California State University, Long Beach

COURSE
Grade: 10

Lesson Plan #3: Short Animation.

Instructor’s Name Kevin Villatoro

Spring 2022

Lesson Title: The Animations of Dominations

Course: Art and animation. Teacher: Kevin Villatoro

Grade Level: 10 Length of Lesson: 1- 2 weeks

Description Students will use all their storytelling skills that they learn from the previous class lessons to
make a short animation. Students must work in groups since animation is a team effort. or on
their own. Students will learn the skills of teamwork and communication skills Students need to
do a 1 and 20 seconds of animation. Students can choose any three styles of animation that are
two-dimensional, stop-motion, and rotoscope. Students will be allowed to add music or sounds
in their videos. Students will learn about copyright laws by writing down on the worksheet and
talking about it with the class. Students will need to write a short script, then make it into a
storyboard. Students will learn the three types of styles of animation as previously mentioned
by having the teacher demonstrate the three styles of animation to the students. Students will
learn to time and hold keyframes to make the animation that students want their videos to look
like.

Objectives Students will have to work with other students and make their own stories. Students will be able
to plan out their ideas and scenes that the students want to make and show to the class. Students
will be able to analyze their own short animation and see what the student(s) need to do to get
their message across. Students will learn the importance of storytelling and how planning helps
a lot of storytellers to make the stories they want to make. Students will be able to learn
teamwork and communication skills since animation is a team effort. Student will learn how
complex copyrights law is and find ways to overcome the laws. This is to help teach students
hope the laws of copyright work and what students can do to make their own animation

Standards VAPA
● Creating—Anchor Standard 2: Organize and Develop Artistic Ideas and Work
Prof.VA: Cr2.3 Collaboratively develop a proposal for an installation, artwork, or space
design that transforms the perception and experience of a particular place.
● Creating—Anchor Standard 3: Refine and Complete Artistic Work Prof.VA: Cr3 Apply
relevant criteria from traditional and contemporary cultural contexts to examine, reflect
on, and plan revisions for works of art and design in progress.
● Presenting—Anchor Standard 5: Develop and Refine Artistic Techniques and Work
for Presentation Prof.VA: Pr5 Analyze and evaluate the reasons and ways an exhibition
is presented.
● Presenting—Anchor Standard 6: Convey Meaning Through the Presentation of
Artistic Work Prof.VA: Pr6 Analyze and describe the impact that an exhibition or
collection has on personal awareness of social, cultural, or political beliefs and
understandings.

Common Core
● Key Ideas and Details
3.Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot
or develop the theme.
● Craft and Structure 4. Determine the meaning of words and phrases as they are used in
the text, including figurative and connotative meanings; analyze the cumulative impact
of specific word choices on meaning and tone (e.g., how the language evokes a sense
of time and place; how it sets a formal or informal tone).
● Integration of Knowledge and Ideas 9. Analyze how an author draws on and transforms
source material in a specific work (e.g., how Shakespeare treats a theme or topic from
Ovid or the Bible or how a later author draws on a play by Shakespeare).
● Range of Reading and Level of Text Complexity 10. By the end of grade 10, read and
comprehend literature, including stories, dramas, and poems, at the high end of the
grades 9–10 text complexity band independently and proficiently
Essential ● How do animators work?
Question(s) ● How do animators determine whether a particular scene is
effective for their work?
● How do animators learn from trial and error?
● How do animators create works of art or design that
communicate effectively?
● What methods, processes, and criteria are considered when
preparing animation?
● How does assessing choices for presentation in animation affect
its meaning to the viewer?
● How does the animation influence and shape ideas, beliefs, and
experiences?
Art History Historical Context
Connections ● Students will have a short history of animation.
● Students will learn about Two-dimensional animation
● Students will learn about Stop-Motion
● Students will learn about Rotoscope

Art Movement(s)
● Rubber Hose cartoons
● Walt Disney
● Anime
● Modern Cartoons.
● Aardman Studios

Artist Mentor(s)
● Walt Disney
● Max and Dave Fleischer

Major Themes The major theme for the lesson plan is for students to be able to use their storytelling skills to
make their short animations. Students will be able to plan out their ideas and illustrate their
ideas. Students will learn to build teamwork and work together so that they could plan out their
ideas. Students will understand how copyright laws work and what students can do to make
their own unique video.

