Claflin University School of Education

EDUC 450: Professional Clinical Practice

Reflective Lesson Plan Model ML and Secondary
Name: NaStaija Partee'

Date: January 27, 2016

PART I: PLANNING
Title of Lesson

Personalized Portfolio featuring Starry Night by Vincent

Van Gogh
Is this lesson original idea? If not, from what source did you borrow this lesson?

Source

Original Idea (Ms. Wright)

Exploratory- Art
Subject Area (s)
6th, 7th , and 8th grade
Grade Level
Curriculum Standards

Standard 1:
The student will demonstrate competence in the use of ideas, materials, techniques,
and processes in the creation of works of visual art.
Indicators:
VA6-1.4---VA7-1.4VA8-1.4
Use materials in a safe and responsible manner.
Standard 2:
The student will use composition and the elements and principles of design to
communicate ideas.
Indicators:
VA6-2.1
Select a work of art, analyze its composition, and discuss which elements of art and
principles of design are used in the work.
VA7-2.1
Discuss similarities and differences in the composition and in the use of the elements
and principles of design in two contrasting works of visual art.
VA8-2.1
Identify the elements and principles of design used in a particular work of visual art
and describe the ways in which these characteristics express the artists ideas and
affect the viewer.
Standard 5:
The student will analyze and assess the characteristics and qualities of his or her own
works of visual art and those of others.
Indicators:
VA6-5.1VA7-5.1VA8-5.1
Compare various purposes for the creation of works of visual art.
Indicators:
VA6-5.3---VA7-5.3VA8-5.3
Maintain a portfolio of his or her artworks.
Describe the lessons activities and content to provide a clear overview of the lesson.

Description and
Background Information
Revised Fall 2013

The students will be shown a slide show of some pieces by Vincent Van Gogh
and asked if they know anything about the artist. The slide show will end with

Van Gogh's Starry Night and I will analyze the piece by describing the
elements and principles that make up the foreground, middle ground and
background of the piece. After passing out the KWL chart, I will explain to
students to fill out what they already know about Vincent Van Gogh, even if it
is only that he is a famous artist. Students will be called on randomly to share
what they wrote in the K and W portion of their KWL charts (what they
already know and what they want to know about Van Gogh). After students
are instructed to pay attention so that they may fill out the L (learned) portion
of their charts, the film A Museum for Van Gogh will be played on the STAR
board. After the film, students were called on to share what they had learned
about Van Gogh during the video. We review the content of his work and
revisit his Starry Night piece where it is explained that artists often store
their works in physical portfolios and that's what will be created: a portfolio for
storing classroom projects.
During the next class period, students will be shown how they will practice on
sketch paper drawing their name stretched out across the front of a portfolio.
It will be demonstrated on the board and explained that only after successfully
drawing their name out on their practice paper and then practicing on the
same paper their own rendering of Starry Night will they move on to their
final product: an actual piece of portfolio paper.
After students have practiced drawing their name, drawing Starry Night in
the background and transferred their final drawing to their practice sheet, they
can assess and grade what they have done using the rubric. After the student
has graded their work, then Ms. Wright and myself will assess and grade the
student's work.

Lesson Objectives

What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.

The learner will be able to personalize a portfolio in which they will store their
class artwork for the semester and complete a grading rubric to personally
assess their work.

Varying Objectives for

Individuals Needs
(Differentiated Instruction-content;
Process; Product; or Environment)

Statement of Purpose

How will you vary these objectives for students who do not understand the material?
How will you vary these objectives for students who have already mastered the concept?
How will you vary these objectives for students who are presently learning English?

Students that do not understand the material will receive one-on-one

intervention time to get them caught up with the rest of the group.
Students that have already mastered the content will be pushed to push their
compositions further, incorporating actual Elements and Principles of Design.
Students that are English-Language Learners will be shown the reference
photos for the drawing they are to complete. A translator for the directions
would also be helpful.
Why is it important for the students to learn this content?

The students need to learn the content because portfolio is an important means of
documenting and evaluating their achievements and improvements in their artistic
learning.
The portfolio is also essential in parent conferences; a visual aids and rubrics are
necessary in discussing student grades.

Materials and Resources

What materials and supplies are needed to help your students achieve the stated
objectives? What will the teacher need? What will the students need? What other
resources are needed? Will you use resource speakers?

1.
2.

