TEMPLE STANDARD:

Coherence and Continuity

John Moore

Coherence and Continuity in instructing a lesson is about learning encounters. It ensures the student

has legitimate understanding and consistency. This will demonstrate to the student that what they

are learning interfaces with different lessons and that it is so imperative to ensure you comprehend

everything before you proceed onward. This standard can help coordinate every single various

component, connections and qualities. Teachers make arrangements and set learning objectives.

Demonstrations are executed by utilizing associated lessons and thoughts as well. One case is by

influencing an association between current lessons and what students to have effectively considered

previously, regardless of whether it is other design lessons or something they have learned in

different classes or life lessons.

Coherence and Continuity should be planned from lesson to lesson. It is very important to have

lessons flow into each other. Students will perceive how every lesson is associated and recognize

the connections between the lessons. Students will gain comprehension of what they have learned in

previous lessons, supporting what they will be learning in future lessons.

I have Coherence and Continuity in mind on every lesson. In my lesson on “linear drawing” I

demonstrate to my students how to create an illusion of depth on a flat surface. I would start by

giving my students a demonstration on how to draw 5 boxes using linear perspective. The boxes

demonstrated will be shown on, above and below eye level with 2 boxes overlapping. This will

give the students all the basics in creating a simple illusion of depth on a flat surface. When the

demonstration is completed, students will practice by creating the boxes on their own. I will check

students boxes to make sure they are done at 100% competency before they go onto the second

part of the project. For the second part of the project Coherence and Continuity is executed, when

students take what they have learned from creating the boxes and applying it to a room or equivalent
structure using 1 or 2 point perspective.

The Temple Standard ‘Coherence and Continuity’ is executed in this lesson. Showing the students

how to create simple boxes using linear perspective, then applying what they have learned to create

a scene and shows ‘Coherence and Continuity’. Students will now have the knowledge to use linear

perspective on all upcoming projects.

Name: John Moore
Date:
Program: Advertising Design and Commercial Art
Unit: Drawing and Illustration
Competency/Tasks: (student focused)
Lesson Title: Point Perspective Drawing
Number: PA301 - Design objects using linear perspective

Context:
This lesson is designed for entry level Advertising and Commercial Art students. There are 31 stu-
dents between 2 classes. Students range from 10th - 12th grade. The Students background varies
from beginner to advanced. There are 15 students with IEP’s and one student with a Section 504
agreement..

To this point students have been sketching for their “do now” at the beginning of each class and
before each new assignment. Sketching is the foundation of the Design Process, students have an
understanding of from their previous lesson.

Desired Results:
At the end of the lesson students will understand the purpose of drawing with linear perspective in
mind. Linear perspective will help the student understand how an object appears in 3d space.

Students will be able to recognize the differences between the different perspectives. One point per-
spective coming from one vanishing point and two point perspective coming from 2 vanishing points.
Students will take what they have learned from drawing simple boxes in the different point perspec-
tives to “real life” scenes. The “real life” scenes could be anything from a room to a cityscape.

The Academic Standards in the teaching of this lesson would be Literacy and Math.
CC.2.3.HS.A.5 Create justifications based on transformations to establish similarity of plane figures.

CC.1.2.11-12.C Analyze the interaction and development of a complex set of ideas, sequence of
events, or specific individuals over the course of the text.
Evidence:
In the assessment, I will be evaluating the students by walking around the room and visually taking
notes on who needs help. If I see a student falling behind, I will prompt them with a learning guide
and a step by step video to follow. If the student still seems to have problems, I will pair the student
up with another student that has the same struggles, monitoring the students closely. I have tried this
method before and it worked well.

Learning Plan
Rationale:
My students are all visual learners. To insure a deeper understanding of the content I will be showing
different images on the smart board. The images will show different drawing or photographs using
linear perspective. I believe by showing the different images and photographs done at a high level
will show students what level of competency I am looking for. It will also prompt the student to do the
research in looking for more photos or drawings showing linear perspective.

This lesson will give students the knowledge needed to produce intellegent drawings.

