SPRINGFIELD COLLEGE LESSON PLAN DETAILS

Teacher: Kendra Lash Date: 6 December, 2023

Subject: Art Grade Level: 6th

Title of Lesson: Grid Drawing (nature) Lesson Length: 45 Minutes

Student Population Students with IEPs? Yes • No •

English Language Learners? Yes • No •

LESSON FRAMEWORK

Subject Matter Knowledge: Demonstrates sounds knowledge of, and pedagogy best suited
for, subject matter; engages students in learning experiences that enable them to acquire
complex knowledge, subject-specific skills. CAP I.A.1

Curriculum and Planning: Knows the subject matter well, has a good grasp of child
development and how students learn, and designs effective rigorous standards-based units of
instruction. CAP I.A.3

Well-Structured Lessons: Adapts as needed and implements standards-based units

comprised of well-structured lessons with challenging measurable objectives and appropriate
student engagement strategies, pacing, sequence, activities, materials, resources,
technologies, and grouping. CAP I.A.3

Meeting Diverse Needs Uses appropriate practices, including tiered instruction and
scaffolds, to accommodate differences in learning styles, needs, interests, and levels of
readiness, including those Students with Disabilities and English Language Learners. CAP
II.A.3
MA Curriculum Frameworks

Creating

3. Refine and complete artistic work. Refine a media arts idea by making changes in how
images, interactivity, or sound are used. (5-6.MA.Cr.03)

Connecting

11. Relate artistic ideas and works to societal, cultural and historical contexts to deepen
understanding. Identify influential media works and how they impacted media arts.
(5-6.MA.Co.11)

Lesson Summary:

In today’s lesson, students will use review terms scale and proportion, as well as French
portrait artist Abraham Bosse. Students will work collaboratively during a turn and talk to recall
the definitions for scale and proportion. Students will learn how to effectively use a viewfinder
to help complete their drawings successfully. During work time, students will use their new
knowledge and prior practice of the grid drawing technique to begin creating proportional and
larger than scale drawings of a chosen nature scene. This lesson will build off of a graphing
lesson that students complete in their math class. If students finish their drawings in pencil,
they can start to use oil pastels to add color to their work.

Lesson Objectives: The student will be able to …

The students will be able to (TSWBAT)….

a) The students will be able to demonstrate knowledge of the grid method by creating
proportional and larger than scale drawings based photographs.
b) The students will be able to relate their drawings to the work of French portrait artist,
Abraham Bosse.
c) The students will be able to demonstrate their understanding of the definition of scale
by creating a drawing that shows scale.
Big Idea(s):

● The students will understand that as artists, we can observe art from other individuals
or groups and create inspired artwork.
● The students will understand that although we are all learning about the same
concepts in art class, we can still create work that is unique and original.

Concept(s):

● Grid Drawing
● Scale
● Proportion
● Nature

Essential Question(s): How will you facilitate critical thinking skills? Consider: How to
scaffold the essential questions.

● How is the grid technique helpful in creating a successful drawing?

● What is the purpose of using a viewfinder for drawing?
● How are the definitions for scale and proportion different from one another?

Critical Thinking Skill(s): What key higher-order thinking skill(s) will be taught and/or
practiced in this lesson?

- The students will practice making informed decisions regarding what details to draw in
which area of their final drawing paper, using the grids they created as a guide.

Building Students’ Background (pre-requisite skills or content needed):

The students will know the reason for using a grid to help create effective drawings. Students
will have created a one inch grid on their reference photo, and a two inch grid on their final
drawing paper. Students will have learned about the work of Abraham Bosse, and will be able
to review this before work time. Students will have learned how to effectively use a ruler to
create a neat and even grid. Students will also have been introduced to scale and proportion,
and will practice these terms again during the mini lesson.
Materials/Equipment/Technology

- Viewfinders
- Smartboard to show presentation
- Laptop
- Camera to show students how to make effective use of viewfinder
- Examples of gridded photograph and corresponding drawing
- Pencil and eraser to create drawings
- Drawing paper (prepared with grid during previous class)
- Printed photos (prepared with grid during previous class)
- Oil pastels

VOCABULARY

Subject Matter Knowledge: Makes content accessible; includes subject-specific

vocabulary/academic language. CAP I.A.1

Meeting Diverse Needs: Demonstrates knowledge of the difference between social and
academic language and the importance of this difference in planning, differentiating and
delivering effective instruction for English language learners at various levels of English
language proficiency and literacy. CAP II.A.3; SEI (c)

Tier 1: Basic everyday words Tier 2: Frequently occurring Tier 3: Domain-specific

that are familiar to most, but academic words words, low-frequency
not all students

Draw Grid Viewfinder

Nature Scale Abraham Bosse

Proportion

Technique

Oil pastels
Language Goals (When ELs are present; aligned to WIDA proficiency standards)

Level 1 & 2:

Students will be able to work with classmates recall the relevant vocabulary terms (scale and
proportion) orally.

