ALEX Resources

Narrow Results:
Lesson Plans (1) A detailed description of the instruction for teaching one or more concepts or skills. Classroom Resources (8)


ALEX Lesson Plans  
   View Standards     Standard(s): [SS2010] GHS (3) 3 :
3 ) Describe ways the environment is affected by humans in Alabama and the world. (Alabama)

Examples: crop rotation, oil spills, landfills, clearing of forests, replacement of cleared lands, restocking of fish in waterways

•  Using vocabulary associated with human influence on the environment, including irrigation, aeration, urbanization, reforestation, erosion, and migration
[SS2010] GHS (3) 11 :
11 ) Interpret various primary sources for reconstructing the past, including documents, letters, diaries, maps, and photographs.

•  Comparing maps of the past to maps of the present
[SS2010] ALA (4) 2 :
2 ) Relate reasons for European exploration and settlement in Alabama to the impact of European explorers on trade, health, and land expansion in Alabama.

•  Locating on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims
•  Tracing on maps and globes, the routes of early explorers of the New World, including Juan Ponce de León, Hernando de Soto, and Vasco Núñez de Balboa
•  Explaining reasons for conflicts between Europeans and American Indians in Alabama from 1519 to 1840, including differing beliefs regarding land ownership, religion, and culture
[SS2010] USS5 (5) 1 :
1 ) Locate on a map physical features that impacted the exploration and settlement of the Americas, including ocean currents, prevailing winds, large forests, major rivers, and significant mountain ranges.

•  Locating on a map states and capitals east of the Mississippi River
•  Identifying natural harbors in North America
Examples: Mobile, Boston, New York, New Orleans, Savannah (Alabama)

[SS2010] USS5 (5) 2 :
2 ) Identify causes and effects of early migration and settlement of North America.

[ARTS] VISA (3) 1 :
1) Elaborate on an individual or prompted imaginative idea.

Examples: Create an imaginative mask showing his/her personality.
Look at masks from different cultures such as Chinese, African and Native American.

[ARTS] VISA (3) 2 :
2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (3) 4 :
4) Demonstrate an understanding of the safe and proficient use of materials, tools, equipment, and studio space.

[ARTS] VISA (3) 10 :
10) Speculate about processes and purposes an artist used to create a work of art.

Example: Observe and compare similar themes in artwork from historical and contemporary eras.

[ARTS] VISA (3) 14 :
14) Create works of art based on observations of surroundings.

[ARTS] VISA (4) 4 :
4) When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.

[ARTS] VISA (4) 5 :
5) Document, describe, and create real or imagined constructed environments.

Example: Design a futuristic art room, town, or planet.

[ARTS] VISA (4) 15 :
15) Through observation, infer information about time, place, and culture in which a work of art was created.

Example: Look at the statue of Vulcan in Birmingham and talk about its relationship to history of the city.

[ARTS] VISA (5) 2 :
2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

[ARTS] VISA (5) 4 :
4) Demonstrate proper care and use of materials, tools, and equipment while creating art.

[ARTS] VISA (5) 10 :
10) Compare one's interpretation of a work of art with the interpretation of others.

[ARTS] VISA (5) 13 :
13) Recognize differences in criteria used to evaluate works of art depending on styles, genres, and media as well as historical and cultural contexts.

Subject: Arts Education (3 - 5), or Social Studies (3 - 5)
Title: Alabama's Pine Barren
Description:

Students will read a description of the pine barrens by Basil Hall and analyze the text by using the 3-2-1 strategy. Students will discuss the life and work of Basil Hall, including his travels and journaling in North America. They will observe how a camera lucida functions and debate whether using a camera lucida is "cheating" in art. Next, students will venture outside to create a sketch of their environment while appropriately utilizing materials. They will compare and contrast their products to the sketches of Basil Hall and critique each other's work. 

This lesson was created in partnership with the Alabama Department of Archives and History.




ALEX Classroom Resources  
   View Standards     Standard(s): [ARTS] VISA (3) 5 :
5) Individually or collaboratively construct representations of places that are part of everyday life.

Examples: Create a two-dimensional or three-dimensional model of school, home, bedroom, or neighborhood.

View and discuss Van Gogh's Bedroom.

[ARTS] VISA (4) 5 :
5) Document, describe, and create real or imagined constructed environments.

Example: Design a futuristic art room, town, or planet.

[ARTS] VISA (5) 5 :
5) Identify, describe, and visually document places and/or objects of personal significance.

Subject: Arts Education (3 - 5)
Title: Buildings, Buildings Everywhere
URL: http://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson17.html
Description:

Students will explore architecture and the job of an architect.  They will discuss the difference between organic and geometric shapes.  They will sketch the outside of the school building.  Students will trace sketch lines with black crayons to create a wax resist.  They will paint the building with watercolors.  



   View Standards     Standard(s): [ARTS] VISA (4) 3 :
3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (4) 5 :
5) Document, describe, and create real or imagined constructed environments.

Example: Design a futuristic art room, town, or planet.

[ARTS] VISA (5) 3 :
3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.

Subject: Arts Education (4 - 5)
Title: Landscape Painting the American Way
URL: https://sargentart.com/lesson-plan/landscape-painting-the-american-way/
Description:

Students will review 19th Century American Landscape Styles and the Hudson River Painters.  They will identify the use of light and shadows.  They will draw a basic sketch of a landscape, begin with a light wash with tempera cakes, fill in darker colors with watercolor crayons, and add details with acrylic paint.  



   View Standards     Standard(s): [ARTS] VISA (4) 3 :
3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (4) 5 :
5) Document, describe, and create real or imagined constructed environments.

