Daily Lesson Plan Template Guide

Understanding By Design

Stage 1 – Desired Results

Content Standard(s):
• Understand the global, historical, societal, and cultural contexts of the visual arts.
Understandings: Essential Questions:
Students will understand that… • How does the context of an artist (including
• Understand the role of visual arts in United global, societal, and cultural) influence a piece
States history as a means of interpreting of art?
past eras within an historical context. -

Understand how personal perspective is

influenced by temporal context. -Exemplify
contemporary art and artists.

Understand how personal aesthetic

responses to art are influenced by culture.

Understand the relationship of the

environment to art, including technology,
preservation, and sustainability of resources.
Student objectives (outcomes): Students will build relationships by…
Students will know and be able to…
• The student will be able to accurately draw • Students will be able to critique a peer’s artwork
human figures in proper proportions by and sharing their own experiences,
according to past artist’s findings. knowledge, and research about global,
• The student will be able to identify which historical, societal, and cultural beliefs.
artists influenced human proportions and
how their findings relate to the time period.

Stage 2 – Assessment Evidence

Performance Task(s):
“GRASPS”

G – Goal: Students will be able to accurately draw human figures in proper proportions according to past
artist’s findings. Students will also be able to identify which artists were influential in defining the human form.
R – Role: Students will participate in research and activities to investigate the human form and how to draw it.
A – Audience: The students will be addressing peers as their audience.
S – Situation: Students are given the task to create a drawing that includes 3 figures properly drawn and
situated in a balanced composition.
P – Product: Students will have a reversal drawing (white charcoal on black paper) complete with 3 figures,
proper shading, and composed in a balanced way on a 9x12in paper.
S – Standards: Students will be given live demonstrations, including techniques, skills, and tips, as well as a
rubric complete with the criteria that they should consider when making their piece.
Figure Drawing Rubric

Self-Assessments Other Evidence (assessments)

• Students will assess themselves according to • Pre-assessment. Students will be given a

the same rubric that I will grade with. They wooden model, black paper, and a white
will answer 3 reflections questions that are charcoal pencil. Without any further instruction,
-What are your strengths in this piece? I will ask them to draw the figure on the paper.
-What is something that you could have This is a small 4x6 piece of paper.
improved upon? • Daily check-ins. During work time, I will be able
-Is there anything that the teacher could have to walk around the room and visibly see how
done to improve your learning experience? students are doing. Students struggling will
• Each day, students will participate in an exit receive one-on-one help or I will do a separate
activity. Each table has a colored magnet mini lesson for students struggling on the same
that corresponds with their table. At the end thing.
of the hour, students place that magnet on
the board in the section that they see fit. The
sections are as follows:
- I got this Ms M!
- I’m getting the hang of it.
- I could use some help on this.
- I am totally lost.
 Stage 3 – Learning Plan
Learning Activities:
This is the core of your lesson plan and includes a listing describing briefly (usually in easy-to-follow bulleted
or numbered form) what:

• the teacher will do to assess students’ prior knowledge of the big idea/essential question & outcomes.
• the students will do during the class to prepare them for the outcomes you expect of them
• the teacher will do to guide the learning – including formative assessments and allowing students
time (ideally every 10-15 minutes) for information processing.

Purpose: Create learning experiences and instruction that promote student understanding through the
WHERE process, as well as intentionally using Rigor, Relevance, and Relationship building in daily lesson
plans

Teachers list daily lesson activities, materials needed, and process elements (WHERE, RRR) based on
Desired Results and Assessment Evidence as outlined on page one of the Daily Lesson Plan Template and
course Learning Plan for current unit of study.

Learning Activities:
- Learn about Da Vinci’s Vitruvian man and draw a person according to those proportions
- Create paper models that students can manipulate and practice drawing
- Learn how to draw live models and practice this skill
- Learn about how to draw reversals and complete a practice model in reverse

“WHERE”
[The acronym WHERE stands for where the student is headed from the beginning to the end of the unit; hook
the student; explore the subject and equip the student; rethink work and ideas; and evaluate results.]

Day 1
Lesson Activities:
-Student will start this lesson creating a Padlet post about what they already know about human proportion.
This will serve as a pre-assessment. They will then research human proportion. They will use the following link
that takes them to Khan Academy where they will watch an 8-minute video. There they will learn about how
sculptors and painters represented the human body in western art. Students will then participate in an online
discussion using Padlet. Each student will post one fact that they learned from the videos and then have to
respond to two other student’s posts. I will then introduce the Vitruvian man. Students will read a short article
and then as a class we will analyze the Vitruvian Man and try to determine the proportions that that Da Vinci
used and how they were derived.
https://www.khanacademy.org/humanities/art-history-basics/tools-understanding-art/v/the-body-in-western-
sculpture

- Students will then receive a “paper doll” that they have to cut and assemble using brads. This will serve as
their model for practicing their figure drawing. We will all set up our models the same way and walk through
one demonstration. I will teach the students how to use shapes to represent parts of the body and then how to
make it look like a finished human form. The students will then choose 3 more poses with their paper model
and practice drawing them. When it comes time to assess, I will have the students choose one of the three
models that they drew to be graded. By doing this, students are self-assessing their own work to determine
which model is their best.

