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Secondary Lesson Plan Template

Topic:
Grade Level:
Length of
Introduction to One-point
5th grade
class:
perspective
77 minutes
LEARNING GOAL/PURPOSE (What is the overall goal/purpose of this
lesson)?

Students will be able to understand and utilize single-point


perspective to create the illusion of depth and space.

LEARNING OBJECTIVES (What will students know or be expected to do


in this lesson? Use verbs from Blooms Taxonomy):

Students will learn and apply vocabulary words related to


single-point perspective.
Students will create three, 3-Dimensional boxes within a 2Dimensional picture plain, one on, above, and below the
horizon line using one-point perspective.

STANDARDS (What national or state standards will you address?):


Grade 5-8 Visual Arts Standard 3:
Choosing and evaluating a range of subject matter, symbols, and ideas
Achievement Standard:
Students integrate visual, spatial, and temporal concepts with content to
communicate intended meaning in their artworks
RESOURCES/MATERIALS NEEDED (What materials and resources will I
need in this lesson?):
One- Point perspective power point
Rulers
Pencils
Paper
Projector
ELMO

Erasers

PLAN for LEARNING (How will you organize


lesson?
LESSON SEQUENCE & PACING (How will I
organize this lesson? How much time will
each component of the lesson take?)
1. The lesson will start by showing
students a power point I have created
about one-point perspective.
Throughout the power point I have
provided visual imagery, which I will to
ask students directed questions about
to check possible background
knowledge in the subject area and use
observational skills to answer my
questions using higher-level thinking.
(15 Minutes)
2. The power point will contain these
key vocabulary words and supporting
visual examples:
Horizontal Lines
Horizon Line
Vanishing Point
Orthogonal Line
Vertical Lines
Parallel Lines
3. Group Practice: Using the ELMO and
projector I will demonstrate how to set
my picture plain for one-point
perspective, starting with a horizon
line. From there, demonstrating the
vocabulary words discussed from the
power point and I demonstrate how
draw a box from one-point perspective
using those important vocabulary word,
asking/ calling on the students to
identify each part as I draw.

student learning in this


ACTIVATE/ENGAGE
(How will I engage students
in learning or prepare
students to learn by
activating/building up their
prior knowledge?)
Ask a question, think-pairshare activity, Anticipatory
set activity, checklists, quick
write, cooperative learning
activity, inquiry-based task,
carousel activity, KWL, circle
map, show a video clip, do a
demonstration, tell a story,
quiz, thumbs up, fist-to-five,
etc.
ACQUIRE/EXPLORE/APPLY
(How will I help students
acquire and apply new
knowledge and skills?)
Lecture, demonstration,
guest speaker, inquiry-based
activity, text analysis,
discussion, debate,
simulations, skits, projectbased learning, jigsaw
activity, cooperative learning
activity, flexible grouping,
learning center rotation,
research activity, etc.
ASSESS/CLOSURE/BRIDGE
(How will I assess my
students understanding or
provide closure in the
lesson?)
Selected Response (Test,
quiz, exit slip)
Products from

(10-15 minutes)
4. Students will then get their own
ruler
(3 minutes)
5. Independent practice: Students will
then create and can begin drawing
their three boxes using one-point
perspective as I have explained. I will
be walking around assisting students
on an individual level where scaffolding
is needed. This also allows me to check
student progress and make sure they
are drawing their boxes accurately.
(30 minutes)
6. After about 20 minutes, I will write
two questions on the board, and lead a
brief oral student discussion/ reflection.
The questions will be: Thinking about
perspective, What was the most
challenging thing about drawing your
room, and what was the easiest part?
(5-10 minutes)
7. Assessment: (Informal) Students
turn in their sketchbooks and have
three completed and accurately drawn
boxes in one-point perspective.

Performance assessment
(Skit, role play,
dramatization, debate,
cooperative learning, project,
student-inquiry)
Written Communication
(Short-answer, journal entry,
bulleted response, essay,
exit slip)
Personal Communication
(Questions, Discussion
Interview)

DIFFERENTIATING YOUR INSTRUCTION:


How specifically will you differentiate your content, process, or product
based on student readiness, interest, or learning style? Will you gather
information about your students prior knowledge? Will you work to build
on your students prior knowledge? Will you scaffold student instruction?
Will you flexibly group students based on readiness, interest, or learning
style? Will you give students choice in this lesson?
WHAT COULD YOU DIFFERENTIATE?
___ CONTENT (WHAT STUDENTS LEARN)
_X__ PROCESS (HOW STUDENTS LEARN)
_X__ PRODUCT (HOW STUDENTS DEMONSTRATE THEIR LEARNING
_X_ LEARNING ENVIRONMENT
BASED ON
__X_ READINESS
_X INTEREST
__X_ LEARNING STYLE (VISUAL, AUDITORY, KINESTHETIC)
DIFFERNTIATED INSTRUCITONAL STRATEGIES
___ FLEXIBLE GROUPS
ASSIGNMENTS
___ COOPERATIVE LEARNING GROUPS
BOARDS
___ LEARNING CENTERS
PROJECTS
___ RAFTS
QUESTIONING
__X_ GRAPHIC PRGANIZERS
___ SCAFFOLDED READING/WRITING

___ TIERED
___ MENUS/CHOICE
_X__ INDEPENDENT
_X__ LEVELS OF

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