Date submitted: 7/10/2008 

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 observe details in a face and use vocabulary to describe position.	Students will use position words "above, below, middle" to describe observation of facial features.
Students will observe shapes in a face and use vocabulary to name.	Students will use shape words to describe the face shape and shapes of features in the face.
Students will correctly care for charcoal pencils.	Student will sharpen pencils, not tap or drop them, and lay them in a safe place when not in use.
Students will create their own face with charcoal pencil.	Students will create their own face on a given oval with realistic proportion and shapes.
Students will positively interact when reflecting on their own and other's art work.	Each student will give one positive coment about another student's work at story corner.

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
Who is this a picture showing? What kinds of lines do you see?	What kinds of shapes do you see in this picture? What shapes do you see in your drawing?
Why is this person's mouth a line curving up? What kind of line do you have in the mouth of your drawing? Why?	Do you think that the face would look real if the eyes were bigger than the mouth? Why is size important?
Is this picture a photograph or drawing? How do you know?	Where is her nose? Chin? Eyes? Ears?
3. Interpret	4. Evaluate
Do you like how the artist made the mouth look? Why or why not?	Could you make a funny face by changing the size of the parts?
	Are your eyes higher that your ears in the reflection of your face? How about in the drawing you are creating?

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 a picture of a facial portrait and a reflection of self in a mirror. Describe characteristics of line, shape, 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 Model the drawing of my own face at an elementary level, showing proportion and balance. Ask questions refering to observations during drawing.  Check for understanding by:
3.                                                                                                      CreatePerform/ExhibitRespond/Reflect Give students a charcoal pencil and a scratch paper to practice on. Talk about care of pencils and ask students to demonstrate setting down gently and in a safe place.  Check for understanding by:
4.                                                                                                      CreatePerform/ExhibitRespond/Reflect Give students an oval for beginning reference point for self-portrait. Ask students, one feature at a time, to create their self-portrait in charcoal pencil.  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? Have students gather in "story corner" and put their self-portrait in the middle of the large circle. Ask students to say one nice thing about another student's work. Ask them to tell one piece where the eyes are a shape like they person's real eyes, one that makes you smile, one that has a line curving up/down for the mouth, etc.