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Lesson Planning Form for Differentiating Instruction Calvin College Education Program

Teacher Segyo Oh
Date

21 Nov 2016

Subject/ Topic/ Theme

Identity in non-traditional portraiture

I. Objectives
What is the main focus of this lesson?
Students will grade their own artwork according to the rubric and write an artist statement.
How does this lesson tie in to a unit plan? (If applicable.)
Students will grade the paintings they created according to a rubric. Students will write an artist statement.
What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards.
If an objective applies to only certain students write the name(s) of the student(s) to whom it applies.
1) Analyze select and critique personal artwork for a collection or portfolio presentation (NAEA Standards)

II. Before you start


Prerequisite knowledge and skills.
Assessment
(formative and summative)

Students will know what an artist statement is. Students will know how to read a rubric.
Students will understand good critiquing.
Formative: List of things they want to include.
Summative: Artist statement and rubric.

Identify those students


(individuals or groups) in your
class who will need special
attention and describe the level of
support you plan on giving them.
Refer back to the survey you did
of your class.
Materials-what materials (books,
handouts, etc) do you need for this
lesson and do you have them?

Do you need to set up your


classroom in any special way for
this lesson? If so, describe it.

III. The Plan


Time
Parts

9:00am

Motivation
(Opening/
Introduction/
Engagement)

Pencil/pens
Paper
Rubric
Paintings

No specific

The description of (script for) the lesson, wherein you describe teacher activities and student
activities
Teacher: Good morning class! Congratulations on finishing! I have seen such wonderful work and
thank you for your hard work. Grab a piece of paper, your painting and a rubric and sit down anywhere
you wish.

9:02am

For the first 5 minutes, I want you to jot down words and phrases about your painting that you want to
put into your artist statement. Ready go!

9:07am
9:25am

Okay now that you have your ideas down, start writing the artist statement. We only want a paragraph,
but more than 4 sentences! Dont forget to title your piece and add the title as the title of your artist
statement.

9:35am

Now have one other person read and proof read it for you.

9:40am

Development

Okay now take another piece of paper and write your final draft.
Now fill out your rubrics.
If you finish early go around and read peoples artist statements and look at their artworks.

9:48am

Closure

Good job today! Lets make a pile of paintings, rubrics and artist statements here on this table. Stick
your brainstorming sheet in your folders!

Your reflection on the lesson including ideas for improvement for next time:

1
Portrait has my face,
no objects. Meaning
has
stereotypes/taboos.
Artist statement is on
rough draft. Not
complete sentences.

Did other things for


more than 50% of a
class period. Texting,
talking, homework in
class etc. Tried to
finish project too
quickly or slowly to do
other things.

2
Portrait doesnt have
my face, 1 object.
Some thought given
but is easy to get the
meaning.
Artist statement is
written on new piece of
paper. 2-3 sentences.
Incomplete thoughts.

Tried to finish project


too quickly or slowly to
do other things. Multitasked in class.

3
Portrait doesnt have
my face. Involves 2 or
more objects. There is
thoughtfulness to the
meaning.
Artist statement is
written on a new piece
of paper. More than 4
sentences. Explains well
the thought processes
of my painting.
Used time well in class,
didnt rush class time
or waste time.