Claflin University School of Education

EDUC 450: Professional Clinical Practice

Reflective Lesson Plan Model ML and Secondary
Name: NaStaija Partee'

Date: February 12, 2016

PART I: PLANNING
Elements of Art and Principles of Design Poster
Title of Lesson
Is this lesson original idea? If not, from what source did you borrow this lesson?

Source

Original Idea (Ms. Wright)

Exploratory- Art
Subject Area (s)
6th, 7th , and 8th grade
Grade Level
Curriculum Standards

Standard 6-1, 7-1 & 8-1

The student will demonstrate competency in applying a variety
of media, techniques, and processes
Indicator
VA6-1.3 ---VA7-1.3---VA8-1.3
Use art materials and tools in a safe and responsible manner
Standard 6-2, 7-2 & 8-2
The student will develop knowledge of composition to
communicate ideas
Indicators
VA6-2.1--- VA7-2.1---VA-8-2.1
Use the elements and principles of design to describe the
composition of a particular artwork.
VA6-2.2 *VA7-2.2--- *VA8-2.2
Use elements and principles of design to create artworks that
show appropriate composition and (demonstrate) communicates
their ideas.
Standard 6-5, 7-5 & 8-5
The student will analyze and assess the qualities of their
artwork and the artwork of others.
Indicators
VA6-5.2 --- *VA8-5.2
Use descriptive, interpretive, and evaluative statements to make
(aesthetic) judgments about their own artworks and the artwork

Revised Fall 2013

of others.
VA7-5.1
Make informed aesthetic judgments about their two- and threedimensional artwork and artwork of others and describe,
interpret, and evaluate both works.
VA6-5.4---*VA7-5.5---*VA8-5.4
(*Collect)Maintain, and exhibit a portfolio of personal artwork.

Describe the lessons activities and content to provide a clear overview of the lesson.

Description and
Background Information

Students will first take a pretest to gauge what they already know about the
Elements of art and the Principles of Design. The pretest is scored and
students are made aware of how they did via their progress report (the score
was not counted because it is expected that most students will score low if
they have not had an art class in previous grades and/or were not exposed to
the elements and principles). It is explained that after they have learned about
the elements and principles, there should be an increase in their scores.
After taking the pretest, students will be instructed to write the definitions and
vocabulary of first the elements of art as we go through a PowerPoint
together one week, and then the principles of design the following week.
Every day, one to two elements or principles are covered and after the
vocabulary and definitions are copied, students will come up with sketches in
their notebooks to illustrate their understanding of the defined element or
principle of design. The finalized drawing will be done on their Elements of Art
(and then Principles of Design) poster paper. Along with finishing up their
designs and drawings for each element and principle, students will be
instructed to take their notes home each night and study them. At the end of
each week of this two week unit, there will be a notebook check for all the
required notes.
After all of the Elements of Art are covered, students will assess their
illustrations using a rubric. Once the principles of design are covered,
students will also assess those illustrations using a rubric. Afterwards, the
class will take the post-test (same test as the pre-test) and assess their
growth.

Lesson Objectives

What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.

The Learner will be able to copy vocabulary relating to the elements and
principles of design;
View a PowerPoint on the elements/principles of design and write vocabulary
terms and definitions into their notebook;
Illustrate each element/principle of design;
Complete the unit review for the elements/principles of design.
Take a post test on the elements/principles of design and pass with at least
80% accuracy.

Varying Objectives for

Individuals Needs
(Differentiated Instruction-content;
Process; Product; or Environment)

How will you vary these objectives for students who do not understand the material?
How will you vary these objectives for students who have already mastered the concept?
How will you vary these objectives for students who are presently learning English?

Students that do not understand the material will receive one-on-one

intervention time to get them caught up with the rest of the group.
Students that have already mastered the concept are usually students that
have already taken Ms. Wright's class and learned the elements/principles of
design. They will be instructed to help their classmates understand and
illustrate the elements/principles of design.

Revised Fall 2013

Students that are English-Language Learners will be shown the reference

photos for the drawing they are to complete. A translator for the directions
would also be helpful. The test can be translated into the language that they
understand and administered to them in their native language.

Statement of Purpose

Why is it important for the students to learn this content?

Students who can identify the elements and principles of design evaluate their role in
the composition of a work of art and will be better able to understand an artist's
choices. They will be equipped to address whether a work of art is successful, and
why.
Secondly, knowing what the elements and principles of design are enables them to (1)
describe what an artist has done, (2) analyze what is going on in a particular piece and
(3) communicate their thoughts and findings using a common language (art
vocabulary).

