SPRINGFIELD COLLEGE LESSON PLAN DETAILS

Teacher: Kendra Lash Date: 16 October 2023

Subject: Art Grade Level: 6th

Title of Lesson: Printmaking with Styrofoam Lesson Length: 45 Minutes

Student Population Students with IEPs? Yes • No •

English Language Learners? Yes • No •

LESSON FRAMEWORK

Subject Matter Knowledge: Demonstrates sounds knowledge of, and pedagogy best suited
for, subject matter; engages students in learning experiences that enable them to acquire
complex knowledge, subject-specific skills. CAP I.A.1

Curriculum and Planning: Knows the subject matter well, has a good grasp of child
development and how students learn, and designs effective rigorous standards-based units of
instruction. CAP I.A.3

Well-Structured Lessons: Adapts as needed and implements standards-based units

comprised of well-structured lessons with challenging measurable objectives and appropriate
student engagement strategies, pacing, sequence, activities, materials, resources,
technologies, and grouping. CAP I.A.3

Meeting Diverse Needs Uses appropriate practices, including tiered instruction and
scaffolds, to accommodate differences in learning styles, needs, interests, and levels of
readiness, including those Students with Disabilities and English Language Learners. CAP
II.A.3
MA Curriculum Frameworks

Creating

3. Refine and complete artistic work. Refine a media arts idea by making changes in how
images, interactivity, or sound are used. (5-6.MA.Cr.03)

Connecting

11. Relate artistic ideas and works to societal, cultural and historical contexts to deepen
understanding. Identify influential media works and how they impacted media arts.
(5-6.MA.Co.11)

Lesson Summary:

In today’s lesson, students will complete the do now then review registration/registration lines
and positive and negative space, and learn how to use washable crayola markers to create
various prints including at least one ghost print using the styrofoam plates that they have
designed and created. During work time, students will start off by finishing etching their
design into their plate, then will begin to create their prints using registration lines to help their
craftsmanship with remaining class time. Students will successfully clean up their materials at
the end of class, and complete the takeaway before leaving.

Lesson Objectives: The student will be able to …

The students will be able to (TSWBAT)….

a) The students will be able to differentiate between negative and positive space, and
point out examples of each in an image.
b) The students will be able to begin building creating practice prints called proofs to
self assess the progress of their styrofoam plate before completing final prints.
c) The students will be able to contribute to a safe learning environment by making
proper use of printmaking tools and following clean up instructions responsibly
d) The students will be able to demonstrate their understanding of a ghost print by
completing at least one during work time in addition to their other proofs.
Big Idea(s):

● The students will understand that as artists, we can observe art from other individuals
or groups and create inspired artwork.
● The students will understand that although we are all learning about the same
concepts in art class, we can still create work that is unique and original.

Concept(s):

● Printmaking
● Space
● Registration

Essential Question(s): How will you facilitate critical thinking skills? Consider: How to
scaffold the essential questions.

● Why is it important to create registration marks before transferring ink from our plate to
our paper and creating our print?
● Why is it helpful and important to learn about art from other groups and cultures from
around the world?
● Why is it important to closely follow clean up instructions?
● What makes positive space different from negative space?
● How is a ghost print different from an original print?

Critical Thinking Skill(s): What key higher-order thinking skill(s) will be taught and/or
practiced in this lesson?

- The students will practice making informed decisions regarding what colors to use to
create their prints.
- The students will determine the best and safest way to make use of the provided
printmaking tools.

Building Students’ Background (pre-requisite skills or content needed):

The students will already have learned the history of printmaking, and will be familiar with the
terms registration, positive space, and negative space. Students will already have already
completed their planning packet, and etched their design into their plate for the most part.
Materials/Equipment/Technology

- Styrofoam
- Wooden stylus
- Laptop
- Slideshow to review and teach important concepts/show visuals
- Camera to show students how to create proofs and ghost prints

VOCABULARY

Subject Matter Knowledge: Makes content accessible; includes subject-specific

vocabulary/academic language. CAP I.A.1

Meeting Diverse Needs: Demonstrates knowledge of the difference between social and
academic language and the importance of this difference in planning, differentiating and
delivering effective instruction for English language learners at various levels of English
language proficiency and literacy. CAP II.A.3; SEI (c)

Tier 1: Basic everyday words Tier 2: Frequently occurring Tier 3: Domain-specific

that are familiar to most, but academic words words, low-frequency
not all students

Paper Registration Printmaking

Ink Space Ghost Print

Transfer Negative Proof

Positive

Print
Language Goals (When ELs are present; aligned to WIDA proficiency standards)

Level 1 & 2:

Students will be able to work with classmates describe ways in which they can make sure
their prints are centered on their page.

