STEPP Lesson Plan Form

Teacher: Mary Bozzelli Date: March 20, 2014

School: Greeley Central High School Grade Level: !12 Content "rea: #hotogra$hy %%
Title: Macro #re&entation& Le&&on ':(1( o) (*(
Content Standard(s) addressed by this lesson:
Visual art has inherent characteristics and expressive features
Communication through advanced visual methods is a necessary skill in everyday life
Interpretation is a means for understanding and evaluating works of art
Inquiry Questions:
+hat i& the i,$ortance o) &eeing thing& clo&er than -e co.ld &ee -ith o.r o-n eye&/
Ho- do -e &ee ho- thing& are ,ade thro.gh $hotogra$hy/
+hat i& needed to &ho- detail, te0t.re, and $attern in a $hoto/
Ho- do e0ten&ion t.1e& -or2/
Concepts and skills students master: 3Understandings, Big Ideas, Unit objectives)
40ten&ion t.1e& and Macro )ilter& can 1e .&ed to ,agni)y or get clo&er to o15ect& to $hotogra$h6
Macro$hotogra$hy involve& loo2ing at thing& in a clo&er than real li)e -ay thro.gh the len& o) a
ca,era6
S,aller )!&to$& $rovide )or a ,ore &hallo- de$th o) )ield -ith only one area o) a $hotogra$h in
)oc.&6
#attern, detail, and te0t.re are all i,$ortant )eat.re& o) ,acro $hotogra$hy6
Evidence Outcomes: (Knowledge S!ills, Lesson "bjectives)
Every student will e ale to:
7nder&tand the di))erence 1et-een a ,acro )ilter and a ,acro len&
De,on&trate the a1ility to e8.i$ ,acro )ilter& and e0ten&ion t.1e& to the DSL9 ca,era6
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"c2no-ledge and $roce&& )eed1ac2 $rovided 1y other &t.dent& and their teacher in order to
i,$rove their ).t.re $hotogra$h&6
!ssessment of Evidence Outcomes: (#ow will $o% assess t&e selected lesson objectives
(general e'(lanation, $o% will go into more detail at t&e end o) t&e lesson (lan)
The a&&e&&,ent )or thi& &$eci)ic le&&on i& )or,ative6 % -ill 1e o1&erving &t.dent& to &ee i) they
.nder&tand the $roced.re )or attaching )ilter& and e0ten&ion t.1e&6
The overall $ro5ect grade -ill 1e &.,,ative6
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"lanned #esson !ctivities
!ctivity $ame *acro(&otogra(&$ + Filters and E'tension T%bes
!pprox% &ime , &o%rs
!nticipatory 'et E'am(les o) *acro P&otogra(&$ and &ow it s&ows t&ings closer t&an close %(-
&eaching(
"resentation:
Incl%des+ In(%t, *odeling and .&ec!ing )or Understanding
Cooperative Instruction
/- In(%t+ 0isc%ssion o) w&at *acro P&otogra(&$ and Power(oint
,- *odeling+ 0emonstrate &ow to (%t on *acro )ilters and e'tension t%bes-
1- .&ec!ing )or Understanding+ 2%ided (ractice on %sing )ilters and e'tension t%bes on 0SL3 and ta!ing
(ractice (&otos-
4- 5%estioning Strategies+ 6s! t&e st%dents &ow and w&en t&e$ will %se macro and e'tension t%bes-
&eaching
'trategy: 2%ided
Practice
7
0i))erentiation
8or! toget&er to disc%ss macro (&otogra(&$, its %ses, &ow t&e )ilters and e'tension t%bes wor! as well as
&ow to (%t t&em on a 9i!on or .anon-
6llow st%dents to wor! on t&eir own to e'(eriment wit& t%bes and )ilters i) t&at wor!s best )or t&em-
&eaching
'trategy:
(Inde(endent
Practice)
(T&is ma$ not come immediatel$ )ollowing eac& lesson)
Ta!ing (&otos on own-
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Closure .los%re will involve review on t&e im(ortance o) macro (&otogra(&$ and its (ractical a((lications
0isc%ssion o) )%t%re essa$s-
Im(ortance o) bring in materials )or (&oto s&oot ne't class
)aterials Projector, )las& drive, PowerPoints, dr$ erase board, e'tension t%bes, 9i!on 0SL3, .anon 0SL3, macro
)ilters, vario%s objects to (ractice ta!ing (&otos o), com(%ter
!ccommodations
*
)odifications
St%dents will be able to as! an$ :%estions abo%t (&otogra(&$ )or &el(-
St%dents will (resent on an$ :%alit$ o) (&otos, b%t t&eir range o) abilit$ and n%mber o) (&otos (as long as it is
over /;) is %( to t&em- St%dents will (rovide (&otos to t&e best o) t&eir talent, s!ill, and !nowledge-
!ssessment St%dents (&oto essa$s will be graded according to r%bric t&at was &anded o%t at t&e beginning o) t&e %nit-
St%dents will also be assessed t&ro%g& t&eir overall e'am(le o) two (&oto essa$s-
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"ost #esson +eflection
16 &o what extent were lesson o,ectives achieved- (Utili<e assessment data
to j%sti)$ $o%r level o) ac&ievement)
.% /hat changes0 omissions0 or additions to the lesson would you make if
you were to teach again-
:6 /hat do you envision for the next lesson- (.ontin%ed (ractice, reteac&
content, etc-)
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1irect Instruction "resentation )odel Concept &eaching Cooperative #earning Inquiry
De&cri1e or de,on&trate
the le&&on introd.ction
incl.ding ho- yo.
