Danielson Aligned Lesson Plan for Formal Observations

Primary Subject Area and Grade Level: List the primary content area for this lesson. List the beginning and ending grade levels for
which this lesson is appropriate.

7th to 8th grade art

Interdisciplinary Connections: Provide a listing of the subject area(s), in addition to the primary subject area that is incorporated in this
lesson.
(1a: Demonstrating Knowledge of Content and Pedagogy)

The subjects within the art curriculum include: line work, contouring, and value

Lesson Duration: State the approximate time frame for this lesson.
(1e: Designing Coherent Instruction)

2-3 days

Relevance/Rationale: Consider how your outcomes and plan will engage students cognitively and build understanding. Why are the lesson
outcomes important in the real world? How is this lesson relevant to students in this class (interests, cultural heritages, needs)?
(1b: Demonstrating Knowledge of Students)

The foundation of art is understanding the elements of art, and being able to identify them. This activity specifically focuses
on line, and how it interacts with other elements. In order for students to turn their ideas into works of art, they need to be
able to learn these rules and apply them. When doing blind-contour drawing, students are forced to work slowly and focus
all of their attention on the subject. They need to think about the actual shape of the object, not the perceived shape. I will
explain to students that these ideas are important, and it will help them think about art in new and exciting ways.

Outcomes/Objectives: What will students know and be able to do as a result of this lesson? Outcomes should be written in the form of
student learning and suggest viable methods of assessment. For teachers of English language learners: What language objectives will be
addressed?
(1c: Setting Instructional Outcomes)

Students will be able to identify the elements of art within drawing subjects chosen from the classroom.

Content Standard(s) and/or Common Core Learning Standard(s): For example: (CCSS) 4.NBT.3 Use place value
understanding to round multi-digit whole numbers to any place. Content area teachers should include appropriate English Language Arts
Common Core Standards for Content Areas, if appropriate, in addition to content standards.
(1c: Setting Instructional Outcomes)

CCSS.Visual Art.1.1.5.D.1 Identify elements of art and principles of design that are evident in everyday life.

Use of Formative Assessment to Inform Planning: Describe your student’s current levels of understanding of the content related to
the outcome for this lesson. What are some of the indicators that let you know that these outcomes and the lesson activities represent the
appropriate amount of cognitive challenge for all students?
(1f: Designing Student Assessments)

In the lesson prior to this, students learned about the basic principles and elements of art. They were assessed based on
their understanding of the material, and are ready to begin learning about the ways in which we can utilize these tools in
our daily life. The students will be ready for this lesson when they are able to create artwork with purposeful line work that
demonstrates an understanding of sketching. Blind-contour drawing does not require an advanced level of artistic skill to
complete, and it is a great way for students to begin thinking more abstractly about line.

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Class Information: Describe any unique characteristics of the class (considerations may include: special needs, language levels, learning
styles, etc.). Describe how other adults (paraprofessionals, volunteers, co-teachers, resource teachers, etc.) will support student learning, if
applicable. Also include any other circumstances an observer should know about.
(1b: Knowledge of Students)

I have one student with an IEP, with an emphasis on ODD. I will be working closely with him to ensure he is on task and
understand the material.

Overview: Provide a brief overview of the lesson. The overview should provide the observer with a description of the lesson’s content and how
it relates to the larger unit. Include prerequisite knowledge required to meet lesson outcomes and relationship to future learning.
(1a: Demonstrating Knowledge of Content and Pedagogy)

This is the third lesson in a unit focusing on line. Students have learned about the elements of art and how to draw lines with
purpose. Now they are learning about contours, which will lead us into later lessons on shading and values. This lesson will
help students understand how to draw shapes, which will in turn help them understand tonal values.

Technologies and Other Materials /Resources: List all materials, handouts, resources, and technology tools that are needed by the
student or the teacher to execute the lesson. Technologies may include hardware, software, and websites, etc. Materials and resources may
include physical resources (e.g. books, manipulatives, supplies, equipment, etc.) and/or people resources (e.g. guest speakers, librarian, etc.).
(1d: Demonstrating Knowledge of Resources)

Pencils, pencil sharpeners, drawing paper, and still-life displays

Grouping Strategy: Describe how you will group students to facilitate learning of the outcomes of this lesson. What is the rationale for the
grouping strategy?
(1e: Designing Coherent Instruction)

There will be one still-life display in the middle of each table, and students will be seated 4 to a table. They are given plenty
of space to be able to work on their drawings, and are instructed to do so independently. This is so that they can focus on the
task at hand, and don’t begin rushing through the assignment.