Students will be able to restate the definitions for positive and negative space

Level 3 & 4:

Students will be able to individually point out how they can make sure that their print is
centered on their page.

Students will be able to provide/recall definitions for positive and negative space and be able
to point out the areas of positive and negative space in a provided example.

ENGAGING DIVERSE LEARNERS

Meeting Diverse Needs: Uses appropriate inclusive practices, such as tiered supports and
scaffolded instruction, to accommodate differences in students' learning needs, abilities,
interests, and levels of readiness, including those of academically advanced students, students
with disabilities, and English learners. CAP II.A.3
Differentiation and UDL-

Multiple means of…

● Action and Expression: Students will have the choice to provide answers orally or
through writing, as well as through the artwork that they create.
● Representation: Lesson will be presented orally as well as with written supplements
for students to read. Teacher will also give a visual demonstration of how to create a
proof and a ghost print using registration lines so that students can see exactly what is
expected of them.
● Engagement: Students will get to view images and physical examples of prints that
students have created in the past. Students will also get to watch the teacher create a
print and a ghost print before they do it on their own.

Differentiating…

● Process: Students have the option of using a spoon as a barren to transfer their ink
onto their paper if they are uncomfortable with or prefer not to use their hands.
● Products: Students can choose from a variety of colors that theu prefer to work with.
Students will be able to design their styrofoam plate in a way that is interesting to
them.

Students’ Strengths/Interests:

Student 1: Works well with other students and in a group setting, enjoys art class, self
advocates and asks questions when in need of clarification.

Student 2: Works well with other students and in a group setting, enjoys art class, positive
attitude towards learning

Student 3: Works well with other students and in a group setting, enjoys art class, has a
positive attitude towards classwork and learning in art class.
Relevant IEP SDIs, Accommodations, and Supports:

Student 1: Student will receive check ins throughout class time to ensure understanding of
lesson content.

Student 2: Student will receive check ins throughout class time to ensure understanding of
lesson content.

Student 3: Student will receive one on one support from teacher at various points during class
time.

IEP Goals to Embed and/or Assess Within this Lesson:

Student 1: Student will be able to create at least one successful print and one successful
ghost print by the end of class, and will be able to advocate for themself by asking questions
as they arise.

Student 2: Student will have at least one successful print and one successful ghost print by
the end of class, and will begin to practice rolling coils in preparation for tomorrow’s class.

Student 3: Student will be able to remain on task throughout classtime with little redirection.
Student will have at least one successful print and one successful ghost print at the end of
class.

ASSESSMENT

Adjustment To Practice & Meeting Diverse Needs: Analyzes informal/formal assessment

results to determine progress toward intended outcomes and uses these findings to adjust
practice and identify and/or implement appropriate differentiated interventions and
enhancements for students CAP I.B.2 & II.A.3
Assessment: (Reading, Writing, Speaking, Listening)

Performance tasks: Students will begin using their styrofoam plate to develop proofs
(practice prints).

Formative Assessments: Teacher will include questioning at various points throughout mini
lesson to assess student’s understanding of the content being presented.
- Who can recall the definitions for positive and negative space?
- What are registration marks and how are they helpful in creating our prints?

Formal Assessments:
The students will successfully create at least one ghost print

The students will use class time to create as many prints as they can with the time that they
have

The students will create centered prints by using registration marks

The students will be able to demonstrate their understanding of the lesson content by
participating in do now and takeaway activities

Informal Assessments:
The students will discuss the definitions for positive and negative space as they pertain to
their project

The students will recall and discuss how they practice craftsmanship during classtime with
their printmaking process.

INSTRUCTIONAL PROCEDURES

Safe Learning Environment: Uses rituals, routines, and appropriate responses that
create and maintain a safe physical and intellectual environment where students take
academic risks and most behaviors that interfere with learning are prevented. CAP
II.B.1
Anticipatory Set/Hook: 3

● Do Now:

Talk with the people at your table: How can we make sure that our prints are
centered on our page?

● Show examples of prints and demonstrate how to create one during mini lesson.

