Picassos Perspective Unit Lesson Plan

Unit Name:
Picasso's Perspective
Description of Intended Student Population:
This class is a level 3 Spanish as a foreign language class. The students are all native English speakers in the 10th
grade. The class meets for 50 minutes every morning. There are 20 students in the class. They range from
intermediate high to advanced low skill levels.
Unit Essential Questions:
Why is Picasso's art significant? How do artists perceive the world differently than the average person?
LOTE Standards:
Standard 1: Students will be able to use a language other than English for communication.
Checkpoint C: understand the main ideas and significant relevant details of extended discussions or
presentations...and other media...;draw on a wide range of language forms, vocabulary, idioms, and structures
learned in class as well as those acquired through independent exposure to the language
Standard 2: Students will develop cross-cultural skills and understandings.
Checkpoint B: Exhibit more comprehensive knowledge of cultural traits and patterns
ACTFL Standards:
Communication Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions
Cultures Standard 2.2: Students demonstrate an understanding of the relationship between the products and
perspectives of the culture studied
Connections Standard 3.1: Students reinforce and further their knowledge of other disciplines through the
foreign language
Common Core State Standards:
CCSS.ELA-Literacy.RI.9-10.7Analyze various accounts of a subject told in different mediums (e.g., a person's life
story in both print and multimedia), determining which details are emphasized in each account.
CCSS.ELA-Literacy.W.9-10.1.d
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
CCSS.ELA-Literacy.W.9-10.2.d

Use precise language and domain-specific vocabulary to manage the complexity of the topic.
Other Connections:
This unit connects to art both the academic subject and the real world cultural sphere.
Content Learning Objectives:
Language Learning Objectives:
I can remember, understand, and analyze the life of
I can understand and use vocabulary such as colors,
Pablo Picasso.
shapes, artistic techniques, and art movements.
I can identify and analyze prominent works by Pablo
I can use the verbs ser and estar correctly when
Picasso.
describing pieces of art.
I can identify and explain artistic techniques and
I can read and comprehend complex texts in the target
specific characteristics evident in Pablo Picasso's works. language.
I can write and present with accuracy and complexity in
the target language.
Knowledge Based Learning:
Performance Based Learning:
Students need to know the vocabulary that has
Students can identify artistic techniques.
previously been taught and reviewed. Through the unit, Students can interpret or give an opinion on a piece of
they will know different artistic techniques and styles as art both in written and verbal forms.
well as the movements that characterize Picasso's
artistic career. They will also know Picasso's general
biography.
Summative Learning Assessments:
Presentation of student-created art work resembling the style of Picasso accompanied by written explanation for
submission.
Written analysis of a selected work by Picasso in which student identifies the artistic characteristics evident and
interprets the significance of the piece.
Major Activities aligned with ACTFL Communications Standards:
Interpretive Mode:
Interpersonal Mode:
Presentational Mode:
Sequencing activity
Mystery bag activity
Writing for the museum walk
Reading assignments given as
Jigsaw
Presenting and writing about art
homework to prepare for in class
Preparing for museum walk
project
activities
Introduction to Guernica
Materials: Attach or provide links to the materials.

http://www.biografiasyvidas.com/biografia/p/picasso.htm - This is a short biography about Pablo Picasso that will

be used as the read aloud.
http://www.letralia.com/161/articulo07.htm - This article about Guernica contains 4 sections of varying length and
complexity which will be used for the jigsaw activity.
http://www.arteespana.com/pablopicasso.htm - This article about the periods of Picasso's work will be used in a
sequencing activity.
https://play.kahoot.it/#/?quizId=e1e80058-fe1d-475d-b864-c997fc5412c8 - This is a technology tool through which
vocabulary and grammar review will be done. This link is associated with a preview of a vocabulary and grammar
review for this unit.
Resources:
Websites: biografiasvidas.com, letralia.com, arteespana.com, images.google.com, kahoot.it

Unit Overview
Lesson 1

Lesson 2

Introduction to the
Unit

Picasso's Movements
and his work
"Guernica"

Topic/focus of the day

Lesson 3
Lesson 4
Analysis of specific,
researched works by
Picasso.

Museum Walk
Art Project

Lesson 5
Student
Presentations
Reflections

Lesson 1: Introduction
Day 1 Student CanDo Statements:
I can participate in conversations about familiar topics that go beyond my everyday life: I can talk about art that I have
seen previously and in class.
I can describe people, places, and things in an organized way and with some detail: I can describe an object or piece of art
clearly and in detail.
Motivation/Warm-up/Routines: The students will be using Kahoot to review vocabulary taught the week before. This
quick activity is one of a few vocabulary review exercises often implemented on Mondays to recap the week before.
Description and estimated time needed for each activity
Activity 1 (15)
Mystery bag activity: Students will be put into pairs and given an object
that they must describe to the class using the color and shape
vocabulary that they have learned in the previous sub-unit as well as
reviewed over the weekend for homework. Another member of the class
must try to guess the object described. Before beginning the activity,
the teacher will model how to give a description of the object both in
terms of vocabulary needed and sentence structure.
Activity 2 (20)
Read Aloud about Pablo Picasso with word study: The word study will be
presented prior to the read aloud itself. Then students will be provided
copies of the read aloud article. The teacher will read the article aloud
to the class and will pause after each section of the article to summarize
and ask questions.
Activity 3 (10)
Vocabulary review: Students will review vocabulary and grammar (ser