Vocabulary Skills/Techniques
● Framing
● Timing
● Stop-motion
● Flipping pages
● Edit
● squat and stretch.

Tools/Media
● Animation paper
● Camera
● Editing Software
● Clay
● Frame
● Timing
 Elements/Principles
● Claymation
● Animation
● Anime
● Rotoscope

Materials Needed Paper, ink, markers, color pencils, pencils, computer, digit coloring software, rulers, erasers,
template rulers, and brushes, clay, and lighting.

Anticipatory Set What are some animation movies or shows that you grew up with that you still like today?
What are some of your favorite anime that you like to see?

Teaching Strategies Student Activities

Day 1 (50MIN CLASS) Day 1 (50MIN CLASS)

Students will have a short history of animation and the Students will learn a short history of animation and get
early animation studios that help influence the genre. familiar with the styles of animation. Students will
Students will be able to see short clips of the work that analyze the videos and see what skills did the artist use in
the studios were able to make. their animation.

Scaffolding Strategy: I will ask the students questions Scaffolding activity: I will walk around and see if each
about what they learn. I will walk around the class and student is able to do their work. I will check their
make sure each student is doing their work. I will check understanding about the lesson plan. I will let students
their understanding by asking them questions on what know who I am going to call out to see if they could
they learn. I will use the strategy right to right, meaning answer the question. This strategy can help students to pay
that if one student does not know what they learn, I will attention in class.
ask other students that does know so that the first student
is able to answer the questions.

Activity: I will pass the students a worksheet so that they

are able to follow along and understand the lesson plan. Activity: Students will get a sheet a paper where they need
Time: 2 mins to write down what they learn to get credit.
Activity: I will go over the PowerPoint about a short Time: 2 mins
history of animation. I will ask the students questions and Activity: Students will write on their worksheet and write
check their understanding. I will explain to the students down any informant that I ask the students to write down
what the artist did in their animation and get the students during the PowerPoint lesson. I will walk around the class
to talk and think about storyboard and animation. I will to make sure each student is doing their work. I will use
show the students videos so that they can see what style the proximity to scare the students to do their work. I will
of animation looks like. If the videos are too long, I will ask students questions about the lesson and make sure
make sure to show the students the only important part students are paying attention. Students will talk to each
about the animation. I will get the students to engage by other and as a class about what they learn. Students will
asking the students what they like about the short and see also talk about the videos we saw in class and what they
what types of movies or shows the students might have like about it., We will go over and see what the artist did
seen and like. This is a great way for me to get the in their animation. Since students have not learned much
students' attention and to help out students that might be about animation yet, this lesson is to help the students to
too shy to talk in class to get their points of participation. get an idea what animation is and to remember what
As a class, we will talk about what we like about storytelling is. Students will see all three types of
animation by looking at the videos and talk about some of animation and to pick one that they might like to do.
the skills that the artist used to make their videos. The Students will share what they like about animation and
point of showing the videos is to help the students to relax talk about what are some movies or shows they love that
a bit from the last project and to help students to see what use the type of animation they like. Time:
is so unique about each animation style. This is to help 43 mins
students to see and understand how animation works so
that they could pick one style for their projects. Time:
forty-three
Activity: For the last few minutes of class, I will go over
their homework so that they could work on their stories.
Time: 5 mins Activity: Students will get some homework where they
just must produce a short story until I as the teacher teach
the students to do some animation, which should be taught
on the next class day. Time: 5 mins
ELL Accommodation(s): ELL students are allowed to
have the PDF PowerPoint after class so that they can use
Google translator if they feel they need more time to
understand the PowerPoint. Also, ELL students can use
Google translator during the PowerPoint class lesson as
well. ELL students are allowed to ask me questions if they
feel they need more clarification. If I find out that most of
my ELL students speak the same language, I will try to
ask the school if they could get me a helper that could
help and snake the same language as the students do. ELL
students can set with students that they get along and help
them to understand what I am saying.
SPED Accommodation(s): SPED are allowed to get the
accommodation that their IEP needs them. If a student that
is dyslexia needs me to give them any worksheets or
papers they need to finish, I will make sure to make the
text latter larger. I will also give the students the
PowerPoint slides if they need them. Also, I will get and
IEP helper too since SPED need a lot of help with their
projects. SPED students are allowed to use and
technology that could help them with their leaning
experience. SPEd can set with students that they have a
good relationship with and help them too.