- The next step is drawing from life. I have students from my advanced classes come in to model for my
students. I will set the model up in a position and walk students through how to draw the model. I also have
students set up their paper models in the same positions to use as reference while drawing. This activity lasts
3 days. We will walk through two examples the first day, one the second day and then they are independent
on the third day. Students turn in the drawing from the last day to be assessed.

- We then move onto reversals which is using a white charcoal pencil on black paper rather than a graphite
pencil on white paper. I set out a kickball that is lit with a bright light and the students have to draw the sphere
in reversal. This is an activity that they are familiar with as we did it with graphite on white paper earlier in the
year. Students will watch my demonstration first and then do their own. Students then exchange their drawings
with another student to be graded.

- The last activity is the final project. Each student is given a 3-D wooden model to draw from. We discuss
compositions again but this is something that we have already covered earlier in the year. Students then have
creative freedom to design a composition using the wooden model but have been given the guidelines that
that they must have one normal size model, one oversized model, and one mini model in their composition.
They are encouraged to choose positions that may tell a story. While many of these drawings look similar at
the end I tell the students to try to make it their own by developing a shading style. The students will complete
a self-assessment which is the same as the one I fill out for them. They then turn in the project and I will grade
them according to the rubric and adding comments about their strengths and areas for improvement.

Materials Needed:
- Computer lab
- Class Padlet
- Vitruvian Man Reading
- Paper Models
-Graphite pencils and white paper
-Black paper and white charcoal pencils
- Wooden models
- Kickball
- Spotlight
- Backdrop
- Rubrics
-Spray Fixative

Feedback Strategies
Based on the article “Seven Keys to Effective Feedback” by Wiggins (2012) and the Secondary Response to
Instruction and Intervention (RtII), how will you ensure you provide your learners with effective feedback
throughout and at the conclusion of this lesson?

Students will receive feedback throughout this entire lesson. Thankfully I design my lessons where I will
demonstrate a skill and then I have time to work with students one-on-one or in small groups.

-The first feedback that students will receive in this unit is instant feedback on Padlet. Students will be
commenting on other posts and I try to respond to posts as well. This allows real time feedback and discussion
about the Vitruvian man and human proportions. Students can access this Padlet anytime during the unit so it
can be used as a reference later. This strategy will provide feedback that is user friendly, timely, ongoing, and
creates progress towards the goal (Wiggins, 2012).

- The next feedback that will be provided is when they turn in their paper model drawings. The main idea of
this lesson is to get students to draw basic human forms using shapes. I like to assess this activity but dividing
the class into 3 categories based on their drawing. One group of students that understand the concept, one
group of students that understand some of the idea but need help, and a group of students that are lost and
need help right away. This allows me to assess where my teaching is needed most and which students can
help others because their skills are well developed. I try to encourage students teaching students as much as
possible in my room. This strategy will provide feedback that is user goal referenced, tangible and transparent,
user friendly, consistent, and creates progress towards the goal (Wiggins, 2012).

- Students will then receive feedback on their live model drawings. These I assess for accuracy so I will leave
comments on each drawing about what they did well, what they can improve on, and then I used a different
colored marker to make corrections in their drawing so that they can visually see what I am talking about.
Students know that I do this to their drawings and most appreciate when I draw over what they do because it
helps them visualize what to strive for and how they can make adjustments. This strategy will provide
feedback that is user goal referenced, tangible and transparent, user friendly, consistent, and creates
progress towards the goal (Wiggins, 2012).

- When we do the kickball drawing, students will receive feedback from one another. I like to incorporate peer
feedback because I think it helps students learn from one another rather than from me all the time. I try to air
up struggling students with students that are successful so that they can explain to them what they can work
on. I have the partners discuss briefly what they did well and what they think they can improve upon while I
move around chiming into conversations and offering additional feedback. This strategy will provide feedback
that is user goal referenced, tangible and transparent, actionable, user friendly, timely, and creates progress
towards a goal (Wiggins, 2012).

-The last time that students receive feedback is on the final project rubric. I circle the categories that the
students fall in to as well as leave comments, suggestions, and things they can work on. I also like to respond
to their answers from the questions on the rubric. Students then get their rubrics back and have the
opportunity to make changes and turn it back in one week later from when the rubric is received. This strategy
will provide feedback that is goal referenced, tangible and transparent, actionable, user friendly, timely,
ongoing, consistent, and creates progress towards a goal (Wiggins, 2012).
 References

Wiggins, G. (2012). Seven Keys to Effective Feedback. Feedback for Learning, 70(1), 10-

16. Retrieved November 11, 2018, from http://www.ascd.org/publications/

educationalleadership/sept12/vol70/num01/Seven-Keys-to-Effective-

Feedback.aspx