Revised Fall 2013

Poster board
Manila drawing paper (create a sketch)

3.
4.
5.
6.
7.
8.
9.

Crayons
Printouts of Starry Night by Van Gogh (black and white and color for drawing
and coloring reference)
Felt tip markers
Rulers
Grading Rubric
Computer with internet
LCD projector/STAR Board

10. Lumen Document Camera (show finished students artwork to the entire class)

Anticipatory Set

What will you do to motivate the students and get their attention? What is the hook
that will serve as a focus for the lessons activities?

Students will view the portfolio of former students so that they may begin to
think about their own designs (after being asked if they know where artists
store their own works).
Show portfolio online at http://www.artsonia.com/schools/school.asp?id=451

Part II: IMPLEMENTATION

How will you find out what students already know about this topic?

Pre-assessment
Teacher Modeling or
Demonstration

Before the video, students will fill out the K section of their KWL chart with
what they already know about Vincent Van Gogh and his artwork.
What will you do to show students what is expected?
1.
2.
3.

Show examples of former student's portfolios.

Discuss KWL chart to students and explain what/when to write in each
section.
Show students how their name will be written by demonstrating how I will
write my last name on the white board. Show how each letter will be written
in upper-case and will stretch across the front of their portfolios. Also
explain how to divide the length of the portfolio so that each letter in name
will stretch across the center of the portfolio.

What will we do together as they learn how to succeed at the new task?

Guided Practice

Checking for
Understanding

We will work on practice paper (sketch paper) and practice writing our names in a
stretched fashion across the front of it. After we have successfully completed that
task, we will sketch our own rendition of Vincent Van Gogh's Starry Night in the
background. Only after getting the teacher's approval will students be able to move on
and redraw their design on an actual portfolio.
What questions will you ask to determine if students understand so far? What techniques or
strategies will be used to determine if students understand so far?

I will be circulating the room once the guided practice is underway, but before
that, I will call on random students and have them repeat back to me what it is
I have instructed them to do.
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice

Revised Fall 2013

After getting their practice sketches approved, students will redraw their
sketch drawing (their name, and their drawing of Starry Night) on to their
white portfolio paper. After drawing everything out, they will outline their name
using sharpie markers and also color the entire front of their portfolio.

The teacher will have the students to answer the essential questions?

Closure

1.
2.
3.
4.
5.
6.

What is a portfolio?
What are the purposes of a portfolio?
What does it mean to make a design unique?
How can you make a design be creative?
What is another way to create a portfolio?
Who was Vincent Van Gogh?

The Lumen document camera will also be used to share completed portfolios from
students in the class.
What will students do to demonstrate what they have learned?

Assessment
(Give a description and attach
to lesson plan)
Extension Activities

Students will have a chance to grade their own portfolios using a rubric. The teacher
will also grade the student on a scale of 0 to 20 with 0 being the lowest possible
demonstration of the listed criteria and 20 being the highest.
What can students do at home or in the classroom to apply the knowledge or skills? How
could you use your colleagues or community agencies to improve student performance?

Students, when creating works of art that incorporate their name, can remember to
use the skill of estimation when measuring how much space each letter of their name
should take up. If students did not finish their portfolios, they were also advised to
take them home and work on them for homework.
Students can look up information on Van Gogh's painting techniques and his works.
In the summer program, The Consortium for the Arts, students can take their
understanding of Van Gogh's Starry Night to the next level and use different media
(sand, acrylic, watercolor, etc)

How will you use technology to assist students with learning the concepts? What technology will you
use to enhance the delivery and comprehension of your content?

Technology

The STAR board will be used to show the video A Museum for Van Gogh. It will
also be used to showcase artwork posted on artsonia.com from students that created
portfolios from the previous semester.

PART III: REFLECTION

Describe the strengths of your instructional techniques, strategies and classroom management.
Describe the strengths of student engagement.

Strengths

Students enjoyed creating a personalized portfolio for the storage of their work with
their names on the front. They enjoyed the freedom of being able to use any colors
and design they could think of, as long as it aligned with the criteria and utilized Van
Gogh's Starry Night. By modeling how to draw my own name straight across the
center of the practice sheet using a rectangular board as a ruler, students were able to
easily follow along. Also, by explaining how to divide the space in the center of the
paper using estimation so that each letter took up an equal amount of space, students
that paid attention had a better understanding of what was asked of them.
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.