Materials and Resources

What materials and supplies are needed to help your students achieve the stated
objectives? What will the teacher need? What will the students need? What other
resources are needed? Will you use resource speakers?

For Students: Scott Foresman Art Textbook (different color for different grade levels),
Markers, Colored Pencils, Frayer Model Worksheet(customized so that there are
enough spaces to illustrate each Element and Principle of Art and Design), Pencil,
Notebook/Loose-leaf Paper for writing definitions and taking notes.
For Teacher: Scott Foresman Art Textbook, STAR Board and Laptop (for showing
PowerPoint), Elements and Principles of Art and Design PowerPoint, Grading Rubric,
Elements of Art Drawing Sheets, Principles of Design Drawing Sheets, Scantrons,
Elements and Principles of Art and Design Test, LCD Projector
Optional: Elements of Art Video by Crystal Production

Anticipatory Set

What will you do to motivate the students and get their attention? What is the hook
that will serve as a focus for the lessons activities?

Students will view illustrations of the elements/principles of design online at

artsonia.com. The illustrations were created by former art students. The
desings and illustrations will be explained and students will begin to think
about how they will illustrate the elements/principles of design.

Part II: IMPLEMENTATION

How will you find out what students already know about this topic?

Pre-assessment

They will take a pre-test at the opening of the unit.

What will you do to show students what is expected?

Teacher Modeling or
Demonstration

Revised Fall 2013

Throughout the PowerPoint presentation, as we come to a slide that informs

students on what they are supposed to be drawing, I will explain the visual
example included in the presentation, show students examples from previous
classes, and draw up my own example while explaining specifically what they
must do to receive the maximum amount of points for the element or principle
they are illustrating.

What will we do together as they learn how to succeed at the new task?

Guided Practice
Checking for
Understanding

We will sketch out designs in our notebooks (my sketch will be done on the
white board) to make sure we are following the criteria for a target illustration.
What questions will you ask to determine if students understand so far? What techniques or
strategies will be used to determine if students understand so far?

I will be circulating the room once the guided practice is underway, but before
that, I will call on random students and have them repeat back to me what it is
their drawing should look like.
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice

Closure

Once students feel confident enough in their notebook sketch, they can
transfer the drawing onto their poster illustration paper, and complete it
neatly and add color to it, sometimes using colors specific to that element or
principal (i.e. color your drawing using only warm and cool colors to show
emphasis-a principal of design- through color contrast).
The teacher will have the students to answer the essential questions:
1. What are the elements/principles of design?
2. How do you illustrate the elements/principles of design?
3. How do artists use the elements/principles od design to communicate?
4. How can the elements and principles of designs be applied to my own art?
The Lumen document camera will also be used to share completed portfolios from
students in the class.
What will students do to demonstrate what they have learned?

Assessment
(Give a description and attach
to lesson plan)

Extension Activities

Students will grade their elements and principles posters using a rubric. They will
assess their work and their adherence to the guidelines and criteria and give
themselves a grade before I grade them. Students will also take a post-test. An
increase of at least 20 points from their pre-test score is anticipated.
What can students do at home or in the classroom to apply the knowledge or skills? How
could you use your colleagues or community agencies to improve student performance?

The very basics of art are the elements and principles of design. When creating future
projects in the classroom and during their personal time, students can recall this
information and make their artwork more visually appealing. They can also look at
contemporary art all around them-they do not have to be confined to historical art-and
point out the elements and principles within it. Even when looking at something as
simple as a cereal box, students can figure out what makes the box so visually
appealing (it might be the use of bright, complementary colors).
Students that are applying for this year's Consortium for the Arts can take this
knowledge and utilize it during their tutelage in the summer program. I could invite
my classmates from the art department over to the middle school to show-case some
actual posters they actually created in their Design and Technology course for the
elements and principles of design.

How will you use technology to assist students with learning the concepts? What technology will you
use to enhance the delivery and comprehension of your content?

Technology

Revised Fall 2013

The STAR board will be used to show the PowerPoint on the Elements and Principles
of Design. It will also be used to showcase artwork posted on artsonia.com from
students that created elements and principles illustration posters from the previous
semester.

PART III: REFLECTION

Describe the strengths of your instructional techniques, strategies and classroom management.
Describe the strengths of student engagement.