Day 2 (50MIN CLASS) Day 2 (50MIN CLASS)

On this day, students will learn the three types of Students will take notes about the three animation styles
animation that students might want to do. While the so that they could decide what style of animation they
students are taking notes for all three animation styles, want to do. Students will understand how incredible and
yet difficult each animation is.
Scaffolding Strategy: I will use strategies like proximity Scaffolding activity: Students will write on a sheet of
to scare the students to do their work if I feel some paper where they need to write down the steps of each
students are not doing their work. I will make sure to animation style. Students will also need to write down the
check their understanding by asking the students pros and cons of each animation style. Students will need
questions. I will be demonstrating the students how to do to decide and choose carefully what animation they want
each animation style and see which students might need to do.
help on. I will repeat myself to make sure each student
understands that they need to pick one style of animation
that they want to do for the rest of the class lesson.

Activity: I will be going over the steps of the three

animations with students, each student will get a Activity: Students will get a sheet of paper where they
worksheet and write down what they learn. This is to help need to write down what they learn from all three
each student and see what the pros and cons are when animation styles. Students need to write down the pros
working on each animation style. I will send the videos to and cons on each style of the animation. This is to help
the students so that they could have a look at it and see each student and see what animation style they want to
what animation style they want to work on. I will make make in class. I will look around and make sure each
sure each student is doing their work. I will check their student is doing their work. I will check their
understanding by asking questions and helping the understanding by asking them questions. Time: 30 mins
students that are not paying attention. For the students
that are not paying attention, I will use the strategy of
right to right, where I pick a student that is paying
attention and the student that is not will learn what is
important to learn. Time: 30 mins
Activity: Students will have some time to work on the
pros and cons of each animation style so that they can Activity: Students will work on their papers to see what
pick one style. I will walk around the classroom to make the pros and cons on each animation style are. I will make
sure each student is doing their work. I will ask the sure each student is doing their work and make sure they
students questions to help the students to gain ideas on know what they are doing. Time:
what they could put down in their writing. Time: 10 10 mins
mins
Activity: As a class, we will go over and talk about the
animation styles so that students could think about what Activity: As a class, we will talk about the pros and cons
style of animation they want to do. I will ask the students on each animation styles. This is to help the students to
questions to make sure each student gets ideas on what learn the animation styles and to pick one that they might
they could and could not do with any of the three like. Time: 5 mins
animation styles. Time: 5 mins.
Activity: Students will get a short homework, where they
need to make a short storyboard so that they can show it
to class. This is for the students to get credit so that they Activity: Students will get a short homework where they
can talk about it in their groups for the next class lesson. need to produce a short storyboard in class so that other
Time: 5 mins students could see it. This is to help the students and show
them what the story might be able. This is meant to show
it with their groups if they chose to work together and
pick one story or combine them all together.
Time: 5 mins
ELL Accommodation(s): ELL students will be allowed to
use their Google translator or any translator devices that
could help the students with their learning experiences.
Students are allowed to ask me questions if they are not
understanding what the lesson or project is about.
Students are allowed to talk to me in Spanish since I know
how to speak the language. Students that speak another
language can help me to understand what they are saying
so that I can build my own vocabulary.
SPED Accommodation(s): SPED can have the lesson
PowerPoint slides as well. SPED are allowed to have their
IEP accommodations. SPED students will have an IEP
helper that can help them with their learning experience.
SPEDs can get lager latter text if they need it to see better.
SPED students will be able to use any technology that
could help the students with their learning experiences.

Day 3 (50MIN CLASS) Day 3 (50MIN CLASS)

On day three, students will learn about copyright laws by Students will learn about copyright laws. Students will
watching a video that explains it. I will also help the need to write down their notes on a sheet of paper about
students know how exactly copyright laws work and how copyright. Students will group with other students and talk
students could use it as a parody. After students will about their stories.
group up with students based on the animation style that
students want to do. Students will pick their teammates
and will talk to each other about their stories that they
might want to work on.