e&ta1li&h set 3i6e6,
$re$are &t.dent& to
learn= and ho- yo.
&hare the le&&on
o.tco,e6
De,on&trate or li&t the
ta&2 analy&i& o) the &2ill
or $roced.re 3i6e6, de)ine
$reci&ely -hat the
learner& need to do=
De&cri1e or de,on&trate
yo.r ,odeling o) the
&2ill or $roced.re6
De&cri1e or de,on&trate
g.ided $ractice
incl.ding the &econd 3or
third= e0a,$le and then
addre&& yo.r ,ethod to
>chec2 )or
.nder&tanding? 3i6e6,
ho- yo. a&&e&& &t.dent
learning be)ore ,oving
to the ne0t &tage=6
%ncl.de e0a,$le& o)
)eed1ac2 yo. $rovide )or
correct and incorrect
&t.dent re&$on&e&6
De&cri1e or de,on&trate
De&cri1e or de,on&trate
the le&&on introd.ction
incl.ding ho- yo.
e&ta1li&h set 3i6e6,
$re$are &t.dent& to
learn= and ho- yo.
&hare the le&&on
o.tco,e6
De&cri1e or de,on&trate
an advance organizer6
De&cri1e, $ict.re or
de,on&trate learning
,aterial& and activitie&
&$eci)ic to the o$tion& o)
thi& ,odel 3e6g6,
e0$laining lin2& and
e0a,$le&@ r.le!e0a,$le!
r.le@ &ign$o&t& and
tran&ition&=6 T-o or
,ore o) the teaching
and learning activitie&
are rich and engaging6
De&cri1e, li&t or
de,on&trate one or
,ore 8.e&tion&, or a
di&c.&&ion &tr.ct.re yo.
$rovide to e0tend yo.r
&t.dent&A thin2ing on the
content6
De&cri1e or de,on&trate
ho- yo.r &t.dent&
De&cri1e or de,on&trate
the le&&on introd.ction
incl.ding ho- yo.
e&ta1li&h set 3i6e6,
$re$are &t.dent& to
learn= and ho- yo.
&hare the le&&on
o.tco,e6
De&cri1e or de,on&trate
all o) the critical
attri1.te& o) the conce$t,
identi)y the cla&& or
category to -hich the
conce$t 1elong&6
De&cri1e or de,on&trate
a clear $rogre&&ion o)
e0a,$le& and non!
e0a,$le&@ ded%ction i&
ill.&trated thro.gh the
early de)inition o) the
conce$t@ ind%ction i&
ill.&trated thro.gh
de)inition o) the conce$t
late in the activitie&6
De&cri1e or de,on&trate
the a&&e&&,ent
$roce&&e& yo. .&e to
te&t )or ac8.i&ition o) the
conce$t at 2ey $oint&
d.ring the $re&entation
o) e0a,$le& and non!
e0a,$le&6
De&cri1e or de,on&trate
the le&&on introd.ction
incl.ding ho- yo.
e&ta1li&h set 3i6e6,
$re$are &t.dent& to
learn= and ho- yo.
&hare the le&&on
o.tco,e6
De&cri1e or de,on&trate
the a&&e&&,ent
,ethod& yo. .&e to
deter,ine the acade,ic
$rogre&& o) 4"CH
&t.dent in the cla&& 3i6e6,
,a2e each &t.dent
individ%all$ acco%ntable=
and ho- yo. a&&e&& the
&ocial andBor
inter$er&onal &2ill&
identi)ied )or ac8.i&ition
or $ractice d.ring the
le&&on6
De&cri1e or de,on&trate
the gro.$ing
arrange,ent and
the -ay& in -hich yo.
