Ashland University

Dwight Schar College of Education

Lesson Plan Form
Candidate Name:___Sandy Badger____________________________________ Date: ___11/12/2013_________________________________
Website/Portfolio
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Subject Visual Art
Grade High School-Grade 12
Learner Profile 2 boys, 5 girls
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.
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Common Core or
Academic Content
Standards
2RE-Practice Self-assessment to understand their progress and prioritize steps for improvement. 3RE-Explain
artistic processes from idea conception to completion of a work of art using descriptive and arts specific
terminology. 5RE-Develop and support a personal philosophy of art based on aesthetic theories and
understanding of visual culture. 7RE-Investigate and explore strategies for lifelong involvement and advocacy in
the arts.
Goals or
Essential Questions
Goals: Build and update a personal on-line portfolio, with artist statement, philosophy, appropriate for use in
applying for college admission.
Essential Questions: What is an on-line portfolio? How can we use it to apply to colleges? How can we use it as a
tool for entering work in galleries and shows?
Prior Learning Have written an artist statement.
Post Learning Complete works that belong in the portfolio.
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.
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Introduction or
Hook
Show on-line portfolios of professional artists.
Activities/
Procedures
Teacher will: Show students own website portfolio and those of other artists. Will discuss what colleges are
looking for in portfolios. Discuss what we will accomplish during this unit. Discuss arts advocacy.
Students will: Watch, listen, ask questions, answer essential questions. 40 minutes
Differentiation Important unit information will be given verbally and in writing, extra time given if needed.
Learning
Conditions
Large, well lit classroom with technology.

Academic Language
Used
Self assessment, prioritize, artist statement, elements and principles of art, personal philosophy, PORTFOLIO,
arts advocacy.
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
Ashland University
Dwight Schar College of Education
Lesson Plan Form
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 approach, 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.
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Formative
Assessment
Conferring, listening in, observing, examining work samples on Schoology, allowing students to confer and reflect
with one another.
Summative
Assessment
Grading finished product per rubric-attached.

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.
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Technology Computer, internet, projector, all students have I-Pad.
Links/Media Sandybportfolio.weebly.com, tracysteinbrookpaintings.com,
Resources
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.
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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 determine 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.