EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN

Elements of the Lesson

I. Standard (Michigan Merit Curriculum)

II. Objectives/Targets and I can statements

What am I going to teach?
What will the students be able to do at the end of
the lesson?
What formative assessments are used to inform
instruction?
What challenges might students encounter?

III. Lesson Management: Focus and Organization

What positive strategies, techniques and tools will
you see?
What ideas for on task, active and focused student
behavior?

Evidence that Documents the Elements

ART.VA.I.HS.2 Intentionally use art materials and
tools when applying techniques and skills to
communicate ideas.
ART.VA.II.HS.7 Create collaboratively to resolve
visual problems.
At the end of the lesson, students should be able to
say:

I can use my previous knowledge, about the

elements of art, to add texture to my work of
art
I can differentiate between texture, and the
other various elements of art
I can tell the difference between various
textures using the sense of touch
I can clearly organize my work of art to be
recognizable by its viewers
I can work well with other, specifically my
table partners, when sharing materials
I can work safely with the tools needed to
create my work of art
Students will engage in the creation of a textural hot
air balloon. They will be using a variety of different
texture, which will be provided for them. Students
already have table groups and will work together
with these groups to share the textural materials
provided for them. The students are in their second
rotation of seating assignments so they have all
worked together at least once. I am predicting that
since students have become comfortable with one

IV. Introduction: Creating Excitement and Focus for

the Lesson Target
What will you do to generate interest?
How will you access prior knowledge?
What will you practice/review?

V. Input: Setting up the Lesson for Student Success

Task analysis:
What information does the learner need? If
needed, how will it be provided?

another, they will be inclusive to the individuals they

are working with. Since the seating chart has been
rearranged, students are sitting with individuals that
we have seen work well together. I have noticed that
if I allow students to sit next to individuals they are
friends with, they are much more productive and
often encourage each other to stay on task. Another
strategy that I have found useful is, displaying
students artwork around the classroom and in the
hall, so they can see their hard work paid off. After
they have completed their hot air balloon, they will
be able to pick a location in the classroom to hang
their creation. This has been proven to keep the
students invested in their work and take ownership
for personalizing that specific part of the classroom
or the hallway.
Since we have been discussing the elements and
principles of art, students are already familiar with
what texture is and have expressed to me how much
they enjoy hands- on activities. To engage my
students, we will begin by discussing what textures
we have already worked with, such as past, tin foil,
puffy paint and hot glue. After that, I will introduce
the new materials and textures we will be working
with. Students will be reviewing what texture is and
how it is used, along with practicing the proper way
to use scissors, while cutting out their hot air balloon
templates.
The students should be comfortable with the
elements of art, at this point in time. We have been
working with elements such as movement, size,
shape, and line, so they should have the information
needed to begin and complete this project. The

Webbs Depth of Knowledge

Recall/Reproduction
Skills/Concept
Strategic Thinking
Extended Thinking
Accommodations: Differentiating to meet students
needs
Remediation/Intervention
Extension/enrichment
Methods, Materials and Integrated Technology
Instructional techniques
Engagement strategies
Materials and Integrated Technology list

students should all know what texture is; however, if

they are still struggling to grasp the concept at the
beginning of the lesson, I will review, once again,
what texture is and how/ why it is used.
To ensure my students are comfortable with
texture, I will ask for them to give me a
thumbs up if they can tell me what texture
is. I will scan the class to make sure I see all
thumbs up. I will then pick two to three
students to tell me, in their own words, what
texture is.
After the students have offered their
responses, I will remind the students that
we have been working with texture on our
last project, even if they did not realize it. I
will explain that weve already used tin foil
and paste, which can both be used as forms
of texture.
After we have fully established what texture
is, I will ask my students to give me
examples of different kinds of texture. I am
anticipating answers such as: soft, smooth
rough, and slimy.
I want my students to be able to use what they have
already learned about texture and apply it to their
current work of art. Not only do I want them to be
able to apply what they have learned, I want the
students to be able to tell me the differences
between the textures they are using as well.
During the creation part of the lesson, I will
walk around the room and check in with my
students by asking them what kinds of
textures the are using. I will also ask them

to describe to me how the textures feel in

comparison to one another.
There are two students in my adaptive art class that
are blind, in which I will make accommodations for. I
have made accommodations for these students in
the past and they have done an excellent job of
expressing to me what works and what does not.
For this lesson in particular, each student
will be given a hot air balloon template,
which they will have to cut out with scissors
before beginning to add textures. I will
accommodate to these students needs by
hot glue gunning along the outline of the
hot air balloon. Doing this will allow the
students to feel the outline before they
begin their assisted hand over hand cutting.
Since this is a textured based project, these
students will use the textured ridges that I
have previously outlined as a guided to
where to place each individual texture
medium they choose to work with.
The materials for this project will be placed in the
center of the tables. Each table group with be
receiving six different materials and can choose
which ones they would like to use and the order in
which they will go in. Students will have to work with
one another to share materials and give assistance
to one another when requested. I encourage
students to advocate for themselves as much as
possible and to ask their table partners for help
before seeking teacher or paraprofessional
assistance. I will be walking around the room while
students are actively participating in their projects to

