​ ​class
project​ ​when​ ​they​ ​come​ ​in.
Motivation/Hook:
Take​ ​a​ ​quick​ ​look​ ​at​ ​the​ ​class​ ​art
project​ ​made​ ​from​ ​the​ ​symbols
created​ ​for​ ​yesterday’s​ ​class.
​ ​20
min
Teaching/Group​ ​Application/Independent
Application:
Go​ ​over​ ​the​ ​parameters​ ​for​ ​the​ ​final​ ​self-portrait
project​ ​again​ ​with​ ​students.
Encourage​ ​them​ ​to​ ​draw​ ​inspiration​ ​from​ ​artists​ ​we
studied​ ​and​ ​the​ ​class​ ​art​ ​project​ ​made​ ​from​ ​their
symbols.
​ ​​Have​ ​students​ ​start​ ​their​ ​self​ ​portraits.
Walk​ ​around​ ​the​ ​classroom​ ​helping​ ​when​ ​needed.
Teaching/Group
Application/Independent
Application:
Students​ ​will​ ​work​ ​on​ ​their​ ​self
portraits​ ​independently.
They​ ​are​ ​encouraged​ ​to​ ​look​ ​at
the​ ​symbols​ ​in​ ​the​ ​class​ ​project.
They​ ​can​ ​ask​ ​the​ ​teacher​ ​to​ ​look
up​ ​reference​ ​images​ ​for​ ​them.
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Western​ ​Oregon​ ​University,​ ​Division​ ​of​ ​Teacher​ ​Education,​ ​(Modified​ ​from​ ​TWS),​ ​Fall​ ​2016

10. Provide​ ​feedback​ ​and​ ​ask​ ​questions​ ​about​ ​student’s
work​ ​to​ ​encourage​ ​them​ ​to​ ​think​ ​critically​ ​about​ ​their
choices.
Phones​ ​may​ ​be​ ​used​ ​to​ ​look​ ​up
reference​ ​material​ ​as​ ​long​ ​as​ ​they
are​ ​kept​ ​face,​ ​up​ ​on​ ​the​ ​table
where​ ​the​ ​teacher​ ​can​ ​see​ ​them.
Talking​ ​and​ ​listening​ ​to​ ​music​ ​is
permitted​ ​as​ ​long​ ​as​ ​work
continues.
​ ​​10
min
Teaching/Group​ ​Application/Independent
Application:
Have​ ​students​ ​take​ ​a​ ​break​ ​from​ ​creating​ ​their
portraits.
Have​ ​students​ ​trade​ ​portraits​ ​with​ ​a​ ​classmate.​ ​The
teacher​ ​will​ ​assign​ ​who​ ​trades​ ​with​ ​who​ ​so​ ​that
students​ ​are​ ​trading​ ​with​ ​someone​ ​they​ ​know​ ​well​ ​or
someone​ ​they​ ​have​ ​been​ ​sitting​ ​next​ ​to.
Have​ ​students​ ​examine​ ​and​ ​analyze​ ​their​ ​classmates’
portrait​ ​without​ ​asking​ ​that​ ​classmate​ ​questions.
​ ​Give​ ​students​ ​a​ ​sheet​ ​of​ ​notebook​ ​paper​ ​and​ ​have
them​ ​write​ ​3-5​ ​sentences​ ​about​ ​what​ ​they​ ​can​ ​analyze
about​ ​their​ ​peer​ ​through​ ​their​ ​portrait.
Collect​ ​the​ ​reflection.
Teaching/Group
Application/Independent
Application:
Trade​ ​portraits​ ​with​ ​the
classmate​ ​assigned​ ​to​ ​you​ ​by​ ​the
teacher.
Examine​ ​that​ ​student’s
self-portrait​ ​so​ ​far​ ​for​ ​a​ ​few
minutes.
On​ ​the​ ​notebook​ ​paper​ ​given​ ​to
you,​ ​write​ ​3-5​ ​sentences​ ​on​ ​your
peer’s​ ​portrait.​ ​Specifically,​ ​look
at​ ​color​ ​and​ ​symbol​ ​use​ ​and
write​ ​what​ ​this​ ​tells​ ​you​ ​about
your​ ​peer.
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Western​ ​Oregon​ ​University,​ ​Division​ ​of​ ​Teacher​ ​Education,​ ​(Modified​ ​from​ ​TWS),​ ​Fall​ ​2016