Example: Design a futuristic art room, town, or planet.

Subject: Arts Education (4)
Title: Modeling With Color
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/Fourth-Grade-Lesson-2.pdf
Description:

Students will identify tertiary colors.  They will mix colors to make secondary and tertiary colors.  They will use tertiary colors to paint an object that appears three-dimensional.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF. 



   View Standards     Standard(s): [ELA2015] (4) 24 :
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.4.3]

a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.4.3a]

b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. [W.4.3b]

c. Use a variety of transitional words and phrases to manage the sequence of events. [W.4.3c]

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.4.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.4.3e]

[ARTS] VISA (4) 3 :
3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (4) 4 :
4) When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.

[ARTS] VISA (4) 5 :
5) Document, describe, and create real or imagined constructed environments.

Example: Design a futuristic art room, town, or planet.

Subject: English Language Arts (4), Arts Education (4)
Title: Levels of Space
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/Fourth-Grade-Lesson-3.pdf
Description:

Students will identify and draw landscape elements for the foreground, middle ground, and background.  They will use a stylus to make a scratchboard landscape drawing.  They will compose a story about a journey through their landscape.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.  



   View Standards     Standard(s): [ELA2015] (4) 3 :
3 ) Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). [RL.4.3]

[ARTS] VISA (4) 1 :
1) Individually brainstorm multiple approaches to an art problem.

Examples: Create lists, sketches, or thumbnail-sketches.

[ARTS] VISA (4) 5 :
5) Document, describe, and create real or imagined constructed environments.

Example: Design a futuristic art room, town, or planet.

Subject: English Language Arts (4), Arts Education (4)
Title: Making a Range of Values for Setting
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/Fourth-Grade-Lesson-5.pdf
Description:

Students will analyze art and identify time, place, and mood.  They will sketch a setting from a familiar story.  They will use light, medium, and dark values to create a watercolor wash.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.  



   View Standards     Standard(s): [ARTS] VISA (3) 1 :
1) Elaborate on an individual or prompted imaginative idea.

Examples: Create an imaginative mask showing his/her personality.
Look at masks from different cultures such as Chinese, African and Native American.

[ARTS] VISA (3) 12 :
12) Interpret art by analyzing use of media to create subject matter, visual qualities, and mood/feeling.

Example: Discuss the differences between Meret Oppenheim's Object and an everyday cup.

[ARTS] VISA (4) 3 :
3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (4) 5 :
5) Document, describe, and create real or imagined constructed environments.

Example: Design a futuristic art room, town, or planet.

[ARTS] VISA (5) 3 :
3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.

Subject: Arts Education (3 - 5)
Title: In Depth: Pearblossom Highway
URL: http://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson24.html
Description:

Students will analyze a photograph and photo collage of the Pearblossom Highway.  They will define and identify linear perspective, horizon line, and vanishing point.  They will draw a road through a desert landscape using one-point perspective.  They will complete the landscape using colored pencils.      



   View Standards     Standard(s): [ELA2015] (3) 24 :
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.3.3]

a. Establish a situation and introduce a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.3.3a]

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [W.3.3b]

c. Use temporal words and phrases to signal event order. [W.3.3c]

d. Provide a sense of closure. [W.3.3d]

[ELA2015] (4) 24 :
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.4.3]

a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.4.3a]

b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. [W.4.3b]

c. Use a variety of transitional words and phrases to manage the sequence of events. [W.4.3c]

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.4.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.4.3e]

[ELA2015] (5) 24 :
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.5.3]

a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.5.3a]

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. [W.5.3b]

c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. [W.5.3c]

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.5.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.5.3e]

[ARTS] VISA (3) 6 :
6) Refine artwork in progress by adding details to enhance emerging meaning.

Example: Decide what details need to be added to make their artwork clearer.

[ARTS] VISA (3) 11 :
11) Discuss the meanings and messages communicated by visual imagery.

[ARTS] VISA (4) 5 :
5) Document, describe, and create real or imagined constructed environments.

Example: Design a futuristic art room, town, or planet.

[ARTS] VISA (4) 11 :
11) Analyze components in visual imagery that convey meanings and messages.

Example: What is the meaning of Edvard Munch's The Scream?

[ARTS] VISA (5) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Subject: English Language Arts (3 - 5), Arts Education (3 - 5)
Title: Story Books
URL: http://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson13.html
Description:

Students will analyze Sebastiano Ricci's Perseus Confronting Phineus with the Head of Medusa.  They will discuss the story elements found in the painting, such as setting, characters, and actions.  Students will be given a print of a painting and write a narrative based on the characters and setting.  Based on their narrative, students will illustrate what happened before and after the given painting.    



   View Standards     Standard(s): [ARTS] VISA (3) 1 :
1) Elaborate on an individual or prompted imaginative idea.

Examples: Create an imaginative mask showing his/her personality.
Look at masks from different cultures such as Chinese, African and Native American.

[ARTS] VISA (4) 5 :
5) Document, describe, and create real or imagined constructed environments.

Example: Design a futuristic art room, town, or planet.

[ARTS] VISA (5) 3 :
3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.

Subject: Arts Education (3 - 5)
Title: Postcards From the Wilderness
URL: http://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson18.html
Description:

Students will analyze paintings of landscapes, focusing on texture. They will sketch an imagined landscape. They will create textures using rubbings and write a letter to a friend or family member describing their landscape. The drawing will be glued to the front of a postcard with the letter on the back.   



ALEX Classroom Resources: 8
Go To Top of page