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LESSON PLAN

YEAR LEVEL & SUBJECT: Year 11 Unit 1 Art

DATE: Term 1, Week 2, Lesson 1.

NO. OF STUDENTS: Approximately 5 students

LESSON DURATION: 60 minutes

TOPIC/FOCUS: Introduction to Making Task 1


GOALS AND OBJECTIVES: To introduce students to Making Task 1. To ensure all students understand the task.
SUMMARY OF RESOURCES REQUIRED: Slideshow as per { HYPERLINK "http://www.teachernina.weebly.com" } > 517 Course Outline > Learning
Activities > Making Task 1
LESSON PROCEDURE Making Task Introduction
SEQUENCE This is one of five lessons.

TIMING

RESOURCES

1-3
minutes

Projector screen

STEPS OF THE LESSON

Opening:
Explain to students that we will be
running through the first Making
Task for unit 1 outcome 2: Art
making and personal meaning.

EXPECTED STUDENT
REACTIONS OR
RESPONSES
Students to sit quietly and
listen to teacher

TEACHER RESPONSES
TO STUDENTS
(including consideration
of the need to adapt,
reteach or extend)
Teacher to make sure all
students are listening.

GOALS & METHODS OF


EVALUATION
(including specific informal
and/or formal assessment)
Goal: Students to listen to
introduction.
Evaluation: Look to see if
class is listening. Pay extra
attention to students who
may be prone to zoning out.

Mark roll

3-20
minutes

Projector Screen

Teacher Question 1:
How many of you have had a look
at the study design for Art already?

Students respond
accordingly,

Put up page 1 and 2 of the


slideshow.
Read through the slide; tell students
I am going to give them an example
of what to do.

At the end of slide 2


students will understand
that the previous lesson
(National Geographic
Magazine selection of 10
images) is the beginning of
this Making Task 1

Ensure all students know


how to access the study
design, encourage them
to read the Unit 1
section.
Answer any student
questions.

Goal:
For students to understand
the purpose of the previous
lesson and understand how it
contributes to this lesson.

20-30
minutes

30-55
minutes

-Projector
Screen
-National
Geographic
magazines

Development: Show students an


the teacher example on the slide 3
& 4.
Explain to students this is one way
of going about the task, stress that
their own way may be different and
that is more than okay. Explain that
all students will come up with a
visually different outcome to each
other.

Ask students to explain the


task back to me.

-National
Geographic
magazines
- Keep projection
of slides up
- Students need
their own visual
diary

Development: Students begin the


task.
- Select image to work with
Begin to experiment with
rotation, cropping, etc.
- Scan image into Photoshop
- Begin to manipulate
- (If students complete the
above steps they can begin
to annotate)

Teacher to circle the room


answering any question
and observing students to
make sure they are on task

Clear up any questions


and/or concerns students
may have.

Differentiation: Offer
support to those who are
struggling.

Goals: Students to
understand the task they are
about to commence.
Evaluation method: Check
for understanding by asking
students to
Explain back to me what the
first thing they have to do is.
(Select their one image, crop
and rotate it to change
depending on their own
artistic preferences, annotate
image.)
Goal: All students to work
individually to begin the task.

If any students are


working ahead they may
choose a second image
to experiment with in a
different way.
* Essentially in this task
students will self
differentiate students
who work slower may
only do a couple of
manipulations on
Photoshop and those who
work faster may do
several.

55-60
minutes

-National
Geographic
magazines
- Keep projection
of slides up
- Students need
their own visual
diary

Pack up any materials, ask students


to begin packing up. Tell students
the next lesson I will explain the
next part of the project.
Lesson conclusion:
Check again with the students to
see if they understand what is
required of them.

Students to pack up their


materials and put away
magazines.

Teacher to oversee pack


up while asking students
where they are up to with
the task.

Inform students that the next


lesson I will give them further
steps to the task.
Evaluation:
Ask students to tell me where
they are up to one by this
(this is possible due to the

small class size)

Differentiation

Students who work or absorb information at a slower pace are given the entire slide show in a email to them so they can
access the material prior to the class.