Ashland University Lesson Plan Form (B) (8/06) Dwight Schar College of Education/Teacher Education Program/Office of Field Experience

Sandra E. Badger, EDCI 432A, Dr. Fedorenko Name of Instructor: Sandy badger Grade Level: High School Subject: Art Unit Title: Art, Technology and the Portfolio Time Length: 4-5 class periods Date of Lesson: 04/01/2012 1. Learning Goal/Objective a. What will the pupil be able to do as a result of the lesson? The student will complete an online portfolio by making her own website. State your objective from the course of study or ODE Academic Content Standards. 2PR-Integrate the elements of art and principles of design using a variety of media to solve specific visual art problems. 3PR-Explore solutions to visual art problems through preparatory work. 4PR-Prepare artworks for display that demonstrate high levels of craftsmanship. 5PR-Understand how to access available digital tools and innovative technologies to create and manipulate artwork. 5RE-Indentify the venues for viewing works of art. Explain how a response to a work of art is affected by the context in which it is viewed. 6PE-Indentify, examine and understand the aesthetic, stylistic and functional considerations of designing objects, environments and communications. b. Prior knowledge/skills required by students? Some basic computer, organization and writing skills. c. Connection how does the lesson objective connect with previous and future lessons/learning? The student will incorporate all they have learned into this lesson. All completed projects will be photographed and uploaded to the website. All entries will have a written element. 2. Assessment (Pre & Post) - How and when will you evaluate the objective and student learning? Attach a copy of the assessment/rubric instrument you will use. PRE: In class power point presentation and following discussion. I will circulate the room while students are working to find out more of what the students know already and make sure that no re-teaching is necessary. POST: Rubric-class participation/sketchbook note keeping, writing and preliminary plans/technical ability-following directions/creative use of the site options/ all criteria met/completed work in timely manner/effort made/participation in critique-appropriate language used. 3. Methods/Strategies a. What teaching methods will you use (e.g. teacher presentation, demonstration, simulation, role playing, peer teaching, laboratory activity, etc.); Type of learning: Inductive/inquiry questioning for student discovery or deductive/direct modeling)? I will provide introduction to building website to showcase artwork. This will be in power point form. I will show examples to motivate and generate interest. I will provide live example of building website as well. The students will complete some planning and research before they begin the project. Students will work alone during the lab work. Students will work together during critique. b. Accommodations How will you accommodate for student differences? Extra one-on-one if needed on the computer-possibly peer teaching. c. Learning climate/environment How might you establish a safe and an effective environment? Low clutter, quiet, library voices. Computers that work. 4. Grouping - Large/small group; cooperative groups (pairs, threes, etc.) Is this typical? Individual project- unless the entire class is involved in discussion, critique or display.

Page 2, Lesson Plan Form (B) 5. Equipment and Material - What instructional equipment and materials are required to help students reach the objectives (e.g. textbook, lab equipment, technology, activity sheet, CD-ROM, Web Site, etc.)? Computer lab for students. I will need computer, projection screen and power point for instruction. Digital camera will be needed in classroom at all times for recording of artwork. 6. Instructional Delivery a. Introduction (e.g. motivate, elicit student interest, review past learning, background in topic; Communicate expectations, procedures required for the lesson.) Power point presentation will be used to motivate, review, provide objective, communicate expectations and procedures. I will provide live example of building website as well. Review uploading images if necessary. Provide criteria to be used for portfolio. b. Activity: What activities have you planned? What will you do? What will the students do? (e.g. small steps, examples, clues, feedback/checking for understanding. etc.) The Instructor will: 1) Provide introduction to building website to showcase artwork. This will be in power point form. I will show examples to motivate and generate interest. (1st class period) 2) Actual on-line instruction. (1st class period) 3) Check sketchbook ideas. (2nd class period) 4) Follow up with each student during the process to make sure everyone is doing well, providing assistance as needed. Verify criteria is being met. (2nd, 3rd and 4th class period) 5) Assist with in-class critique (final class period) The students will: 1) Participate in classroom discussion with power point introduction and web instructions/examples. (1 class period) 2) Use sketchpad to draw and/or write own ideas to showcase work in web/portfolio. (2nd class period) 3) Upload images to computer in lab and begin portfolio design on weebly.com including the requested criteria. (See attached from power point.) 4) Complete on-line portfolio. (2nd, 3rd, 4th class period) 5) When work is completed-each student will be responsible for critique of their own work, provide their own thoughts and open for the class. As we are at the end of the semester, students should be able to do this on their own using the appropriate critique vocabulary we have been using. (Final class period) c. Conclusion/Summary - Review; Students demonstrate achievement; Connection with future lesson. d. Practice and/or Assessment - Guided, independent; Help with initial steps and monitor; Corrections, re-teach if necessary.

7. Teacher Reflection/Self-Evaluation - Answer the following questions on a separate paper: What pleased you? What would you do differently next time? Re-teaching or Intervention required? Did the assessment instrument measure intended student learning? If no, what are some alternatives?

Attachment (s): Criteria sheet, web example, rubric