Teacher Candidate: Jessica Froehlich Subject:Art Central Focus: (Content of the lesson) Drawing simple 3D forms from Life

Grade Level(s): 8

Date:9/15/13 Course for which the Lesson is developed: EDUC Classroom Teacher: Time allotted: 3 class periods (135 minutes)

Theoretical Principles and/or ResearchBased Best Practices in this Lesson Why are the learning tasks for this lesson appropriate for your students? Cite references

Howard Gardners Multiple intelligence theory states that one type of intelligence is special perceives the world visually, can recreate things after seeing them (Gardner, Howard p.43).

Roybler, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching. (6th ed.). Boston: Pearson.
Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or Misunderstandings for this Lesson What are common errors or misunderstandings of students related to the central focus of this lesson? How will you address them for this group of students? Common errors that students will make are to try to outline the shape, fail to blend shading, and misinterpretation of the value scale. I will provide examples, a demonstration, and a pre-exercise in value scale.

Standard(s)/Benchmark(s) to be met in the Lesson: (ILS, Common Core, or Professional Learning Standards) Each standard should correspond to one or more objective. 26.B.3d Visual Arts: Demonstrate knowledge and skills to create 2- and 3-dimensional works and time arts (e.g., film, animation, video) that are realistic, abstract, functional and decorative.

Learning Objective(s): What are the students expected to know and/or do in the lesson? Write out each specific objective to be met by students in the lesson. Students will be able to render a sphere from life using pencil

Assessment Tool(s) and Procedures: What will provide evidence that students meet objectives? Every objective must be assessed. Students finished drawing will be assessed using a rubric

Procedures: List in sequence the actions taken by teacher and students throughout the lesson. Engage Students: (Diagnostic/Pre-Assessment may be included here.) Students will first explore the still life by drawing freely without instruction; this preliminary sketch will provide information on where each students prior experience level is. Communicate the Purpose of the Lesson to Students (Objectives and Assessment): The purpose of this lesson is to demonstrate three dimensional form on to two dimensional paper using shading and highlight. You will be graded on your final drawing. Instructional Sequence: 1. Allow students to work without instruction to try to recreate the sphere the best they can. 2. Give demonstration 3. Students make a value scale 4. Students practice techniques 5. Students work on final drawing Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?) Observation of students during work periods Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?) Students will be grouped around still-life in groups of 3-4 and can use that opportunity to share ideas and collaborate with others

Closure: Purpose of the Lesson is clearly restated by students and/or teacher (Objectives and Assessment)

Lesson Plan Details Instructional Materials: pencils, paper, 3D spheres, strong light source, drawing boards, erasers, sharpeners

Use of Technology: Elmo projector to make demonstration larger and easier to see

Safety in the Physical Environment: none

List the Academic Language used in the Lesson. Include Tier 1, 2, and 3 language. Chiaroscuro, shading, highlight, value scale, horizon line

Academic Language Explain how the Academic Language is scaffold in the Lesson using Sensory, Graphic and/or Interactive supports. The academic language will be explained and demonstrated

Describe the Evidence that Students know and use Academic Language appropriately: Students will use academic language in discussion

Assessment (Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is required in a lesson plan.) Diagnostic (Pre-): (Formal or Informal) Preliminary sketch Formative: (Formal or Informal) Reflective: (Formal or Informal) Summative: (Formal or Informal) Formal drawing

Differentiating Instruction Identify the Element(s) of the Lesson that is Differentiated: Content Process Product Explain how it is Differentiated for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans.

The process could be altered to have the student work from an image instead of life
Identify the Student Characteristic that you will use to Differentiate: Student Readiness Student Interest Student Learning Profile Explain how it is used to Differentiate for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans.

This differentiation would be made based on student readiness.

Analyzing Teaching (Reflection): To be completed after the lesson is taught Give evidence that the lesson was successful for students meeting the learning objective/s. (at least one example)

If you could teach this lesson to the same group of students again, what are two or three things you would do differently to improve the learning of these students based on their varied developmental and academic needs and characteristics? Consider missed opportunities and other aspects of planning, instruction, and/or assessment. Explain why and how you would change it. Explain the difference it would make in student learning. Give evidence from your experience in teaching the lesson.

Clearly state each change you would make.

Rubric 1 point Student demonstrates value scale Student used highlight Student used shadow Student put sphere into environment Participation 2 points 3 points