Engel: 2014 EDUCATION DEPARTMENT PROJECT LESSON PLAN

Introductory
by Chadd Engel

2014 EDUCATION DEPARTMENT ART PROJECT PLAN Introductory

SAMPLE PROJECT UNIT WITH DAILY LESSON PLANS EMBEDDED
COLUMBIA COLLEGE CHICAGO
EDUCATION DEPARTMENT
PROJECT LESSON PLAN TEMPLATE

THIS IS JUST ONE WAY YOU COULD CREATE A PROJECT WITH DAILY LESSON PLANS

Teacher Candidate: Chadd Engel

Program (Choose One and Bold Text):

ID# :

210460

Visual Art Education

Cohort # 22
Evaluator:

Anne Becker

Date:

10/20/2014

A. INTRODUCTION
TEACHING CONTEXT
1. Type of school: High School

2. In what setting?

Urban

3. List any special features of the school or classroom setting (e.g., themed magnet, classroom aide,
bilingual, team taught with a special education teacher) that will affect teaching during this learning
segment.
Uplift Community High School is located with in Chicago's historic Uptown neighborhood. This
particular area of the city is famous for it's art and music with plentiful art galleries, the Aragon
Ballroom, the Uptown Theatre, and the Riviera Theatre all located with in the neighborhood. The
school embraces this rich history with large murals on every floor of the building depicting
musicians, dancing, and the neighborhood's history. Knowing this it is important for me to
embrace this background of diversity in the arts. Outside of the afore mentioned, the school is in
transition into an college preparatory high school and has a school wide goal of raising literacy

skills in every class.

4. Describe the physical facilities (e.g., regular classroom, specially equipped art room, portable,
storage space), materials, and equipment (e.g., easels, potters wheel, kiln) available for the learning
segment.
The physical facilities I will be teaching in has limited technology, and the only thing that I could make
use of efficiently is the teacher's desk top computer for taking attendance. The classroom layout is
spaced out in a standard rectangular grid- 3 tables by 3 tables for a total of 9 workstations and 36
seats. Around this rectangular grid of workstations are counter tops on 3 of the 4 walls with the other
wall having floor to ceiling storage cabinets, and there is one sink that can only be used for washing
hands. Common art materials available are: pencils, multi-purpose paper, scissors, crayons, markers,
colored pencils, water colors, and etc. However, there is no kiln, potters wheel, clay, or any other more
expensive material or equipment.

5. Describe any district, school, or cooperating teacher requirements or expectations that might affect
planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional
strategies, or standardized tests.
The school is currently focusing on raising literacy skills. To address this, school administration has
mandated that every class issues a "bell ringer sheet" that involves some form of literacy skills use.
According to administration, this can be a short reading, constructive response, multiple choice,
true/false, essay question, and etc. The end goal for this current year is to raise literacy scores by
10%.

CLASS PROFILE
About the Students in the Class
1. Number of students in the class -26
males - 14
2. Levels (based on TESOL) and Number of English language learners
LEVEL 1

STARTING

LEVEL 2

EMERGING

LEVEL 3

DEVELOPING

LEVEL 4

EXPANDING

LEVAL 5

BRIDGING

females - 12

3. Number of students identified as gifted and talented-1

4. Number of students with Individualized Education Programs (IEPs) - 4

or 504 plans

Complete the chart below to summarize required accommodations or modifications for students
receiving special education services and/or students who are gifted and talented as they will affect
your instruction in this learning segment. As needed, consult with your cooperating teacher to
complete the chart. The first row has been completed in italics as an example. Use or add as many
rows as you need.
Example:
Learning
Disability

ADHD

Example: Example: Close monitoring, follow-up, and Resource

4
Room
Student requires monitoring in class, contract for work
assignments in and out of class, check sheet every
week. Student's mother comes to school with them. The work
contract is completed by her.

Autism
Spectrum:
moderate
(1)

Autism
Spectrum: 3 Total
Aspergers
(1)
Autism
Spectrum:
Low
Functioning
(1)

A person with Autism many times has extreme sensory

system sensitivities, and needs to be placed in the
classroom where this is minimized. For example, this
student needs to be placed away from the more talkative
students, high foot traffic areas, windows, and etc.
Whenever a new visual art process is introduced this
student needs to be asked if they are okay with doing this
task, because it is impossible to recognize all
hypersensitivity triggers. Even a student who is lowfunctioning will provide a verbal yes or no, and if a
verbal answer is not provided read the students body
language. A yes or no using body language will
potentially look like a hand pushing away indicating no or
a thumbs up for yes. Students with Autism is a day to
day adaptation process, so it is imperative to keep other
projects and various materials available. This is because a
student my be okay with a project one day, and then the
next day experience some form of extreme sensory
system sensitivity. This is always an on-going process.