Support/setup do you need to arrange

beforehand:
Mystery bags need to be filled with objects.
The Kahoot questions must be prepared.
Copies should be made of the read aloud
material for students to read along.
Word study needs to be prepared.
Photo of Guernica must be shown on front
board.
Materials/resources/technology used:
Online review tool: Kahoot
Grouping Considerations:
Pairs for the mystery bag activity will aim to be
made between students with stronger
vocabulary and those with weaker vocabulary

vs. estar) which are needed to describe art for the unit. This review will
be conducted using Kahoot, an online tool through which teachers can
pose questions on the screen and students compete to answer correctly
and quickly using their cell phones to submit the answers.
Activity 4 (5)
Introduction to homework/next day: Students will be presented a picture
of Picasso's "Guernica" on the board and asked to describe it as they
described the objects the day before. Students will be given two
minutes to write down notes. Then students will be asked to volunteer
to share their descriptions.
Homework: Read assigned section of article about Guernica for jigsaw
activity tomorrow.

as evident on previous assessments.

Consideration of using multiple
intelligence strategies
Interpersonal - mystery bag
Linguistic - Read Aloud
Visual - Introduction to "Guernica"
Formative assessments:
Kahoot provides the teacher with the results of
the participants allowing for evaluation of
vocabulary retention and application. The
results will demonstrate whether or not
vocabulary instruction needs to be modified.

Lesson 2: Picassos Movements and his Masterpiece Guernica

Day 2 Student CanDo Statements:
I can understand the main idea and some supporting details on a variety of topics of personal and general interest. I can
follow stories and descriptions of some length and in various time frames and genres: I can understand and dissect a nonfiction text about artistic movements and about specific works of art.
I can make presentations in a generally organized way on school, work and community topics, and on topics I have
researched: I can present about readings completed about a piece of art.
Motivation/Warm-up/Routines: As motivation, the group who completes the sequencing activity the quickest and most
accurately will receive a piece of candy from the candy jar kept in class.
Description and estimated time needed for each activity
Activity 1 (20)
Sequencing: Students will be asked to read aloud, in groups, a brief
article about the stages or epochs of Picasso's art. They will be asked to
discuss the information until all of the groups have finished reading.
Each group will then be given a pile of printed photos of Picasso's works
and asked to identify which epoch they are from in order to create a
timeline of his works on their designated spot on the board. This
sequencing will be conducted as a race between the teams.

Support/setup do you need to arrange

beforehand:
Chairs will be set up to allow for group work.
Copies of worksheet for jigsaw activity must be
made.
Copies of selected works for sequencing
activity must be printed.
Materials/resources/technology used:

Activity 2 (30)

Article about epochs of Picasso's art

Jigsaw: Students will divide into groups based on which reading about
"Guernica" they were assigned for homework the day before. Students
will discuss the important facts from their readings and will fill out the
section of the distributed worksheet designated for their reading.
Students will then transition into their second groups with students who
read different articles. They will share the conclusions reached in their
first group and help one another to complete the worksheet for all of the
readings.

Photos of Picasso's works

Grouping Considerations:
The first grouping will be made based on
assigned readings. These readings will vary
slightly in level and complexity and will be
assigned to students according to their
demonstrated proficiency level.

Homework: Research assigned piece of art and bring notes and/or

sources to class.

The second grouping will be more mixed

proficiency levels and will be thoughtfully made
to ascertain that more advanced students who
often are supportive of others will be paired
with the more students who are struggling
more.
Consideration of using multiple
intelligence strategies
Bodily-Kinesthetic - sequencing race
Logical-Mathematical - sequencing
Linguistic - reading for sequencing
Interpersonal - sequencing race, jigsaw
Formative assessments:
The jigsaw will serve as an informal formative
assessment as the teacher will walk around and
listen to students participating. The
engagement of the students will inform future
use and implementation of the jigsaw activity
and other group activity. Additionally, the
worksheet that must be completed during the
jigsaw will further demonstrate the
effectiveness of the activity and whether it
needs to be amended or not.

Lesson 3: Analysis of Specific Works

Day 3 Student CanDo Statements:
I can write on general interest, academic, and professional topics: I can write about a specific piece of art that we have
studied in class or researched.
I can participate in conversations about familiar topics that go beyond my everyday life: I can discuss the research I
completed about a piece of art.
Motivation/Warm-up/Routines: Students will be motivated to work efficiently because their class work becomes
homework if not completed.
Description and estimated time needed for each activity
Activity 1 (20)
Written assignment: Students will write a paragraph about what they
learned during the jigsaw activity the day before. They may use their
completed worksheets for the assignment as well as a Spanish-English
dictionary. Both the paragraph and worksheet will be submitted.
Activity 2 (25)

Support/setup do you need to arrange

beforehand:
Poster boards must be set up with photos of the
students assigned works.
Materials/resources/technology used:
Spanish-English dictionaries (always kept in the
classroom)

Museum Walk Preparation: Students will work with their partners using
the research they completed for homework to create a description for
their assigned piece of art. Their description must include the meaning
of the piece and the style or techniques used. The teacher will present a
model of a description before sending the students to work on their
own.