Strengths

The customized version of the Frayer Model worked very well in giving students
enough space to illustrate their understanding of the element and principles. Since the
space wasn't too big or too small, too much time was not spent on each section.
Having students learn the definitions of each vocabulary term, breaking down the
term into understandable metaphors and then having them illustrate it may ensure a
better understanding of the unit.
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.

Weaknesses

Suggestions for
Improvement

Reliance on technology can have its downfall-halfway through the unit, the LCD
projectors bulb blew out. Some students-especially special education-may require
more time to understand and complete their drawing for each element and principle of
design. Some students required more instruction on what they were supposed to draw.
As we moved through each element and principle, some students skipped around and
ended up with only half of their poster finished. Each grade level had different
powerpoints. One class period, I forgot to switch powerpoints and ended up teaching
7th graders terms from the 6th grade powerpoint.
What would you change when teaching this lesson again?

Different slide colors that do not effect readability may need to be used to
differentiate between the different PowerPoint grade levels. A backup plan for
if/when the LCD projector is down is necessary. The book will be used in conjunction
with the PowerPoint presentation (as long as the LCD projector is working) for a
better understanding of the Elements and Principals. A study guide could be given out
to students over the weekend to better prepare them for their post-test.
Some students, though they were allowed to take their posters home over the
weekend, did not bring their's back. Just like with the portfolios, the option to take
work home will not be so readily given. It has been two weeks since the lesson was
tuaght, and students are still turning in their overdue posters.
Revised 6-2013

THE CLAFLIN IMPERATIVE:

PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Revised Fall 2013

CLAFLIN UNIVERSITY
SCHOOL OF EDUCATION
REFLECTIVE LESSON PLAN MODEL RUBRIC
Candidate____________________________________ Title of Lesson ________________________________________________ Date: ________________

Target
(5 Points)

Highly Acceptable
(4 Points)

Acceptable
(3 Points)

INTRODUCTION
(Title, Source, Subject
Area, Grade Level)

The candidate includes all

introductory components
and all components are
appropriate to the lesson

The candidate includes

most introductory
components that are
appropriate to the lesson

The candidate includes

some introductory
components that are
appropriate to the
lesson

CURRICULUM
STANDARDS

The candidate identifies all

appropriate standards for
the lesson.

The candidate identifies

some of the standards that
are appropriate for the
lesson.

The candidate describes

the lessons activities and
content in a detailed
manner.

The candidate describes

the lessons activities and
content in a manner that
provides a clear overview
of the lesson
The candidate includes
measurable performance
objectives, but objectives
are not clearly or concisely
written for the lesson
The candidate varies most
of the objectives to
promote rigor and a
challenge for all students,
including diverse students,
and identifies teacher
actions that accommodate
diverse students needs

The candidate identifies

some appropriate
standards and some
inappropriate standards
for the lesson.
The candidate identifies
the lessons activities
and content but fails to
provide a clear
overview of the lesson
The candidate includes
clearly written
objectives that are not
measurable

DESCRIPTION AND
BACKGROUND
INFORMATION

LESSON
OBJECTIVES

DIFFERENTIATION
OF OBJECTIVES

Revised Fall 2013

The candidate includes

concise, clearly written,
measurable performance
objectives for all
standards
The candidate varies all
objectives to promote rigor
and challenge for all
students, including diverse
students, , and identifies
teacher actions that
accommodate diverse
students needs

The candidate varies

some of the objectives
to address diverse
students needs and
includes some teacher
actions that
accommodate those
needs

Moderately
Acceptable
(2 Points)
The candidate includes
only one introductory
component that is
appropriate to the
lesson
The candidate lists
standards, but
standards are
inappropriate for the
lesson.
The candidate
identifies the lessons
activities or the
lessons content

Unacceptable
(1 Point)
The candidate fails to
include the
Introductory
components
The candidate fails to
identify curriculum
standards.
The candidate fails to
identify the lessons
activities and content

The candidate includes

objectives that are not
measurable or clearly
written

The candidate fails to

include objectives for
the lesson

The candidate does not

vary the objectives, but
the candidate identifies
teacher actions that
accommodate diverse
students needs.

The candidate fails to

differentiate objectives

Score

STATEMENT OF
PURPOSE

MATERIALS AND
RESOURCES

LESSON DESIGN

KEY ASSESSMENTS

CHECKING FOR
UNDERSTANDING

Revised Fall 2013

The candidate clearly

explains the importance of
the content for the student.

