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Lesson Plan Format for

Practicum
(an adaptation of the MoPTA lesson plan format for KCAI students)

File Naming Conventions:


Save document with date of most recent revision first as part of the title example:
4-23_GadgetCreatures_Your Last Name

Name of Lesson :
Landscape Charcoal Drawings
Name of Teacher Candidate :
Ivan Levko

Class :
Drawing 1
Grade :
9
School Placement :
Olathe Northwest High School

Rationale :
(2-3 sentences why this topic is important and relevant to this age group)
KCAI addition
In order to gain an understanding of how a landscape is constructed, the Drawing 1 class will use charcoal as a medium to create a landscape
drawing. This is important for the Drawing 1 class to know for future uses of charcoal and understanding of landscapes.
Learning Objectives
(the lessons objectives and learning outcomes for meeting curricular and student
needs) The students will:
- Students will identify and label foreground, middleground, and background.
- Students will identify characteristics of landscapes, such as size, detail, and value while looking at
several artists that created landscapes.
- Students will identify composition using viewfinders.
- Students will create thumbnail sketches of landscapes.
- Students will identify value changes using tracing paper.
- Students will create blocked-in landscapes using charcoal.
- Students will create landscape drawings in charcoal.
- Students will understand how to conduct an in-progress critique.
Studying Artists / Understanding Art
(Learning Outcomes) Include Historical context
:

NOT REQUIRED
Creating (Instructional Strategies):

Expressing (Learning Activities):

List sequentially the strategies used in Lesson Structure and Procedure including direct instruction, oral
or written directions, modeling, guided practice, independent practice, and reflection)(reference Lesson
Structure and Procedures
- Objectives
(The students will be
- The students will listen to a PowerPoint
presented with the objectives of the
presentation on drawing the landscape.
assignment both verbally and visually,

MO-VA Art
Standards

National Core
Art Standards

- VA:Cr1.1.HSI
- FA1.3A.HS1
- FA2.1F.HS1
- FA2.1A.HS1
- FA1.1A.HS1

so they can plan how to reach the goals


of the lesson.)
Audio-visuals
(The students will view a
PowerPoint that includes the
assignment and teacher samples.)
Multimedia
(The students will view a
PowerPoint, which includes text-based
and visual components.)
Keywords
(The students will be
presented with the keywords used in
the lesson both verbally and visually.
The keywords will be
repeated/re-displayed throughout the
lesson.)
Defining/Definitions
(The students will
define the words
foreground,
middleground, background, value,
composition, and blocking-in
.)
Explanation
(The students will answer
questions asked by the teacher, and the
teacher will answer questions asked by
the students throughout the lesson.)
Choices
(The students will choose which
landscape to use as a reference for their
charcoal drawings.)
Active learning
(The students will have
the opportunity to make decisions
about their artwork as they create it.)
Cross-Pollination
(The students will have
the opportunity to talk with their
tablemates as they work on their
assignment.)
Feedback
(The students will receive
information from the teacher regarding
the quality and correctness of their
work.)

The students will identify and label foreground,


middleground, and background, with a
partner, using dry-erase markers on top of a
plastic sleeve, in which the landscapes will be
placed.
The students will listen to a PowerPoint
presentation on Master Landscapes by artists
such as Andrew Wyeth, Edward Hopper, and
Grant Wood, then answer questions about the
presentation.
The students will use a viewfinder to create
compositions from the printed landscapes and
make thumbnail sketches of the various
compositions.
The students will identify four sections of
different values on their favorite landscape,
using tracing paper.
The students will use
blocking-in
to first
identify shape, then value on their landscape
drawings.
Students will create a landscape drawing by
adding details to the blocked-in landscape.
Students will have an in-progress critique using
project requirements as a guide for the
critique.
Students will assess their finished landscape
drawings using the post-assessment rubric.

Critique
(The students will be given the
opportunity to critique their work
mid-way through their projects based
on the requirements of the assignment.)
Self-Assessment/Scoring Guide
(The
students will reflect on their
performance and complete a scoring
guide after completion of the lesson.)

