Ashland University Dwight Schar College of Education Lesson Plan Form Candidate Name: ___Sandy Badger Subject Grade

Learner Profile Art Education Elementary 5th grade Boys and girls, ages 10 and 11. 2 IEPs. Date: ___2/06/13_____________________________

General Info. Target Delivery

General Information: This section is used to identify the subject and grade you teach. It is also where you will place a description of the class makeup. Items such as total number of students, number of boys and girls, students with IEPs and the types of learning or behavioral issues should be added, and any other factors that might help you target your lesson to the learners in the class.

Common Core or Academic Content Standards Objectives, Goals or Essential Questions Prior Learning Post Learning

5th grade-Core-Math, Science, Social Studies and Reading. 1RE-Apply reasoning skills to analyze and interpret the meaning in artworks. 6RE-Use criteria to assess works of art individually and collaboratively. Goal: Learn to understand and critique art using appropriate language. Focus on describing, analyzing, interpreting and judging works to an understanding of them. Essential question(s): Why is it important to understand a work of art? How can we get to that understanding? Must know Principles of Art and Elements of design from previous learning. 2 more critique lessons. Passing Notes Critique. Critique Out Loud.

Target: This section is used to identify the specific content you plan to teach. Here you make your connections to the standards appropriate to your content area. Then you will identify specifically what you expect learners will know or be able to do as a result of the lesson. This must be a measureable objective. Also list IEP goals that are being addressed in this lesson (if any). Additionally, you should place this lesson into the context of their overall study. So, identify what the learners learned to get to your lesson and then where they will go after mastering your lesson.

Introduction or Hook Activities/ Procedures

Show an example of the assignment visually and pass it around the room for students to touch and get a closer look. Teacher will: Introduce assignment using a completed example. Show power point that includes GOAL, essential questioning, assignment steps and rubric will be explained. Re-teach Elements and Principals if necessary, assign small groups of 4, give each group a reproduction to critiques, assign students to pass out supplies. Keep lesson on track/timing. Briefly advise of next lesson in this unit prior to students leaving. Assign students for cleanup of supplies. Students will: Move into assigned groups, pass out supplies if chosen, examine artwork in small group, choose one student as model, the model will lie on large sheet of paper (butcher paper, etc.),one student will trace the models figure-outline only, each student will write their own response after discussion. Each student will respond in writing to describing (along outline of the human figure), analyzing (in the guts of the figure), interpreting (in the head) and judging (in the heart). Assigned students will clean up supplies when completed.

Differentiation

Learning Conditions Academic Language Blooms-Remember, Understand, Apply and Analyze. Honey and Mumford model of Learning Styles-all 4 types Used accommodated.
Delivery: This is the action plan for your lesson. Think of this part as the script for your performance. First identify how you plan to hook the learners into your lesson. Make this as creative and exciting as you can. Then continue to develop your lesson plan in the procedures section. This should be developed enough so that anyone could use your plan and teach the class. Lastly, think about the students who need more help, and the ones who will grasp the material quickly. What will you do to enrich the learning for both groups. Here you might consider Blooms Taxonomy, Learning Styles, Tomlinsons Tiering approac h, and Multiple Intelligences. Also, be sure to include accommodations for students on IEPs. Learning conditions include any classroom considerations that may apply. These might include classroom safety, such as laboratory procedures or rules for discussion that assure physical and emotional safety of students. Remember that the lesson must move the learners toward the objectives stated above. Academic language refers to both the content area vocabulary (i.e. perimeter, photosynthesis, theme) and instructional language (i.e. cooperative groups, analyze, proof) that you will use in the lesson and expect your students to understand and use .

Ashland University Dwight Schar College of Education Lesson Plan Form Allow extra time for students with IEPs and reiterate directions if necessary. Student A may need additional time. Students B and C may need peer assistance in their small groups. Student D in wheelchair, assist with tracing of hands and feet if necessary and make necessary adjustments so this student can write on the assignment. This is a 3 lesson unit. Small groups of 4. Only 45 minutes per class.

Formative Assessment Summative Assessment

KNOW, WHAT, LEARN, ACTION-in the form of class discussion of Principals of Design and Elements of Art, essential questioning. Completed critique/sketch made during class. Rubric provided as part of first lesson, displayed at the front of the room and explained in power point.

Assessment: How will you know if the learners are grasping the information as you teach and when you have completed the lesson? Identify the types of formative (while instruction proceeds) and summative (when instruction is done) assessments you will use. Remember that the summative assessment must match the objectives stated above.

Assessment

Ashland University Dwight Schar College of Education Lesson Plan Form Technology Materials Reflection Links/Media Resources Reproductions of artworks. Each group to have their own. Classroom computer for power point with projector. Used to re-teach Principals and Elements if necessary, provide goal, ask essential questions, show steps in assignment and show rubric.

Materials: This section is your repository for all the tools you will need to teach your lesson. The first two sections are used for the electronic items you will need, the last is used for handouts, readings, etc. Be sure to include both instructional technology and adaptive technology needed for this lesson.

Content Delivery Overall

Reflection: Professional reflection is a focus of Ashland Universitys College of Education. Here is where you are to reflect on your teaching and de termine what you did well, what needs improvement or modification. There is an area to reflect on your delivery of the specific content, an area to discuss the process you used, and a last one to add anything you feel needs to be stated.