Directions

Imagery and Vocabulary Visual Art Lesson Plan

55 Minute Class Period

Use the stop watch provided with the substitute teacher supplies or the timer included on the blog to ensure that students stay on task and appropriate progress is made.

• Before students come into the room, write on the board that students need to pick up 3-5 markers and 3-5 color pencils from the student supply cabinet.
• 3 Minutes-Have students take their seats and pass out Assignment Part 1.  Have students complete the heading section.
• 5 Minutes-Read directions and give students 5 minutes to complete Assignment Part 1.  Explain they are to complete as much as they can in the time provided and will be assessed on participation. 
•  3 Minutes-Pass out paper for artwork and have students put their name in the upper right hand corner.
• 5 Minutes-Read poem, “A Supermarket in California,” by Allen Ginsberg.
• 3 Minutes-Have students write the word self-conscious on their paper, they should use their first assignment to ensure correct spelling.  Tell students they have three minutes to draw any image or design that defines the word self-conscious around the written word on their paper.  Read the words, headache self-conscious.
• 3 Minutes-Have students write the word fatigue on their paper, they should use their first assignment to ensure correct spelling.  Tell students they have three minutes to draw any image or design that defines the word self-conscious around the written word on their paper.  Read the words, hungry fatigue.
• 3 Minutes-Have students write the word supermarket on their paper, they should use their first assignment to ensure correct spelling.  Tell students they have three minutes to draw any image or design that defines the word self-conscious around the written word on their paper.  Read the words, neon fruit supermarket.
• 3 Minutes-Have students write the word grubber on their paper, they should use their first assignment to ensure correct spelling.  Tell students they have three minutes to draw any image or design that defines the word self-conscious around the written word on their paper.  Read the words, lonely old grubber.
• 3 Minutes-Have students write the word brilliant on their paper, they should use their first assignment to ensure correct spelling.  Tell students they have three minutes to draw any image or design that defines the word self-conscious around the written word on their paper.  Read the words, brilliant stacks of cans.
• 3 Minutes-Have students write the word solitary on their paper, they should use their first assignment to ensure correct spelling.  Tell students they have three minutes to draw any image or design that defines the word self-conscious around the written word on their paper.  Read the words, solitary fancy and solitary streets.
• 3 Minutes-Have students write the word delicacy on their paper, they should use their first assignment to ensure correct spelling.  Tell students they have three minutes to draw any image or design that defines the word self-conscious around the written word on their paper.  Read the words, frozen delicacy.
• 3 Minutes-Have students write the word odyssey on their paper, they should use their first assignment to ensure correct spelling.  Tell students they have three minutes to draw any image or design that defines the word self-conscious around the written word on their paper.  Read the words, dream of our odyssey.
• 3 Minutes-Have students write the word cottage on their paper, they should use their first assignment to ensure correct spelling.  Tell students they have three minutes to draw any image or design that defines the word self-conscious around the written word on their paper.  Read the words, home to our silent cottage.
•  3 Minutes-Have students write the word disappear on their paper, they should use their first assignment to ensure correct spelling.  Tell students they have three minutes to draw any image or design that defines the word self-conscious around the written word on their paper.  Read the words, watching the boat disappear on the black waters of Lethe.
• Until the end of class-Pass out Assignment part 2.  Read directions and give students until the end of class to complete Assignment Part 2.  Explain they are to complete as much as they can in the time provided and will be assessed on participation. 
• Have students stack their work in three stacks, Assignment Part 1, Artwork, and Assignment Part 2, as they leave.