Evaluating Artworks :

NOT REQUIRED

Exhibiting Artworks (be thoughtful) :

NOT REQUIRED
Assessment Procedures :
(assessments used before, during, and after the lesson)
Before
:
- Teacher will ask students if they are familiar with landscapes.
During:
- In-progress critique that is based on assignment requirements. The critique will be led by the
teacher and the teacher will ask students probing questions such as, does your drawing hit all
the criteria for the lesson, if not how can you include some more elements into your drawing,
what works well and what can be improved upon in the drawing, and what principles of art are
evident in your drawing, etc?, to prompt the students to think more critically about their
in-progress drawings.
After :

(please
attach assessment tool to end of this lesson plan
)
Lesson Structure and Procedures :
The sequence of events of the lesson elements .Please list each sequence by day or class period. Consider :
Eight Studio Habits of Mind - Procedures should be linked to objectives
- Materials Management
Day / Class #1
Engagement / Opening :
- The students will draw a landscape in their sketchbook for 5 minutes.
Connection to Prior Learning :
- The teacher will ask if the students have drawn a landscape before.

Procedures / Guided Practice :


- The teacher will show a PowerPoint presentation on landscapes.
- The students will be broken up into groups of 2 by the teacher, then the teacher will hand a black and white print of a landscape to
each group.
- The students will identify and label foreground, middleground, and background, with a partner, using dry-erase markers on top of a
plastic sleeve, in which the landscapes will be placed.
- Then the student will identify the horizon line.
- The students will repeat the exercise on another landscape.
- The students will get back in their assigned seats and finish working on their pen and ink drawing from the previous assignment.
Clean-up / Conclusion:
- The students will be informed when they have 10 minutes left to work.
- The students will be informed to clean up 5 minutes before the end of class.
Day / Class #2
Engagement / Opening :
- Students will do a 5 minute warm-up in their sketchbooks.
Connection to Prior Learning :
- Teacher will verbally quiz the students to see if they can identify foreground, middleground, and background on a landscape on the
projector from the previous mini-lesson.
Procedures / Guided Practice :
- The students will pick out 3 landscapes that they enjoy.
- The students will use a viewfinder to create compositions within the landscapes.
- After picking 3 different compositions with the viewfinder the students will do 3 thumbnails sketches in their sketchbooks of the
compositions that they have come up with.
Clean-up / Conclusion:
- The students will be informed when they have 10 minutes left to work.
- The students will be informed to clean up 5 minutes before the end of class.
Day / Class #3
Engagement / Opening :
- Teacher will introduce himself to the students.
Connection to Prior Learning:
- Ask students if they have previously done a landscape drawing.
Procedures / Guided Practice:
- The students will gather at the back wall in a U shape.
- The teacher will demonstrate how to draw various elements of a landscape to the whole classroom.
- The teacher will draw on a large piece of paper.
- The teacher will use vine, pencil, and compressed charcoal.
- The teacher will demonstrate how to draw a tree, a bush, and prairie grass.

The students will return to their desks and grab their sketchbook on the way there.
The students will choose 2 elements from the landscape to practice drawing in their sketchbooks for 5-10 minutes.
The teacher will begin the PowerPoint and show the Elements of a Landscape slide.
The students will then return to the back wall for another teacher demonstration.
The teacher will demonstrate how to block-in shapes and values.
The students will return to their desks.
The teacher will hand out paper for final drawing.
The students will begin the final drawing, having previously picked out their reference photos.
- First they will block-in the main shapes of their landscape.
- Then they will block in the various values of their landscape.
- Lastly, the students will add detail to their landscapes.
- Guided Practice
- The teacher will walk around the room, helping students when they are struggling on portions of the drawing
assignment.
Clean-up / Conclusion:
- The students will be informed when they have 10 minutes left to work.
- The students will be informed to clean up 5 minutes before the end of class.
Day / Class #4
Engagement / Opening :
- Students will do a 5 minute warm-up in their sketchbooks.
Connection to Prior Learning :
- The teacher will ask the students why they chose the landscape they did for their final project.
Procedures / Guided Practice :
- The students will continue working on their charcoal landscape drawings.
Clean-up / Conclusion:
- The students will be informed when they have 10 minutes left to work.
- The students will be informed to clean up 5 minutes before the end of class.
Day / Class #5
Engagement / Opening :
- Students will do a 5 minute warm-up in their sketchbooks.
Connection to Prior Learning :
- The teacher will ask the students why they chose the landscape they did for their final project.
Procedures / Guided Practice :
- The students will continue working on their charcoal landscape drawings.
- Guided Practice -
The teacher will lead an in-progress critique using project requirements as a guide for the critique.
- The teacher will ask prompting questions to guide the students through the in-progress critique.

