Lesson Plan Title: Introduction Sketchbook Length: 1 hour

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives of the unit/lesson(s). You may also gather this
information from (previous) teachers, by reviewing already completed art work, consulting curriculum materials, etc., to get a better understanding of what content students already know and what
they will need to know to be successful.

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

Have done a bit of pre assessment from seeing the kids draw their images.
Gain more information for future lessons with our verbal assessment.

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT Role / Audience / Format / Topic)

You are a student artist preparing your sketchbook. You are observing and discussing visiting artists work, thinking about their use of sketchbooks and creating your own
personal sketchbooks to create art for the next few months.

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.

Observe
Create
Explore

Enduring Understanding (s):

Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferrable and universal.

Artists observe their world and explore ideas to make art. (create)
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Standards: (All lessons should address all standards.)
1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. Aligned to: Blooms Standards GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology.
Should be written as: Objective. (Blooms: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

Given examples of artwork, students will be able to discuss what inspired the artists. (art hist)

Given a choice of art materials, SWBAT create a sketchbook cover exploring their materials in an experimental way. (materials)

Given their blank sketchbooks, SWBAT design a cover that reflects their personal interests and ideas. (ideation)

Upon completing their sketchbooks, SWBAT explain their choices and reasoning for their design. (reflect)

Using expressive features and inherent characteristics SWBAT compose their sketchbook cover in a balanced composition. (design)

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.

Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)

(Multiple means for students to access content and
multiple modes for student to express understanding.)

Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance)

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Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.

Inspiration, Artist, sketch/sketchbook, balanced image/design.

Students will discuss our artwork and ask questions.
kids will talk about their finished sketchbook to the class.

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.

Sketchbooks
Markers
Crayons
Colored Pencils
Artists Images

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.

Visiting artists images

Sketchbooks

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

Have pencils, markers, and crayons set up at each table.

Howard discussing assessment questions with students and Erin will record information.
Both talk about our art
Discuss sketchbooks and what they can do

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Clean up last 8 minutes or so.

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

No safety concerns

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific
about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a
story, posing a series of questions, role-playing, etc.

What kinds of things make you excited about art?

Show our artwork

-have students guess whose artwork is whose
-what does this image make you feel?
-does this artwork tell a story?
-why did Erin create her self portrait in the way she did
-do you think the artwork was influenced by anything
-can you see specific colors?
-can you see certain patterns?
-what are the differences in the images?
Show our sketchbooks
-how did we use our sketchbook to plan?
-what does an artist use their sketchbook for?

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.

What kinds of things do you like that you can show on your sketchbook?
how can you make it your own? for example, you can put your favorite food, animal, favorite colors, it can be a sketchbook of you favorites
create the classroom cover with all our favorites for kids to look at.
Can you turn your name into art?
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Can you use multiple kinds of materials to create your cover?
Can you try new ways to use the materials?

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience

Day Instruction - The teacher will... (Be specific about what concepts,
1 information, understandings, etc. will be taught.) Identify
instructional methodology. KNOW (Content) and DO (Skill)
Introduction introduce each other
Learning - Students will... i.e.: explore ideation by making connections, Time
comparing, contrasting; synthesize possibilities for each painting
technique; etc. (Be specific about what will be the intended result of the
instruction as it relates to learning.) UNDERSTAND

We will verbally ask students about their art working experiences

-how often do you make art?
-what kind of art do you make at home? 5-10 minutes
-who do you make art for?
-what do you think makes art good?
-have you ever used oil pastels?
-have you ever used watercolors?
-have you ever made a collage? Know what that is?
-have you ever made anything 3D

Show our artwork

-have students guess whose artwork is whose
-what does this image make you feel?
-does this artwork tell a story?
-why did Erin create her self portrait in the way she did 10 minutes
-do you think the artwork was influenced by anything
-can you see specific colors?
-can you see certain patterns?
-what are the differences in the images?
Show our sketchbooks
-how did we use our sketchbook to plan?
-what does an artist use their sketchbook for?

Introduce their sketchbooks

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 -make sure take care of them, can use them how they want.
Have kids all return to their tables
Talk about the supplies they can use
-right now everyones sketchbook looks the same how can you
make it your own? for example, you can put your favorite food,
animal, favorite colors, it can be a sketchbook of you favorites.

demo of our favorites that we would put on our sketchbooks

list kinds of favorites they could use
can make a class sketchbook cover with howard and I drawing some
ideas and ideas of students. 30 -40 minutes
list things they can use on the board
Food
Color
Animal
Activity

-can you use the whole cover of the sketchbook to show your
artwork?
-can you use more than one material to design it?
-what kinds of images can you put on your sketchbook that show
who you are?