LESSON OVERVIEW

Lesson Subject and Topic:

Grade Level(s):

Masks: MIxed Media

High School Art 1

Brief Description of Lesson:

In lesson 1 of the Unit Exploration: Mix Media and Found Objects students will be learning to explore and investigate various materials.
This will be accomplished through using the technique of Mapping as detailed in the text Tools for Promoting Active In-Depth Learning.

B. DESIRED RESULTS: STAGE I: IDENTIFY DESIRED RESULTS (IPTS# 1, 2, & 4)

Enduring Understandings & Essential Questions IPTS# 1, 2 & 4
1. Enduring Understandings:
Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.
Artists and designers use previously learned experiences to investigate new materials and processes.
Artists and designers problem solve through various processes to validate their findings.

2. Essential question(s):

How do artists and designers work?

How do artists and designers determine whether a particular direction in their work is effective?
How do artists and designers learn from trial and error?

Standards
US-CC-ELA-2010.11-12.L Language Standards L
US-CC-ELA-2010.11-12.L.1 Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.

Illinois Visual Art Standards

IL.26
GOAL: Through creating and performing, understand how works of art are produced.
IL.26.B
STANDARD: Apply skills and knowledge necessary to create and perform in one or more of the arts.
IL.26.B.4d
> Visual Arts: Demonstrate knowledge and skills that communicate clear and focused ideas based on planning, research and
problem solving.

New National Art Standards

VISUAL ARTS - Creating
Anchor Standard 2: Organize and develop artistic ideas and work.
HS Profiecient VA:Cr2.1.la > Engage in making a work of art without having a preconceived plan.
HS Accomplished VA:Cr2.1.lla > Through experimentation, practive, and persistence, demonstrate acquisition of skills and knowledge
in a chosen art form.
HS Advanced VA:Cr2.1.llla > Experiment, plan, and make multiple works of art and design that explore a personally meaningful theme,
idea, or concept.

Social Emotional Learning Standards

Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.

Why this goal is important: Building and maintaining positive relationships with others are central to success in school
and life and require the ability to recognize the thoughts, feelings, and perspectives of others, including those different
from ones own. In addition, establishing positive peer, family, and work relationships requires skills in cooperating,
communicating respectfully, and constructively resolving conflicts with others.

A: Recognize the feelings and perspectives of others.

Early H.S.
2A.4a. Analyze similarities and differences between ones own and others perspectives.

2A.4b. Use conversation skills to understand others feelings and perspectives.

Late H.S.
2A.5a. Demonstrate how to express understanding of those who hold different opinions.

2A.5b. Demonstrate ways to express empathy for others.

F. KEY CONTENT KNOWLEDGE AND SKILLS

Knowledge and Skills IPTS# 1, 2 & 4
Students will know (knowledge):
1. Students will know how to organize and develop artistic ideas and work.
2. Students will know inquiry and investigative techniques to learn new processes and materials through trial and error.
3. Students will know how to engage in art and design making without having a preconceived plan in place.
Students will be able to (define by audience, behavior, conditions and include language functions, vocabulary use, syntax, and
discourse):
1. Students will be able to apply skills and knowledge necessary to investigate new materials and processes.
2. Students will be able to perform new artist and designer processes through experimentation, planning, and practice.
3. Students will be able to experiment, plan, and make multiple works of art and design through self-discovery and inquiry.

G. ACADEMIC LANGUAGE KNOWLEDGE AND SKILLS

Academic Language Knowledge and Skills (Identify language demandswritten or oralstudents
need to understand and/or use: vocabulary or key phrases, syntax, and discourse). Identify
vocabulary needed for the lesson and identify demands related to either syntax or discourse.