11. ​ ​​20
min
Teaching/Group​ ​Application/Independent
Application:
Hand​ ​students​ ​back​ ​the​ ​3-5​ ​sentence​ ​peer
reflection/analyses​ ​on​ ​their​ ​portrait.
Encourage​ ​students​ ​to​ ​use​ ​the​ ​feedback​ ​given​ ​to​ ​them
by​ ​their​ ​peer​ ​to​ ​strengthen​ ​the​ ​portrait.
Offer​ ​to​ ​come​ ​around​ ​and​ ​answer​ ​any​ ​questions
about​ ​the​ ​reflections,​ ​one-on-one.
​ ​​Have​ ​students​ ​continue​ ​to​ ​work​ ​on​ ​their
self-portraits.
​ ​​Walk​ ​around​ ​the​ ​classroom​ ​helping​ ​when​ ​needed.
Teaching/Group
Application/Independent
Application:
Review​ ​your​ ​peer’s
reflection/analysis​ ​of​ ​your​ ​work.
Ask​ ​any​ ​questions​ ​you​ ​may​ ​have
to​ ​your​ ​instructor.
Use​ ​feedback​ ​from​ ​your​ ​peer’s
analyses​ ​to​ ​strengthen​ ​your
work.
Continue​ ​to​ ​work​ ​independently
on​ ​your​ ​self​ ​portrait.
(Phone​ ​for​ ​music​ ​and​ ​reference
images​ ​are​ ​still​ ​allowed​ ​but​ ​still
must​ ​be​ ​placed​ ​face​ ​up​ ​on​ ​your
workspace.)
​ ​​8​ ​min Closure:
Have​ ​students​ ​clean​ ​up​ ​the​ ​classroom.
Let​ ​students​ ​know​ ​they​ ​can​ ​continue​ ​to​ ​work​ ​on​ ​their
portraits​ ​at​ ​home,​ ​or​ ​during​ ​free​ ​periods​ ​or​ ​lunches
in​ ​the​ ​teacher’s​ ​room.
Let​ ​them​ ​know​ ​that​ ​the​ ​final​ ​project​ ​is​ ​due​ ​the​ ​next
class.
Help​ ​students​ ​gather​ ​the​ ​materials​ ​they​ ​would​ ​need
to​ ​finish​ ​the​ ​project​ ​outside​ ​of​ ​class​ ​if​ ​that​ ​is​ ​their
wish.
As​ ​a​ ​parting​ ​note,​ ​ask​ ​students​ ​to​ ​think​ ​about​ ​how
their​ ​peer’s​ ​feedback​ ​changed​ ​their​ ​work​ ​or,​ ​if​ ​it
didn’t,​ ​why​ ​not?
Closure:
Help​ ​clean​ ​up​ ​the​ ​classroom.
Take​ ​portraits​ ​home​ ​if​ ​you​ ​wish
to​ ​finish​ ​them​ ​at​ ​home.
If​ ​you​ ​finished​ ​in​ ​class​ ​today,
turn​ ​them​ ​into​ ​the​ ​teacher.
If​ ​you​ ​are​ ​taking​ ​the​ ​portraits
home,​ ​ask​ ​the​ ​teacher​ ​to​ ​help
you​ ​gather​ ​materials​ ​to​ ​help​ ​you
finish.
Reflect​ ​on​ ​how​ ​peer​ ​review​ ​did,
or​ ​did​ ​not,​ ​change​ ​your​ ​final
peice.
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Western​ ​Oregon​ ​University,​ ​Division​ ​of​ ​Teacher​ ​Education,​ ​(Modified​ ​from​ ​TWS),​ ​Fall​ ​2016

12. Assessment
2. Evidence​​ ​collected​ ​during/as​ ​a​ ​result​ ​of​ ​this​ ​lesson:
Formative​ ​Assessment:
Start​ ​your​ ​self-portraits.​ ​Part​ ​way​ ​through,​ ​trade​ ​portraits​ ​with​ ​a​ ​classmate.​ ​Without​ ​input​ ​from​ ​your
classmate​ ​(the​ ​artist)​ ​analyze​ ​the​ ​meaning​ ​behind​ ​the​ ​symbols​ ​and​ ​colors​ ​used​ ​in​ ​their​ ​self-portrait.​ ​Write
three-five​ ​sentences​ ​on​ ​what​ ​you’ve​ ​learned​ ​about​ ​that​ ​student​ ​through​ ​their​ ​portrait.
Summative​ ​Assessment:
Create​ ​a​ ​self-portrait​ ​using​ ​symbols​ ​and​ ​colors​ ​to​ ​convey​ ​meaning.
2.​ ​​ ​Summative​ ​assessment​ ​is​ ​this​ ​lesson.
The​ ​summative​ ​assessment​ ​is​ ​this​ ​lesson.​ ​It​ ​does​ ​not​ ​have​ ​to​ ​be​ ​finished​ ​in​ ​class​ ​but​ ​it​ ​does​ ​have​ ​to
be​ ​finished​ ​and​ ​turned​ ​in​ ​at​ ​the​ ​beginning​ ​of​ ​next​ ​class.
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Western​ ​Oregon​ ​University,​ ​Division​ ​of​ ​Teacher​ ​Education,​ ​(Modified​ ​from​ ​TWS),​ ​Fall​ ​2016