The teacher will ask questions such as, does your drawing hit all the criteria for the lesson, if not how can you include some
more elements into your drawing, what works well and what can be improved upon in the drawing, and what principles of art
are evident in your drawing, etc?, to prompt the students to think more critically about their in-progress drawings.
Clean-up / Conclusion:
- The students will be informed when they have 10 minutes left to work.
- The students will be informed to clean up 5 minutes before the end of class.
Day / Class #6
Engagement / Opening :
- Students will do a 5 minute warm-up in their sketchbooks.
Connection to Prior Learning :
- The teacher will ask the students why they chose the landscape they did for their final project.
Procedures / Guided Practice :
- The students will continue working on their charcoal landscape drawings.
- Once the students have finished their drawings, they will fill out a self-assessment.
Clean-up / Conclusion:
- The students will be informed when they have 10 minutes left to work.
- The students will be informed to clean up 5 minutes before the end of class.
Resources and Supplies :
- Black and white prints of various landscapes.
- 13 plastic sleeves.
- 26 Vis-a-Vis markers.
- Tracing paper.
- Charcoal (pencils, vine, and compressed).
- Charcoal paper.
- 26 Viewfinders.
- PowerPoint presentation.
Technology :
(instructional and/or assistive technology incorporated into the lesson to enhance
instruction and student learning)
- Projector and PowerPoint to give presentation on landscapes and Art History.
Differentiation / Accommodations / Modifications / Increase in Rigor :
(to help meet the needs of all
learners, learning differences, cultural and language differences, etc.)
Differentiation :
- The teacher will reduce the amount of work that is required for students with IEPs.
Accommodations / Modifications :
- The teacher will provide translated documents in Spanish, Portuguese, Urdu, and Vietnamese for ELL students.

Increase in Rigor :
- The teacher will assign more challenging landscape references for students that require an increase in rigor.
Classroom Management :
(strategies consistent with the learning needs of the lesson that also meet student behavior needs to help keep
students actively engaged)(includes behavior management plan, time management, transitions, and lesson/class wrap-up)
- Sketchbook to get settled.
- Priming for next project.
- Precise objectives for the day.
- Breaking down objectives.
- Defining and accomplishing the task.
- Modeling.
- Put cellphone away.
- 3-5 minutes for cleanup.
- Review/closure.
Extensions :
(activities for early finishers that extend students understanding of and thinking about the learning objectives by applying their
new knowledge in a different way)

NOT REQUIRED
Follow-Up to Todays Lesson :
(quick activity for review or building on todays learning that will deepen student understanding and
interconnect concepts; may be incorporated in next session or throughout the unit)

NOT REQUIRED
Reflection :
(if you had the chance to re-teach this lesson, what would you do differently ?)(complete this section in final draft after lesson has
been taught)
Learning Statement :
(a summary of what has been taught in this lesson and its purpose to be displayed with the artwork; to inform the
school community of the learning involved in the lesson)(bold or italicize key concepts or vocabulary)
KCAI Addition

Through collaboration, students were able to identify


foreground, middleground, and background
on various landscapes. The students were
also able to create unique
compositions
through the use of viewfinders. Lastly, the students were able to create landscape drawings using
charcoal
as their medium.
Images of Student Work:
(5 examples) )(complete this section in final draft after lesson has been taught)
KCAI Addition

NOT REQUIRED