EVERYDAY
VOCABULARY

GENERAL
ACADEMIC

CONTENT-SPECIFIC
ACADEMIC VOCABULARY

(TIER ONE)

VOCABULARY

(TIER THREE)

(TIER TWO)
Line
Shape
Space
Form
Mixed Media

Value

Found Objects

Color

Inquiry

Texture

Object
Material

Medium

Pattern

Characteristics

Contrast
Emphasis

Experimentation
Processes

Balance
Scale
Harmony
Rhythm

Students will know :

1. Students will know and understand the relationship between inquiry and experimentation.
2. Students will know investigative processes to self expand their knowledge of new materials.
3. Students will know how to apply the language of the arts to investigate new materials and processes.
Students will be able to (define by audience, behavior, conditions and identify one language function for your lesson, choosing
from the chart below):

analyze argue categorize compare/contrast describe

explain
interpret predict question
retell
summarize critique
1. Students will be able to analyze new materials, objects, and mediums through inquiry based processes.
2. Students will be able to critique new materials through experimentation and exploration using the language of the arts
and design.
3. Students will be able to describe the characteristics of the new materials and processes.

H. ENGLISH LANGUAGE DEVELOPMENT KNOWLEDGE AND SKILLS

English Language Development Knowledge and Skills (for starting, emerging, and developing ELLs)
Since there are no known ELL students, and this is the high school level, I would suspect any unexpected situation will most likely be with
a Level 5 ELL learner where all language development learning objectives will remain the same with accommodations provided to

complete their bridge between the English language and their other language.

Accomodations Available:
For this lesson, I will have translation dictionaries ready to be used in class. In addition, I will provide a lesson specific English vocabulary
list with definitions for the students to reference throughout in conjunction with their translation dictionaries. If these accommodations are
needed, these students will be monitored to check for lesson specific vocabulary understanding outside of the whole class setting. This will
be accomplished by asking the students to use the vocabulary during an in-class activity and Class Dojo shall tally
participation/achievement.

Content Term Sheet-

EVERYDAY
VOCABULARY
(TIER ONE)

GENERAL
CONTENT SPECIFIC
ACADEMIC
ACADEMIC VOCABULARY
VOCABULARY (TIER
(TIER THREE)
TWO)
Line
Shape
Space
Form
Value
Color

Object

Texture

Material

Pattern
Contrast
Emphasis

Mixed Media
Found Objects
Inquiry
Medium
Characteristics
Experimentation

Balance

Processes

Scale
Harmony
Rhythm

Students will know :

1. Students will know and understand the relationship between inquiry and experimentation.
2. Students will know investigative processes to self expand their knowledge of new materials.
3. Students will know how to apply the language of the arts to investigate new materials and processes.
Students will be able to (define by audience, behavior, conditions and identify one language function for your lesson, choosing
from the chart below):

analyze argue categorize compare/contrast describe

explain
interpret predict question
retell
summarize critique
1. Students will be able to analyze new materials, objects, and mediums through inquiry based processes.
2. Students will be able to critique new materials through experimentation and exploration using the language of the arts
and design.
3. Students will be able to describe the characteristics of the new materials and processes.

I. ASSESSMENT TASKS: STAGE 2: DETERMINE ACCEPTABLE EVIDENCE

Assessment Tasks: [Stage 2: Determine Acceptable Evidence] IPTS #8

DESCRIBE and ATTACH copies of the assessment tool(s) used during the lesson.
a. Pre-requisite/Prior knowledge for Both Content and Language (i.e. pre-requisite knowledge
assessments to determine essential prior knowledge for the content of the lesson):
This an Art 1 high school class with students coming from various other schools, some with a strong base of art knowledge and
others not so much. With that said, I expect students to have basic knowledge of various materials, and some background
knowledge related to the elements and principles of art and design.

b. Formative Assessment for Both Content and Language (i.e. formative assessment, which might be
observation of student responses, questions prepared in advance):
1. Student Product and/or Performance (tests, worksheets, oral presentations, etc.)

This concept map will be used to assess individual success during the mixed media demonstration on Day
1Concept Map:

The school is currently focusing on raising literacy skills. To address this, school administration has mandated that every class issues
a "bell ringer sheet" that involves some form of literacy skills use. According to administration, this can be a short reading, constructive
response, multiple choice, true/false, essay question, and etc. The end goal for this current year is to raise literacy scores by 10%.
This "bell ringer" assessment is required to be the first task at the beginning of each class and to last no less or more than 10 minutes.

The following are the "bell ringer" assessment tools for each day:
Day 1-

Day 2-

Day 3-

Day 4- (This is the exact same pre-assessment tool to provide direct comparison data)

Day 5Students will be asked to state one thing they have learned using the content
specific academic vocabulary. This is an participation grade that will be tallied by Class Dojo.
2. Other Forms of Assessment (e.g. checklists, teacher questions, etc.) Teacher questions will be
ribboned through the hooks, demonstrations, guided practice and closure activities.

