CEP Lesson Plan Form

Teacher: Amber English Date:9/5/2020

School: Poudre Highschool Grade Level: 9th Content Area: Art

Title: Whose Art is it Anyway? Lesson #:__ of __

Lesson Idea/Topic and Rational/Relevance: -I am going to teach 3 main art movements: Fauvism
What are you going to teach and why is this (1900-1935), Expressionism (1905-1920), Cubism (1907-
lesson important to these students? What 1914)
has already happened in this classroom
surrounding the subject you will be -Important to know to conceptualize major art
teaching? What do students already know? movements in history and the timeline they fall into
Why are you going to teach this topic now
-Using Zoom In from MTV
(how does it fit in the curricular sequence)?
What teaching methods/strategy will you
be use and why?

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

Envision and Critique to Reflect

Visual arts recognize, articulate, and implement critical thinking through the synthesis,
evaluation and analysis of visual information.

Understandings: (Big Ideas)

Art reflects the current times in history.

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

What are the key visual evidences that distinguish each movement from the next?

What are the key artists for each movement?

What are the historical events during each time?

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

I can: visually distinguish Impressionism, Post-Impressionism and Expressionism movements from one
another.

I can understand how Zoom In strategy works and how to apply it to my content area.

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CEP Lesson Plan Form

This means: Students will be able to identify the differences between the three art movements and
key components to each.

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

Pre-assessment: Teacher has students give a thumb up, side-ways thumb, or thumbs down to express
levels of understanding before discussing each art movement.

Post-assessment: think-pair-share: What’s one new thing you learned about Impressionism, Post-
Impressionism, or Expressionism. How do you see yourself using Zoom In in your content area? Write
down and turn in as Exit Ticket.

Formative Assessment: checked throughout lesson if anyone has questions.

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Zoomin’ Through the Art Movements
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.
Approx. Time and Materials
How long do you expect the activity to last and what 10 minutes + 5 for set up and questions
materials will you need? Materials needed:
-laptop with/ Power-point
-TV and HDMI chord
- paper and writing utensils for each student
-handouts of lesson plan and Power Point
Anticipatory Set
The “hook” to grab students’ attention. These are -Teacher shows image of a spider up close, a tear drop up close, and a long-horned
actions and statements by the teacher to relate the beetle up close.
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 ___visual aids to help students think about the change of
perspective when we look at something up close_
Why are you using it at this point in your lesson?
I am using this strategy here because: It gathers attention quickly and engagement, also
showing what the Zoom In strategy does for learning.

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CEP Lesson Plan Form

Procedures 1.) Introduction: (1 min)

(Include a play-by-play account of what students and  Begin lesson with teacher introducing herself, content area and MTV strategy.
teacher will do from the minute they arrive to the (10seconds)
minute they leave your classroom. Indicate the  Show images of up close spider, tear drop, and beetle. Tell students how looking
length of each segment of the lesson. List actual at something up close changes our perspective. (20sec)
minutes.)  Relate to Zoom In- we want students to be able to engage in their material in a
Indicate whether each is: new way and be their own detectives. (15 sec)
-teacher input  Present Learning Targets: I can: visually distinguish Impressionism, Post
-modeling Impressionism and Expressionism movements from one another. I can
-questioning strategies understand how Zoom In strategy works and how to apply it to my content area.
-guided/unguided: (15 sec)
-whole-class practice 2.) Mini Lesson: (4 min)
-group practice  PowerPoint “Zoom Through” of Impressionism, Post Impressionism, and
-individual practice Expressionism. Each slide shows images of each movement, main ideas, main
-check for understanding artists, and how to spot the art movement in in a painting. Teacher asks “what do
-other you notice about these paintings? What Do they have in common?” At the
beginning of each movement pre-assess understanding with thumbs up/ thumbs
middle/ thumbs down.
3.) Begin Zoom In Strategy game (4 min)
 Students look at a zoomed in image of a painting and writes alone or with
neighbor their hypothesis as to which movement it belongs to and their evidence
supporting this.
 Students look at image slightly zoomed out and either change their hypothesis or
add more evidence.
 Students see full image and discuss their final hypothesis
 Teacher reveals answer and evidence she found.
 Teacher asks if there’s any other evidence students see.

How do you intend to engage your students in

thinking during the PROCEDURE? The strategy I intend to use is __MTV’s Zoom In_______________________________

Why are you using it at this point in your lesson? I am using this strategy here because: students see painting in a new perspective and
gather evidence to gain understanding of the subject.

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CEP Lesson Plan Form

Closure 4.) Post Assessment: (1min)

Those actions or statements by a teacher that are  Think Pair Share- with neighbor something new they learned about the different
designed to bring a lesson presentation to an art movements and how they envision using Zoom In for their own content area.
appropriate conclusion. Used to help students bring 5.) (1min)
things together in their own minds, to make sense  Teacher recaps the three main movements and key characteristics.
out of what has just been taught. “Any Questions?  Teacher re-caps Zoom In strategy.
No. OK, let’s move on” is not closure. Closure is used:  Teacher asks if there are any final questions and answers in a timely matter.
 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.
How do you intend to engage your students in
thinking during CLOSURE? The strategy I intend to use is _______think pair share and Exit
Ticket________________________
Why are you using it at this point in your lesson?
I am using this strategy here because: Students can debrief what they have learned and
how they plan on applying it and teacher can reflect what information was retained.

-Allow students to work either solo or in pairs during Zoom In

-If student finishes writing evidence and hypothesis early, have them write evidence as to
Differentiation: why the image is NOT the other two Art Movements
Differentiation should be embedded -If student is taking long, allow them to only have 1 piece of evidence instead of 3
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) Teacher will read Exit-Slips to gain whether students understood and remembered key
How will you know if students met the learning characteristics for each movement and if they understand how to use Zoom In for their

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CEP Lesson Plan Form

targets? Write a description of what you were own content area.

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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