$ro,ote $o&itive
interde$endence
1et-een gro.$
,e,1er&6
De&cri1e or de,on&trate
the in&tr.ctional
De&cri1e or $ict.re the
in&tr.ctional ,aterial&
and re&o.rce& yo. .&e
to reveal their creativity,
).nctionality, and
a$$ro$riatene&& to the
8.e&tion3&= $o&ed6
Li&t the &$eciali&t& and
)ield e0$erience& yo.
incl.ded6
De&cri1e or de,on&trate
ho- yo. in&$ire c.rio&ity
on the $art o) yo.r
&t.dent&6 De&cri1e or
de,on&trate yo.r revie-
o) cla&&roo, g.ideline&
)or &ocial andBor
inter$er&onal &2ill&
De&cri1e or de,on&trate
ho- yo. $ro,$t
inve&tigative $roce&&e&6
9eveal ho- yo.
)acilitate yo.r &t.dent&A
e))ort& a& they $ro$o&e
ho- to gather
in)or,ation, &t.dy, cra)t
an e0$eri,ent, o1&erve
andBor cond.ct
intervie-&6
+rite or de,on&trate a
&a,$le 8.e&tion thro.gh
-hich yo. a&&i&t
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yo.r ,ethod o)
inde$endent $ractice6
T-o or ,ore o) the
teaching and learning
activitie& d.ring g.ided
and inde$endent
$ractice are rich and
engaging6
De&cri1e or de,on&trate
ho- yo.r &t.dent&
de,on&trate their
learning a)ter in&tr.ction
3e6g6, a 8.iz, tic2et!to!
leave, etc6=6
de,on&trate their
learning6 "ddre&&
a&&e&&,ent ,ethod&
d.ring in&tr.ction 3i6e6,
chec2ing )or
.nder&tanding=, and
a)ter in&tr.ction 3e6g6, a
8.iz, tic2et!to!leave,
etc6=6
De&cri1e, li&t or
de,on&trate one or
,ore 8.e&tion&, or a
di&c.&&ion &tr.ct.re yo.
$rovide to e0tend yo.r
&t.dent&A thin2ing on the
conce$t6
T-o or ,ore o) the
teaching and learning
activitie& are rich and
engaging6
De&cri1e or de,on&trate
ho- yo.r &t.dent&
de,on&trate their
learning a)ter in&tr.ction
3e6g6, &t.dent&
&.,,arize their
de)inition o) the conce$t
orally or in -riting, etc6=6
,aterial& and re&o.rce&@
addre&& re&o.rce
interde$endence a&
nece&&ary6
De&cri1e or de,on&trate
yo.r direction& )or gro.$
)or,ation, rearranging
).rnit.re 3%) nece&&ary=
and ho-
,aterial&Bre&o.rce& are
di&tri1.ted6
De&cri1e or de,on&trate
the e0$ectation& )or
de,on&tration o)
inter$er&onal and &,all
gro.$ &2ill&
T-o or ,ore o) the
teaching and learning
activitie& are rich and
engaging6
De&cri1e or de,on&trate
yo.r ,ethod to >chec2
)or .nder&tanding? 3i6e6,
a de&cri$tion o) ho- yo.
-ill a&&e&& &t.dent
learning acade,ically
and &ocially= a& yo.
circ.late a,ong the
gro.$& a& -ell a& the
)eed1ac2 yo. $rovide6
&t.dent& to ,a2e
connection& andBor
di&cover ne- 2no-ledge
S.,,arize or
de,on&trate yo.r
,ethod to hel$ &t.dent&
&hare their ne- idea&
-ith other&6 #o&&i1le
)or,at& incl.de a $anel
di&c.&&ion, a de1ate, a
gallery -al2, a &cience
)air, etc6 Cra,e or
ill.&trate t-o 8.e&tion&
d.ring -hich yo. a&&i&t
yo.r &t.dent& to di&c.&&
the concl.&ion& they can
dra- )ro, their
collective e))ort6
De&cri1e or de,on&trate
t-o or ,ore teaching
and learning activitie&
that are rich and
engaging6

9eveal ho- yo.
$ro,ote re)lection6
Share one 8.e&tion that
,ay $ro,$t &t.dent& to
re)lect on the $roce&&
they )ollo-ed@ &hare a
&econd 8.e&tion that
$ro,$t& &t.dent& to
identi)y ne- 8.e&tion&
that aro&e )ro, thi&
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le&&on6
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