9
Procedures:
25
- Teacher will bring the class ack together. Discuss Do Now question/ share
answers as a class 5
- Teacher will begin mini lesson. Review positive and negative space, have
students point out examples. Teach registration, registration marks, proofs and
ghost prints.
- Teacher will begin demonstration of how to use crayola markers to add color/ink
to their plates which they can print onto paper to reveal their design. Start by
creating registration marks on two pages of paper, then show students how to
color the surface of their plate using the side of a wide washable marker, spritz it
with water, then press their plate face down onto their paper using the
registration marks as a guide. Then show students how to peel up their plate,
spritz it with more water, then use the leftover ink to create a ghost print.
- Ask students if they need any clarification, then review what is expected of them
during class time.
- Hand out plates and have students grab materials two tables a at a time.
Teacher will carry spray bottle around during work time and spray students’
plates as needed to prevent mess.
- Five minutes before the end of class, turn off the lights and have students
double check that their name is included on the bottom right corner of their plate,
then start to put their prints on the drying rack and clean up their work space.
- Once students are all cleaned up, have them return to seats for the takeaway
activity.

Closure: How will students demonstrate and apply their learning? 3

● Discuss with the people at your table: How did we practice Craftsmanship while
creating our prints today?
Homework/Extension Activities:

None

RESOURCES/WEBSITES ACCESSED AND SUPPORTING REFERENCES: Indicate from

where you have accessed any materials, resources, activities, etc. that were used in the
lesson in order to give credit to those who created it.

Link to Lesson Slideshow with Visuals:

https://docs.google.com/presentation/d/1UHEGRkn6SxaU6GwdNOdmFtOvM9UmZL4Re_tp3
VVClyk/edit#slide=id.g28c4a95a788_0_63

LESSON NOTES/REFLECTIONS
Reflective Practice: Regularly reflects on the effectiveness of lessons, units and interactions with
students, both individually and with colleagues, and uses insights gained to improve practice and
student learning. CAP IV.A.1
 Reflect on the overall lesson, your teaching strategies and skills, and the students’
actions. Consider such things as:

The Lesson Plan:

· What went well?
The lesson was engaging and all students were able to participate. Mini lesson and
demonstration were clear and concise and included ample visuals.

· What areas of weakness need addressing with regard to the overall

lesson?
Not enough time was left at the end of class for students to complete the takeaway activity
thoroughly.

· What could have been done to improve this lesson?

The time should be checked more frequently and a few extra minutes should be alotted at
the end of class for students to be able to successfully participate in the takeaway activity.

· Which objectives were met? What is the evidence? Which students did
not meet objectives? Why?
Students were able to demonstrate their understanding for the process of printmaking
including proofs by creating at least two proofs (practice prints) and at least one ghost print.
All students were successful in doing so.

Teaching Skills:
· What did you do well in this lesson?
I used constructivist teaching skills by encouraging students to come up with answers rather
than me giving them all away. I also give positive feedback to students who volunteer to
answer my questions, even if their answer was not fully correct. During work time, I was sure
to circulate the room constantly, and check in with students and redirect them as needed. I
also provided positive reinforcement when I saw good things happening throughout work
time.

· What areas of weakness need addressing with regards to your

teaching?
In the future I hope to incorporate more ways for my students to be more actively engaged in
my mini lesson and demonstration.

· What could be done to provide better instruction in the future?

In the future, instead of just calling on students who raise their hand, I can try implementing
more enriching activities like turn and talk and think pair share to make sure that all of my
students are being encouraged to think more critically about the concepts and topics that I
go over with them during the mini lesson.
 The Students:
· Were you pleased with the performance of the students?
Overall, I was very pleased with student performance, and I was happy with how engaged
with the lesson activity everyone was. Everyone was on task for the most part, and I only
had to redirect a few students during work time. Students were quiet and respectful during
the intro.

· What did the students do well? What did the students struggle with?
Students did well with applying ink to their plates successfully and printing their designs onto
paper, however, I would have liked to see more students follow my directions about creating
registration marks before making their prints. Clean up also could have been more efficient.

· What can be done to help the students do better in the future?

In the future, I can support my students in these areas by having everyone create
registration marks and write their names on several pieces of paper so that this step will
already be done by the time they get their printing materials, and they will be less likely to
forget to use registration marks during work time. In terms of clean up time, I could assign
clean up jobs similar to the ones that we used in our coiled vessel lesson to remind students
of what things need to be done, and how they can help get the room cleaned up in good
timing.