Halfway through let students get up and walk around to other tables
and look at how other people are designing their sketchbooks?

early finishers - can make their first sketchbook entry and pick
something in the classroom to draw.

Once everyone is finished or close to, students can sit back on the
rug and let kids talk about their sketchbook to the class.
-Share your cover and what you drew

Clean up
-put markers, crayons, pencils back.
-wipe tables.
5 minutes

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and

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grade level expectations of the lesson.)

Having students share their sketchbook with the class?

Ask what materials they are enjoying?
Ask questions about what they are drawing and why they chose?

Post-Assessment (teacher-centered/objectives as questions): Post-Assessment Instrument:

Have students achieved the objectives and grade level expectations specified in your lesson plan? How well have students achieved the objectives and grade level expectations specified in your lesson plan?
Include your rubric, checklist, rating scale, etc.

Given examples of artwork, can students discuss what inspired the artists. Students discussed what inspired the artist.

Given a choice of art materials, can students create a sketchbook cover exploring their Students created a sketchbook cover exploring their materials in an experimental way.
materials in an experimental way?

After given their blank sketchbooks, did students design a cover that reflects their Students designed a cover that reflected their personal interests and ideas.
personal interests and ideas?

Did students upon completing their sketchbooks, explain their choices and reasoning Students explained their choices and reasoning for their design.
for their design?

Did students use expressive features and inherent characteristics to compose their Students used expressive features and inherent characteristics to compose their
sketchbook cover in a balanced composition? sketchbook cover in a balanced composition.

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice,
reteach content, etc.)

This first lesson went relatively smoothly. The students were relatively enthusiastic and cooperative. Julie provided us with some good
feedback at the end of the lesson. Erin demonstrated excellent classroom management skills and communication style with the students. I feel that
my own performance was somewhat lackluster, though I received positive feedback from Julie. I think that the lesson was a success, but that there
is plenty of room for improvement during future lessons.
During the initial part of the lesson, we had the students seated on the reading rug. We asked the students a series of questions in order to
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assess prior knowledge and to generate interest in the project. This dialogue went well, though it proved to be somewhat difficult to make a good
determination without calling on a number of students who wanted to address the question. We had a similar issue while having the students
verbally participate in the creation of our example. The students were interested in the work that we provided. In retrospect, I think it was a mistake
to not have the class stand, in small groups, and examine the work more closely. It was still effective, but I think it would have been a more
interesting experience if they had examined the work at arms length.
I do not think that I sold the RAFT idea for the Performance aspect of the lesson plan as well as I could have. I think that the RAFT format
is an excellent way to present this part of the lesson to the students, but the concept seemed slightly awkward to me in this case. It took some effort
to get several students to begin work on their sketchbook cover when they returned to their tables. The paper cover was an issue for several
students. They tried to peel the paper off the cover, apparently thinking that it was some sort of wrapper.
The main segment of the lesson went pretty well. The students we expected to be challenged by this work appeared to be challenge by the
task. Those who we expected to excel, did. We had a range of project completion. Several students essentially created a single image, but that
image satisfied the intent of the lesson in most cases. Julie noted that this part of the lesson seemed to go on for too long. Students began to lose
interest and to act out a little as they became bored or had reached a finishing point. She did mention that the gallery walk that we used to break
up the time was effective. She did suggest that we should have modeled the right way for the students to complete the gallery walk. This included
taking time to look with intent, modeling close inspection and consideration, through stance, hand and facial gestures. I think that she made some
great observations in this regard.
Julie also noted that we needed to be certain that we are making corrections in the imperative form rather than as a question or an option.
She let us know that our use of student names to address individuals was very good. She liked that we did not direct students in their efforts, but
instead nudged them toward their choices. Similarly, she noted that we did a good job talking about student work and not giving everything the
meaningless good job. I think her comments were well considered and that they will help me improve my teaching in the future.
I did not feel that my personal performance was up to par. I did not feel particularly nervous leading up to the class, but I had a hard time
mustering the right energy for the Kindergarten crowd. There are a couple of reason for this that I believe are not purely excuses. I have had a great
deal of difficulty managing my workload and requirements at home so far this term. I find that I am tired to the point where I have trouble focusing
nearly every day. I am also somewhat uncomfortable working in the co-teacher capacity. I feel like I spend a lot of time trying to read and
anticipate the actions and thoughts of my teaching partner. I was impressed with Erins interactions and classroom management. I will have to find
a way to pick up my game just to keep up with her and to make my own contribution in the classroom.

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Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

If appropriate an appropriate image or images are available for use during the lesson, they will be included.

8/9/15 Fahey