Scaffolding Strategy: I will walk around the class to make

sure each student is doing their work. I will ask the Scaffolding activity: Students will write down their notes
students questions and check for understanding. I will use about copyright laws and what they can and cannot do.
the previously strategies I mention before to help the Students will need to talk about with their partners and see
students to do their work and understand the lesson. what copyright laws are and how they work. Students will
group up with other students and talk about their
storyboard. I will make sure to talk to each student and see
if they are doing their work.
Activity: Students will get a short lesson about copyright
systems since some students might want to use music that Activity: Students will write down any notes on the sheet
they do not own. I will show the students a video that of paper and write down any answers that students need to
highlights the most important parts of copyright, Students fill in to get credit. This is to help me to see how much
will get a worksheet that they have to do to get credit and students need help with copyright laws. students will need
make sure they understand since copyright is very to talk to each other to see if they understood what
important. While in my class copyright might not be an copyright is. I will go over some key notes that students
issue since it is for this project, but some students might need to learn about copyright laws. Time: 20 mins
think it is okay to do it outside or post their videos on the
internet. I will make sure the students understand what
copyright is and how it effects people when breaking the
copyright laws. I will ask the students questions and
check their understanding. Time: twenty
Activity: After the students see the video, I will clarify
and make it easter for students to understand what
copyright is and how it works. I will check their Activity: Students will continue writing down their notes
understanding as always and make sure each student is and ask me any questions they have for me about
writing on their sheet of paper. copyright laws. I will make sure that each student is a
Time: 10 mins least able to answer the question I give them on the sheet
Activity: Students will pair up with the groups of students of paper. Time:
that are interest on the same animation style in three Activity: Students will group up with students that like the
groups. This means that there should be three groups, one same animation style. I will remind each student what
being two dimensional, stop motion, and rotoscope. I will animation group what is and where to go. Students will
remind students which group is what so that they can need to pair up with students they like to work with and
pick. Depending how many students are in each group, know they can work will with students. If I am aware of
students need to pair up with three other students. Ones I the students that like working with each other, but do not
see how many groups of students are in a group, I will finish their work since I had them for so long, I know who
talk about the last part that they need to do. they are, I will move them to other students that they
Time: 5 mins. could work with. Time: 5 mins
Activity: Students will talk to each other and explain what
their stories are about by showing the students their Activity: Students will share their storyboard with each
storyboard. in the last few minutes students need to pick other so that the students can pick or combine each other’s
which story they like to most or see what stories they story. Time: 15 mins
want to combine to make an animation project. I will ELL Accommodation(s): ELL students will have the
walk around the class to make sure each student is doing PowerPoint to take with them and used Google translator
their work and talking to each other. I will make sure each to understand what copyright means. Students are allowed
student is doing their work and see which student did to use any type of equipment that students can use as a
their homework. translator. Since copyright is a complex subject, ELL
Time: 15 mins students have an extra day to write down the notes. ELL
students can ask me any questions or talk to me in Spanish
as previously meant. Students can set with students that
they can trust for help.
SPED Accommodation(s): SPED can have the same
 accommodations as previously mentioned. SPED students
have extra time to turn in their papers. SPED students can
get the PowerPoints slides and get any type of help that
their IEP asks them for. SPED students are allowed to set
with students that they have a good relationship with and
ask for help too.

Day 4 (50MIN CLASS) Day 4 (50MIN CLASS)

On day four, students will go with their groups can make Students will work on their storyboard with their groups.
their storyboard in class. Students need to work together Students will need to pick out their ideas on how they
to make a storyboard that they will show me and get would be able to tell their story with the animation style
feedback. they pick.

Scaffolding Strategy: I will use the previous strategies. I Scaffolding activity: Student will work as a group and
will make sure each students gets the right amount time to make their storyboard ideas for the short animation they
talk to and help. I will talk to each group and talk about want to make. Students need to be aware what they can
their story. This lets me give feedback to students to make with the animation style they want to do.
change or improve their students that can fit in the time
given to the students.

