Pre-Planning

TOPIC
Name
Subject
Grade Level
Date/Duration
re

SETON HILL UNIVERSITY

Lesson Plan Template Abridged
(May be adapted based on instructors needs)
DETAILS
Anthony Peluso
Art PBL
HIghschool
Feb 3
9.1.12.A: Know and use the elements and principles of each
art form to create works in the arts and humanities.
Elements
Dance: energy/force space time
Music: duration intensity pitch timbre
Theatre: scenario script/text set design
Visual Arts: color form/shape line space texture
value
Principles
Dance: choreography form genre improvisation style
technique
Music: composition form genre harmony rhythm
texture
Theatre: balance collaboration discipline emphasis
focus intention movement rhythm style voice
Visual Arts: balance contrast emphasis/focal point
movement/rhythm proportion/scale repetition
unity/harmony
CC.3.6.9-10.A:
Write arguments focused on discipline-specific content.
Introduce precise claim(s), distinguish the claim(s) from
alternate or opposing claims, and create an
organization that establishes clear relationships among
the claim(s), counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly, supplying
data and evidence for each while pointing out the
strengths and limitations of both claim(s) and
counterclaims in a discipline-appropriate form and in a
manner that anticipates the audiences knowledge
level and concerns.
Use words, phrases, and clauses to link the major
sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between
reasons and evidence, and between claim(s) and
counterclaims.
Establish and maintain a formal style and objective
tone while attending to the norms and conventions of
the discipline in which they are writing.
Provide a concluding statement or section that follows
from or supports the argument presented.

CK

Formative
AND/OR
Summative
Assessment
Evidence
Objective
A-B-C-D
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

Formal Evaluation
Making the example connections from elements to
examples
Informal Evaluation
Inquiry pre assessment of knowledge

In discussion (c) each student (A) will match (B) which

part of examples stood out and 4 out of the 6 elements
(D) that correlates with it.
In groups (C) all students (A) will decide, rationalize,
and create (B) an ad for the upcoming play with one
product and a rational.
Individually (C) all students (A) will criticize
Blooms: comprehension- interpretation

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
What makes you interested in seeing a movie?
Hook/Lead-In/Anticipatory Set
What sparks interest in movies/plays/tv shows?
Explicit
Big Idea Statement
Instructions
What elements get your attention
Big Ideas
Essential Questions
What are the elements of art?
Essential
Identify the elements in examples
Questions
Key Vocabulary
color
form/shape
line
space
balance
contrast
Lesson Procedure Pre-Assessment of Students
Must include
asking to identify elements
adaptations &
Modeling of the Concept
accommodations
Giving examples of posters
for students with
Then examples of trailers
special needs
Transition
Coming up to write down the an element
Accommodations,
Guiding the Practice
Modifications
Cueing answers on elements
Providing the Independent Practice
After being put in groups brainstorming ideas
Adaptations/Accommodations for Students with Special Needs
Script for reluctant reader- includes definition of the 6
terms and what we will be doing in the class that day

CK

Materials
(reading,
technology,
equipment,
supplies, etc.)
Closure

Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?

Translated script for ELL- the same script as the reluctant

reader but translate to Chinese
Extra Example creation for upper level- a work sheet for
the student to create there own pictures to go with the
vocabulary and create there own interpretation of the
vocab
Projector
Adaptation papers
Chalk board
Video files

Summary & Review of the Learning

Giving the final
Products
Groups
Writing projects
Homework/Assignments
Make connections
Ex get phone numbers/emails