<p> WOODLAND HILLS SECONDARY LESSON PLAN</p><p>Name _M.HUTTERER______Date 5/4/2015______Length of Lesson 4_WKS______Content AREA- ADV. ART/PORTFOLIO/2D/3D WEBPAGE – X EDLINE - X</p><p>STAGE I – DESIRED RESULTS LESSON TOPIC SCHOOL MURAL BIG IDEAS: Students are working on two larger paintings, the mural and a (Content standards, assessment anchors, eligible content) objectives, and skill large board designated for the Athletic Dept. focus) Standards: PA ACADEMIC STANDARDS FOR THE ARTS AND HUMANITIES • 9.1. PRODUCTION, PERFOMANCE AND EXHIBITION OF DANCE, MUSIC, THEATRE AND VISUAL ARTS • 9.2. HISTORICAL AND CULTURAL CONTEXTS • 9.3. CRITICAL RESPONSE • 9.4. AESTHETIC RESPONSE</p><p>PA STANDARDS Standards: 9.1.12 - A. Know and use the elements and principles of each art form to create works in the arts and humanities. C. Integrate and apply advanced vocabulary to the arts forms. E. Delineate a unifying theme through the production of a work of art that reflects skills in media processes and techniques. F. Analyze works of arts influenced by experiences or historical and cultural events, through production, performance, or exhibition. G. Analyze the effect of rehearsal and practice sessions. 9.2.12 - A. Explain the historical, cultural and social context of an individual work in the arts. F. Know and apply appropriate vocabulary used between social studies and the arts and humanities. L. Identify, explain and analyze common themes, forms and techniques from works in the arts. 9.3.12 - A. Explain and apply the critical examination processes of works in the arts and humanities. • Compare and contrast • Analyze • Interpret • Form and test hypotheses • Evaluate/form judgments F. Analyze the processes of criticism used to compare the meanings of a work in the arts in both its own and present time. 9.4.12 - A. Evaluate an individual’s philosophical statement on a work in the arts and its relationship to one’s own life based on knowledge and experience. 5</p><p>READING ANCHOR 11.A.2. COMMON CORE READING & WRITING 9.10.1.C. UNDERSTANDING GOALS (CONCEPTS): ESSENTIAL QUESTIONS: WHO IS MY AUDIENCE? Students will understand: WHAT IS THE MEANIN OF SELF-PORTRAIT? WHO AM MAP OUT AND PLAN THE MURAL I? WHAT DO I WANT TO PROJECT? WHAT DO PEOPLE RESPOND TO…WHY HIGHER THINKING PROCESS. ART CRITICISM: DESCRIBE, ANALYZE, INTERPRET AND JUDGE</p><p>VOCABULARY: STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES): APPROPRIATION STUDENTS WILLHAVE A CULMINATING PAINTING GENRE APPLYING THE SKILLS THEY HAVE LEARNED TO DATE INATE OBJECT IN BOTH DRAWING AND PAINTING </p><p>STAGE II – ASSESSMENT EVIDENCE PERFORMANCE TASK: FORMATIVE ASSESSMENTS: #1. Open Ended Questions SELF-ASSESSMENT RUBRIC 1.PRELIMINARY SKETCHES OF HANDS OBSERVATION Others: Guided Discussion, Feedback, Sketchbooks1. SKILLS Formative Assessments 2.COMPOSITION, ORIGINALITY USE OF DESIGN • Visual representation PRINCIPLES • Adhering to discussions and demonstrations 3.PENCIL RENDERING-VALUE SHADING • Visual aids 4.EFFORT AND CRAFTSMANSHIPASSESSMENT RUBRIC • Informational readings 1.PRELIMINARY SKETCHES OF HANDS OBSERVATION • Measuring skills and tools applied when appropriate SKILLS • Summarize and reflect 2.COMPOSITION, ORIGINALITY USE OF DESIGN • Rubric for technique PRINCIPLES • Written student evaluation and skills mastered 3.PENCIL RENDERING-VALUE SHADING • Works in progress are daily and on-going interview 4.EFFORT AND CRAFTSMANSHI</p><p>STAGE III: LEARNING PLAN INSTRUCTIONAL ALL MATERIALS INTERVENTIONS: ASSIGNMENTS: PROCEDURES: NECESSARY TO EACH DAY STUDENTS ni Lesson: COMPLETE THE MURAL WILL DISCUSS AND Guided Practice: STUDENTS ARE REFLECT ON THE WORK Do Nows Independent Practice: Summations/Formative Assessments: PERMITTED TO USE OF THE DAY BEFORE Reading/Writing Activities Reflections: Active Engagements ELECTRONIC DEVICES AS WITH A N OPEN ENDED Art Criticism used: VISUAL REFERENCE CRITIQUE WITH ME Projects #1. Higher Level Thinking Skills WHEN NECESSARY Discussions #2. Compare and Contrast Others: Critiques Evaluation/Reflection Describe usage: </p><p>Scaffolding used: #1. Build on Prior Knowledge #2. Provide Visual Support Others: Teacher Prompting</p><p>Describe usage:</p><p>Other techniques used1. Formative Assessments • Visual representation • Adhering to discussions and demonstrations • Visual aids • Informational readings • Measuring skills and tools applied when appropriate • Summarize and reflect • Rubric for technique • Written student evaluation and skills mastered • Works in progress are daily and on-going intervie D o Now;ART HISTORY INTRODUCITON TO THE ARTIST OF THE DAY- 5 LINES </p>