TITLE OF UNIT:
LENGTH OF LESSON:
STAGE 1- DESIRED RESULTS
- Summary of lesson. What relevant goals will this design address?
CONTENT STANDARDS (5-7):
- State/National Visual Arts standards that are applicable to your unit
UNDERSTANDING(S)/GOALS/KEY CONCEPTS/OBJECTIVES (OUTCOMES/SKILLS):
- List the big ideas or concepts that you want students to come away with, not facts that they must know. (Learning Objectives (3-5), Process Making Objectives (3-5))
- These are observable, measurable outcomes that students should be able to demonstrate and that you can assess. Your assessment evidence in Stage 2 must show how you will assess these. Your learning activities in Stage 3 must be designed and directly linked to having students be able to achieve the understandings, answer the essential questions, and demonstrate the desired outcomes. Note that these are UNIT, not specific lesson, objectives. What “big” things will students understand as a result of investigations in this unit of study?)
Students will understand that... (What understandings about the big ideas are desired? What do you want students to understand and be able to use several years from now. What misunderstandings are predictable?)
Students will know... (What knowledge will students acquire as a result of this unit? This content knowledge may come from the indicators, or might also address pre-requisite knowledge that students will need for this unit.)
Students will be able to... (What skills will students acquire as a result of this unit? List the skills and/or behaviors that students will be able to exhibit as a result of their work in this unit. These will come from the indicators.)
ESSENTIAL QUESTIONS (3):
- What questions will guide the investigation of the Enduring Idea and Key Concepts/Big Ideas? What provocative questions will foster inquiry, understanding, and transfer of learning into the content? (Open-ended questions that stimulate thought and inquiry linked to the content of the enduring understanding.)
STAGE 2- ASSESSMENT EVIDENCE
- Through what authentic performance based tasks will students apply what they have learned and demonstrate their understanding? By what criteria will 'performances of understanding' be judged?
- Designed at least at the application level or higher on Bloom's Taxonomy.
- Rubrics can be used to guide students in self-assessment of their performance
- Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding in a real life situation. Describe your performance task scenario below)
- GRASPS Elements of the Performance Task
- G- Goal (What should students accomplish by completing this task?)
- R- Role (What role/perspective will your students be taking?)
- A- Audience (Who is the relevant audience?)
- S- Situation (The context or challenge provided to the student.)
- P- Product/Performance (What product/performance will the student create?)
- S- Standards & Criteria for Success (Create the rubric for the Performance Task
- Through what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results? Includes pre-assessment, formative assessment, and summative assessment evidence. Can be individual or group based.
- Can include informal methods (such as thumbs up, thumbs down, and formal assessments, such as quiz, answers to questions on a worksheet, written reflection, essay)
- What “end-of-unit” performance task(s) will they complete to demonstrate that they have met the UNIT objectives?
- Student Self-Assessment: (How will students reflect upon or self-assess their learning?)
STAGE 3- LEARNING PLAN
TITLE OF DAILY LESSON/UNIT:
SUBJECT/GRADE/CLASS PERIOD LENGTH:
- Write a short description of the lesson (1-2 sentences). Think of giving a substitute a quick idea of the purpose of the lesson and the activity. When you describe the “action” in each lesson and indicate what students will learn from it, you are better able to see how the lessons related to one another, are sequenced, and how they collectively build toward the unit objectives.
- How will you help students connect the enduring idea/theme to the students’ lives?
- How will you build the students’ knowledge base about the enduring idea/theme as it relates to life?
- How will you build the students knowledge base about the enduring idea/theme as it occurs in art (art criticism, art history, aesthetics)?
- How will you engage students with exploring, questioning, and problematizing the enduring idea/theme through art making?
- What will students do?
- What will students learn from this?
- Where... are your students headed? Where have they been? How will you make sure the students know where they are going? What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
LEARNING ENVIRONMENT/MANAGEMENT/DIFFERENTIATED INSTRUCTION:
- Where can this learning best occur? How can the physical environment be arranged to enhance learning?
- How will you engage students at the beginning of the unit? (motivational set)
- What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you equip them with needed skills and knowledge?
- How will you manage your classroom? How will students know who gets materials? Where will materials be stored? What will you use for a behavior management strategy? How will you make accommodations for the diverse learners in your classroom?
- From your previous list. You may need to add one or two that or more specific to this lesson. Think about incorporating the eight studio habits of mind as additional objectives to focus on during your lesson. (Students will know, be able to, evidence, demonstrate, apply, etc. The number of objectives for a lesson will vary.)
- From your previous list. You may need to add more that are more specific to this lesson. The key questions could be about the theme, questions related to art or technical questions. These key questions are more specific to the daily lesson but should help to answer the more broad key questions you have for the unit as a whole.
- List here the materials you will need ahead of time to complete the unit (art making materials, visuals, PowerPoint, handouts, examples, books, anything you will need to prepare in advance and have ready before you teach.
- Include all the materials that you will use in the lesson. Examples might include slides from PowerPoints, reproductions of art, readings, etc.
- Attach any art visuals (project examples, process examples, artists, art history, etc)
- New vocabulary that you want students to review or learn for this lesson. You should always plan to post these where the students have access to them during the lesson (example: a section of the white board or sketchbook).
- In what order will you sequence the activities for this lesson?
- How will you introduce your lesson? What will get students interested and engaged? Please write this as a narrative. What will you say and do, specifically. What will you expect students to say or do?
- (How will you facilitate learning and sequence instruction so that students will be able to meet lesson objectives? The number of strategies/activities will vary.)
- Hook/capture student interest, set the stage, relate to previous learning (review), how this fits into what is to follow (preview), tell students what they will learn and be expected to do as a result of the lesson.
- What new concepts, strategies, or techniques will students need to know in order to be successful? Please write as a narrative in some detail how you intend to demonstrate, including any classroom management strategies you will need to employ.
- Detail here what you expect students to do. What product will you expect at the end of the lesson? How will you monitor their activity, including checks for understanding (in process assessment).
- Outline the content and outline the instructional strategies & learning activities. Include details what you will do, how you will organize/prepare students for tasks, and what students will do. If you plan to involve students in discussion, list key/stem questions that you might ask to generate discussion.
- How will you bring the lesson to a close? Each day there should be some kind of closure activity. If your lesson is a multi day one, how will you bring the entire activity to a close, accounting for assessment AND how will you prepare students for the next lesson in your series?
- List activities that you & students will do to summarize the lesson, reinforce what was covered, and tie everything together so students see how the lesson fits into the context of the rest of the course (what they have already done and what is coming next).
- How will you evaluate students? How will you know how well they have met your objectives? What kind of rubric will you use? Please include the rubric or assessment tool being used, if necessary, after each daily lesson.
- How will students and you know that they have learned what is intended? Note both formal and informal assessment strategies. Note also that instructional strategies can sometimes function as assessment strategies.)
- Include the amount of time you will spend on the motivation, demonstration, student activities and closure. When tallied the total amount should equal the length of your class period.
WHAT ASSIGNED/DUE DATE:
- What homework or project did you assign to the students and when is it due?
- Cite all of your sources.