Activity: Students will go with their groups and work on Activity: Students will work on their storyboard and plan
their storyboard. Students goal is to have an idea what out their ideas. Students need to make sure they choose
they want their story to be and look like. I will walk the right scenery that they are capable of doing.
around the class to see how each student is doing on their Time: 10 mins
work. I will ask the students questions and make sure
each student knows what they should do for their
storyboard. Time: 10 mins
Activity: Students will continue to work on their
storyboard while I talk to each group and see what kind a Activity: While the students are working with their
student they want to make. During this time, I will help storyboard, each group will talk to the teacher and explain
the students to know what they can do to best illustrate what their story is and how they will make the story. This
their story on the animation style. This could help will let me explain to the students to choose carefully
students to know what they might need to change or do to what they are able to animate. Time:
make their animation short. As always, I will talk to 30 mins
students and ask them questions. Time:30 mins
Activity: For the last ten minutes of class, students will
need to clean up the room. I will help and remind students
what they need to do to clean up the classroom Activity: Students will clean up the room. I will make sure
Time: 10 mins each student is doing their part to clean up.
Time: 10 mins
ELL Accommodation(s): ELL students can talk to me in
Spanish if they want to. ELL students can use translation
devices if they feel they need it. Students can ask me
questions and I will take my time with them. ELL students
might be able to get a helper if the school is able to get
one for my class.
SPED Accommodation(s): SPED students can use their
IEP accommodations if they need it. SPED students can
use technology to help them with their projects. Students
will get a helper that the school is able to get for the class.

Day 5 (50MIN CLASS) Day 5 (50MIN CLASS)

Students will be able to work on their projects as a group. Students will work on their projects as a group.

Scaffolding Strategy: I will walk around the class and

make sure each student is able to do their work. I will ask Scaffolding activity: Students will work on their
the students questions if they need help with their project. animation project with their team. Students can ask me
I will help and demonstrate any skills that the students questions about their story or any animation questions.
need me to do.

Activity: Students will work on their animation project. I Activity: Students will do their animation project. The
will walk around and make sure each student gets the help goal of the students is to try to get at least 10 seconds of
they need to finish their project. I will show and animation done. Students can ask me questions if it helps
demonstrate each skill that the students need for their with their project. I will look around the class and make
project. Time: 40 mins sure each student is doing their work and get the help they
need, Time: 40 mins
Activity: Students will clean up the room. I will make sure
Activity: For the last ten minutes of class, students will each student is doing their part to clean up.
need to clean up the room. I will help and remind students Time: 10 mins
what they need to do to clean up the classroom
Time: 10 mins ELL Accommodation(s): ELL students can talk to me in
Spanish if they want to. ELL students can use translation
devices if they feel they need it. Students can ask me
questions and I will take my time with them. ELL students
might be able to get a helper if the school is able to get
one for my class.
SPED Accommodation(s): SPED students can use their
IEP accommodations if they need it. SPED students can
use technology to help them with their projects. Students
will get a helper that the school is able to get for the class.

Day 5 (50MIN CLASS) Day 5 (50MIN CLASS)

Students will countries to work on their projects Students will work on their projects as a group.

Scaffolding Strategy: I will walk around the class and Scaffolding activity: Students will work on their
make sure each student is able to do their work. I will ask animation project with their team. Students can ask me
the students questions if they need help with their project. questions about their story or any animation questions.
I will help and demonstrate any skills that the students
need me to do.
Activity: Students will do their animation project. The
Activity: Students will work on their animation project. I goal of the students is to try to get at least 10 seconds of
will walk around and make sure each student gets the help animation done. Students can ask me questions if it helps
they need to finish their project. I will show and with their project. I will look around the class and make
demonstrate each skill that the students need for their sure each student is doing their work and get the help they
project. Time: 40 mins need, Time: 40 mins
Activity: Students will clean up the room. I will make sure
each student is doing their part to clean up.
Activity: For the last ten minutes of class, students will Time: 10 mins
need to clean up the room. I will help and remind students
what they need to do to clean up the classroom ELL Accommodation(s): ELL students can talk to me in
Time: 10 mins Spanish if they want to. ELL students can use translation
devices if they feel they need it. Students can ask me
questions and I will take my time with them. ELL students
might be able to get a helper if the school is able to get
one for my class.
SPED Accommodation(s): SPED students can use their
IEP accommodations if they need it. SPED students can
use technology to help them with their projects. Students
will get a helper that the school is able to get for the class.