Throughout the lesson students behavior and particpation will be tallied by Class Dojo. The goal is to
reach "85% positive".
Results via Class Dojo from the last time this lesson was performed:
Day 1-

Day 2-

Day 3-

Day 4-

Day 5-

3. Assessment Criteria (Link back to your objectives statements)

Each of the assessment tools above are meant to measure teacher effectiveness and serve strictly as
completion, participation, and behavior grades.
The Class Dojo whole class goal of "85% positive" is a measurement of holistic improvement which directly
relates back to the SEL standards.
c. Summative Assessment (i.e. summative assessment, which would be a final evaluation, if
appropriate for the lesson)
1. Student Product and/or Performance (porttfolio, tests, worksheets, oral presentations, etc.)
For the Summative Assessment student's will be tasked with creating a mask (A "Day of the Dead Mask"
will be encouraged) using textiles, 3-D objects, drawing/coloring utensils, and paper.
Below is an example of a the Summative Assessment mixed media project only using marker, colored
pencils/crayons, and water color. After discovering the students strengths and weaknesses this example
was scaled back from the original idea of using various textiles, drawing/coloring utensils, paper, and 3-D
objects.
Summative Project:

Board 1: Project Requirements

Board 2: Project Creation Process

Board 3: Project Examples (Students will be required to use all three mediums)

Example of 5 or more designs:

Other Forms of Assessment (e.g. checklists, teacher questions, etc.)

Students will present their masks to the class identifying their 5 or more designs, symmetrical design,
and mediums. Student participation will be measured by Class Dojo.
Assessment Criteria (Link back to your objectives statements)
Below is an example of the project requirements. However, this example only requires the use of 3
mediums, but if students demonstrate the ability to handle all mediums presented during the demonstration
the instructor shall require them to use at least 1 medium from each grouping (i.e. drawing/coloring utensils,
3-D objects, paper, and textiles).
Project Requirements:

TEACHING AND LEARNING: STAGE 3: PLAN LEARNING EXPERIENCES

Teaching and Learning Plans [Stage 3: Plan Learning Experiences]

J. Time Required for Lesson Segments
LEARNING
TIME
DAY 1
SEQUENCE
TEACHER MINUTES Bell Ringer
INPUT
10
Assignment

TEACHER MINUTES
INPUT
5

Review of
Bell Ringer
Assignment
Review of
Previous
Class

Concept
GUIDED
MINUTES Mapping- An
PRACTICE 30
Intorduction to
Mixed Media

DAY 2

DAY 3

DAY 4

DAY 5

Bell Ringer
Assignment

Bell Ringer
Assignment

Bell Ringer
Assignment

Bell Ringer
Assignment

Review of
Bell Ringer
Assignment
Review of
Previous
Class

Mask Making

Review of
Bell Ringer
Assignment
Review of
Previous
Class

Mask Making

Review of
Bell Ringer
Assignment
Review of
Previous
Class

Mask Making

Review of Bell
Ringer
Assignment
Review of
Previous
Class
Mask Making
Completion

ClOSURE

MINUTES
5

Review of
today's
class and
clean up

Review of
today's
class and
clean up

Review of
today's
class and
clean up

Review of
today's
class and
clean up

Individual
presenatations
of mixed
media
masks and
clean up

K. Grouping Arrangements
At least two grouping methodology approaches should be identified, reflected in the lesson, and be
appropriate for instructional delivery. Check all methodology used during the lesson.

WHOLE
CLASS
SMALL
GROUPS

Day 1-2-3-4 for the teacher input, and

closure
Day 1 concept mapping activity will be
completed in groups. However, every student
will have their own concept map to turn in.

COOPERATIVE
GROUPS
PAIRS
INDIVIDUAL

Day 1- for the hook activity with the venn

diagram
Day 1-2-3-4-5 for bell ringer sheets, guided
practice sessions, and closure on day 5

L. Materials and Technology [LIST ALL RESOURCES].

1. Identify any textbook or instructional program you would use primarily for instruction. If a ?textbook,
please provide the title, publisher, and date of publication.
Silver, H., & Strong, R. (2001). Tools for promoting active, in-depth learning (2nd ed.). Woodbridge, N.J.: Thoughtful Education
Press.
Hetland, L. (2013). Studio thinking 2: The real benefits of visual arts education (Second ed.). New York City: Teachers College
Press.
Danielson Model

2. List other resources (e.g., art posters or slide of artworks, SmartBoard, on-line resources, ELL
supports) you plan to use for instruction during this lesson.
a. Materials:
Textiles (Various Types)
3-D Objects (Various Types)
Paper (Various Types)
Drawing/Coloring Utensils (Various Types)
Markers
Colored Pencils
Crayons