VI. Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
HOW/WHAT (Questioning and Redirecting)

make sure each student is on track. For this project

students will need and will be provided with:
Feathers
Cotton balls
Glitter
Textured paper
stuffing
Tissue paper
Hot air balloon stencil
Paper bag
Scissors
Hole punch
Yarn
To clearly demonstrate and explain, I will use the
Elmo to project my examples on the screen, located
in the front of the classroom. First, I will begin by
showing the students how to cut out the hot air
balloon template. Once I am about half way done
with mine, I will ask them to join me in cutting out
theirs. As they are cutting, I will walk around the
room offering assistance, or reassurance if needed.
I will check in with my students, who are blind,
to make sure they are able to follow the
textured lines that I have already created for
them. They have used this method for cutting
before and have a paraprofessional that offers
her assistance; I will visit their table first to
make sure they are off to a good start and are
able to keep up.
I will use the same tactic when creating the
basket for the hot air balloon, using a paper
bag.
As I am explaining how to begin placing the textures

VII. Checking for Understanding

Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented

in each section of the hot air balloon, I will use one

specific texture to demonstrate to my students how
they will be placed. I will ask them to watch me first,
and follow along the lines with their fingers, so that
they can clearly recognize the borders in which each
texture will fit in to.
At this point, I will make it clear that there
should not be two panels with the same
textures next to each other. For example, a
student is not allowed to have feathers in the
first panel and feathers again in the second
panel. I am giving this instruction to ensure
that students are using a variety of textures
and can tell the difference between them.
After I have explained the directions, I will check for
students understanding by asking them questions
specific to the instructions I would have previously
reviewed and knowledge they should already have;
For example:
Teacher (Miss Lewis): Remind me what
texture is again.
Students: an element of art that is something
you can actually feel, or something that looks
like you could actually feel it.
Teacher (Miss Lewis): Very good! Now, can
you tell me what different kinds of texture
there are?
Students: Rough, smooth, slimy, silky.
Teacher (Miss Lewis): Great memory! Now
tell me, are you allowed to use the same
texture twice on your hot air balloon?
Students: No!
Teacher (Miss Lewis): What are you

supposed to do then?!
Students: Use a different texture for each
separate panel.
Teacher (Miss Lewis): correct!
It is at this time that I will also instruct my students
to fill up the entire panel with the texture they are
using. I will make sure they remember our, no white
spaces rule. To ensure they remember this rule, I will
ask:
Teacher (Miss Lewis): should there be any
spaces on your hot air balloon that are not
filled in?
Students: No
Teacher (Miss Lewis): Correct! How should
your hot air balloon look?
Students: Full of color, texture, no white
spaces.
VII. Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility be
accomplished?

After the students have watched me and have

mimicked my cutting of the paper bag, to the
appropriate length, we will finish its application
together. We will add in the two hole punches to
either side of the basket and tie a knot, with yarn,
through each hole. Once that is done, we will apply
the yarn, which is holding the basket, to the back of
the hot air balloon.
During this time, I will be walking around the
room to assist students that may be struggling
and will ask the students, who are already
done, to help.
After the basket is connected, we will add a panel of
texture to the balloon. I will do a second panel with
the students, as they begin to work on their first one.

IX. Collaborative (You Do Together) and/or

Independent Practice (You Do)
What practices will be demonstrated/modeled?

X. Closure
How will the I can statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?

XI. Assessment
What evidence supports that the objective(s) were
met?
What do my students know, understand and are able
to do?
What formative assessments will be used to inform
instruction?

I will show my work in the overhead panel and ask

the students to do as I do, with me.
It is at this time that I will reinstruct that every
panel should be completely covered with a
different form of texture for every panel.
After I have demonstrated two textures for them, I
will ask them to do their first texture panel with me.
After I notice the majority of the students are done, I
will ask them to give me a thumbs up if they are
ready to move on, and begin on their own.
After I have instructed them to begin working
on their own, I will be circulating around the
classroom, visiting each table.
The I can statements will be reviewed by myself
walking around the classroom, visiting every table.
As I am walking around, I will be making sure that
each student is correctly following directions and is
making a true effort. I will also be able to observe
how well, or not well, my students my students are
working together, and if they are sharing materials.
Each student will be involved by using their time to
create a work of art that will be displayed in our
classroom. Since the students names will be on their
projects, they are more likely to take accountability
for their actions and create this work of art with
intension.
In order for students to properly finish the project,
they will need to understand the differences between
textures. Since this task is mainly touch orientated,
students will heavily rely on their hands to help their
minds decipher the dissimilarities between the
materials they are working with. This is our last
element of art we are covering and working with.

After the project is complete, we will have a review of

all of the elements, in preparation for their exam
next week.
Since the texturized hot air balloon will take
up almost all of the class time, we will begin
the review for the exam the next day,
Wednesday.
Reflection
How do you know that the objective(s)/target(s) was
met? What is your
evidence?
Based on the data gathered, what will you do next?
How well did the students perform/respond? How did
students show they
were engaged?
What evidence do you have?
What aspect of the lesson was particularly
challenging for students? What
will you do to help the student(s) who struggled?
What will you do to extend the learning for those
students who met
target?
Were there any surprises? What would you do if you
taught this lesson
again?

ANSWERED ON A SEPARATE DOCUMENT

https://www.michigan.gov/documents/mde/Complete_VPAA_Expectations_June_2011_356110_7.pdf

(Edited by Elementary Team, 2014)

Revised July 2016