CEP Lesson Plan Form

Teacher: Amber English Date: 11/1/2020

School: Grade Level: Jr/Sr Level HS Content Area: Art

Title: Personal Timeline Lesson #:__ of __

Lesson Idea/Topic and Rational/Relevance:
What are you going to teach and why is this
lesson important to these students? What
has already happened in this classroom
surrounding the subject you will be
teaching? What do students already know?
Why are you going to teach this topic now
(how does it fit in the curricular sequence)?
What teaching methods/strategy will you
be use and why?
I am going to teach on the power of personal stories and
how we can use art to express ad represent what we’ve
been through. The students already know about African
masks and how they represent specific ancestors or
spirits or concepts. They have made African masks to
represent themselves. Now, they will create a weaving
or basket to represent their story. This way the students
will be able to go further in depth about identity and
how our personal timelines shape who we are. They will
also learn more about African art, specifically basket
weaving and frame loomed weaving.

1. 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, technologies.

Understandings: (Big Ideas)

Artists create to communicate personal ideas.

Artists are storytellers.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

Why would an artist use art to tell a story rather than verbally?

Where have we seen this in history?

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CEP Lesson Plan Form

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

I can: Create a framed weaving or basket weaving or embroidery to tell my personal timeline.

This means: Students will create either framed loom weaving or basket weaving to tell a personal story.

List of Assessments: (Note whether the assessment is formative or summative)

Pre-Assessment: “Who has ever weaved before? Who has ever made a basket before? Who is familiar
with the history of weaving?” “Who knows the components of an Artist Statement?, KWL for demos,

Formative: Checks for understanding, KWL

Post Assessments: Final Project, Artist Statement

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the students to Personal Timelines
associate with the activity. Think of the purpose as Purpose: to show students the history of weaving as well as teach students that art is a
the mini-rationale for what you are trying to tool to express personal stories.
accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to last and what 2 60 minute classes
materials will you need?
Anticipatory Set (10 min) Teacher shows images of contemporary and historical weavings as well as
The “hook” to grab students’ attention. These are baskets to engage students in the material:
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.
How do you intend to engage your students in
thinking during the Anticipatory Set? The strategy I intend to use is __Looking and discussing images of weavings and
baskets______________________
Why are you using it at this point in your lesson?
I am using this strategy here because: Students will be able to envision what they might
want to create for their project.

Procedures (2min) Teacher greets students and gives them their learning target: I can: Create a
(Include a play-by-play account of what students and framed weaving or basket weaving to tell my personal timeline.
teacher will do from the minute they arrive to the (15 min) Teacher shows images of weavings and baskets both contemporary and
minute they leave your classroom. Indicate the historical. Teacher explains the history and significance of weaving and baskets in African

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CEP Lesson Plan Form

length of each segment of the lesson. List actual and Pacific Art. ..\OneDrive\Documents\Basket Weaving and Frame Loom Weaving
minutes.) Powerpoint .pptx
Indicate whether each is: (2min) Teacher asks students what questions they have. (Check for understanding)
-teacher input
-modeling (15min) Teacher hands out large desk size pieces of paper for each student and has
-questioning strategies student draw a horizontal line through the middle, has students create their personal
-guided/unguided: timeline, writing or drawing major events of their lives thus far. (individual practice)
-whole-class practice
-group practice (10min) Teacher hands out KWL sheets for students to fill out during demos. Students fill
-individual practice out the “K” and “W” before, and the “L” during the demos.
-check for understanding
-other (10min) Teacher gives demo on basket weaving (modeling)
-materials: chord, scissors, big needle or crochet needle, raffia or yarn with different
colors.
- Teacher explains how different colors and lengths should represent different moments
in life.
- Teacher asks for questions. (check for understanding)

(5min) Teacher gives demo on setting up frame loom (modeling)

(15min) Teacher gives plain weave demo on frame loom. (model)

-Teacher explains how different colors and patterns are used to represent personal
meaning.
-Teacher asks for questions. (check for understanding)

(5min) Students choose yarn for weaving or basket and links for optional patterns and
demos and begin projects.
-How to Weave on a Frame Loom
How to Set up Your Frame Loom
How to Finish your Frame Loom
How to Start Your Basket
DAY 2:
(5 min) Teacher greets students and asks who has heard of an “artist statement” before.
(check for understanding).
(15min) Teacher explains artist statements with a Word Web asking students “what do

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CEP Lesson Plan Form
How do you intend to engage your students in
thinking during the PROCEDURE?
Why are you using it at this point in your lesson?
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.
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you want to say about your art piece?”
-should be Max 1 page, usually shorter
-Concise explanation for your artwork
-what inspired you
-concepts, symbols, and meanings
- materials used.
-Teacher checks for questions. (check for understanding)
(35 min) Students work on projects and artist statements.
- Teacher helps with questions.
-Teacher gives students a 5 minute warning at 30 min.
(5 min) “round robin”- students do a quick classroom “gallery walk” to see what
everyone is working on. Students who wish to ask peers for feedback may do so at this
time.
The strategy I intend to use is __Visual images of weavings both historical and
contemporary________________________________________
I am using this strategy here because: It helps students ideate what they might want to
do for their project.
Students participate in a working critique (Round Robin) for formative assessment, check
for understanding, receive feedback, and feel accomplished until next class.
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 To help organize student learning

To help form a coherent picture and to consolidate.
How do you intend to engage your students in
thinking during CLOSURE? The strategy I intend to use is ___working critique “Round
Robin”____________________________________
Why are you using it at this point in your lesson?
I am using this strategy here because: Students receive feedback and can ask questions,
and teacher can gauge how much time students will need to finish projects.

Students get to choose between weaving and basket making.

Students may do a video of artist statement or write in first language.
Differentiation: Size, color, and patterns may vary for each artwork.
Differentiation should be embedded
throughout your whole lesson!!
This is to make sure you have met the
needs of your students on IEPS or 504
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?
Assessment Reflection: (data analysis) Final projects + Artist Statements reflect knowledge of the subject.
How will you know if students met the learning Graded with Rubric:
targets? Write a description of what you were ..\OneDrive\Documents\Personal Timeline Rubric.docx
looking for in each assessment.

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CEP Lesson Plan Form

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.)

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