The candidate
appropriately explains the
importance of the content
for the student, but more
information is needed.
The candidate provides
comprehensive lists of
lesson materials and
resources to be used by the
teacher and the students,
but no explanations

The candidate makes an

adequate attempt to
explain the importance
of the content to for the
student.
The candidate provides
lists of some of the
materials and resources
to be used by the
teacher and the students
for the lesson

The candidate does not

explain the relevance
of the content for the
student.

The candidate makes

no attempt to explain
the relevance of the
content for the student

The candidate provides

a list of lesson
materials and
resources to be used by
the teacher or the
students, but not both

The candidate fails to

provide a list of
materials and resources
for the lesson

The candidate clearly

describes a well-organized
student centered lesson
that reflects all
organizational issues: preassessment, motivation
(anticipatory set), purpose,
modeling/demonstration,
guided and independent
practice, closure, extension
activities and other
instructional strategies.
The lesson plan reflects
differentiated instruction

The candidate clearly

describes a studentcentered lesson that
reflects most of the
organizational issues:
pre-assessment,
motivation, purpose,
modeling/demonstration,
guided and independent
practice, closure,
extension activities and
other instructional
strategies. The lesson plan
reflects differentiated
instruction

The candidate clearly

describes a studentcentered lesson that
contains few of the
organizational issues,
and addresses some
differentiated
instruction.

The candidate
describes a lesson that
is somewhat studentcentered with few of
the organizational
issues, with no
differentiated
instruction

The candidate
describes an illplanned lesson that is
not student-centered or
the candidate fails to
describe the lesson

The candidate describes

specific assessments that
correlate to all of the
objectives and lesson or
attaches the assessment.

The candidate describes

assessments that correlate
to some of the objectives
and the lesson and/ or
attaches the assessment.

The candidate includes

assessments within the
plan which correlate to
the objectives and the
lesson, but does not
describe or attach the
assessment.

The candidate includes

assessments within the
plan that do not
correlate to the
objectives and the
lesson.

The candidate fails to

include and/or attach
the assessment(s).

The candidate describes

and lists specific strategies
and techniques and/or lists
questions to be asked to
check for understanding
The candidate
meaningfully incorporates

The candidate describes

and lists several strategies/
techniques and questions
to be asked to check for
understanding
The candidate
meaningfully incorporates

The candidate lists and

describes strategies/
techniques, but does not
list any questions

The candidate lists

questions, but fails to
describe or list
strategies and
techniques
The candidate
incorporates

The candidate does not

list or describe any
strategies/techniques or
asks questions to check
for understanding
The candidate fails to
address the issue of

The candidate provides

comprehensive lists of
lesson materials and
resources with
explanations of how they
will be used by the teacher
and students

The candidate
incorporates and

TECHNOLOGY

PRESENTATIONS &
CONVENTIONS

EXTENSION
ACTIVITIES

REFLECTIONS

and describes student used

technology in the lesson or
explains why technology
cannot be meaningfully
incorporated

and describes teacher used

technology in the lesson

describes technology in
the lesson in superficial
ways.

technology in the
lesson in superficial
ways; candidate does
not describe the use of
technology

technology

The candidate
demonstrates a high level
of competence in spelling,
grammar and typing

The candidate
demonstrates competence
in spelling, grammar and
typing, but exhibits few
errors

The candidate
demonstrates sufficient
competence in spelling,
grammar and typing,
but exhibits several
errors

The candidate
demonstrates little
competence in
spelling, grammar and
typing, through many
errors

The candidate
demonstrates little
competence in
spelling, grammar and
typing through a
significant number of
errors

The candidate provides

more than one extension
activity to connect the
lesson with the home,
community and
community agencies

The candidate provides at

least one extension activity
to connect the lesson with
the home and community,
but not community
agencies

The candidate provides

extension activities that
connect the home, but
not the community and
community agencies

The candidate provides

extension activities
that do not connect the
home, community and
community agencies

The candidate fails to

provide extension
activities

The candidate provides

thorough information that
shows an understanding of
the effectiveness and
ineffectiveness of the
lesson; gives information
regarding changes for
future implementation of
the lesson

The candidate somewhat

provides information that
shows an understanding of
the effectiveness of the
lesson; gives information
regarding changes for
future implementation of
the lesson

The candidate provides

information regarding
the effectiveness and
ineffectiveness of the
lesson, but gives no
information regarding
future implementation

The candidate provides

superficial information
regarding the
effectiveness and the
ineffectiveness of the
lesson, and gives no
information regarding
future implementation
of the lesson.

The candidate fails to

provide information
regarding reflections
from the
implementation of the
lesson

T OT A L
Revised 1-2

Revised Fall 2013