Students will be able to associate a given visual with the corrosponding vocabulary term.

Level 3 & 4:

Students will be able to recall the terms scale and proportion and create a visual to represent
each of these.

Students will be able to work together with classmates to recall the definitons for scale and
proportion.

ENGAGING DIVERSE LEARNERS

Meeting Diverse Needs: Uses appropriate inclusive practices, such as tiered supports and
scaffolded instruction, to accommodate differences in students' learning needs, abilities,
interests, and levels of readiness, including those of academically advanced students, students
with disabilities, and English learners. CAP II.A.3
Differentiation and UDL-

Multiple means of…

● Action and Expression: Students will have the choice to provide answers orally or
through writing, as well as through the artwork that they create.
● Representation: Lesson will be presented orally as well as with written supplements
for students to read. Teacher will also give a visual demonstration of how to effectively
use a viewfinder, so that students can see exactly what is expected of them.
● Engagement: Students will learn about French portrait artist, Abraham Bosse, and will
be able to view images and hear about how the grid drawing method was a useful tool
for this artist. Students will also view examples of in progress grid drawings and their
corresponding photographs.

Differentiating…

● Process: Students have the option of using a viewfinder to help look at and draw one
area at a time without being distracted by the other details surrounding that area.
Students can also choose to put an X over the areas they have already drawn to help
them track their progress.
● Products: Students can choose a food that is special to them or that they enjoy, and
draw from this. Students will also have a choice between which colors to use for their
work (oil pastel).

Students’ Strengths/Interests:

Student 1: Works well with other students and in a group setting, enjoys art class, self
advocates and asks questions when in need of clarification.

Student 2: Works well with other students and in a group setting, enjoys art class, positive
attitude towards learning

Student 3: Works well with other students and in a group setting, enjoys art class, has a
positive attitude towards classwork and learning in art class.

Students 4,5,6,7 & 8: get along well with other students and enjoy coming to art class.
Positive interactions with peers and teachers.
Relevant IEP SDIs, Accommodations, and Supports:

Student 1: Student will receive check ins throughout class time to ensure understanding of
lesson content.

Student 2: Student will receive check ins throughout class time to ensure understanding of
lesson content.

Student 3: Student will receive one on one support from paraprofessional during class time.

Students 4,5,6,7 & 8 will receive modified assignments that still help them to practice scale
and proportion, but to a more simplified degree.

IEP Goals to Embed and/or Assess Within this Lesson:

Student 1: Student will be able to make successful progress towards finishing their nature
drawing by the end of class, and will be able to advocate for themself by asking questions as
they arise.

Student 2: Student will have made successful progress towards finishing their nature drawing
(in pencil) by the end of class. Move on to color if time allows.

Student 3: Student will be able to remain on task throughout classtime with little redirection.
Student will have a successful start to their drawing by the end of class.

ASSESSMENT

Adjustment To Practice & Meeting Diverse Needs: Analyzes informal/formal assessment

results to determine progress toward intended outcomes and uses these findings to adjust
practice and identify and/or implement appropriate differentiated interventions and
enhancements for students CAP I.B.2 & II.A.3
Assessment: (Reading, Writing, Speaking, Listening)

Performance tasks: Students will begin working on their proportional and larger than scale
drawings of food. Students will have created a one inch grid over their reference photo, and a
two inch grid over their drawing paper in the previous class.
Formative Assessments: Teacher will include turn and talk activities and questioning at
various points throughout mini lesson to assess student’s understanding of the content being
presented.
- Find examples of proportion from around the room, share with peers
- Work together with your table to recall the definiton for scale
- Work together with your table to recall the definiton for proportion
- Does scale or proportion pertain more to this image?
- What is the name of the artist we learned about?
- What kind of art did they create?

Formal Assessments:
The students will be able to successfully start their grid drawings by using a pencil to create
the details they observe in their reference photo on their drawing paper, and using the grid to
help with accuracy of proportions.

The students will be able to demonstrate their understanding of the lesson content by
participating in do now and takeaway activities

Informal Assessments:
The students will discuss the definitions for scale and proportion as they pertain to their
project

INSTRUCTIONAL PROCEDURES

Safe Learning Environment: Uses rituals, routines, and appropriate responses that
create and maintain a safe physical and intellectual environment where students take
academic risks and most behaviors that interfere with learning are prevented. CAP
II.B.1
Anticipatory Set/Hook: 3

● Do Now:

Scrap paper: Make a short list of 2-3 things around the room that show
proportion. Discuss your lists with the people at your table.

