CEP Lesson Plan Form

Teacher: Ms. Thomas Date:

3/23/2017

School: Webber Middle School Grade Level: 7/8

Content Area: Visual Arts

Title: Drawing Inspirations to build in cardboard

Lesson #:_1_ of _3

Lesson Idea/Topic This lesson is going to explore different building practices

and with cardboard. This lesson involves 3D building exploration
Rational/Relevanc using elements of inspirations. Using unforgiving and
e: What are you
forgiving materials can be astatic, which in turn can produce
going to teach and
why is this lesson of expressive qualities. Students will encounter problems and
importance to your questions through the process and will need to solve these
students? How is it using creative problem solving. Cardboard is a forgiving
relevant to students material. This lesson is designed to begin building in 3D. We
of this age and will begin with a 2D sketch to create a 3D sculpture with
background? cardboard.

Student Profile: This class is made up of 30 unique learners, mixed in gender

Write a narrative and cultural backgrounds. There are 14 girls and 16 boys. For
about your learners. the most part the class is engaging and listens to directions.
What are their There are 3 or 4 problematic boys in the class. These boys
special needs? are intelligent but feel they lack motivation in the art room.
Exceptionalities? There are 2 special needs girls in the class. They both have
Giftedness? Para assistants with them, which will help aid in my lesson.
Alternative ways of
learning? Maturity?
Engagement?
Motivation?

Content Standard(s) addressed by this lesson: (Write Content Standards

directly from the standard)

Content Area: Visual Arts

Standard: 1. Observe and Learn to Comprehend
1. Conceptual art theories explain how works of art are created

Understandings: (Big Ideas)

Students will understand that art conveys meaning

Students will understand that theories impacts creation
Students will understand that inspirations are influential

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Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standards

How do characteristics and expressive features of art and design allow for creative
freedom?
What choices might influence how an artist begins a work of art?
How might choices impact the type of art an artist creates?

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

I can (What do we want students to know/be able to do?):

I can use past experiences to express and create conceptual art.

This means (How do we know they know/can do it?):

This means I can create 3D sculpture expressing and telling a story of a moment I
felt inspired.

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CEP Lesson Plan Form
Name and Purpose of
Lesson
Should be a creative title for
you and the students to
associate with the activity.
Think of the purpose as the
mini-rationale for what you
are trying to accomplish
through this lesson.
Approx. Time and
Materials
How long do you expect the
activity to last and what
materials will you need?
Anticipatory Set
The hook to grab students
attention. These are actions
and statements by the
teacher to relate the
experiences of the students to
the objectives of the lesson,
To put students into a
receptive frame of mind.
To focus student
attention on the lesson.
To create an organizing
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Planned Lesson Activities
Drawing Inspirations to Build will teach students to draw from previous
experiences to create works of art. This lesson is about exploring underlying ideas
of concept and pushing the limits of materials. Students are working with cardboard
to create 3D sculpture. The idea behind their piece is a time or event in their lives in
which they felt inspired. The students will participate in a group critique on their
works showing mastery of the Big Idea. This lesson is the first day of a 3-class
project.
Day 1 of 3 in lesson.
The activity is based on a quick build. Class period 75 minutes.
3 minute do now
5 minute PPT into to project
10 minutes to brainstorm/sketch/plan idea for proposal
45 minutes to work
10 min cleanup
2 min exit skip
PPT, projector, paper, scissors, tape, hot glue, xacto-knives, markers, colored
pencils, safety goggles.
I will begin the class utilizing threshold and greeting all of the students at the
door. During this students will be advised to take their seats and begin the do now
which will be posted on the overhead. The do now will draw on previous
knowledge pushing them to remember a time in which they were inspired. They are
encouraged to write or draw this experience, thinking about sights, sounds, smells,
etc.
This is a creative thinking exercise to get the juices flowing. The goal of this
sculpture is to express this experience in a sculptural form. This can be abstract,
expressive, or subjective. They will need to be ready to talk about their piece at the
end of class.
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framework for the This lesson is 1 of 3. This project is meant to show understanding of expressing
ideas, principles, or ideas and concepts in art. Day one should begin a foundation of an idea, proposal,
information that is to sketches, and beginning construction.
follow (advanced
organizers)
An anticipatory set is used
any time a different activity or
new concept is to be
introduced.
How do you intend to
engage your students in The strategy I intend to use is: Questioning/ Creative Thinking/ Sketchnoting
thinking during the
Anticipatory Set? I am using this strategy here because: This project is intended to draw on feeling
and memory. Students are going to need to take this idea and create something
Why are you using it at expressive from it. Questioning forces students to think quickly and challenges
this point in your lesson? them to show expression.