Weaknesses

The video required that the lights be off, so some students took that opportunity to go
to sleep or put their heads down. A more interactive and updated video about Van
Gogh's life might have been appropriate. Students probably wouldn't have fallen
asleep if the video shown wasn't so old.
Reviewing and reiterating the directions every day may have prevented some students

Revised Fall 2013

from working on their final portfolios upside down, using markers for the entirety of
their composition, and not following the directions.

Revised Fall 2013

Suggestions for
Improvement

What would you change when teaching this lesson again?

I would reiterate the lesson every day. I would circulate the room more to make sure
each student is working on their portfolio the way they are supposed to. Next time
around, I will spend more than one day on demonstrating with my own name on the
white board. Every day, students should be told what they are doing and reminded of
how they should be doing. Time limits will be imposed for working on certain parts
of the composition so that students don't spend two entire class periods simply
coloring and designing their names.
Some students, though they were allowed to take their portfolios home over the
weekend, did not bring them back. Again, allotting time for certain portions of the
portfolio in class could have prevented students from needing to take them home to
work on them and subsequently leaving/forgetting to bring them back the next day.
Revised 6-2013TH

GRADING RUBRIC

Revised Fall 2013

CLAFLIN UNIVERSITY
SCHOOL OF EDUCATION
REFLECTIVE LESSON PLAN MODEL RUBRIC
Candidate____________________________________ Title of Lesson ________________________________________________ Date: ________________

Target
(5 Points)

Highly Acceptable
(4 Points)

Acceptable
(3 Points)

INTRODUCTION
(Title, Source, Subject
Area, Grade Level)

The candidate includes all

introductory components
and all components are
appropriate to the lesson

The candidate includes

most introductory
components that are
appropriate to the lesson

The candidate includes

some introductory
components that are
appropriate to the
lesson

CURRICULUM
STANDARDS

The candidate identifies all

appropriate standards for
the lesson.

The candidate identifies

some of the standards that
are appropriate for the
lesson.

The candidate describes

the lessons activities and
content in a detailed
manner.

The candidate describes

the lessons activities and
content in a manner that
provides a clear overview
of the lesson
The candidate includes
measurable performance
objectives, but objectives
are not clearly or concisely
written for the lesson
The candidate varies most
of the objectives to
promote rigor and a
challenge for all students,
including diverse students,
and identifies teacher
actions that accommodate
diverse students needs

The candidate identifies

some appropriate
standards and some
inappropriate standards
for the lesson.
The candidate identifies
the lessons activities
and content but fails to
provide a clear
overview of the lesson
The candidate includes
clearly written
objectives that are not
measurable

DESCRIPTION AND
BACKGROUND
INFORMATION

LESSON
OBJECTIVES

DIFFERENTIATION
OF OBJECTIVES

Revised Fall 2013

The candidate includes

concise, clearly written,
measurable performance
objectives for all
standards
The candidate varies all
objectives to promote rigor
and challenge for all
students, including diverse
students, , and identifies
teacher actions that
accommodate diverse
students needs

The candidate varies

some of the objectives
to address diverse
students needs and
includes some teacher
actions that
accommodate those
needs

Moderately
Acceptable
(2 Points)
The candidate includes
only one introductory
component that is
appropriate to the
lesson
The candidate lists
standards, but
standards are
inappropriate for the
lesson.
The candidate
identifies the lessons
activities or the
lessons content

Unacceptable
(1 Point)
The candidate fails to
include the
Introductory
components
The candidate fails to
identify curriculum
standards.
The candidate fails to
identify the lessons
activities and content

The candidate includes

objectives that are not
measurable or clearly
written

The candidate fails to

include objectives for
the lesson

The candidate does not

vary the objectives, but
the candidate identifies
teacher actions that
accommodate diverse
students needs.

The candidate fails to

differentiate objectives

Score

STATEMENT OF
PURPOSE

MATERIALS AND
RESOURCES

LESSON DESIGN

KEY ASSESSMENTS

CHECKING FOR
UNDERSTANDING

Revised Fall 2013

The candidate clearly

explains the importance of
the content for the student.

The candidate
appropriately explains the
importance of the content
for the student, but more
information is needed.
The candidate provides
comprehensive lists of
lesson materials and
resources to be used by the
teacher and the students,
but no explanations

The candidate makes an

adequate attempt to
explain the importance
of the content to for the
student.
The candidate provides
lists of some of the
materials and resources
to be used by the
teacher and the students
for the lesson

The candidate does not

explain the relevance
of the content for the
student.

