CEP Lesson Plan Form

Teacher: Amber English Date: 11/26/19

School: Webber Middle School Grade Level: 8th Content Area: Art

Title: Magic Tennis Shoes Lesson #:__ of __

Lesson Idea/Topic and Drawing from observation and imagination

Rational/Relevance:
Students at this age tend to draw more realistically

Helps them develop observational skills and creativity and problem solving

Student Profile: -8th grade classroom

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Observe and Learn to Comprehend- (The visual arts are a means for expression, communication and meaning making).

Invent and Discover to Create- (generate works of art that employ unique ideas, feelings and values using different media, and technologies)

Understandings: (Big Ideas) Artists learn from and make art by observing the world.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard) Why would artists draw
something instead of just taking a picture of it?

Evidence Outcomes: (Learning Targets)

1. After “student led” drawing instruction, students will be able to draw an object from direct observation

with confidence.

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CEP Lesson Plan Form

2. Provided a variety of materials, students will be able to experiment with and combine (mix) media to effectively convey

artistic intentions.

3. Using the “idea menu”, students will be able to create a visual narrative that combines representational

and imaginative drawing methods.

5. Using their artwork, students will be able to analyze how their drawing was created; aligning artistic

decisions to their intentions (actions).

Every student will be able to: (Create your own lesson objectives from the standard using student voice)

I can: 1. I can confidently draw from observation and create with mix media to express my unique ideas.

2. I can create my own story through my drawing.

3. I can explain my process of how I made my drawing.

This means: I’ll know I’ll have it when my drawing looks like a realistic drawing of shoes, and I have shared my narrative with the class.

List of Assessments: (Write the number of the learning targets associated with each assessment)

BEST: Student created a realistic drawing of a

Pair of shoes in a unique narrative context. (LT’s 1 and 2)

GOOD: Student created a fairly representational drawing

of a vacuum placed in an interesting narrative

context.

NEEDS IMPROVEMENT: Student created a minimally representational

drawing of tennis shoes in an ordinary narrative context.

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Magic Shoes! -drawing from observation and imagination

Co-Teaching Which model(s) will be used?

Will co-teaching models be
utilized in this lesson? Yes ___ Why did you choose this model(s) and what are the teachers’ roles?
No __x_

Approx. Time and Materials

85 min lesson, pencils, paper, erasers, oil pastels, “ideation menu”, drawing board, projector for YouTube video
Anticipatory Set The strategy I intend to use is: -Show shoes video.
( https://www.youtube.com/watch?v=jIEbPliatUk )
Ask-What if your favorite shoes were alive?
-Teacher explains: “Help! I need help drawing my shoes!”
--The teacher will ask for assistance in drawing her tennis shoes.
-Students will provide step-by-step directions for completing
the drawing on the board.
-Additionally, the teacher will “make mistakes” to get the
students to look carefully at the object being drawn.
I am using this strategy here because: it will get the students to begin to draw from observation.
-Before asking students to draw, I will provide a
context for the imaginative part of the art
experience:
-“We will now put on my shoes and take my shoes for a walk.”
We are going down the street. What types
of things are we passing by on our walk?
-Students might respond with tree, dog,
cat, people, stores, house, etc.
-With each suggestion tear a piece of
paper and throw it to the ground to
represent that item.
-Stomp on all the pieces and ask “what is going on my shoes are out of control?”
-What is your story about my
magic shoes? Are they good magic

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CEP Lesson Plan Form

shoes? Are they bad? Do they leave the

planet together? Are they like Batman and Robin? Do they turn into something new?
-Explain the ideation menu.
-Draw your story of your Magic Shoes.
Procedures The strategy I intend to use is: show YouTube video
I am using this strategy here because: to “hook” students, get them ideating

Teacher Actions Student Actions Data Collected

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CEP Lesson Plan Form
1. Pre-assessment:
-What techniques does an artist use to make a
realistic drawing? (1 minute)
2. Essential Question:
-Ask: Why would an artist draw something (like
a face, object or building) instead of taking a
picture of
it? (For personal interpretation, to distort,
change the meaning of the “thing” drawn.) (5
minutes)
3. Anticipatory Set
-Show shoe video.
( https://www.youtube.com/watch?
v=jIEbPliatUk )
-What if the your shoes were alive?
-Teacher explains: “Help! I need help drawing
my shoes.”
-The teacher will ask for assistance in drawing the
“magic shoes”.
5. Ideation
- “We will now put my shoes on and take my
shoes for a walk.” We are going down the
street. What types of things are we
passing by on our walk?
-Provide “ideation menu” that students can use if they
are having problems with ideation.
6. Hand out drawing boards with paper and drawing
supplies. Give students a choice of materials.
7. Demonstration some simple pastel
techniques:
-Pastel on pastel
-Blending
-Resist using watercolor (mixed media
approaches)
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-Students will provide step-by- -1. looking for students
step directions for completing who may be
the drawing on the board. advanced/experienced in
-Additionally, the teacher will drawing already
“make mistakes” to get the
students to look carefully at 2. looking for answers “to
the object being give a specific emotion or
drawn. (10 minutes) texture, and imagination,
4. Instruction: etc”
-Students will provide step-by-
step directions for completing 3. looking for students to
the drawing on the board. get more and more
(First draw a line specific when describing
here, now a circle next to it, place a how to draw
rectangle shape on the circle, etc.)
for ideation (5)- -Students
might respond with tree, dog,
cat, people, stores, house, etc.
-With each suggestion tear a
piece of paper and throw it to
the ground to represent that
item.
-Shoes stomp on the paper-
ask students what happened.
“What is going on?” My shoes
is out of control!
-What is your story about
your Magic Shoes? Are they 9.- looking for students
good? Are they bad? Do to recognize steps that
they leave the planet they learned in drawing
together? Turn into something from observation.
new? Looking for creativity and
-Students draw their version effort in narratives.
of their Magic Shoes
9. Student Reflective Activity:
Artistic Storytelling- Check for
CEP Lesson Plan Form

Closure The strategy I intend to use is: A student reflective activity

I am using this strategy here because:- Artists can interpret what they see using their imaginations.

Differentiation Content Process Product Environment

Modifications: -bring tables together -students get to -Allow students to touch -students can -allow
into one giant table for mix media choose which mix and measure shoes before choose headphones for
demonstration media materials beginning their drawing media and students who
they desire to use -allow kids to sit on table size/color of want to work
if they need a bird’s eye paper for quietly and
view their independently
drawings
Extensions: Allow students to have
time the following day to
work if they did not finish
Assessment -Student Reflective Activity to gauge student learning

Use Rubric for grading projects:

BEST: Student created a realistic drawing of a

Pair of shoes in a unique narrative context. (LT’s 1 and 2)

GOOD: Student created a fairly representational drawing

of a vacuum placed in an interesting narrative

context.

NEEDS IMPROVEMENT: Student created a minimally representational

drawing of tennis shoes in an ordinary narrative context.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if
you were to teach it again? Were there additional co-teaching strategies used during
the lesson not planned for initially? Please explain.

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Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

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.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

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 framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

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
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice
o individual practice
 check for understanding
 other

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 Questions? No. OK, let’s move 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.

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Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop their
emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

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