Day 6 (50MIN CLASS) Day 6 (50MIN CLASS)

Students will work on their projects Students will work on their projects as a group.

Scaffolding Strategy: I will walk around the class and Scaffolding activity: Students will work on their
make sure each student is able to do their work. I will ask animation project with their team. Students can ask me
the students questions if they need help with their project. questions about their story or any animation questions.
I will help and demonstrate any skills that the students
need me to do.
Activity: Students will do their animation project. The
Activity: Students will work on their animation project. I goal of the students is to try to get at least 10 seconds of
will walk around and make sure each student gets the help animation done. Students can ask me questions if it helps
they need to finish their project. I will show and with their project. I will look around the class and make
demonstrate each skill that the students need for their sure each student is doing their work and get the help they
project. Time: 40 mins need, Time: 40 mins
Activity: Students will clean up the room. I will make sure
each student is doing their part to clean up.
Activity: For the last ten minutes of class, students will Time: 10 mins
need to clean up the room. I will help and remind students
what they need to do to clean up the classroom ELL Accommodation(s): ELL students can talk to me in
Time: 10 mins Spanish if they want to. ELL students can use translation
devices if they feel they need it. Students can ask me
questions and I will take my time with them. ELL students
might be able to get a helper if the school is able to get
one for my class.
SPED Accommodation(s): SPED students can use their
IEP accommodations if they need it. SPED students can
use technology to help them with their projects. Students
will get a helper that the school is able to get for the class.

Day 7 (50MIN CLASS) Day 7 (50MIN CLASS)

Today is the last day to work on their art project. Students Students will work on their projects as a group. Students
need to upload what they have by the end of class. need to turn in their projects by the end of class.

Scaffolding Strategy: I will walk around the class and Scaffolding activity: Students will work on their
make sure each student is able to do their work. I will ask animation project with their team. Students can ask me
the students questions if they need help with their project. questions about their story or any animation questions.
I will help and demonstrate any skills that the students Students need to turn in their project by the end of class.
need me to do.
Activity: Students will do their animation project. The
Activity: Students will work on their animation project. I goal of the students is to try to get at least 10 seconds of
will walk around and make sure each student gets the help animation done. Students can ask me questions if it helps
they need to finish their project. I will show and with their project. I will look around the class and make
demonstrate each skill that the students need for their sure each student is doing their work and get the help they
project. Time: 20 mins need, Time: 20 mins
Activity: Students will clean up the room. I will make sure
each student is doing their part to clean up.
Activity: Students will need to clean up the room. I will Time: 10 mins
help and remind students what they need to do to clean up Activity: Students will need to upload their shorts by the
the classroom. Time: 10 mins end of class. Students can ask me questions if the need
Activity: I will go over the steps that students need to do help. Time 15 mins:
to turn in their projects. I will make sure each student is
able to turn in their projects on time. Time: 15 Activity: Students will learn that there will be a critique
mins next class day, Time: 5 mins
Activity: I will let students know that there will be a ELL Accommodation(s): ELL students can talk to me in
critique on the next day of class. Students can ask me any Spanish if they want to. ELL students can use translation
questions that they have for their projects. devices if they feel they need it. Students can ask me
Time 5 mins questions and I will take my time with them. ELL students
 might be able to get a helper if the school is able to get
one for my class.
SPED Accommodation(s): SPED students can use their
IEP accommodations if they need it. SPED students can
use technology to help them with their projects. Students
will get a helper that the school is able to get for the class.

Day 8 (50MIN CLASS) Day 8 (50MIN CLASS)

Today the students will show and talk about their projects Students will critique each other’s work. Students will
write down what they saw and what they like about it.

Scaffolding Strategy: I will make sure each student is Scaffolding activity: Students will watch the videos and
paying attention and getting ready to critique each other's talk about what they like about it. Students will need to
work. I will ask the students questions and help them with write down what they taught about the video and give
their critique skills. feedback.