Paint (Water Color, Tempera, Acrylic)

Multi-Purpose Paper
Foam Core
Pop-cycle stick
Elmers Glue
b. Technology:
Class Dojo Application
Projector if available

M. Teacher's Preparation
Assemble materials, practice procedures beforehand, identify new vocabulary, organize work
stations, etc.
Day 11. You need to organize four large workstations for grouping materials, place materials in center of the table, and label each station:
Workstation 1- Drawing and coloring utensils (Markers, Pencil, Pen, etc.)
Workstation 2- 3-D Objects (Beads, Doll Rods, Legos, etc.)
Workstation 3- Textiles (Any type of cloth)
Workstation 4- Paper (Any type of paper)
2. Place and tape Handouts #1, #2, and #3 to each table where they are clearly visible.
3. Print Handout #2 for all of your students, plus a few extra.
4. Prep projector, set-up computer, and load Prezi.
5. Load each of the handouts on your computer screen just incase you need to reinforce anything from the handouts to the whole class.
6. Prep Class Dojo, using the randomizer on Class Dojo divide the class into 4 groups, and then list these groups on the board. State at
the bottom of the list that Class Dojo made these groups.

Day 21. Print out "bell ringer" reading for each individual student.
2. Determine what mixed media materials address the current level of your students. Prepare
materials.
3. Set up Mask Making project directions.
4. Have Class Dojo prepared. Class Dojo is used as a individual and whole class behavior
assessment tool.
Day 3-5
1. Print out "bell ringer" reading for each individual student.
2. Set up Mask Making project directions.
3. Have Class Dojo prepared. Class Dojo is used as a individual and whole class behavior
assessment tool.
4. Depending on student performance prepare any necessary accommodation materials.
N. Focus Student: Differentiated or Individualized Learning (i.e. non-reader, ELL-levels, gifted)

Describe a learner (focus student) for whom the lesson will need to be adjusted:
Example:
Learning
Disability
ADHD

Example:
Example: Close monitoring, follow-up, and Resource Room
4
1

Autism
Spectrum:
moderate
(1)

Autism
Spectrum: 3 Total
Aspergers
(1)
Autism
Spectrum:
Low
Functioning
(1)

Student requires monitoring in class, contract for work assignments

in and out of class, check sheet every week. Student's mother
comes to school with them. The work contract is completed by her.

A person with Autism many times has extreme sensory system

sensitivities, and needs to be placed in the classroom where this is
minimized. For example, this student needs to be placed away from the
more talkative students, high foot traffic areas, windows, and etc.
Whenever a new visual art process is introduced this student needs to be
asked if they are okay with doing this task, because it is impossible to
recognize all hypersensitivity triggers. Even a student who is lowfunctioning will provide a verbal yes or no, and if a verbal answer is
not provided read the students body language. A yes or no using
body language will potentially look like a hand pushing away indicating
no or a thumbs up for yes. Students with Autism is a day to day
adaptation process, so it is imperative to keep other projects and various
materials available. This is because a student my be okay with a project
one day, and then the next day experience some form of extreme
sensory system sensitivity. This is always an on-going process.

Describe the Adjustment or Modification to the lesson you have made for him or her:
The student will be closely monitored. However,
ADHD
the mother comes to school with the student, so a
STUDENT
professional relationship with her is important.
Autism
Spectrum:
moderate
(1)

These students will be strategically placed where

the least amount of extreme sensory system
Autism
sensitivities can occur. These students also will be
Spectrum:
Aspergers approached with an re-introduction to materials
each day because their extreme sensory system
(1)
sensitivities may change day to day.
Autism
Spectrum:
Low
Functioning
(1)

O. Set/Hook
Engage and focus students for 2-3 minutes. Specific plans for establishing a hook or set should be
evident; take students' prior experiences and knowledge into account; and require student
participation.
The school is currently focusing on raising literacy skills. To address this, school administration has mandated that every class issues

a "bell ringer sheet" that involves some form of literacy skills use. According to administration, this can be a short reading, constructive
response, multiple choice, true/false, essay question, and etc. The end goal for this current year is to raise literacy scores by 10%.
This "bell ringer sheet" is the set/hook for each day of the lesson.

Day One: Bell-Ringer #1 Pre-Assessment

Pre-requisite/prior Knowledge:
I expect students to have basic knowledge of various materials, and some background knowledge related to the elements and
principles of art and design.

