Date submitted: 7/13/2008 

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 use observation to describe the lines in a body.	Students will tell if a body part has curved or straight lines.
Students will use observation to tell about proportion of body parts.	Students will tell which is longer (arm or belly? head or leg? top of arm or bottom of arm? etc.).
Students will use line to draw their body in correct proportion.	Students will create their body, using charcoal pencils, showing arms extending to below waist, legs longer than belly and feet and hands shorter than arms and legs.
Students will respectfully respond to others' art with vocabulary related to line and proportion.	Students will compliment one other student's self-portrait noting details of line or proportion.

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 is this a picture of? What body parts do you see?	What kinds of lines do you see in this drawing? Where do you see more of those lines?
Who would like to see this drawing that you have done? Why?	Did you show a picture of you? How do you know?
3. Interpret	4. Evaluate

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 Observe famous human body forms in portraits. Observe a scientific drawing of a human form (simple form). Question and observe the line and proportion.   Check for understanding by: In-process assessment of student learning through questions, self reflection, teacher scan, peer sharing, checklist, or other assessment tools
2.                                                                                                     CreatePerform/ExhibitRespond/Reflect Have students practice drawing a human body with modeling along the way for each body part. Ask students to tell a partner what their favorite part of their "practice body" is. Ask what kind of line they used on the part.  Check for understanding by:
3.                                                                                                      CreatePerform/ExhibitRespond/Reflect Give students the self-portrait face they created the lesson before, and ask them to create their body on the face.  Check for understanding by:
4.                                                                                                      CreatePerform/ExhibitRespond/Reflect Gather students to the story corner and lay their work in the middle of a student circle. Ask them to compliment one other student's work.  Check for understanding by:
5.                                                                                                      CreatePerform/ExhibitRespond/Reflect 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? Did students draw generally correct proportion? Did they form arms, belly, legs, hands, and feet? Did students respond to other students art in a positive (it is kindergarten) and true manor? Did they use vocabulary related to line and proportion?