● Show examples of in progress grid drawing during mini lesson

9
Procedures:
25
- Following do now, teacher will call class back together and begin mini lesson.
- Review proposal and project criteria and objectives 5
- Review Abraham Bosse (French Portrait Artist)
- Review Scale and Proportion (turn and talks)
- Review purpose of viewfinder and demonstrate how to effectively use one
- Demonstration of adding color using colored pencils for those who are ready to
move on.
- Answer any questions students might have, then direct them to get started with
their drawings, using the grids they created to help with accuracy. Have a few
students help pass out work from class folder.
- Help catch up any students who were absent previously.
- Circulate and check in/assist/redirect students throughout class as needed.
- Once there is about 5 minutes left in class, direct students to paper clip their
work together and return it to the class folder, then put away any other materials.
After cleaning, return back to seats for takeaway activity.

Closure: How will students demonstrate and apply their learning? 3

● Discuss with the people at your table: What is the name of the technique we are
using to help us create proportional drawings?
Homework/Extension Activities:

None

RESOURCES/WEBSITES ACCESSED AND SUPPORTING REFERENCES: Indicate from

where you have accessed any materials, resources, activities, etc. that were used in the
lesson in order to give credit to those who created it.

https://docs.google.com/presentation/d/1vkYKnKzrHz50RXw0we298EfNFKr_SKMtaE4wTtH2
vSg/edit?usp=sharing

LESSON NOTES/REFLECTIONS
Reflective Practice: Regularly reflects on the effectiveness of lessons, units and interactions with
students, both individually and with colleagues, and uses insights gained to improve practice and
student learning. CAP IV.A.1
 Reflect on the overall lesson, your teaching strategies and skills, and the students’
actions. Consider such things as:

The Lesson Plan:

· What went well?
During this lesson, each student in my class was able to successfully complete the art skill
check where they practiced their craftsmanship using oil pastels. This was an important
activity because it prepared students for when they begin using oil pastels to add color to the
grid drawings that they have been working on. Oil pastel is a very new material for most of
my students, so it was important to me that they got some practice with the material to get
the technique down before they actually started using them on their projects.

· What areas of weakness need addressing with regard to the overall

lesson?
When I had the students practice critique using an actual artwork, I forgot to include the title
of the painting and the name of the artist who created it. I should have included this
information, as it would be helpful background for students before they discussed the work.

· What could have been done to improve this lesson?

In the future, something that I would to to improve this lesson would be to include more
background on the artist of the artwork that students interracted with during the mini lesson.

· Which objectives were met? What is the evidence? Which students did
not meet objectives? Why?
Objectives met:
a) The students will be able to demonstrate knowledge of the grid method by creating proportional and larger
than scale drawings based photographs.
b) The students will be able to relate their drawings to the work of French portrait artist, Abraham Bosse.
c) The students will be able to demonstrate their understanding of the definition of scale by creating a drawing that
shows scale.
Evidence:
During work time, once students completed their skill check, they continued to
develop their drawings which they are creating using the grid drawing method. The grid
method helps students to break an image down into smaller pieces so that it is easier to
draw using accurate proportions. During the mini lesson, students recalled the artist who
used a gridfor their artwork that we have been learning about, Abraham Bosse. Students
were able to demonstrate knowledge of scale and proportion by participating in turn and talk
and pointing out examples of scale and proportion in an actual piece of artwork. Students’
drawings are larger than the scale of their original photo.

Teaching Skills:
· What did you do well in this lesson?
In order to help my students with special needs practice proportion, I prepared a coloring
page that was split up into various pieces. The students colored their pieces, then worked
with support from me and their paraprofessional to put the pieces back together to reveal
their finished image. In class, we are learning about how in art, proportion refers to the
different pieces that come together to make up a whole, so by designing and putting
together these coloring pages, these students were able to practice that concept as well.

· What areas of weakness need addressing with regards to your

teaching?
A teaching skill that I am working towards improving with is being aware of all students in my
classroom at all times. When I work with a student one-on-one during work time, I
sometimes forget to scan the room as frequently as I should to make sure that I am aware of
what the other kids in my class are doing. Moving forward, I am striving to be more
conscious of this in my classes.

· What could be done to provide better instruction in the future?

In the future, I am going to scan the room more frequently while working with students
individually to ensure that I am fully aware of what is going on in the other parts of my
classroom.

The Students:
· Were you pleased with the performance of the students?
Overall, I was very pleased with the performance of my students throughout this lesson.
They were on task throughout work time, and attentive during my intro and mini lesson. I
was proud of how well my students interacted with and pointed out examples of scale in
proportion in the artwork that I presented to them. Each of my students completed the art
skill check using oil pastels to practice before coloring their projects.

· What did the students do well? What did the students struggle with?
I was impressed with my students’ ability to maintain a productive atmosphere while still
having appropriate conversation and peer interaction. Even when students chatted with their
friends at their tables, they were able to multitask and continued to make progress on their
assignments. Students struggled with hearing all of the clean up directions at the end of
class.

· What can be done to help the students do better in the future?

In the future, I will remember to use a visual que as well as my voive to call students’
attention before giving clean up instructions. This will help ensure that my students are
clear on what is expected from them during clean up time.