Lesson Plan Format

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Lesson Plan Documents:

service-learning-lesson-plan-template 2016 (word)

Storyboard Planning Template (pdf)

Understanding by Design (pdf)

Accommodations Manual (pdf)

Ice Breakers (pdf)

Blooms-taxonomy (pdf)

Studio Habits Visual (pdf)

Studio Habits Chart (pdf)

 

Understanding the plan…

Planning for your meetings is important. Remember that your plan is a guide. You should always let the student guide the direction of your exploration.

Stage 1 – Desired Results

  • Relevance – What are you going to teach and why is this lesson of importance to your students? How is it relevant to students of this age and background?
  • Essential Understanding(s) – What are the “big ideas”? What specific understandings about them are desired? What misunderstandings are predictable? (Reflect and Transfer)
  • Essential Question(s) – What provocative questions will foster inquiry, understanding, and transfer of learning? (Reflect and Transfer)
  • Outcomes (objectives) – What will students know and be able to do? What key knowledge and skills will students acquire as a result of this unit? …Art history and culture; expressive features and characteristics of art; art materials, tools, and techniques? What should they eventually be able to do as a result of such knowledge and skill? …Compare and contrast art work; analyze sketches? (Comprehend and Create)

Stage 2 – Assessment Evidence

  • Student Reflective Activity – Through what authentic performance task(s) will students demonstrate the desired understandings? How will students reflect upon and self-assess their learning? (Comprehend, Reflect, Create, Transfer)
  • Teacher-centered Assessment (instrument) – By what criteria will “performances of understanding” be judged? What evidence (e.g. quizzes, tests, academic prompts, observations, products/artwork, sketchbooks, journals, etc.) will students demonstrate achievement of the desired results?

Stage 3 – Learning Plan (Where to…”)

  • W = help the students know where the unit is going and what is expected? Help the teacher know where the students are coming from (prior knowledge, interests)? Comprehend
  • H = hook all students and hold their interest? Reflect and Create
  • E = equip students, help them experience the key ideas, and explore the issues to generate ideas for their artwork? Create
  • R = provide opportunities to rethink and revise their understandings and work? Reflect and Transfer
  • E = allow students to evaluate their work and its implications? Reflect
  • T = be tailored (personalized) to the different needs, interests, abilities of learners
  • O = be organized to maximize initial and sustained engagement as well as effective learning?

 

Planning Components:

Visual Art Lesson Plan Lesson Title: Grade:

Lesson Idea and Relevance: What are you going to teach and why is this lesson of importance to your students? How is it relevant to students of this age and background?

Essential Understanding (s): What are the “big ideas”? What specific understandings about them are desired?

Essential Question (s): What provocative questions will foster inquiry, understanding, and transfer of learning?

Outcomes – Students will know…What key knowledge and skills will students acquire as a result of this unit? …Art history and culture; expressive features img_2543and characteristics of art; art materials, tools, and techniques? What should they eventually be able to do as a result of such knowledge and skill? …Compare and contrast art work; analyze sketches? Students will be able to:

Student Reflective Activity: Through what authentic performance task(s) will students demonstrate the desired understandings? How will students reflect upon and self-assess their learning?

Assessment Instrument (s): By what criteria will “performances of understanding” be judged?

Pre-assessment: How will you help the students know where the unit is going and what is expected? Help the teacher know where the students are coming from (prior knowledge, interests)?

Motivation: How will you hook all students and hold their interest?

Ideation: How will you equip students, help them experience the key ideas, and explore the issues to generate ideas for their art work?

Procedures: How is lesson organized to maximize initial and sustained engagement as well as effective learning? Provide opportunities to rethink and revise their understandings and work? Allow students to evaluate their work and its implications? Include literacy and numeracy?

Materials, Resources, Safety: What is needed to complete the learning plan?

Accommodations/Differentiation: How is the lesson tailored (personalized) to the different needs, interests, and abilities of learners? …Access (Resources and/or Process) and Expression (Products and/or Performance)?

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