EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN

Elements of the Lesson

Evidence that Documents the Elements

I. Standard (Michigan Merit Curriculum)

ART.VA.V.HS.4 Identify commonalities, differences,

and connections between the art disciplines.

II. Objectives/Targets and I can statements

What am I going to teach?

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?

During this lesson, Miss Lewis will review the elements,

principles and colors (primary and complementary) of
art, in preparation for the Adaptive Art final exam.
What will the students be able to do at the end
of the lesson?

At the end of the lesson, students should be able to

say:

I can differentiate between various elements

of art
I can tell the difference between various
principles of art
I can identify the primary colors
I can identify the complementary colors and
how they are created

What formative assessments are used to inform

instruction?

During the lesson, Miss Lewis will lead the class in an

interactive jeopardy game that she has previously
created. This jeopardy game includes topics such as:

Principles of Art

Elements of Art
True and False
Colors
-Primary
-complementary

As students work through the game, Miss Lewis will

be able to assess which teams of students, or
individual students, are struggling and may need
extra assistance. If Miss Lewis notices that a majority
of the students are having a difficult time grasping a
concept, she will spend a few extra minutes on that
topic to ensure students feel more confident moving
forward.
What challenges might students encounter?

Students might have a difficult time differentiating

between the elements of art and the principles of art.
Although these concepts are similar, they each have
their own defining elements that make them unique.
If students cannot identify these differentiating
characteristics, they will have a hard time
deciphering between arts elements and principles.
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?

What positive strategies, techniques and tools

will you see?

Students will be working together in teams to

compete against each other to win jeopardy. Sine
these students have sat in multiple different seating
arrangements this semester; they should be very
comfortable working together. This game will also
create healthy competition and will bring some
excitement about learning to the classroom.

What ideas for on task, active and focused

student behavior?

Before the lesson even begins, Miss Lewis will

explain that if the class cannot handle playing
jeopardy as a form of review responsibly, she will
switch to a fil in the blank worksheet. This worksheet
will require students to work alone; this should get
the students motivated enough to keep up their good
behavior and work together appropriately.
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?

What will you do to generate interest?

The students love to play games so Miss Lewis

created a review in the form of a game to get
students excited and to keep their interest
throughout the entirety of the lesson.
How will you access prior knowledge?
Because this is a review, students should be able to
access their prior knowledge fairly quickly. Throughout
the semester we have been continuously practicing the
use of the elements and principles of art, along with
color. With the amount of hands on experience students
have had with these topics, they should have no
problem recalling the information.
What will you practice/review?

After this review game, Miss Lewis will go over the

answers to the questions with the class, as a whole,
for even further preparation for the exam.
V. Input: Setting up the Lesson for Student Success
Task analysis:

Task analysis
By this time the learned should be informed on what
the elements and principles of art are, what makes

What information does the learner need? If

needed, how will it be provided?

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

them the same and different, and the different

variations of color. The students have had this
information previously provided to them throughout
the semester through PowerPoints, videos, projects
and hands on activities.
Webbs Depth of Knowledge

At this point in the lesson, it will be very easy to see

how well Miss Lewis has prepared students for the
upcoming exam. If students seem to be struggling,
Miss Lewis may need to go back and review certain
concepts for students to be able to extend their
thinking and strategic analysis.
Accommodations: Differentiating to meet
students needs

Before the lesson had begun, Miss Lewis had the

entire PowerPoint brailed for her two students that
are blind. Not only do the students have the brailed
PowerPoint, they also have their brail typewriters to
fill in the blank spaces, for the answers, just like the
rest of their class.
Methods, Materials and Integrated Technology

VI. Modeling: I Do

Because this is a review, students will not need many

materials for this lesson. They will, however, be
provided with:
a game board with questions, from the
PowerPoint
a blank answer sheet to write their answers in
Miss Lewis will also provide the answers, using
the Elmo, overhead projector
SHOW/TELL (Visual/Verbal Input)

SHOW/TELL (Visual/Verbal Input)

HOW/WHAT (Questioning and Redirecting)

