Lesson Planning Template Edtpa 2021 2
Lesson Planning Template Edtpa 2021 2
Lesson Planning Template Edtpa 2021 2
What conditions/limitations might impact the planning and delivery of the lesson?
Limitations of this lesson could be lacking students supplies. As I have seen in many schools teachers are
often buying supplies for the students, luckily this project is versatile. It can be used with different mediums
as well as material, and could even be created digitally too.
Why did I select the instructional strategy (ies) utilized in this lesson? Provide a research/theory connection
to support the instructional strategy.
I chose to use visualization of information, when presenting a review of the elements of art because it
allows for students summarize and process information that they have already learned. This strategy also
allows for learners who might be slow to see something in front of them and making a stronger connection
in their memory.
Mahanta, P. (2019, September 18). 5 effective teaching strategies to help your students in school. Retrieved
April 21, 2021, from https://www.prodigygame.com/main-en/blog/5-effective-teaching-strategies-to-
help-your-students-in-school/
How does this lesson connect with and build on previous/subsequent lesson(s)?
This lesson is meant to be used at the beginning of the school year. This lesson should allow for students to
review the elements of art. Elements of art are very important to know in order to understand the art we
see. This lesson will also allow a “warm up” for students to become comfortable presenting in front of their
classroom peers making verbal artist statements.
Academic Language
Language Function: Students will be (speaking) sharing and justifying evidence of their own knowledge of
elements and principles of art, and how they stablished those within their design during a short informal
presentation.
Student support tool: Have a generic superhero outline for those students who might need extra supports, a
printed note sheet of the elements and principles if not already handy to them, extra work time, possibly a
digital version of the template.
Feedback:
Teacher will have an informal
meeting with students to discuss
their completed piece, students
will justify their work and teacher
will then tell them what they see
and what might need
improvement.
Standard Content Objective Assessment
4.2.1.5.1 – Create original two Students will be able to create Tools: Completed superhero
dimensional artworks to express and present a finished piece that piece.
specific artistic ideas reflects themselves as a person
and an artist. Indicators/Criteria:
Teacher will know the piece is
complete when it is colored in
with whichever medium and
presented to peers.
Feedback:
Teacher will have an informal
meeting with students to discuss
their completed piece, students
will justify their work and teacher
will then tell them what they see
and what might need
improvement.
Materials
Sketchbook or Card stock (one per student)
Plain or scrap paper
Pencils
Erasers
Assortment of comic book covers
Colored pencils
Instructional Strategies And Learning Tasks
Time Instructional Strategies/Learning Tasks Differentiation
5 T: Today we are going to design a cover for our personal ELL: Think pair share,
minutes sketchbooks. discuss different types of
S: Listening superheroes
T: Showing students examples of previous students. In this you IEP: have students raise
should design yourself as a superhero, whatever kind you choose any questions they might
to be. have now
T: You will show what you know by using at least two elements of G/T: have these students
art in your design, and explain them to your classmates in your point out what is
short informal presentation. interesting to them about
the examples, what can
they see that makes them
meaningful?
15 (Lecture/Demonstration) ELL: Give students a
minutes T: To start we are going to watch a review video about the printed handout of visual
different elements of art to get our brains going. Write down a few information they will see in
things you like and might want to include in your sketch. the video.
https://youtu.be/M6s4xrTGGf0 IEP: Have sensory
toys/fidgets available for
S/T: Video, watching and listening when students need to sit
for awhile.
T: Who can tell me what one of the elements of art is? G/T: Allow students to
S: Various answers draw themselves as any
(Repeat this question to review all) type of cartoon character
instead of an explicit
T: How can we use these elements in our work to create meaning. superhero, for an extra
S: various answers challenge
T: How will you use these elements in your comic book today?
S: Various answers
T: For this activity you will first use plain paper to do a rough
sketch of your design, and write down two elements or principles
and how you will use them.
S:Listening
T: This sketch should only take about 5 or 10 minutes, but you can
use as much plain paper as you’d like to practice your drawing.
T: Use only pencil until you believe your entire design is finished,
then you should use colored pencil to fill in the design.
Closure
The closure activity for this lesson will be a short presentation of their work with peers, this can be in
groups, whole class or partners. Students will show their work they’ve created , as well as explain what
elements of art they used to create meaning.
Self-Assessment/Reflection
Complete after teaching event (There will be no need to do this section this semester)