Teacher Actions Student Actions Data Collected

Procedures
(Include a play-by-play
account of what students and
teacher will do from the
minute they arrive to the
minute they leave your
classroom. Indicate the length
of each segment of the
lesson. List actual minutes.)
Indicate whether each is:
-teacher input/actions,
student actions
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
1.I will greet students at
the door give high-fives to
all of them individually as
the walk in. Advise them
to take their seats and
begin the do now on the high-five from the coolest
board. After 4 minutes of
brainstorming students
will be instructed to
discuss with their table
groups about their
inspiration experience.
(Min. 0-3)
2. I will instruct students
to discuss their
experience quickly in table
groups. (Min. 3-5)
1. Students will walk in the
door and give a high-five to
Mr. Montgomery. Students will
then walk to their seats in a
joyful mood as they just got a
teacher ever, and begin
brainstorming with sketches
and notes of a time they felt
completely inspired.
2. Students discuss their
concept with their
tablemates.
(small group discussion)
3. Students take notes as
Individual work at
beginning of do now.
This turns into small
group work at table
groups (4-6 students).
No data collected at
this point.
2. I will be using
circulation
technique to see
students
comprehension of
task

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CEP Lesson Plan Form
-individual practice
-check for understanding
-other
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teacher goes though PPT. 3. Students initial do
3. I being PowerPoint They are engaged and taking now sheets are used
presentation to introduce notes. as evidence of work.
the project as well PPT has They will have sketch
examples of contemporary noted their ideas.
artists how work with
cardboard and student
examples. This will
engage students thinking.
The PPT has examples of
figural, conceptual, and
abstract sculpture. (Min 5-
10) 4. I will receive
4. Students begin working on proposals from the
4. I will advise students to brainstorming/sketching/build students with their
build quickly and just get ing. project plan on it. This
the idea and feeling of will include notes,
their event or time of (Individual work) sketches, etc.
inspiration. Students will
take the next 10 minutes
to brainstorm/sketch how
they want to portray their
idea. (Min 10-20)
I will make my way around
and discuss ideas with all
students making sure they
are on the right track.
(Check for understanding) 5. Proposals
5. Students will need to
submitted.
5. Teacher advises submit a proposal with their
students to begin working inspiration idea on it and how
on their cardboard they will execute.
sculpture.
During this time I will Students work diligently
circulate around the
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How do you intend to
engage your students in
thinking during the
PROCEDURE?
Why are you using it at
this point in your lesson?
Closure
Those actions or statements
by a teacher that are
designed to bring a lesson
presentation to an
appropriate conclusion. Used
to help students bring things
together in their own minds,
to make sense out of what
has just been taught. Any
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classroom and check on 6. Students clean the room
students to see how they
are doing. (Min 20-55)
6. I will instruct students 7. Students complete quick 7. Exit slip check as
to get to a good stopping exit slip about insights for the evidence
point and begin cleaning day and hands them to Mr.
up. (Min 55-65) Montgomery on his way out of
the door.
7. I will put exit slip on
PPT. Collect exit slips to
leave the classroom. (Min
65-end)
(Checks Understanding)
The strategy I intend to use is: Differentiated/ Choice Based Learning, Circulation
technique
I am using this strategy here because: It allows students to create something that is
personal to they that draw off prior knowledge. The media is addressed for the
student but they are allowed to come up with content and approach to process.
The circulation technique from TLAC will be used in order to address every student
and check for understanding.
With about 12 13 minutes left in class I will ask the students to get to a stopping
point. We will proceed to clean the classroom. This process teaches responsible and
mature studio practice. After the room is cleaned I will put my exit ticket on the
overhead. This will require some though provoking reflection on the day. What was
difficult? What did you learn? What is good individual goal for next class?
The exit slip will give me insights on where to take my lesson for next class.
Information on comprehension
Information on instruction?
How I can differentiate the classroom better?
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Questions? No. OK, lets move What students need more direction?
on is not closure. Closure is
used:
To cue students to the
fact that they have
arrived at an important
point in the lesson or
the end of a lesson.
To help organize
student learning
To help form a coherent
picture and to consolidate.
How do you intend to
engage your students in The strategy I intend to use is: Exit Ticket
thinking during CLOSURE?
I am using this strategy here because: The exit ticket is nice because it allows for
Why are you using it at individual insights from students on the lesson. I can gauge where students
this point in your lesson? understandings are for the day and for the project. It also sets a goal for the next
class period.

