Cle 3: Lesson Plan Template
TEM 3.0 Lesson Plan Template
Teacher
John Merolillo
Week of:
10-21-2013
Teacher B:
Subject
Art
(If Co-Teaching)
Plan 1: Know your students in order to plan your instruction effectively.
Plan 2: Set through-course and end-of-course goals.
Plan 3: Create or adapt standards-based instructional plans and assessments guided by pacing and content from instructional maps.
CLE 1: Build a respectful, learning-focused classroom community.
CLE 2: Develop classroom procedures and routine.
CLE 3: Use classroom space and resources to support instruction.
CLE 4: Manage student behavior.
Teach 1: Engage students in objective driven lessons.
Teach 2: Explain content clearly and accurately.
Teach 3: Engage students …show more content…
Students use multiple existing skills in this exercise.
Students use multiple existing skills in this exercise.
Students use multiple existing skills in this exercise.
Guiding Question(s):
What are the questions that will drive the content and skills that you will teach?
Higher order, open-ended, and frequently asked questions begin with “how” or “why”.
Can be the driving question for the lesson or for a longer period of time (i.e., week, unit).
T2, T5
How can you create a design out of nothing?
Why would they want to show space between objects?
Why did the pigeon want a puppy?
STAGE 3.
What instructional task(s) will be used to reach the learning target? Think about the standard’s level of rigor (revised Bloom’s taxonomy) when developing the task(s).
T1, T3, T4, T5 & T6
Instructional Strategies:
Active Learning – students produce a finished art product
Whole Group Discussion
Independent practice
Instructional Strategies:
Active Learning – students produce a finished art product
Whole Group Discussion
Independent practice
Instructional Strategies:
Active Learning – students produce a finished art product
Whole Group Discussion
Independent practice
Instructional …show more content…
Students will critique each other’s work, noting the elements (lines, shapes, and patterns) that work well and what they could do in the future to take their art to a higher level of craftsmanship. Students will critique each other’s work, noting the elements (lines, shapes, and patterns) that work well and what they could do in the future to take their art to a higher level of craftsmanship. Students will critique each other’s work, noting the elements (lines, shapes, and patterns) that work well and what they could do in the future to take their art to a higher level of craftsmanship. Resources and Materials Needed for Addressing the Task
Consider any differentiated materials needed based on the developed tasks and student modifications (all levels).
CLE3
Materials:
Students: Pencils, white drawing paper, color pencils, markers (large and small)
Teacher: Art prints, supplies for demonstrations, examples of Russian motifs/designs Student examples from past years
Materials:
Students: Pencils, white drawing paper, color pencils, markers
Teacher
John Merolillo
Week of:
10-21-2013
Teacher B:
Subject
Art
(If Co-Teaching)
Plan 1: Know your students in order to plan your instruction effectively.
Plan 2: Set through-course and end-of-course goals.
Plan 3: Create or adapt standards-based instructional plans and assessments guided by pacing and content from instructional maps.
CLE 1: Build a respectful, learning-focused classroom community.
CLE 2: Develop classroom procedures and routine.
CLE 3: Use classroom space and resources to support instruction.
CLE 4: Manage student behavior.
Teach 1: Engage students in objective driven lessons.
Teach 2: Explain content clearly and accurately.
Teach 3: Engage students …show more content…
Students use multiple existing skills in this exercise.
Students use multiple existing skills in this exercise.
Students use multiple existing skills in this exercise.
Guiding Question(s):
What are the questions that will drive the content and skills that you will teach?
Higher order, open-ended, and frequently asked questions begin with “how” or “why”.
Can be the driving question for the lesson or for a longer period of time (i.e., week, unit).
T2, T5
How can you create a design out of nothing?
Why would they want to show space between objects?
Why did the pigeon want a puppy?
STAGE 3.
What instructional task(s) will be used to reach the learning target? Think about the standard’s level of rigor (revised Bloom’s taxonomy) when developing the task(s).
T1, T3, T4, T5 & T6
Instructional Strategies:
Active Learning – students produce a finished art product
Whole Group Discussion
Independent practice
Instructional Strategies:
Active Learning – students produce a finished art product
Whole Group Discussion
Independent practice
Instructional Strategies:
Active Learning – students produce a finished art product
Whole Group Discussion
Independent practice
Instructional …show more content…
Students will critique each other’s work, noting the elements (lines, shapes, and patterns) that work well and what they could do in the future to take their art to a higher level of craftsmanship. Students will critique each other’s work, noting the elements (lines, shapes, and patterns) that work well and what they could do in the future to take their art to a higher level of craftsmanship. Students will critique each other’s work, noting the elements (lines, shapes, and patterns) that work well and what they could do in the future to take their art to a higher level of craftsmanship. Resources and Materials Needed for Addressing the Task
Consider any differentiated materials needed based on the developed tasks and student modifications (all levels).
CLE3
Materials:
Students: Pencils, white drawing paper, color pencils, markers (large and small)
Teacher: Art prints, supplies for demonstrations, examples of Russian motifs/designs Student examples from past years
Materials:
Students: Pencils, white drawing paper, color pencils, markers