Ashland University Lesson Plan Form (B) (8/06) Dwight Schar College of Education/Teacher Education Program/Office of Field Experience

Sandra E. Badger, EDCI 432A, Dr. Fedorenko Name of Instructor: Sandy badger Grade Level: High School Subject: Art Unit Title: The Value of Values Time Length: 6-7 class periods Date of Lesson: 04/19/2012 1. Learning Goal/Objective-Complete a values study project about values a. What will the pupil be able to do as a result of the lesson? State your objective from the course of study or ODE Academic Content Standards. 1PR-Demonstrate proficient technical skills and craftsmanship with various art media when creating images from observation, memory or imagination, 2PR-Make informed choices in the selection of materials and techniques as they relate to solving a visual problem, 3PR- Solve visual art problems that demonstrate skill, imagination and observation, 6PR-Incorporate visual literacy as a means for individual expression in their artworks, 1RE-apply methods of art criticism in responding to artwork, 2RE-use appropriate vocabulary to define and describe techniques and materials used to create works of art. b. Prior knowledge/skills required by students? none c. Connection how does the lesson objective connect with previous and future lessons/learning? The student will incorporate all they have learned from this class about social issues in art into this lesson. All completed projects will be photographed to be uploaded to student portfolio/website. 2. Assessment (Pre & Post) - How and when will you evaluate the objective and student learning? Attach a copy of the assessment/rubric instrument you will use. PRE: In class power point presentation and following discussion. I will circulate the room while students are working. There will also be a Value Scales work sheet and a smaller value drawing before the full project. POST: Rubric- C:\Documents and Settings\seb038\Desktop\therubric.htm, see attached. 3. Methods/Strategies a. What teaching methods will you use (e.g. teacher presentation, demonstration, simulation, role playing, peer teaching, laboratory activity, etc.); Type of learning: Inductive/inquiry questioning for student discovery or deductive/direct modeling)? Teacher presentation will be short power point, many examples will be shown, expectations presented, Value Scales work sheet presented, VALUES presented and connected to past projects (WPA, Art as Social Action, Recycled Art), critical thinking encouraged and questioning, small value drawing presented and then full project presented. b. Accommodations How will you accommodate for student differences? As needed, one on one attention, maybe peer teaching. c. Learning climate/environment How might you establish a safe and an effective environment? Uncluttered work surfaces, all supplies available, rules and safety posted, reasonable noise level in room, music. 4. Grouping - Large/small group; cooperative groups (pairs, threes, etc.) Is this typical? Individual project- unless the entire class is involved in discussion, critique or display. 5. Equipment and Material - What instructional equipment and materials are required to help students reach the objectives (e.g. textbook, lab equipment, technology, activity sheet, CD-ROM, Web Site, etc.)? Computer lab for students. I will need computer, projection screen and power point for instruction.

Page 2, Lesson Plan Form (B) 6. Instructional Delivery a. Introduction (e.g. motivate, elicit student interest, review past learning, background in topic; Communicate expectations, procedures required for the lesson.) Power point presentation will be used to motivate, review, provide objective, communicate expectations and procedures. I will provide examples, Value Scales work sheet presented, VALUES presented and connected to past projects (WPA, Art as Social Action, Recycled Art), critical thinking encouraged and questioning, small value drawing presented and then full project presented. b. Activity: What activities have you planned? What will you do? What will the students do? (e.g. small steps, examples, clues, feedback/checking for understanding. etc.) ACTIVITY/TIME ALLOTTED The Instructor will: 1) Provide introduction to what grayscale values are. This will be in power point form. I will show examples to motivate and generate interest. Power point will include objective, expectations, discussion of values and values, class discussion, critical questioning, What are important values today-for you or for all of us? Will go to www.Values.com, and will revisit some of the values we touched on in other project throughout semester. Re-teach if necessary. (1st class period) 2) Provide worksheet Value Scales with instructions, for students to complete. (2nd class period) 3) Give instructions for smaller value drawing of still life objects (3 rd class period) 4) Check sketchbook ideas for large project. (3rd class period) 5) Follow up with each student during the process to make sure everyone is doing well, providing assistance as needed. Verify criteria is being met. (4th, 5th and 6th class periods) 6) Assist with in-class critique (final class period) The students will: 1) Participate in classroom discussion with power point introduction. (1 class period) 2) Complete Value Scales worksheet in class. (2nd class period) 3) Work on smaller value drawing of still life objects in class. (3 rd class period) 4) Use sketchpad to draw and/or write own ideas for final Values project. (3 rd class period) 5) Complete Values project in either pencil or charcoal/pastel. (4th, 5th and 6th class period) 6) When work is completed-each student will be responsible for participating in class critique of their own work and others work. As we are near the end of the semester, I will have a few students assist in leading. Students should be able to do this on their own using the appropriate critique vocabulary we have been using. (Final class period)

c. Conclusion/Summary - Review; Students demonstrate achievement; Connection with future lesson. d. Practice and/or Assessment - Guided, independent; Help with initial steps and monitor; Corrections, re-teach if necessary. 7. Teacher Reflection/Self-Evaluation - Answer the following questions on a separate paper: What pleased you? What would you do differently next time? Re-teaching or Intervention required? Did the assessment instrument measure intended student learning? If no, what are some alternatives? Attachment (s): Rubric, worksheet, any instruction handouts, standards and example.