Lesson Planning Form for Differentiating Instruction Calvin College Education Program

Teacher Segyo Oh
Date

18 Nov 2016

Subject/ Topic/ Theme

Identity in non-traditional portraiture

I. Objectives
What is the main focus of this lesson?
Students will brainstorm their identity and what messages they want to convey
How does this lesson tie in to a unit plan? (If applicable.)
Students will create a list from what they learnt last class and tie it to their own lives. Now they will think of ideas for their own nontraditional portraiture.
What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards.
If an objective applies to only certain students write the name(s) of the student(s) to whom it applies.
1) Describe how knowledge of culture, traditions, and history may influence personal responses to art (NAEA Standards)

II. Before you start

Prerequisite knowledge and skills.

Assessment
(formative and summative)

Students should understand how self-portraits are traditionally created. Students should
understand the concept of idols (so that they dont do it themselves in their paintings).
Students should have a knowledge of what kinds of issues that can be addressed.
Formative: Brainstorm mind map of objects and issues that have relevance to student.
Discussing with other students. Connecting the objects and issues to topics they could paint
about. Checking for stereotypes or taboos.
Summative: Will be the final project (the painting)

Identify those students

(individuals or groups) in your
class who will need special
attention and describe the level of
support you plan on giving them.
Refer back to the survey you did
of your class.
Materials-what materials (books,
handouts, etc) do you need for this
lesson and do you have them?

Do you need to set up your

classroom in any special way for
this lesson? If so, describe it.

III. The Plan

Time
Parts

9:00am

Motivation
(Opening/
Introduction/
Engagement)

Paper
Pen/pencil
Markers

No specific (students will work individually and collaboratively walking around discussing
with other students)

The description of (script for) the lesson, wherein you describe teacher activities and student
activities
Teacher: You can sit anywhere you want today. You are going to be moving around anyway. Grab a
piece of paper and a writing instrument on your way to your seat.

9:02am

Teacher: I am going to set the timer for 10 minutes and I want you to jot down as many issues that
come to mind for you. I am going to ask a question to prompt you every minute or two. Dont stop
writing. We are going to do a mind map! What makes you angry? What makes you frustrated? What
makes you sad? What makes you happy? What do you think could change in your day?a week?the
world?
Development

9:12am

Teacher: Now spend 10minutes and draw lines out of each of your issues and write an object that
would signify that issue for you.

9:22am

Choose a marker. Leave your paper at your desk. Now walk around the classroom and circle 6 ideas that
you like or find interesting. Maybe you wonder why would these two have a connection? Or how can
this idea get deeper? You can circle an idea that has been circled already. Ready set go!

9:32am

Okay now find your seat again! Look over the circles that people put on your idea sheet.

9:35am

Look at the 6 or so ideas and add 2 more objects next to the idea.

9:42am

Now take another piece of paper and rewrite the 6 or less ideas that were circled. And put dots by ideas
you think are stereotypes or taboos.

9:45am

Now get up and find 4 other people and discus whether the ones that you put dots by were stereotypes or
not.

9:48am

Closure

Good job today! You all created wonderful works of art and I heard some good conversations!

Your reflection on the lesson including ideas for improvement for next time: