LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY
Name:___Megan N. Tilley ___Date:__________10/7/14_____________________
Unit Essential Question:___What are the first steps in learning to drawing the human figure? How can you practice drawing skills to improve your skills on your own and in class?
Lesson Topic: Human Figure Drawing Packet __Class:___Fundamentals of Design__
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission – the 4-Part Agenda for Education in a Democracy
EQUAL ACCESS ENCULTURATION NURTURING PEDAGOGY STEWARDSHIP
To Knowledge In Democratic Society Safe and Caring for All of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
Today we focus on building skills on drawing realistic depictions of facial features. These skills rely on observational skills and analyzing what is being observed. This supports in some part the Enculturation developing some of the needed skills for the 21st century work force. This lesson also supports Equal Access by providing all students with the same material and tools to copy the techniques used to depict the facial features realistically.
STANDARDS (www.cde.state.co)
Content:
Observe and Learn to Comprehend: Visual art has inherent characteristics and expressive features.
Literacy and Numeracy:
Use logic and rhetoric to analyze and critique ideas.
Democracy and 21st Century Skills:
Work Ethic: Manage Time Effectively
OBJECTIVES
Content:
SWBAT observe examples of facial features that have been drawn and copy without tracing in the column next to each image.
Literacy and Numeracy:
SWBAT analyze each image and apply gesture drawing and knowledge on value to mimic the images down to the pencil strokes and values.
Democracy and 21st Century Skills:
SWBAT self guide themselves through a packet of facial features in a timely manner for the purpose of learning to manage time effectively.
ASSESSMENTS What is your evidence of achieving each objective? How will students know and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
Students will be assessed on their ability to complete the facial feature packet creating each drawing as closely to the original as possible.
Literacy and Numeracy:
The closer the students’ drawing is to the original supports their observation and analysis of each image.
Democracy and 21st Century Skills:
Completing the packet in a timely manner and turning it in on time.
KEY VOCABULARY
Content
Mimic, Value, Shading, Cross-hatching, Stippling
Literacy and Numeracy
Observation, Copy, Analysis
Democracy and 21st Century Skills
Time Management, Self guide
HIGHER ORDER QUESTIONS – for this lesson
Content
· Why would copying drawings of facial features help you learn to draw the human figure?
Literacy and Numeracy
· How does close observation help the artist draw accurately even when the left-brain is working against the right brain?
Democracy and 21st Century Skills
· Why would learning self-guiding and time management practices on school assignments be important for life after high school?
LESSON FLOW: This is the actual planning of the lesson activities.
Anticipatory Set – Purpose and Relevance
Question of the day.
Pre-Assessment
Give me a thumps up or down on if the video on how to draw the eye realistically was helpful?
· Warm up drawing of the nose
Building Background
Link to Experience/ Learning: Linked to experience from Thursday of following along with a video and drawing a realistic eye after first drawing an eye without instruction. Today we will do another version of that.
Activity Nam: Facial Features Drawing Exercises Packet
Anticipatory Set
Draw one of the nose drawings together. Utilizing common/simple shapes to help define outer contour lines and surface contours.
Models of Teaching:
SIOP Techniques: I do, We do, You do, One on One during work time.
Guided Practice: Work time in class with help circulating around the room.
Reading , Writing, Listening, Speaking
Checking for Understanding: Checking drawings being done in class for progress and correct observation skills while providing further instruction and questing when applicable.
Questioning Strategies: Utilizing Bloom’s Taxonomy – questions should progress from the lowest to the highest of the levels of the cognitive domain (knowledge, comprehension, application, analysis, synthesis, evaluation and creativity).
· Where are the deep shadows and what do they imply about the surface?
· Why do shadows help define the curve or sharpness of a surface?
· How can you use this to your advantage?
Independent Practice:
Continue working on packet outside of class time if needed. Will be given at least one whole class period to work if not more.
Accommodations, Modifications, and Student Adjustments
· If students are still struggling continue one on one instruction with those that need that time.
· Allow for students to draw lightly on the drawings to find simple contours and shapes (make sure they do so in pencil so they don’t cover up the shading they will need to finish the drawing).
· Have students who are excelling to help fellow students who are struggling, providing their fellow students with a different outlook or explanation that may help things click.
Review and Assessments of All Objectives
Content: Were you able to observe the drawings closely to provide yourself with better drawings of each feature?
Literacy and Numeracy: What were you able to see in your close analysis of each drawing? Did you find more or less to depict? How so?
Democracy and 21st Century Skills: Did you find a specific way you preferred to work through the packet? Why did you choose to complete the packet that way in particular? How does this apply to your knowledge of left and right brain functions?
Closure
Where there features that were more difficult than others? Which ones and why?
Can you start to see improvement in your drawing abilities?
Next Step
We are working our way to drawing your self-portraits.
Post-Lesson Reflection ( For the Teacher)
1. To what extent were all objectives achieved?
2. What changes would you make if you teach the lesson again?
3. What do you envision for the next lesson?
4. To what extent does this lesson achieve the Mission of the Agenda for Education in a Democracy? To what extent does this lesson achieve the 21st Century Skills?
Name:___Megan N. Tilley ___Date:__________10/7/14_____________________
Unit Essential Question:___What are the first steps in learning to drawing the human figure? How can you practice drawing skills to improve your skills on your own and in class?
Lesson Topic: Human Figure Drawing Packet __Class:___Fundamentals of Design__
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission – the 4-Part Agenda for Education in a Democracy
EQUAL ACCESS ENCULTURATION NURTURING PEDAGOGY STEWARDSHIP
To Knowledge In Democratic Society Safe and Caring for All of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
Today we focus on building skills on drawing realistic depictions of facial features. These skills rely on observational skills and analyzing what is being observed. This supports in some part the Enculturation developing some of the needed skills for the 21st century work force. This lesson also supports Equal Access by providing all students with the same material and tools to copy the techniques used to depict the facial features realistically.
STANDARDS (www.cde.state.co)
Content:
Observe and Learn to Comprehend: Visual art has inherent characteristics and expressive features.
Literacy and Numeracy:
Use logic and rhetoric to analyze and critique ideas.
Democracy and 21st Century Skills:
Work Ethic: Manage Time Effectively
OBJECTIVES
Content:
SWBAT observe examples of facial features that have been drawn and copy without tracing in the column next to each image.
Literacy and Numeracy:
SWBAT analyze each image and apply gesture drawing and knowledge on value to mimic the images down to the pencil strokes and values.
Democracy and 21st Century Skills:
SWBAT self guide themselves through a packet of facial features in a timely manner for the purpose of learning to manage time effectively.
ASSESSMENTS What is your evidence of achieving each objective? How will students know and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
Students will be assessed on their ability to complete the facial feature packet creating each drawing as closely to the original as possible.
Literacy and Numeracy:
The closer the students’ drawing is to the original supports their observation and analysis of each image.
Democracy and 21st Century Skills:
Completing the packet in a timely manner and turning it in on time.
KEY VOCABULARY
Content
Mimic, Value, Shading, Cross-hatching, Stippling
Literacy and Numeracy
Observation, Copy, Analysis
Democracy and 21st Century Skills
Time Management, Self guide
HIGHER ORDER QUESTIONS – for this lesson
Content
· Why would copying drawings of facial features help you learn to draw the human figure?
Literacy and Numeracy
· How does close observation help the artist draw accurately even when the left-brain is working against the right brain?
Democracy and 21st Century Skills
· Why would learning self-guiding and time management practices on school assignments be important for life after high school?
LESSON FLOW: This is the actual planning of the lesson activities.
Anticipatory Set – Purpose and Relevance
Question of the day.
Pre-Assessment
Give me a thumps up or down on if the video on how to draw the eye realistically was helpful?
· Warm up drawing of the nose
Building Background
Link to Experience/ Learning: Linked to experience from Thursday of following along with a video and drawing a realistic eye after first drawing an eye without instruction. Today we will do another version of that.
Activity Nam: Facial Features Drawing Exercises Packet
Anticipatory Set
Draw one of the nose drawings together. Utilizing common/simple shapes to help define outer contour lines and surface contours.
Models of Teaching:
SIOP Techniques: I do, We do, You do, One on One during work time.
Guided Practice: Work time in class with help circulating around the room.
Reading , Writing, Listening, Speaking
Checking for Understanding: Checking drawings being done in class for progress and correct observation skills while providing further instruction and questing when applicable.
Questioning Strategies: Utilizing Bloom’s Taxonomy – questions should progress from the lowest to the highest of the levels of the cognitive domain (knowledge, comprehension, application, analysis, synthesis, evaluation and creativity).
· Where are the deep shadows and what do they imply about the surface?
· Why do shadows help define the curve or sharpness of a surface?
· How can you use this to your advantage?
Independent Practice:
Continue working on packet outside of class time if needed. Will be given at least one whole class period to work if not more.
Accommodations, Modifications, and Student Adjustments
· If students are still struggling continue one on one instruction with those that need that time.
· Allow for students to draw lightly on the drawings to find simple contours and shapes (make sure they do so in pencil so they don’t cover up the shading they will need to finish the drawing).
· Have students who are excelling to help fellow students who are struggling, providing their fellow students with a different outlook or explanation that may help things click.
Review and Assessments of All Objectives
Content: Were you able to observe the drawings closely to provide yourself with better drawings of each feature?
Literacy and Numeracy: What were you able to see in your close analysis of each drawing? Did you find more or less to depict? How so?
Democracy and 21st Century Skills: Did you find a specific way you preferred to work through the packet? Why did you choose to complete the packet that way in particular? How does this apply to your knowledge of left and right brain functions?
Closure
Where there features that were more difficult than others? Which ones and why?
Can you start to see improvement in your drawing abilities?
Next Step
We are working our way to drawing your self-portraits.
Post-Lesson Reflection ( For the Teacher)
1. To what extent were all objectives achieved?
2. What changes would you make if you teach the lesson again?
3. What do you envision for the next lesson?
4. To what extent does this lesson achieve the Mission of the Agenda for Education in a Democracy? To what extent does this lesson achieve the 21st Century Skills?
Authentic Rubric for Facial Features Packet:
To see the actual assignment please click on the link above that is labeled "Facial Features Packet." This assignment is a stepping stone to producing a full facial self-portrait in the next big project. In this packet they are to combined what they have learned so far in the value unit.
To see the actual assignment please click on the link above that is labeled "Facial Features Packet." This assignment is a stepping stone to producing a full facial self-portrait in the next big project. In this packet they are to combined what they have learned so far in the value unit.
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Teaching Reflection:
This was the very first lesson I taught in the high school setting. Being the first time in front of the students as an instructor during a lesson so naturally I was nervous. As much as I would like to think I can hide my nerves or emotions well most of the time I know my voice came across unsure and didn’t project well the entire lesson. I need to work on my confidence in front of the classroom, which I think I will achieve as time goes on and through more time in front of the class teaching. The other thing I learned I need to improve on is not only asking more questions, but also waiting longer for students to provide the answers to my questions.
To practice ending in the positive, I did accomplish several things well. First my lesson plans have been received really well. My alignment within my lesson plans is really good, I just need to practice and apply that alignment in the classroom more. Second, my demonstration was a success and provided students with another technique to use when working on their facial features packet. I was able to break down a difficult subject matter into simple easy to grasp forms. Since my lesson I have seen many students use this technique. During my demonstration I could engage students more by asking them what they think the next step is.
Overall it was a pretty successful lesson and helped highlight things I need to work on. This will only help grow my teaching skills and confidence. With the aid of time and experience my confidence will grow exponentially, as well as my teaching skills and techniques I implement.
This was the very first lesson I taught in the high school setting. Being the first time in front of the students as an instructor during a lesson so naturally I was nervous. As much as I would like to think I can hide my nerves or emotions well most of the time I know my voice came across unsure and didn’t project well the entire lesson. I need to work on my confidence in front of the classroom, which I think I will achieve as time goes on and through more time in front of the class teaching. The other thing I learned I need to improve on is not only asking more questions, but also waiting longer for students to provide the answers to my questions.
To practice ending in the positive, I did accomplish several things well. First my lesson plans have been received really well. My alignment within my lesson plans is really good, I just need to practice and apply that alignment in the classroom more. Second, my demonstration was a success and provided students with another technique to use when working on their facial features packet. I was able to break down a difficult subject matter into simple easy to grasp forms. Since my lesson I have seen many students use this technique. During my demonstration I could engage students more by asking them what they think the next step is.
Overall it was a pretty successful lesson and helped highlight things I need to work on. This will only help grow my teaching skills and confidence. With the aid of time and experience my confidence will grow exponentially, as well as my teaching skills and techniques I implement.