The candidate makes

no attempt to explain
the relevance of the
content for the student

The candidate provides

a list of lesson
materials and
resources to be used by
the teacher or the
students, but not both

The candidate fails to

provide a list of
materials and resources
for the lesson

The candidate clearly

describes a well-organized
student centered lesson
that reflects all
organizational issues: preassessment, motivation
(anticipatory set), purpose,
modeling/demonstration,
guided and independent
practice, closure, extension
activities and other
instructional strategies.
The lesson plan reflects
differentiated instruction

The candidate clearly

describes a studentcentered lesson that
reflects most of the
organizational issues:
pre-assessment,
motivation, purpose,
modeling/demonstration,
guided and independent
practice, closure,
extension activities and
other instructional
strategies. The lesson plan
reflects differentiated
instruction

The candidate clearly

describes a studentcentered lesson that
contains few of the
organizational issues,
and addresses some
differentiated
instruction.

The candidate
describes a lesson that
is somewhat studentcentered with few of
the organizational
issues, with no
differentiated
instruction

The candidate
describes an illplanned lesson that is
not student-centered or
the candidate fails to
describe the lesson

The candidate describes

specific assessments that
correlate to all of the
objectives and lesson or
attaches the assessment.

The candidate describes

assessments that correlate
to some of the objectives
and the lesson and/ or
attaches the assessment.

The candidate includes

assessments within the
plan which correlate to
the objectives and the
lesson, but does not
describe or attach the
assessment.

The candidate includes

assessments within the
plan that do not
correlate to the
objectives and the
lesson.

The candidate fails to

include and/or attach
the assessment(s).

The candidate describes

and lists specific strategies
and techniques and/or lists
questions to be asked to
check for understanding
The candidate
meaningfully incorporates
and describes student used

The candidate describes

and lists several strategies/
techniques and questions
to be asked to check for
understanding
The candidate
meaningfully incorporates
and describes teacher used

The candidate lists and

describes strategies/
techniques, but does not
list any questions

The candidate lists

questions, but fails to
describe or list
strategies and
techniques
The candidate
incorporates
technology in the

The candidate does not

list or describe any
strategies/techniques or
asks questions to check
for understanding
The candidate fails to
address the issue of
technology

The candidate provides

comprehensive lists of
lesson materials and
resources with
explanations of how they
will be used by the teacher
and students

The candidate
incorporates and
describes technology in

TECHNOLOGY

PRESENTATIONS &
CONVENTIONS

EXTENSION
ACTIVITIES

REFLECTIONS

technology in the lesson or

explains why technology
cannot be meaningfully
incorporated

technology in the lesson

the lesson in superficial

ways.

lesson in superficial
ways; candidate does
not describe the use of
technology

The candidate
demonstrates a high level
of competence in spelling,
grammar and typing

The candidate
demonstrates competence
in spelling, grammar and
typing, but exhibits few
errors

The candidate
demonstrates sufficient
competence in spelling,
grammar and typing,
but exhibits several
errors

The candidate
demonstrates little
competence in
spelling, grammar and
typing, through many
errors

The candidate
demonstrates little
competence in
spelling, grammar and
typing through a
significant number of
errors

The candidate provides

more than one extension
activity to connect the
lesson with the home,
community and
community agencies

The candidate provides at

least one extension activity
to connect the lesson with
the home and community,
but not community
agencies

The candidate provides

extension activities that
connect the home, but
not the community and
community agencies

The candidate provides

extension activities
that do not connect the
home, community and
community agencies

The candidate fails to

provide extension
activities

The candidate provides

thorough information that
shows an understanding of
the effectiveness and
ineffectiveness of the
lesson; gives information
regarding changes for
future implementation of
the lesson

The candidate somewhat

provides information that
shows an understanding of
the effectiveness of the
lesson; gives information
regarding changes for
future implementation of
the lesson

The candidate provides

information regarding
the effectiveness and
ineffectiveness of the
lesson, but gives no
information regarding
future implementation

The candidate provides

superficial information
regarding the
effectiveness and the
ineffectiveness of the
lesson, and gives no
information regarding
future implementation
of the lesson.

The candidate fails to

provide information
regarding reflections
from the
implementation of the
lesson

T OT A L
Revised 1-2

Revised Fall 2013