Date submitted: 8/17/2009 

Learning Targets: What you want students to know and be able to do as a result of learning process	Assessment Criteria: The observable traits and dimensions of meeting the learning target—what it looks, sounds, or feels like when the student demonstrates this newly acquired knowledge or skill.
Students will recognize shapes in the human form.	When we are observing our own human form in full-length mirrors, students will name rectangles, squares, ovals, and circles in true corelation to the organic shapes in the human form.
Students will create their own self portrait with two dimentional shape.	Students will create a drawing of themselves using two-dimensional shapes rather than lines (stick figures).
Students will show respect for peer work.	Students will participate in a "share circle" by describing one "I notice" or one "I like" in their peer's self-portraits. (We will get to the "I wonder" later!)

Responding/Reflecting: Guiding Questions before, during and after the lesson activity that help students build critical thinking skills, link big ideas with historical/cultural resources, and reflect on and assess their own and other’s art.
1. Describe	2. Analyze
What do you see when you look at my head? What kinds of lines, shapes?	What shapes do you see in your friends' self portraits?
What do you see when you look at your legs? What kinds of lines, shapes?	What do you see that is different in your first self-portrait compared to your final self-portrait?
How long are your arms compared to your waist (torso)?
3. Interpret	4. Evaluate
Why do you think some of you made bigger self-portraits and some of you made smaller ones?	How do you feel about your final self-portrait? Which one do you like more and why?
Why do your faces all look different from each other?	What was the hardest part of the job of making a self-portrait?

Learning Sequence: Indicate steps needed to achieve learning targets Note Idaho Humanities Content Standard/student artistic process element addressed in each step
1.                                                                                                      CreatePerform/ExhibitRespond/Reflect Students (and teacher!) draw pictures of their whole bodies. They do not share with peers at this point.   Check for understanding by: In-process assessment of student learning through questions, self reflection, teacher scan, peer sharing, checklist, or other assessment tools  Students will tell a partner whether a circle or oval is the shape of his/her head, where curved or straight lines are in parts of his/her body.
2.                                                                                                     CreatePerform/ExhibitRespond/Reflect Teacher demonstrates rectangular shapes, circles, and ovals on board. Students observe curved and straight lines. Students observe themselves in full length mirrors and observe each other to notice shapes and lines in their bodies.  Check for understanding by: Students will point out in partner's drawing where shapes and lines are and which kind of shape or line it is.
3.                                                                                                      CreatePerform/ExhibitRespond/Reflect Students create robot-shaped-style bodies. Students then draw another form with curves in the shapes.  Check for understanding by: Are students using the phrase "I see" or "I notice" and using visual arts vocabulary when describing the other students' work? Are the students remaining respectful to peers when telling what they like about peer work?
4.                                                                                                      CreatePerform/ExhibitRespond/Reflect Students gather to "share circle" with drawings. Teacher models "I notice" and then puts on "I notice" police hat to ensure that students are "following procedure" for the sharing circle. We follow with compliments ("I like . . . ").  Check for understanding by:
5.                                                                                                      CreatePerform/ExhibitRespond/Reflect No understanding yet! Check for understanding by:
6.                                                                                                      CreatePerform/ExhibitRespond/Reflect Check for understanding by:
Responding: Closing Reflection with Students Did you achieve the learning targets? How effectively did you meet each assessment criteria for the lesson? "What is different in your first and your final drawings? What kinds of new things did you learn about the shapes in your body? Do you think you will see shapes and lines in other places in the world that you didn't notice before? Where? Could you draw that? Do it and bring it tomorrow!