DETAILED LESSON PLAN - use in conjunction

with Unit of Work Pop Art CLASS: 82

Activities:  Campbell’s Soup Can painting
SIZE: 27
Lesson Number:  2 Date:  13/03/09 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)
Homework to be set this lesson- double page research on Warhol (Q24)
Photocopy to A4 the group work sheets they have produced
Build upon basic understanding of Warhol
Use strategies to control behaviour- move problem students, give warnings (Q10,31)
Monitor behaviour of KZ and JW, move if necessary

Learning Differentiated Learning Outcomes

Objectives

What do you intend the
pupils to learn?
L To build upon
O knowledge of the work
1 of Andy Warhol
L To develop drawing
O and painting skills
2 Warhol’s Soup
L
O
3
After completing this After completing this After completing this lesson,
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…
Know about Warhol’s Have basic knowledge Have knowledge of
Campbell’s Soup of Warhol’s Soup Warhol’s Campbell’s Soup
pictures and be able pictures pictures and be able to
to reproduce a apply his use of colour and
picture in his style form to their own work
Have started to Have produced an Have started to produce a
produce a painting of outline of Warhol’s copy of Warhol’s Soup
Soup picture showing picture showing excellent
picture basic understanding of observational and drawing
form skills

University of Brighton
 Learning Across the Curriculum Pre Lesson Preparation &Resources
Literacy- key words Pre Lesson preparation
CONSUMERISM, MASS
Photocopy and laminate soup tin pictures
PRODUCED, COLOUR, SCALE, Create resource board on Campbell’s soup
REPETITION Cut A5 paper x 27
Write lesson objectives/ key words/homework on the board
Media- looking at packaging and
Resources
brand image
A4 picture of Campbell’s soup
Campbell’s Soup resource board
Colour photocopies of different coloured soup tins x 14
A5 paper x 27
Paint palettes x 13
Paintbrushes
Ready mix paint

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
10
10.05-
- Pupils line up ARRIVAL
10.15
outside classroom - Get pupils lined up
- Pupils enter the outside classroom
classroom and - Direct pupils into
stand behind classroom, give
chairs expectations
- Pupils will write - Settle class and take
their homework in register
their diaries - Give out the homework
task to pupils – double
page on Warhol

University of Brighton
 STARTER
10
10.15 Pupils will be gathered - Starter Activity- show Establish level of
- around the table picture of Warhol’s understanding
10.25 Campbell’s soup. Give from previous
Pupils will think of a word group 1 minute to think lesson, build on
to describe the picture of a word to describe what already
image. Same word can’t learnt. Ask
Pupils will respond to be repeated. Go around focused questions
questions regarding the group. Encourage such as ‘what is
imagery positive responses. the technique
- Discuss imagery with called that he
pupils- why shocking at
used?’, ‘what
time, technique etc
decade was this
made in?’, ‘how
DEMONSTRATION
can we tell?’
- Refer to lesson
objectives and how
building on previous
lesson
- Outline task for lesson
- Show stages of
producing the painting –
emphasize scale, line
Pupils will get paints and colour
one table at a time
Pupils will get their paints table
by table

Different pupils will be

responsible for handing out the
laminated images

30 MAIN
10.25 - Pupils will start Speak to pupils
- to produce a - Circulate around about work in
10.55 copy of Warhol’s class, ensure all pupils progress
soup picture, understand task
focusing on line, - Stand back and
form and colour observe class as a
- Extension- whole
pupils will - Break up task halfway
complete through if necessary
another drawing and show an effective
using a different piece of work
colour way
5 - Different pupils CLEARING UP
10.55 will be responsible - Give direction for
- for collecting in clearing away – 2
11.00 different items students to wash up
palettes and paintbrushes
(will get merit points if
done effectively), 1
pupil collect in laminate
sheets

University of Brighton
5 PLENARY
11.00 - Pupils will be - Pupils will write Pupils will
- seated at their exit tickets to evaluate their
11.05 tables hand in as they own learning by
- Pupils will leave the focusing on what
evaluate their own classroom they would like to
learning and write improve in their
what they would work next lesson
like to improve

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 click and type here
1
LO click and type here
2
LO click and type here
3
LO click and type here
4
Evaluation of my
teaching (with
particular reference to
the focus of my weekly
targets)
Points for future
planning:
(incorporating
assessment for
learning)

University of Brighton