Paretti-Spring 2023

COLLEGE OF EDUCATION Department of Teaching & Learning

Secondary Lesson Plan Template

Name: Novia Perkins

Cooperating Teacher: Kevin Chung

Subject & Grade Level: Drawing One, 10-12

Lesson Topic: Still Life Studies

Date: 11/1-11/10 Estimated Time: A week and a half

1. Standards: VA:Cr2.HS.1II Through experimentation, practice, and persistence, demonstrate

2. Teaching Model: Direct instruction-students will be told instructions with a provided format and
examples. Self-Directed Learning- students will do the entire creation process (sketching, drawing,
coloring) on their own, with help available if they have questions or need assistance.

3. Lemov Strategy: Proximity, Work the Clock, Check for Understanding, What To Do

4.Objective(s): I am learning how to use the elements of art such as value, texture, form and space to
create realistic still life drawings from multiple different views and angles.

5. Materials/Resources

● Pencils, pens and erasers

6. Instructional Procedures

a. Introduction

● I’ll welcome the kids to the class and then tell them that we will be starting their
 next project and briefly going over the elements/principles of art. The objective
for each class is written on the board right by the door and later again on the
canvas assignment that I go through with them.
b. Activities or Learning Experiences
● Students will be given two brief worksheets to take home on Wednesday. This is
just meant to gauge what they already know and give them a chance to practice
what skills used in previous years. They are expected to come to class on Friday
with both of them fully completed.
● On Friday we will begin the actual lesson. We will spend the class period
learning how to break objects down into simplified shapes (ex. A house is made
up of a rectangle and a triangle on top). Students will be given multiple images
to redraw by first analyzing their shape makeup, and then using those shapes to
create the recognizable object. Students will turn these drawings in on canvas
when they are finished.
● On Tuesday, we will begin the still life studies. Students will work together to
create their own setup in the middle of the room using items found in the
classroom, as well as objects that they brought in. Once the setup is complete,
students will be given 15 minutes to draw it from their perspective. Once these
15 minutes are up, they will move over to new seats and draw it from that
perspective for 15 more minutes. There will be 4 total rounds of drawing from
different views.
● We will do the same thing on Wednesday, but only for two rounds since it’s a C
day and the class periods are shorter.
● Friday I will create a brand new setup and students will take the whole class
period to work on a full scale still life drawing. This will carry on into Tuesday’s
class as well to ensure students capture as much detail and precision as possible.
c. Closure
● On the first day, I will restate the timeline and what they need to do and by
when.
● At the end of each class period, I’ll tell the students when it’s time to start
cleaning up, and review anything we may have talked about in class that day.
d. Extension/ Contingency Plan
● Students are free to work on this outside of class, and are allowed to come in
during ATech time if they feel they need more time in school to finish it.
Students will be allowed to turn in their finished drawing up to 10 days late in
accordance with new CCSD policies.
● Instructions on how to assemble objects from common shapes will be posted on
canvas, as well as videos that go over the subject. Pictures of the common shape
objects and each of the setups will be posted on canvas so that those who were
absent can still complete the drawings from home.

7.Accommodations/Modifications

● Students who are absent on the introduction day will be brought up to speed by the
student teacher, and have the chance to either complete it in class on the following days,
or work on it at home if they feel the need to do so.
● In compliance with the new CCSD policy, students will be able to turn in their projects
late up to 5 days with no penalty to their grade.
● Detailed instructions are available on Canvas along with the Powerpoint and the rubric. If
any student has difficulty reading the materials, the Student Teacher will go over the
project personally, and there will be additional videos for students to watch if they need
visual help.

8. Assessment/Evaluation of Learning
 ● Student participation will be tracked by them turning in their worksheets online and each
of their still life drawings for each day.
○ Progress and improvement will also be tracked throughout each of their days
drawing
● Grading of the final product will be worth a total of 100 points and will be determined by
the following criteria:
○ Does the student show improvement from their first preliminary sketch?
○ Is there detail; did they add folds to fabric or works written on labels?
○ Are the shadows and highlights accurate and realistic?
○ Were they lazy and completed it in 5 minutes, or did they take their time?

9.Homework Assignment

● Students will be given two short worksheets on Wednesday to take home and complete
before their next period in this class.
○ No other homework assignments will be given, as all other work will be
completed in class. If students need to, they will be permitted to take their work
home in order to finish it on time.

9. Post-Lesson Reflection:

So I’ve had this lesson planned out for a whiiiiiiile, basically since last
semester. I got the idea for it from the ceramics teacher at Durango and modified
it. This was one of the few assignments that I told Mr. Chung “I am doing this
lesson at some point, no matter what.” Safe to say, I was pretty excited for it.

Starting out, I gave the kids two short worksheets as homework to complete
before we actually started the lesson. Unfortunately, only like one or two students
actually did it ahead of time, so they wasted most of their time in class on Friday
when we began the lesson. It’s fine because they can finish Friday’s work at
home, it’s just annoying and I made it clear that they can’t use Tuesday’s class
time to work on any of this stuff.
Objective: "I am learning to draw everyday, recognizable objects by analyzing each object
and then using basic shapes and forms to get the final structure."
SWBAT use common shapes such as triangles, squares, and rectangles in order to recreate
objects found in a still-life setup.
Submit all of your common shape drawings here
https://www.youtube.com/watch?v=47d6nsfS-o8
https://www.youtube.com/watch?v=xS4Od6hEFMY
Links to an external site.
Let's break it down together:
Choose 2-3 of the following images to analyze, break down, and draw. Your drawings
don't have to be perfect, but you have to show what shapes you used to build up each
object, and then how you refined it to be more accurate to the actual item.

Assignment
 1. Start by sketching out your ideas for your final project on a separate piece of
paper. Make sure to turn this in on the other assignment shell titled “Day of
the Dead Sketches.” You must me respectful to the holiday and culture, and
your work has to have some reference
2. Once you have a design/idea that you like, start redrawing it onto a separate
piece of drawing paper. Make sure to be neat and work carefully, and take
your time. Don't rush anything.
3. When you are done with it, we will cut it out and glue it to the main piece of
background paper.
4. Once finished, fill out the application as a team. Make sure to include
everybody's names in the "Artist Bio" section.
5. When you have the fully finished collaborative piece and the application filled
out, have one of your teammates turn it all in here.
This assignment is due on Tuesday, September 12th!
We will submit our final works in class on September 15th. Final application day
is September 17th. If you fail to submit your artwork to the juried exhibition, you
will lose points for that portion of the grade (check rubric below).

Criteria Points
Fully
25 Points 0 Points
Completed
Application All required parts None of the
PDF have been filled application has
out and turned in been filled out
or turned in.

Collaborative
work is fully 25 Points 10 Points 0 Points
finished The art piece is The art piece The art piece
finished and was finished was never
ready to be late and was finished
submitted unable to be
turned in

Neatness and
Craftsmanshi 25 Points 20 Points 10 Points 0 Points
p Finished artwork There are little There are a Finished work is
is clean and to no mistakes few mistakes messy and
concise (no color and/or works and/or works there was no
outside the lines, are mostly are messy or thought or
no scratchy thought out unplanned intention put
linework, etc.) into the final
 and works are image
well thought out

Peer Review
25 Points 20 Points 10 Points 0 Points
Student Student Student did not Student did not
completed their struggled to work well with finish their work
section of work work with others, and at all and did
and worked well others, but their finished their not work well
with their work was project too late with their
classmates completed on to be turned in classmates
time and is able
to be submitted.