Activity: I will set up the project and have all students to Activity: Students will write about the videos they saw
watch each other’s short animation. Will show the one- and what they like about it. students will need to talk
minute video and as a class, have three to four students about the skills that the students use for their projects.
talk about each video. I goal is to get each video gets a Students need to write and talk about the students’ video
critique, Students will need to write down a sheet of paper is they want to get credit. Time:
that talks about what they watch, what the students did 50 mins
well on their video and what they could do to improve. I
will make sure that each students do their work and make ELL Accommodation(s): ELL students can talk to me in
sure each student is able to talk at least ones. Spanish if they want to. ELL students can use translation
Time: 50 mins devices if they feel they need it. Students can ask me
questions and I will take my time with them. ELL students
might be able to get a helper if the school is able to get
one for my class.
SPED Accommodation(s): SPED students can use their
IEP accommodations if they need it. SPED students can
use technology to help them with their projects. Students
will get a helper that the school is able to get for the class.

Assessments Formative Assessment I will show the students some videos so that students can get ideas
(Describe here and what kind of animation styles they want to use for their projects. I will check their
attach at the end of understanding by asking them questions. I will walk around the class to make sure each student
the Lesson Plan) is doing their work. I will make sure that the students are pair up with students that they can get
along and do the work. I will use right to right as a strategy to make sure each student is paying
attention and knows what the lesson is about. I will make sure to show and demonstrate the
steps they need to make their animation project.

Summative Assessment Students will do the same analysis of some videos and see why it
works and how they can be used in class. Students will work with a group and see how they are
able to storyboard and make the short after. Students will animation their short and ask the
teacher any questions they might have for me to help them to animation their short. Students
will plan out their ideas and make sure they are able to animation the project. Students will use
teamwork to get their project done.

Aesthetics Students will write down any notes that that the student wants to do with their animation
project. Students will be able to think about the story they want to tell and how to show it.
Students will talk to me and make sure what they are doing can do with their skills. Students
will write down their ideas and thoughts about the project and how they are doing.
Students will critique each other works and write down about what they are thinking. Students
will also need to write down their critiques on each other’s teammates to see how much work
 each student did in class.
Students will be able to see me as the teacher to teach them the skills they need to learn.
Students will be able to see videos that could help them to learn the skills faster or remember it.
Students will be able to plan out their ideas with the work sheets that are meant to help them to
guide their projects. Students will use their storyboard skills to make their ideas.

Closure Students will work together and make their animation project. Students will need to plan out
their ideas and see what they are able to make with the skills they have. Students will make
their videos and show it to the class.
Students will write down their ideas and think about what students want to make. Students will
need to think about what they are able to make and be able to get it done on time.
Students will be able to learn how to story tell skills with any project they want to make.
Students will get ready for the next unit. Students will be able to plan out their ideas and think
more critical with their illustrations.
Students will use these skills to get ready to work on some illustration projects.

Adaptations/ Accommodations
Special Needs ● IEP accommodations will be taken seriously.
● Students that are SPED will have extra time to work on their art projects.
● Students that are SPED will be able to use technology that can help them with
their work.
● Always read their accommodations and make sure to talk to the Special
Educational Specialist
● Alternate their worksheets if they need to be.
● Students will be allowed to sit with other students that they feel more
comfortable with.
● I will make sure to give the students brakes in class if their condition needs
them like students that have ADHD.
● If the student speaks Spanish, I will be able to talk to them in their language.
● If a student speaks a language, I am not too familiar with I will take my time with
the student and make sure they understand what the lesson is about.
● ELL students are allowed to use translation software or devices if they need
them to understand certain words.
● Students might be able to get a helper that can help the students and their
needs

ELL
● Students are allowed to use translation software or devices that can help them
with their understanding of English
● ELL students will have extra time to talk to me and make sure they understand
what the lesson is about and how to make the artwork.
● Students will get a worksheet that is written in their native language if they need
them.
● Students might get extra time for the more complex lessons.

SPED
● For my part, I will give the students PowerPoint slides so that they are able to
just follow and listen.
● Students will have flashcards about the important vocabulary with images to
help them understand them.
● Students might get a helper that could help them with their needs.
● modify text for the worksheets like making the letters bigger.