Plans: Administer "bell ringer", students have 10 minutes to complete.

Formative Assessment: Class Dojo will be used to measure class behavior and participation.
Anticipated Time:10 minutes

Day Two: Bell-Ringer #2 Short Reading

Pre-requisite/prior Knowledge: Previous classes learned material.
Plans: Administer "bell ringer", students have 10 minutes to complete. Students know the "popcorn

_________" method of whole class readings.

Formative Assessment: Class Dojo will be used to measure class behavior and participation.
Anticipated Time:10 minutes

Day Three: Bell-Ringer #3 Reading Worksheet

Pre-requisite/prior Knowledge: Previous classes learned material.
Plans: Administer "bell ringer", students have 10 minutes to complete.

Formative Assessment: Class Dojo will be used to measure class behavior and participation.
Anticipated Time:10 minutes

Day Four: Bell-Ringer #4 Re-Administration of Pre-Assessment (This is for direct comparison data)
Pre-requisite/prior Knowledge: Previous classes learned material.
Plans: Administer "bell ringer", students have 10 minutes to complete.

Formative Assessment: Class Dojo will be used to measure class behavior and participation.
Anticipated Time:10 minutes

Day Five: Bell Ringer #5 Statement about their Mask using Academic Vocabulary
Pre-requisite/prior Knowledge: Previous classes learned material.
Plans: Administer "bell ringer", students have 10 minutes to complete.
1. Prompt students that need to develop a statement using academic vocabulary about their mask.
2. Then, using the Class Dojo randomizer, students will individually share their statement.
Formative Assessment: Class Dojo will be used to measure class behavior and participation.
Anticipated Time: 10 minutes
P. DEMONSTRATION/LECTURE: Plans for teacher input in the form of explanations and modeling
Explain and identify

your execution of the following procedures:

Day One: Introduction to Mixed Media

Pre-requisite/prior knowledge- I expect students to have basic knowledge of various materials, and some background
knowledge related to the elements and principles of art and design.

Plans:
Students will be introduced to Mixed Media through 4 different stations: Drawing/Coloring
Utensils, Textiles, Paper, and 3-D Objects.
The students will be tasked with exploring these materials and provided with the following tools
laying out how this will happen.
1. Students are encouraged to use to develop their own thinking questions while investigating the
materials, but this tool is provided to each individual student.

2. Next, the students need to be presented with a concept map. This may needs to be thoroughly
explained to maximize learning. Using the map walk the students through at least 2 or more
examples.

3. This also may be provided to students to provide reinforcement of previously reviewed and learned
material.

Formative Assessment-

Class Dojo will be used to measure class behavior and participation.

Anticipated Time: 5 minutes

Day Two:
Pre-requisite/prior knowledge- Previous classes learned material.
Plans: Instructor will review the Bell-Ringer sheet, and lead a question and answer.

Formative Assessment-

Class Dojo will be used to measure class behavior and participation.

Anticipated Time: 5 minutes

Day Three:
Pre-requisite/prior knowledge- Previous classes learned material.
Plans: Instructor will review the Bell-Ringer sheet, and lead a question and answer.
Plans: Instructor will review the Bell-Ringer sheet, and lead a question and answer.


Formative Assessment-

Class Dojo will be used to measure class behavior and participation.

Anticipated Time: 5 minutes

Day Four:
Pre-requisite/prior knowledge- Previous classes learned material.
Plans: Instructor will review the Bell-Ringer sheet, and lead a question and answer.

Formative Assessment-

Class Dojo will be used to measure class behavior and participation.

Anticipated Time: 5 minutes

Day Five:
Pre-requisite/prior knowledge- Previous classes learned material.
Plans: Instructor will review the Bell-Ringer statements, and lead a question and answer about the
student's statements.
Formative Assessment-

Class Dojo will be used to measure class behavior and participation.

Anticipated Time: 5 minutes

Q. Plans for Guided Student Practice:

Day One: An Introduction to Mixed Media

Pre-requisite/prior knowledge: I expect students to have basic knowledge of various materials, and some background
knowledge related to the elements and principles of art and design.

