Title of Learning Segment____________________________________________________________________________________________________________________

Number of Lessons in Segment _________

Title of Lesson ________________________________________________________________________________________________________________________________
Teacher's Name ____________________________________________________________________________Grade Level _________________________________ Date
__________________________________________
Number of students in the class _________ males ___________

females ____________

Context for Learning (to be completed for all one-lesson projects, as well as for multi-lesson learning segments)
1. In what type of school will you teach this lesson/segment? (Check all that apply) Elementary school_________ Middle school________
High school __________ Urban____________ Suburban___________ Rural____________ Other (please describe)
__________________________________________________________
2. List any special features of the school or classroom setting (e.g., charter, co-teaching, themed magnet, classroom aide, bilingual, team
taught with a special education teacher) that will affect the teaching of this learning segment.
3. Describe the physical facilities (e.g., regular classroom, specially equipped art room, portable, storage space), as well as the materials,
and equipment (e.g., easels, potters wheel, kiln, electronic whiteboard,, projector, etc.) available for the learning segment.
4. Describe any district, school, or cooperating teacher requirements, expectations, or scheduling that might affect planning or delivery of
instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.
5. How much time is devoted each day to visual art instruction in this school or classroom?
Complete the chart below to summarize required or needed supports, accommodations or modifications for your students that will affect your
instruction in this learning segment. As needed, consult with your cooperating teacher to complete the chart. Consider the variety of learners
in your class who may require different strategies/supports or accommodations/modifications to instruction or assessment (English language
learners, gifted students needing greater support or challenge, students with Individualized Education Programs (IEPs) or 504 plans, struggling
readers, underperforming students or those with gaps in academic knowledge).
Learning Needs Category

# of Students

Supports, Accommodations, Modifications, and/or Pertinent IEP Goals

Brief description of the learning segment:

Lesson 1:
Lesson 2:
Lesson 3:

Central Foci

1.

1. Art Context (Process,

movement, etc.)
2. Form and Structure
(Elements and Principles)
3. Personal Perspective
(Opportunity for pupil selfexpression)
4. Production ("Making"
words)

2.

Skills/techniques
What are the specific
learning objectives(s) for
pupils in this lesson?

SKILLS AND TECHNIQUES: Students will be able to:

Concepts
What are the specific
learning goal(s) for pupils in
this lesson?

3.
4.

CONCEPTS: Students will understand that:

Justify your choices.

Which content
standard(s) is (or are)
most relevant to the
learning goals? (For
example, NYC Blueprint,
National Standards, Specific
NYS Standards). Cite your
sources.
What knowledge, skills,
and concepts must pupils
already have or know to be
successful with this lesson?

What are the common

errors or
misunderstandings that
pupils may bring to this
segment? What strategy will
you use to address these
misunderstandings for this
group of pupils?
Cite your sources.
What art materials,
equipment, and visual
resources will you need for
the lesson? What changes, if
any, will you make to the
studio environment

GAPS:
STRATEGY:

MATERIALS:

VISUAL RESOURCES:

ENVIRONMENT:

The Lesson
Describe how the lesson will develop. Include your specific plans, as well as a timeline, for each of the boldfaced items
in the screened box below. You need not follow the sequence as listed below. For instance, you may decide to conduct
two demos during the lesson (one at the beginning and another midway through), or you may choose to begin with a
structured practice and then help pupils make the connection to prior learning. Remember to justify your instructional
strategies.
Motivation: How will you begin the lesson to engage the pupils? What will you show, do, and ask?
Connection: How will you link the new content to pupil's prior academic learning and their personal, cultural and community assets?
Demonstration/Modeling: What and how will you demonstrate or model?
Practice: How will you give pupils the opportunity to practice or apply new skills/understandings so that you can get and provide feedback?
Instruction: What specific instructions will you give pupils so that they can apply what they have learned?
Refocusing: How will you refocus pupils, if necessary?
Formative assessment: While the lesson is in progress, how will you determine if pupils are meeting the intended learning objectives and
goals? How will you involve them in assessing their progress? How will you provide pupils with feedback on their work?
Closure/reflection: How will you end the lesson?

Differentiation/
Planned
Support
How will you provide pupils
access to learning based on
individual and group needs?
Justify your strategy.

Whole Class:
Groups of pupils with similar needs:
Individual pupils:
Pupils with IEPs or 504 plans:

Student Interactions
Will you structure
opportunities for pupils to
work with partners or in
groups? What criteria will
you use when forming
groups?
Justify this strategy.

Contingency Plans
What might not go as
expected and how can you
be ready to make

adjustments?

Academic Language Demand(s)

Remember! The language function drives the learning.
What language function do
you want pupils to engage
in for this segment or
lesson? (Circle or highlight
one)
What specific academic
language will pupils learn in
this lesson? Define the
vocabulary here in
language accessible to this
group of pupils.
How and during what part
of the lesson will pupils
need to use this academic
language?

Analyze
Interpret
_____________

Define

Identify

Compare/Contrast

Describe

Critique

(Other)

Speaking

Reading

Writing

Listening

What are your pupils'

abilities with regard to the
oral and written language
associated with this lesson?
Cite your sources.
What specific strategies will
you use to support pupils
so they can understand and
use the academic language
associated with the
language function. Cite
your sources.

Assessments (formative and summative):

5

Describe the tools/procedures that will be used in this lesson to monitor pupil learning. Attach copies of all
assessment instruments.
Description of assessment
instrument:
(i.e., formative, summative, formal,
informal, checklist, rubric, etc.)

Criteria--What evidence of pupil

learning, related to the learning
objectives and goals, does the
assessment provide?

Modifications to the
assessment so that all pupils
can demonstrate their
learning.

How will the results be

shared with the student?

Analysis of Teaching
To be completed after the lesson has be taught

What worked?
What didnt?
For whom?
Adjustments
What instructional
changes do you need to
make as you prepare for
the next lesson?

Proposed Changes.

Whole class:

If you could teach this

lesson again to this group
of pupils what changes
would you make to your
instruction?

Groups of pupils:
Individual pupils:

Justification
Why will these changes
improve pupil learning?
What research/ theory

supports these changes?