Content Process Product Environment

The modified The differentiation I am looking Modification
Differentiation: content can for the low for effort in to the
Differentiation should be more producing students the process. environment
be embedded
Modificati
representatio will only be If the will require
throughout your whole ons: nal (use of required to use one students are more
lesson!! symbols for type of connection unable to attention
This is to make sure you meaning). on their piece. complete the from me the
have met the needs of your This will allow assignment, teacher. This
students on IEPS or 504. for more of a The middle ground the lesson will require
Consider your student grasp with students will are can be more framing
profile narrative at the less depth in required for 2 differentiated and simpler
overall types of joints to a simpler ideas for the
beginning. What do your
concept. size students.
students need to be parameter.
engaged and successful? The 3D

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To modify: If the activity is too target is

advanced for a child, how will important so
you modify it so that they can the overall
be successful? size
To extend: If the activity is too requirement
easy for a child, how will you will be
extend it to develop their 8x8x8x not
emerging skills? 12x12x12

Content Process Product Environment

For students The high achieving Students on The uppers
who have a students will be the upper will require
deeper pushed to use 3 end of the less attention
Extension understandin different types of differentiated from the
g of concept joints. classroom teacher. But
s: they will be will be will get
encouraged encouraged harder
to dig deeper to go above questioning
and express the 12 and deeper
their ideas parameter thinking.
and thought and strive for
in a more 18-24.
abstract.

Assessment
Reflection: (data
analysis)
How will you know if students
met the learning targets?
Write a description of what
you were looking for in each
The assessment activity will be in the form of a formal critique with the students.
This will take place on the 3rd day of the lesson and take up half of the class period.
During this students will be required to participate and share insights and
reflections on their experience though building. Students will be graded on their
work ethic during the workdays. This is a process-based sculpture and will be
evident with though final critique whether comprehension was successful. I will
assist students who need help with ideas and building strategies thought-out the
class periods. I will be able to track this through the do now and exit tickets.

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assessment. Every student will be expected to share their piece and say something about theirs,
what was successful and what was unsuccessful. This assignment will be graded on
more of a standards based pass-fail. Success criteria will be laid out for the
students throughout work.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize

assessment data connected to the learning target(s) to justify your
level of achievement)

I think I my lesson objectives were achieve and received well by the

students. There seemed to be a good response on understanding.
Unfortunately I was a bit restricted with what I could really push for the
students learning. The teacher whom I was shadowing is reluctant to fully
release her classroom over to me and I had to really tailor my lesson to what
she wanted.

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?

Changes I would make to my lesson would be in the execution. I need to slow

my tempo down. During my PPT I went a little quick through the sides. I did
get a good response and interest from the students. This was evident in the
engagement when questioning.

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)

I envision more control for myself in the next lesson. I think that students
responded well to me and engaged in the lesson. I would like to check for
understanding in the next lesson with an exit ticket and be able to apply that
to the next lesson.

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CEP Lesson Plan Form

Attached

Do Now:

Success Criteria:

Lesson PPT:

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