Architecture-Drafting
Mrs. Jacqueline Carlisle
Unit: Architectural Style
Lesson:
Essential Question:
 Open-ended, interpretive
questions reflecting on
the “big ideas” of the unit
designed to promote
inquiry.
 Typically they begin-
Why? How? Or to What
Extent?
Mastery
Objective(s):
 What knowledge, skills or
procedures, aligned with
the standard do students
need to master?
 What higher-level
thinking action will
students demonstrate?
 Written in SMART form
(Specific, Measureable,
Attainable, Relevant,
Time-bound) and must
contain the criteria/metric
used to determine
whether students have
met the objective.
Stage One: Desired Results Stage Two: Assessment Evidence
Aim: Do now:
How can we create engineering sketching? Pre- Assessment: -Open class page

How will students show -Go to sketching lesson
that they have the
required background-
knowledge to complete
the lesson?
 How will previous student
learning data be used to
differentiate instruction?
Higher Order Thinking Questions:
Formative
1-Students will convey their technical ideas Assessment: Essential Questions
with technical sketches  How will students’
progress towards the 1-Explain the concept of proportion. How
mastery objective(s) be does the concept of proportion relate to
2-Comprehend the role of monitored and creating a realistic sketch?
sketching/drawing play in communication in assessed?
2-Why would the ability to create realistic
 How will feedback be
a team environment provided to students so sketches make a person a more
that teacher and students competent designer?
3-Comprenhend the role that sketching may adjust the learning
3-Give an example of a visual or graphic
process?
plays in the creative process representation of information that has
more impact than an explanation of the
4- Understand the sketching guidelines information in text.
4-In your opinion, what is the most
5-Use spatial visualization to create and important thing to know/do in order to
interpret graphical communication of two- create a realistic sketch of an object?
and three dimensional objects.
Summative I will circulate to analyze students’ work
Assessment: and give immediate feedback.
 How will students’
mastery of the
objective(s) described in
stage one be formally
assessed?

Active Instruction:
 How will teacher(s) explicitly
present information, model
and instruct students towards
mastery of the lesson
objective(s)?
 How will teachers transition
between learning
experiences?
 What resource materials will
be used to enhance student
learning?
Time Frame:
Practice:
 How will work towards or
mastery of the objective(s) be
demonstrated?
 How will evidence be
gathered of student learning?
 How will higher-level thinking
be incorporated?
 How will students who need
more help due to
misconceptions or gaps in
prior learning be assisted?
 How will students who need
to go deeper be addressed?
Time Frame:
Summarizing/Anchoring Students’ projects will be graded based
the Learning: on rubric.
 How will the learning be 1- We will do peer review as well as
summarized?
Stage Three: The Learning Plan
Teacher Moves Student Moves Differentiation
I will have Three short presentations: 1-Students will take notes on the
presentations and summarize their
1-How to use the Engineering notebook understanding at the end of the
properly. This will be a short presentation discussion on the engineering
to review the take notes technique. notebook.
2-How to do peer review. Student will 2- Students will focus on obtaining the
start doing peer review for every project, correct shape and proportions of each
therefore it is necessary to talk about object from a single “straight-on” or
what is appropriate and what is not when orthographic view and add shading to
doing peer review. produce a more realistic three-
3-How to create concept drawing dimensional effect.
3-Students will focus on obtaining the
correct shape and proportions of each
object from a single “straight-on” or
orthographic view and add shading to
produce a more realistic three-
dimensional effect.
4-Students will start with simple forms
and progress to more complicated
products. Some examples of student-
produced sketches are provided.
I will work around the classroom to In this activity students will sketch a There will be
supervise students as well as help if variety of objects in their engineering opportunities for
necessary. notebook. The goal is to produce students with different
hand-drawn representations of real learning styles:
objects that closely resemble the - Read and write
actual objects and that appear three- learners write a report
dimensional. -Visual learners create
a graphic organizer of
architectural style
-Auditory learners give
an oral report.
teacher grading using the rubric