At the beginning of the lesson, Miss Lewis will direct

the students to their board sheets and explain that
one sheet has the questions and the other has blank
spots for them to write their answers in. As Miss
Lewis is explaining, she will hold up each paper, so
students can clearly see which paper is which.
HOW/WHAT (Questioning and Redirecting)

As Miss Lewis continues to explain how to properly

use the two pieces of paper, she will show them, on
the Elmo, how to correctly write in the answer, and
where on the board sheet to do so.
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

Samples of questions to be asked/ Ways in which

students will respond and be engaged

After Miss Lewis has explained the directions, she will

check for students understanding by asking them
questions specific to the instructions that would have
previously been reviewed and knowledge they
should already have; For example:

Teacher (Miss Lewis): What are these two

sheets used for?
Students: To look back at a question if we get
lost and to write in our answers.
Teacher (Miss Lewis): Very good! Now, can
you tell me when you are supposed to write on
the answer sheet?
Students: After we talked about the correct
answer as a class.
Teacher (Miss Lewis): Are these sheets
supposed to be used for free draw?
Students: No!

Teacher (Miss Lewis): Good! What are you

supposed to do then?!
Students: Use them to answer the questions
to the game.
Teacher (Miss Lewis): Correct!

Formative assessment strategies to be

implemented

It is at this time that Miss Lewis will also instruct her

students look over the question and answer sheets
one more time before the class begins the review
game. During the lesson, Miss Lewis will
Continuously observe and take note on what areas of
study need more attention and what students need
more practice with.
VII. Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility be
accomplished?

What do the teacher and student do together?

After the students have been instructed on how to

properly fill out their answer sheet, Miss Lewis will
begin the game and will fill out her answer sheet
with the students to practice this task together.
How will a gradual release of responsibility be
accomplished?

IX. Collaborative (You Do Together) and/or

Independent Practice (You Do)

After Miss Lewis has completed filling out her answer

sheet, she will show it on the Elmo, to the students, so
they have a clear, explicit example of what their papers
should look like. Students should now be prepared to
perform this task on their own.
What practices will be demonstrated/modeled?
Throughout the lesson, students will continue to fill out
their answer sheets, on their own, with the correct

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?

information, from the PowerPoint, on the exam

material, after it has been discussed as a class. Miss
Lewis will continue to offer redirection and support
when necessary.
How will the I can statement(s) be reviewed?

The I can statements will be reviewed by Miss Lewis

keeping track of all of the questions being answered
correctly or incorrectly. If questions are answered
correctly, Mill Lewis will offer praise and
encouragement; if questions are answered
incorrectly, Miss Lewis will offer a quick review and
encouragement to keep trying their best.
How will students be involved?

Students are a huge part of leading this lesson and

will have the responsibility of being self-advocates,
by asking questions when they do not understand a
certain topic or jeopardy question.
What connections to future learning will occur?
Moving on from this unit, students will be working with
wet and dry textures in the upcoming cooking unit and
will need to know the difference between the two, in
order to accurately prepare meals.

XI. Assessment
What evidence supports that the objective(s) were
met?

What evidence supports that the objective(s)

were met?

What do my students know, understand and are able

to do?

If students score at least 80% accuracy on the review

game, Miss Lewis will be able to infer that students are
prepared for the upcoming exam and that objectives
were met.

What formative assessments will be used to inform

What do my students know, understand and are

instruction?

able to do?
Students will now know, understand and are able to
identify the different elements and principles of art and
differentiate between primary and complementary
colors.
What formative assessments will be used to
inform instruction?

Students will be given a final exam for the Adaptive

and Exploratory arts unit the day following the
jeopardy exam review game. Most questions from
the exam were pulled directly from the review game,
so students are anticipated to do well on the final
exam. Miss Lewis will also be reading the exam out
loud to the entire class.
Reflection
How do you know that the objective(s)/target(s) was
met? What is your

ANSWERED ON A SEPARATE DOCUMENT

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?

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

(Edited by Elementary Team, 2014)

Revised July 2016