Standard Based Lesson Plan

Calla Page, Art 1, 12-8-14

Winter Door Cover Continued
(Art 1) Grade 9-12
Anticipated Time Needed for the Entire Lesson: 10 class periods.
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Enduring Understanding: Creativity and innovative thinking are essential life skills that
can be developed
Essential Question: What conditions, attitudes, and behaviors support creativity and
innovative thinking? What factors prevent or encourage people to take creative risk? How
does collaboration expand the creative process?
Content Area Standards:
VA:Cr1.1.IIa- Individually or collaboratively formulate new creative problems based on
students existing artwork.
Objectives:
Brief Description of Lesson
Students will collaborate in groups to create a Christmas or winter themed door cover for
a teacher around the school. Groups will be picked for the students (4-5 students per
group). Students will be able to sign up for teachers. Each group is required to have 5
sketches of ideas. That grade will be averaged with their individual grade (each day a
student has an opportunity to get 10 points for that day, over 10 days to equal a 100 point
grade). Students will be shown different techniques that can use for this project.
Outcome(s)- Learning Targets
Students Can:
Create a Christmas or winter themed door cover a teacher in the school.
Assessment Strategy Statement:
Students will be scored daily out of 10 points. Points will be deducted for not being on
task, inappropriate conversation and language, throwing things, ect. This will be over 10
days equaling a 100 point grade. They are also assessed on their exit slips.
Behavior Management:
Expectations/Grouping/Room Arrangement:
Pink slips for minor behavior (language, attitude) turn in normally after class.
Red slips for major referrals (major behavior issues) (bullying, fighting, multiple
behavior situations) if needed send out during class.

Standard Based Lesson Plan

Anticipatory Set and Motivation:

School Tradition to decorate the doors for Christmas
Show students paper cut collage technique

Model the Process:

Criteria - Requirements/limitations of the project:
Sketches to plan it out first (also to get group approval)
Winter or Christmas Theme
Cover the whole door
Vocabulary:
Paper
Collage
Tempera Paint
Acrylic Paint
Materials:
Large roll paper
Construction paper
Paint
Tape
Markers
Color pencils
Task Analysis: (Demonstration, guided practice, and/or independent practice). Describe
the specific lesson strategy/strategies: Independent practice
The Lesson:

Standard Based Lesson Plan

Scope and Sequence (Ordered Flow of Lesson)

Day 1
Teacher will introduce the door cover project.
Teacher will pass out rubric
Teacher will explain the grading for this project
Teacher will shown examples of different techniques to use on their doors
Teacher will divide students into groups
Students will be able to sign up for teachers
Students will start sketching ideas
Clean up the last 5 minutes left of class (put sketches in their folders, do
exit slips, put away any materials they may have gotten out (markers,
color pencils, pencils, ect))
Days 2-9
Teacher will remind students of the grading and the daily point system.
Teacher will address any issues that may have happened in the prior day
Students will get back into their groups
Students will work on their door covers
Clean up the last 5 minutes left of class (put sketches in their folders, do
exit slips, put away any materials they may have gotten out (markers,
color pencils, pencils, paint, ect))
Day 10
Teacher will remind students of the grading and the daily point system.
Teacher will address any issues that may have happened in the prior day
Students will get back into their groups
Students will finish door covers
Teacher will address class on being respectful in the hallway while classes
are going on
Students will hang their project on their chosen teachers door using the
last 15 minutes of class.
Clean up the last 5 minutes left of class (put sketches in their folders, do
exit slips, put away any materials they may have gotten out (markers,
color pencils, pencils, paint, ect))
Check for Understanding:
Questions relating to criteria, technique, process sequence, vocabulary and problem
solving:
Individually during class with groups
Ask what techniques they are using.
Ask to see sketches
Ask understanding on the grading
Practice, Monitor and Adjust:
Strategies to help multiple students:
If students come up with a great technique then share that with the rest of the class.

Standard Based Lesson Plan

Adjust for any difficult issues with working big scale.
Monitor groups efficiently to make sure all groups are doing well.
Accommodations/Differentiation:
Accommodations or differentiation for cognitive, physical or cultural barriers:
A B will participate in this activity
N A and T C I will continue to adjust requirements of the assignment according
their understanding, while still fulfilling all aspects of the learning target. Allow
for slower pacing.
S and S wont be in the same group together.
Clean-up:
Specific procedures for collecting work and managing flow of movement:
5 minutes left of class alarm goes off
Put all supplies away
Do exit slips
Closure:
Statement to re-emphasize learning or set a clear ending to the class period:
Exit slips
Assessment Description:
Description of Formative OR Summative Assessment: Formative