Grouping Considerations:

Homework: If not completed in class, finish description of art work and

email it to the teacher by 11:00pm.

Linguistic - written assignment, museum walk

preparation

Pairs will be assigned based on previous

observations of who works well with whom.
Consideration of using multiple
intelligence strategies

Interpersonal - museum walk preparation

Formative assessments:
The paragraph that must be written reflects the
knowledge gained in the jigsaw and will be
used to assess the effectiveness of the
implementation of this activity with these
students. The level of accuracy of the content
in the paragraphs will demonstrate whether the
groupings, worksheet, and/or reading selections
need to be altered. The grammar and
vocabulary of the paragraphs will indicate if
students are retaining knowledge from previous
lessons and if their language skills are
continuing to progress or need to be given
more instructional time.

Lesson 4: Museum Walk and Art Project

Day 3 Student CanDo Statements:
I can easily understand the main idea of texts related to everyday life, personal interests, and studies: I can understand
the descriptions that accompany pieces of art.
I can deliver organized presentation appropriate to my audience on a variety of topics: I can share my opinion about art we
have seen in class.
Motivation/Warm-up/Routines: Students will participate in a transitional activity of sharing opinions. This is a regularly
used activity to shift gears in class to which students are accustomed.
Description and estimated time needed for each activity
Activity 1 (25)
Museum Walk: Students will circulate around the room and look at the
paintings and the corresponding descriptions made by their classmates.
They will be given a worksheet with questions about each piece to
complete as they walk around. Some of these questions will be written
based on the student-written descriptions submitted the day before.
Other questions will rely on students' abilities to make observations
about the works while doing the museum walk.
Activity 2 (5)
Opinion Sharing: Students will go around the room sharing their favorite
piece from the museum, why they like it, and the characteristics that
are evident in the piece.
Activity 3 (20)
Art Project: Students will select one or more techniques or
characteristics evident in the works of Picasso that they will then imitate
in a creation of their own. The teacher will present an example of a self-

Support/setup do you need to arrange

beforehand:
Museum needs to be set up around classroom
with posters from previous day but now with
the student descriptions attached.
Materials/resources/technology used:
Art supplies: construction paper, markers,
crayons, scissors, stencils, rulers
Grouping Considerations:
These activities are primarily independent,
although students are permitted to converse
with another through museum walk and art
project.
Consideration of using multiple
intelligence strategies
Bodily-Kinesthetic -art project

created piece of work and describe the choices made/the rationale

behind the piece.
Homework: Write an explanation of the piece of art created in class.
Finish the artwork if not completed during class.

Interpersonal - sharing circle

Visual - museum walk
Linguistic - museum walk
Formative assessments:
The worksheet submitted from the museum
walk will demonstrate students reading
comprehension and writing skills. It will suggest
whether students understood the desired
content from the selected works. If not, it is
possible that this sort of activity is not best for
this selection of students.

Lesson 5: Student Presentations and Reflection

Day 3 Student CanDo Statements:
I can deliver organized presentations appropriate to my audience on a variety of topics: I can present a piece of art I have
made in relation to art we have studied.
Motivation/Warm-up/Routines: Students will complete an exit slip which is routine at the conclusion of each week.
Description and estimated time needed for each activity
Activity 1 (40)
Presentations: Students will present the art they created the day before.
Their speech will have been prepared for homework and will include
their inspiration or their piece's significance as well as the techniques or
characteristics that they mimicked.
Activity 2 (10)
Reflection/Exit Slip: Students will write on a piece of loose-leaf at least
three things they learned during the unit. They will also write one
language related skill that they need to continue working on.
Homework: Select a piece of art by Picasso not discussed in class, or a
piece of art from another Hispanic artist that identified in the same
artistic movements as Picasso. Write an essay of approximately two
pages double spaced. You must identify the stylistic techniques and/or
identifiable characteristics of the work. You must also analyze the
significance of the piece from your perspective. You may do additional
research, but it is not required for this assignment.

Support/setup do you need to arrange

beforehand:
N/A
Materials/resources/technology used:
N/A
Grouping Considerations:
N/A
Consideration of using multiple
intelligence strategies
Intrapersonal - reflection
Linguistic - verbal in presentation, written in
exit slip
Visual - physical artwork
Formative assessments:
In class presentations of student created art
demonstrate student understanding of the
concepts discussed throughout the unit. The
level of understanding will be evaluated

primarily based on the verbal explanation (and

the submitted written description) more than
the artistic creation itself. If there is evidence of
insufficient understanding, there will need to be
more scaffolding or perhaps more explicit
instruction regarding the main ideas in addition
to the hands-on activity.