Lesson Plan Format
TITLE: the ideas/theme/content first; then the means or form the content will take.
GRADE LEVEL: Early elementary, late elementary, middle school, early high school, late high school.
TIMELINE: How long the unit will take; how many 40 or other minute periods?
DESCRIPTION: In a single concise paragraph…
- Identify the contemporary issues, ideas, artists and methods.
- State the relevance of this lesson to students.
- Name the big idea/s and essential questions.
- The Department of Art Education conceptual framework says students should be “critical citizens who value egalitarianism, cultural difference, democracy, and social justice” who will nurture these ideals in their classrooms. State how these values and goals are supported by this lesson.
- State the observable outcomes of the lesson that will be aligned with assessment/s.
- Write the standard number next to the objectives they link to.
- Link the grade level to the activities in the objectives.
- Include the text of the Standards the lesson addresses.
Access and Measure Prior Knowledge
- Explain how this material will be made relevant to these students.
- How will you engage their interests and access prior knowledge?
- Include a color image of your original work.
- Include a detailed list of activities noting time each step will take, from demonstrations, and slides, to discussion, vocabulary teaching and checking, lecture, exemplars, critiques, small groups, clean up, and more.
Step-By-Step Visual (Required)
- Photograph each step as you construct your exemplar.
- Place all steps in sequence with short explanations; use the images and text to create a handout, image/s for PowerPoint, and/or display board. Attach sample.
- Include list and attach samples of all handouts, worksheets, think sheets, forms, exemplars, table packets, written assessments, self reflections, vocabulary sheets.
Materials and Equipment List
- Amounts, sizes, and numbers: please be specific.
ADAPTATION FOR EXCEPTIONAL STUDENTS, DIFFERENTIATED INSTRUCTION
- Describe the ways the lesson will be adapted for English Language Learners and students with disabilities.
LITERACY BUILDING/LANGUAGE ARTS INTEGRATION
- List and define new terms; describe where in your procedure the vocabulary will be introduced, demonstrated, and evaluated.
Writing, Research, and Reflection
- Briefly list activities that incorporate reading and writing.
VISUAL CULTURE /ANNOTATED IMAGES
- Mini reproductions of all the images you will show.
- For each image, include title, artist name, date, media, country, movement, size
- Include a short description of the work showing that you have explored interpretations.
- Write out precisely what you will tell students about each image, and the questions you will ask.
- Connect your images back to the big idea and essential questions.
MEASURING STUDENT OUTCOME
- Assessment Rubric and Grading/Evaluating Scale (Required) - address/include assessment of worksheets, writing, art work, and activities.
Also include other forms of assessment:
- Critiques, reflections, exhibitions and displays, performances, presentations, exams, group or individual self-assessments.
- Other closing activities.
All websites, print resources, and from what, who and where you adapted your materials.