Academic Vocabulary: What key terms are essential to this content? What terms are essential to develop and extend students vocabulary?

(1a: Knowledge of Content and Pedagogy; 1b: Knowledge of Students)

Contour, Contour-line, line work, still-life, negative space, positive space

Lesson Procedures: The procedures should clearly describe the sequence of learning activities and should identify where and how all
materials, technology tools and student-created technology products, and reproducible materials/handouts are utilized in the lesson. Describe the
lesson sequence:

● How will the lesson launch?

● How will the material be presented?
● What questions will be posed to the students? What are the expected responses?
● How and when will the teacher model?
● What opportunities will there be for guided practice, group work and individual practice?
● How and when will you monitor student understanding throughout the lesson?
● What opportunities will there be for reflection and closure?

Include approximate time allocations for each portion of the lesson. Be very precise when explaining the teacher and student tasks during the
learning activities.

(1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing Coherent Instruction)

Review: Students will be called upon to discuss our previous work with lines and why this is important. They will complete
a quick “Do Now” that emphasizes these skills.

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Lesson Overview and Demonstration: I will explain what we are about to work on, showing examples from famous artists. I
will then provide a demonstration so students can see first-hand how they are supposed to approach their assignment.

I will ask students why they think we are doing this activity, how will it help them draw? I will fill in any gaps so they
understand the full purpose.

I will emphasize that it is important to work slowly and have patience. I will explain that they need to focus on the negative
and positive space, asking them what those words mean and how it relates. I will show examples of what does not work, so
they know what artistic practices to avoid.

I will pass out supplies, explaining that we will be drawing the still-life at each table.

Students will work independently to create 4 studies using blind-contour drawing.

Near the end of class, I will collect materials. We will discuss what we learned, what was difficult, and what we would like to
go over again.

During the next class, students will be continuing their blind-contour drawings. They will use what they learned from the
last class to create drawings of their tablemates. I will remind them about what we learned, and we will discuss again the
important aspects related to blind-contour drawing.

Differentiation: Describe how you will differentiate instruction for a variety of learners, including students will special needs, English Language
Learners, and high achieving students to ensure that all students have access to and are able to engage appropriately in this lesson. Be specific.

(1e: Designing Coherent Instruction)

Students are placed strategically throughout the room so that they are seated in groups that won’t provoke distraction. I will
be going around the room and working closely with students who need more individualized help, and I have all of our
information on the board so the objectives are always readily available.

Assessment Criteria for Success:

● How and when will you assess student learning throughout the lesson (formative)?
● How will you and your students know if they have successfully met the outcomes?
● What is the criteria for mastery of the lesson outcome(s)?
● Describe any (formative and summative) assessments to be used.
(1f: Designing Student Assessments)

I will be walking around the room, observing how the students are drawing. If they are not creating the kind of line work I
described, I will re-explain our objective and show more examples.

I will know students have successfully met their outcomes when they can verbally communicate the activity, explaining the
purpose of line work. They will also be working slowly, paying careful attention to the still-life. Their work will emphasize
the variations within the contours of the still-life, and should be dramatically apparent.

Students will need to be able to find contours within their drawing that correlate to the still-life. They will share their
drawings with tablemates to see if they notice them as well.

Anticipated Difficulties: What difficulties or possible misunderstanding do you anticipate that students may encounter? How will you
prevent them from occurring?
(1a: Demonstrating Knowledge of Content and Pedagogy)

I think some students might confuse blind-contour drawing with mindless doodling. The struggle in teaching this lesson will
be to impress upon the learners that they need to take their time. To avoid this, I will do an in-depth demonstration fully
explaining the purpose of the assignment and the end-goal. I will also circulate around the room to ensure the students are
working slowly and methodically. They will need to check in with me throughout the lesson before moving on to the next
activity, so I can correct any potential confusion before it becomes a larger problem.

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Reflections: List at least three questions you will ask yourself after the lesson is taught.
(4a: Reflecting on Teaching)

Did students take the appropriate time needed to work through their drawings?
Did the importance of line work and patience make an impact on students' understanding of art?
What adjustments can I make on the lesson to improve it?