Title of Curriculum/Program Lesson Plan
Title should catch the attention of other teachers while also succinctly reflecting the content of the lesson.
Title of Lesson
Grades: Lower Elementary (K–2), Upper Elementary (3–5), Middle School (6–8), AND/OR High School (9–12)
Subjects: Visual Arts, English–Language Arts, History–Social Science, Science, Mathematics, ESL, Theater, Music, AND/OR Dance
Time Required: Short Activity, Single Class Lesson, 2-Part Lesson, 3–5–Part Lesson, OR Long-Term Unit
May also add: number of minutes, hours, or class periods needed
Teacher Name, Grade Level of Teacher, School Name, School District
A short paragraph (about 2–4 sentences) describing what students do in the lesson and/or the main goal of the lesson
Students will be able to:
Use bullet points to finish the phrase above with objectives that relate to the Lesson Steps and content standards.
Use action verb/imperative tense to begin each objective, e.g.: identify, observe, write, create, write, learn, describe, present, recognize, understand, etc.
There is no limit on the number of Learning Objectives, but more than four may indicate a lesson is too complicated.
Learning Objectives should be clear, concise, specific, and measurable.
Learning Objectives should explain how you will reach the goals cited in the overview.
Featured Getty Artworks [List artworks for lesson: Title of artwork by artist, URL in Collection, e.g.:]
Still Life with Flowers and Fruit by Claude Monet
Sunrise by Claude Monet
Reproduction of Title of artwork, artist [mirrors list of Featured Getty Artworks]
Image of Title of artwork, artist [“Image” used if artwork is a decorative art object or sculpture] [mirrors list of Featured Getty Artworks]
Use bullet points to list as many reproductions as needed if included in Lesson Steps.
Use bullet points to list as many supplies as needed, including student handouts (PDFs and/or RTFs), art supplies, books, etc., in order of use as described in Lesson Steps.
Use bullet points to list other resources as well, either for the teacher or the students, e.g., video, audio, past exhibitions, other lessons, PDFs on the Getty website; or links to other online resources at other museums, etc. Provide URL for each online resource.
These are the steps for doing the lesson, directed to the instructor, in order of occurrence.
Write clear lesson steps so that any teacher with any level of experience in any location could teach the lesson. For example, spell out all acronyms, explain any regional teaching strategies, and briefly summarize stories in district-specific curricula so that teachers could find appropriate replacements.
Give the instructor suggested prompting questions for students, for example:
Look at the colors in this work of art. Which one did you see first? Was color the first thing that you noticed? What else caught your eye?
Take turns describing the lines and shapes that you see in this work of art. (For example, “I see a thin curving line.”)
Do you see movement in this work of art or does it seem still? Do the colors, lines, and shapes make it seem that way? How?
Is there a story in this work of art? How do the colors help to tell this story?
If you see a story, who or what do you think is the most important figure, shape, or object? What makes you think this?
Does anything you see happening in this work of art remind you of something from your life, or of another story you know?
If the lesson includes an art-making step, tie that art-making activity back into the Learning Objectives for the lesson. Do not include an unrelated art-making activity at the end of the lesson. Think about how the skills that students learn by doing an art activity carry over to the other skills you are teaching in the lesson.
List as many steps as needed, but avoid a too-lengthy or complex lesson that exceeds the Time Required or the Grade level.
Consider breaking up your lesson into multiple sections, especially if your lesson would take multiple days to complete. If using subheadings, be sure to use titles that help teachers to scan through the lesson to find what is most relevant.
Optional: Include one to three brief extension activities that continue or expand the lesson.
Students will be assessed on…
Complete the phrase above with sentences or bullet points. Assessment should reflect the Learning Objectives.
Standards Addressed [Note: The same subject areas for California content standards should be listed as “Subjects” at beginning of lesson.]
Visual Arts Content Standards for California Public Schools
2.0 Creative Expression
2.4 Paint pictures expressing their ideas about family and neighborhood.
4.0 Aesthetic Valuing
4.2 Describe what is seen (including both literal and expressive content) in selected works of art.
[Correlate other standards as applicable, for example:]
English–Language Arts Content Standards for California Public Schools
Listening and Speaking
2.3 Relate an experience or creative story in a logical sequence.
1.6 Recognize and name all uppercase and lowercase letters of the alphabet.
What I Learned
Short quote/comment by the teacher reflecting what the teacher and/or students gained from this lesson
— Teacher’s name
Note: Student artwork (one or several) may illustrate the online lesson plan, posted on the lesson-plan web page. Provide jpg images of the artwork that can be displayed as an example of a finished project/activity. Include the student artist’s name, grade, school. Be sure to obtain written releases from the student and his/her parent.
Note: Author should save the lesson plan as a Word doc.
Note: Web editor resaves final lesson plan as an RTF doc for the web.