Plans:
Step 1- Directions
Inform students that they will be visiting four different workstations today to investigate materials.
These stations are: Drawing and Coloring Utensils, 3-D Objects, Textiles, and Paper.
At each station the students will be developing their ideas on the concept map provided (handout #2)
To help with formulating ideas pull up Handout #3 on the projector and tell the students they can use these questions while
investigating the materials to help fill out their concept map. Read the questions aloud. Make sure students understand they can
formulate their own questions as well.
Inform students that there are handouts taped at each station to help further their learning: the concept map, a word cloud, and
guiding questions.
Inform the students that this will be timed exercise, and at each station they will have 3 minutes to write down as much as they can.
The goal is to have at least two or more ideas from each station.
To check for understanding ask the students to give you a thumbs up if they understand. Take the time to reinforce directions if
needed.
Once the students have stated that they are all on the same page, tell them that their groups created by Class Dojo are on the board.
Finally, tell the students to hold their questions till the end of the exercise and that this is the time that you want the students to teach
you. Explain to them that this is a learning and exploration exercise for all, and that you will be bouncing from group to group wanting
to learn something from them. Once again, ask for thumbs up to make sure everyone is on the same page.
Now, direct each group to their starting station.
Step 2- Guiding the Demo (Inquiry Method)
Once each group is situated at their workstation ask for a thumbs up to gather their attention.
Tell them they have 3 minutes to come up with as many as ideas as they can. Remind them that there are taped handouts at each
station to help them expand their ideas. Also, that they need at least two or more written ideas before time is up, and to be creative.
Start! (This procedure will be repeated four times so that each group has been to each station).
The time during the three minutes is very important because you will need to be bouncing to each station throughout. At each station
you will be asking the students questions like: "What have you learned" and "What can you teach me"? These questions are
paramount because you want to empower the student by having them teach you. After they teach something provide an open ended
to further expand student learning such as: "What would be the next step" and "How else could you use this idea"? This process will
be repeated during each rotation.
Once time is up, ask all students to give you thumbs up if they have two or more ideas written down. Make sure all students give you
thumbs up, and once they do ask them to rotate clockwise to the next station. Ask for thumbs up for when they are ready. Start the
three minutes, and repeat the above steps.
Step 3- Review
Bring all students back to the front of the room.
Refer back to the guiding questions and call on students to ask what they have learned and what they can teach you? (Call on at
least 4 or more different students)
Once whole class questioning is completed ask students to pair up with the person closest to them and to share and exchange thier
ideas with one another. During this time encourage students to expand and add to their concept maps.

Formative Assessment: Class Dojo will be used to measure class behavior and participation.
Anticipated Time: 30 minutes

Day Two-Five: Mask Making

Pre-requisite/prior knowledge: Previous classes learned material.
Plans:
Uplift High School uses the Danielson Model and is strict about student independence. So each day
the instructor will need to have mixed media materials and all other mask making materials readily
available for student use. All project objectives, requirements, and directions should be clearly
presented, and when a student ever asks any question in relation to those the instructor needs to
refer them to where they are clearly presented. Finally, the instructor during this time shall be floating
around the room from student to student providing feedback on each student's project, and tallying
participation and behavior points in Class Dojo.
Formative Assessment: Class Dojo will be used to measure class behavior and participation.
Anticipated Time: 30 minutes

R. Plans for Independent Student Practice [IPTS# 1 & 2]

Day One: (Homework) Students will be tasked to come up with 5 or more designs in their sketchbooks,
because these designs will be the beginning development of ideas for their masks. The instructor shall
provide drawn examples on the board. Students will be informed that this will be tallied by Class Dojo the
next class.
Day Two-Four: (In Class) Students will be individually working on their mask making project during the
completion of their "bell ringer", and during guided practice while creating their mask.
S. Closure
Day One-Four:
Plans: Brief teacher led review, with reference back to essential questions, enduring understandings,
the class period, and the expectation of the next day's class.
Anticipated Time: 5 minutes
Day Five:
Plans: Student led presentation, where each student shares their completed mask, and provides one
statement about their mask using academic language.
Anticipated Time: 5 minutes

COMMENTARY (Prepared before teaching the lesson)

COMMENTARY
1. Explain how your plans build on previous learning experiences and have the potential for helping students to create and/or respond to
the content and to make connections between primary concepts within your content area and so deepen their learning of the content.
This is an Art 1 high school class with students coming from various other schools, some with a strong base of art knowledge and others

not so much. With that said, I expect students to have basic knowledge of various materials, and some background knowledge related to
the elements and principles of art and design.
Day 1s project is designed to connect previous and current learning through a Concept Map learning tool from Tools for Promoting
Active, In-depth Learning. This learning tool will be used by the students to record their thoughts while they visit the 4 different material
stations: Drawing/Coloring Utensils, Textiles, 3-D Objects, and paper.
To further supplement their previous and current learning, each student is given a word cloud with all of the elements and principles of art
and design. They should have learned these in middle school, but if not the terms have now been introduced and they can continue to
expand from them.
This method of mapping is used throughout all 3 lessons of the unit.

