DETAILED LESSON PLAN - use in conjunction

with Unit of Work POP ART CLASS: 82

Activities:  Campbell’s Soup Tin Lesson
SIZE: 27
Lesson Number:  4 Date:  01/04/09 Lesson Duration:  1 hour
SEN Pupils: Number in lesson:  (refer to Departmental register) 16
Student’s Name:  Bethany Wilkinson School:  Hazelwick School

Evidence of action taken in the planning of this lesson based on previous lesson’s
evaluation (related to pupils’ learning)

Pupils have started to paint their soup tin pictures

Pupils have gained skills in colour mixing
Pupils have completed homework on Warhol , set new homework this lesson (Q24)
Monitor behaviour of JW
Show students how to define their image using black pen

Learning Differentiated Learning Outcomes

Objectives

What do you intend the After completing this After completing this After completing this lesson,
pupils to learn? lesson, most pupils lesson, some pupils will a few pupils will have
will… not have made so much progressed further, and will…
progress, and will…
L To further develop Have shown paint Have shown some Have accurately created a
O skills in mixing colours mixing skills to create evidence of colour range of tones which
1 specific colours in mixing to create match the colours in
their version of specific colours with Warhol’s image, showing
Warhol’s soup tin guidance strong colour mixing skills
picture
L To refine drawing and Have produced a Have produced a copy Have produced a finished
O painting skills copy of Warhol’s of Warhol’s soup tin version of Warhol’s soup
2 soup image showing image showing some image showing excellent
painting and drawing accuracy in application skill and accuracy in paint
skills of paint application and refinement
L
O
3

University of Brighton
 Learning Across the Curriculum Pre Lesson Preparation &Resources
Literacy- use of key words Pre Lesson preparation

COLOUR MIXING, LETTERING, Prepare paints and palettes if possible

COMPOSITION, APPLICATION Prepare resources for demo
Write lesson objectives on the board
Prepare sugar paper
Prepare word search

Resources

Laminated images of soup tins

Pencils
Paintbrushes (fine)
Paint
Palettes
Sugar paper
Biros
Andy Warhol word search
All lessons must be structured i.e. starter activity, review/introduction, main teaching phase,
conclusion/plenary.

Time Learning activities Teaching points Assessment Notes for

&
Including differentiation for Learning evaluation
LO#
Strategies
5
9.00-
- Pupils line up ARRIVAL
9.05
outside - Get pupils lined up
classroom outside classroom
- Pupils enter the - Direct pupils into
classroom classroom, give
expectations
- Settle class and take
register

University of Brighton
 STARTER - Focused on
10 setting aim for
9.05- Pupils will complete the Activity- pupils will Establish end of lesson-
9.15 word search complete the word search understanding of completing
as a settling activity techniques and painting stage
(5mins) processes through - Discussed how
questioning to complete
Pupils will be gathered picture
around the table Show pupils work in
Pupils will give feedback progress, discuss how to
on questions move pictures forward –
Pupils will view each refine paint, accuracy in
others work and discuss colour mixing, use of black
pen to outline
Individual pupils will be
responsible for handing Pupils will hand out different
out different items items – laminates, paints,
brushes etc

30 MAIN
9.15- - Students will . - Pupils worked
9.45 continue with - Define expectation for Observe work in well on task
their paintings, lesson- all pupils progress, question - A quarter still
focusing on should complete students to make need to
application of painting stage sure they are complete
paint and mixing - Stand back and understanding picture painting
the correct monitor progress of process
colours group as whole
- Pupils will use - Make sure each
black pen student understands
(higher ability task
can outline with - If necessary. Break up
a fine task and show
paintbrush) to effective piece of work
define their
image
- Extension-
pupils will draw
an image of
Warhol’s soup
can onto sugar
paper
5 - Different pupils CLEARING UP
9.45- will be - Give direction for
9.50 responsible for clearing away
collecting in
different items

University of Brighton
5 PLENARY
9.50- - Pupils will be - Set homework – Assess pupils’ - Issue with JW
9.55 seated at their pupils need to understanding of and KZ-
tables create a collage in project so far, ask consider
- Pupils will write their sketchbook differentiated moving next
their homework of images from questions lesson?
into their diaries today’s popular - Check
- Pupils will culture, due complete
respond to 20/04/09 homework
questions - Pupils will be
relating to asked questions
learning in related to learning
lesson so far, will be
dismissed after
correct answers

LESSON EVALUATION
To what extent have the learning objectives been achieved?
Comment on pupil achievement in relation to achieving the learning outcomes and consider whether your assessment
for learning strategies were appropriate
LO All students managed to achieve this to some extent
1
LO Some students achieved this although some needed help to manage it
2
LO click and type here
3
LO click and type here
4
Evaluation of my I followed up students who hadn’t completed their homework and hadn’t come to
teaching (with detention. Using a word search as a settler activity helped to calm the group before
particular reference to the main task. We looked at the work in progress and this helped them to re-focus
the focus of my weekly on what they needed to achieve. I set a clear aim for the end of the lesson which
targets) most students managed to achieve. About a quarter of the group need to continue
with painting and the rest need to add black ink. Next lesson I will need to give
different activities depending on what stage the students are at. During the plenary,
JW was rude and claimed that he wouldn’t complete the homework. Monitor
whether he brings it to next lesson.
Points for future Collect in homework – 20/04/09
planning: Make sweets resources for next task
(incorporating If needed, start next lesson with time to draw black to define image then start new
assessment for activity
learning) Monitor JW and KZ and separate if needed

University of Brighton