During the presentation I will be asking questions to the group pertaining to where perspective in
drawing or art can be applied.

After the lesson students would take a survey on edmodo evaluating the lesson. Giving me informa-
tion on how I could help the student receive the information in a way in which it can be retained.

Materials:
Smart board, Computer, Web browser, Internet Access, Handout showing step by step instruction on
creating boxes in one and two point perspective. Videos showing a demonstration on how to create
the boxes using one and two point perspective. Word bank showing the definition of all the different
lines in creating linear perspective drawings. The videos will also be linked along with the description
of the extension of the assignment in edmodo. A perspective assignment sheet with student checklist
on what will be turned into edmodo. Students will need Pencils and paper, a ruler or straight edge and
an eraser.
Safety Concerns:
There are a few small safety concerns with sitting for long periods of time. Ergonomics play a part in
keeping the student from having the slight chance of hurting themselves. Seating posture and how
students handle their pencils while drawing/sketching. I will ensure the student understands the prop-
er use of rulers. I will check on the ergonomics as I walk around the room.

Prodecures
Engage:
My students are accustomed to starting their day off by checking the chalk board on the right as you
enter the classroom. At the end or beginning of each day a student would make up a “sketch of the
day”. They have sketchbooks at their desks where they would sketch the “sketch of the day”. Takes
about 15 minutes or until the other students with later busses arrive. Which can take up to 30 min-
utes.

As students are doing their sketches, I will have an image showing the perspective showing of what
the lesson will show. I will be starting the presentation showing the studens a box. I will first show
the students the box above their eye level. I will then prompt the students with the question “Why do
we see the bottom of the box?”. Then I will show the students the box below eye level with the ques-
tion, “Why do we see the top of the box?”. I believe this with provide students with the active learning
needed to enable deep content understanding.

I will start off with the key questions:

Where could you find one or two point perspective?

Where might you not find linear perspective?
Explore:
Given a blank piece of paper, students would create 5 boxes showing them in perspective. The stu-
dent must show one box above, below and on eye level (the horizon line) with the two remaining
boxes overlapping each other.

Questions that could be asked as observing class during completion of boxes:

Where is your vanishing point?

What are these lines called? Where is your converging lines?

Explain:
I will be demonstrating how to use the vanishing point, eye level, converging lines, and vertical and
horizontal lines to create boxes in their correct perspective. I will consistently use the vocabulary
words to ensure the student has knowledge of each. I will stress the importance of knowing what
each word means.

Extension:
To enable further knowledge students will draw two different scenes using linear perspective. One
scene using one point perspective and the second scene in two point perspective. Each scene will be
scanned into the computer and traced using Adobe Illustrator to give the use of value and tone which
students have knowledge of from a past lesson. An assignment sheet will be made and posted to
edmodo where students can easily refer to the rubric of this assignment. A Test will be administered at
the end of the assignment to ensure knowledge of the vocabulary words and key objectives for linear
drawing.
#1: One point perspective
Scene or object showing one point perspective: Room or something equivelant

#2: Two point perspective

Scene or object showing two point perspective: Room or something equivelant
Evaluate:
Students will be evaluated on their understanding of using what they have learned in creating simple
boxes to associating it to real world experiences through the extension of the project. Student will
be given 14 days to finish. File must be uploaded as a pdf file to edmodo to be graded according to
rubric. Students will receive a 80% or higher to complete competency.

Lesson Summary/Closure:
Students will finish the lesson with a final 20 question test. I will make sure students that do not un-
derstand the lesson at 80% competency have a chance to work with me directly to ensure under-
standing then retested once I feel they are ready.

Differentiation:
I have 15 students with IEP’s. All students will be given as much time needed on the testing. I will be
giving one on one instruction while working on the extended assignment. The deadline for the ex-
tended project would be 14 days between the two projects. I believe this is more than enough time
for students to finish. If a student with an IEP does not complete on time they will not be penalized.
Although, will be spoken to about “real life” deadlines and how serious they can be.