2. Describe how your planned formal and informal assessments will provide direct evidence of students abilities to create and respond to
content concepts throughout the learning segment.
My pre-assessment and concept map assessments are the foundation to me learning what my students know and don't know. They allow
me to address and accommodate my learning objectives so that they are not to rigorous or to easy. Once, I have learned the strengths and
weaknesses of my students I will adjust the lesson requirements accordingly. This way I will have provided my students level appropriate
material, and when I re-administer the pre-assessment I will be able to pull direct comparison data detailing student growth. This data will
be used as a check and balance to compare to my summative assessment for correlation data. This will provide my results high validity,
and make them a more accurate representation of what really occurred.
3. What do you know about your students ability in one or more of the following areas: to persist in the application of content concepts, to
create and respond, to problem solve, to think critically, and to believe in their ability to learn the content?
At this time, I know very little of my students abilities, and from what I have observed they do not appear to be learning at a high school
level. However, I do believe this is because of the angst and unrest between one another. I am going to attempt to address this problem
with the social emotional learning standards, and genuinely letting them know that I am here to see them succeed.
4. What do you know about the students physical development (e.g., students fine motor skills) or conditions (e.g., attention deficit,
processing issues) that will affect instruction for the central focus?
There are 3 persons with Autism that will need to be addressed, and promptly addressed. This because a person with Autism many times
has extreme sensory system sensitivities, and needs to be placed in the classroom where this is minimized. For example, these students
need to be placed away from the more talkative students, high foot traffic areas, windows, and etc. Whenever a new visual art process is
introduced these students need to be asked if they are okay with doing this task, because it is impossible to recognize all hypersensitivity
triggers. Even a person who is low-functioning will provide a verbal yes or no, and if a verbal answer is not provided read the students
body language. A yes or no using body language will potentially look like a hand pushing away indicating no or a thumbs up for yes.
Students with Autism is a day to day adaptation process, so it is imperative to keep other projects and various materials available. This is
because a student my be okay with a project one day, and then the next day experience some form of extreme sensory system sensitivity.
This is always an on-going process.

REFLECTION
1

If you were to teach this class again to the same students, what would you do differently? Why: (Refer to methods, materials,
procedures.)

Through discussions with Mrs. Robinson, I should have developed a specific seating chart for all students, not just my students with
disabilities. There was one table in particular that was disruptive and talkative throughout so I believe with knowing these students now I
should have placed them in a specific seating chart that catered to their individual learning. This would create a domino effect by positively
influencing all classroom procedures.
2

Which students did not meet the desired results? Why? What would/will you do to help them?

There is one student who met very few objectives, and is a student that Mrs. Robinson and I spoke at length about. This particular student
is one of the students on every instructors warning list, but from talking to him one-on-one I believe he is simply struggling with to many
things outside of the classroom that negatively effect him.
First off, he is involved with gang related activity outside of the classroom. In just this past year, he has lost 3 friends to gun violence. His
anger and sadness are apparent and these experiences have clearly made him on edge. One breakthrough that I did have with him came

from the reading questions assessment when he was asked, Who would you create an altar for? The answer he gave were the names of
his friends he had lost to gun violence.
Moving forward, the next time I teach this particular student I would want to speak him at length about the positive that the arts can have
on ones life in expressing their feelings. That a personal sketchbook with notes, thumbnail sketches, poems, drawings, doodles, songs,
and etcetera can be very helpful for all.
3

How will you use the observations and recommendations shared by your supervisor about the lesson delivery to plan for future
instruction?

I will use the feedback provided to me as a starting point heading into student teaching. Some of the things I will be thinking more intently
about are:

How to expand on individual expression

How to expand the Social Emotional Learning
When dealing with students with extreme circumstances how do you accommodate adequately
Grouping students by their learning strengths

I believe that all of these things listed above are achievable and are something that comes with time and getting to know your students
personalities. And as this continuously develops, the more I will be able to expand the students role in the classroom to better them as
learners and as individual peoples.
I know that the one item that I will be focusing on in addressing these areas of needs is the incorporation of sketchbook exercises. I
believe that through the sketchbook I can provide students with an outlet where they feel comfortable expressing their true feelings, a
healthy outlet for individual problems, a tool for me to use for accommodating to student needs, and most importantly something that they
can build emotional attachment to that will never dessert them.

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