ART 212 Education Lesson Plan- by Dr.

Gross in Spring2019

Narrative Photography Clones

Central Focus Narrative Photography
Grade Level 8th Grade
Time (Number of
Classes and Length of
Classes)
Student Characteristics Describe the typical characteristics of a class for this age/grade level. What will students come to
you knowing? What skills will they possess? What previous experiences will they have had?
Describe the learners in terms of motor skills, communication skills, social, and cultural):

Students will be very amateur to Adobe Photoshop at this age. However, having been actively
exposed to technology and photo-centric social media like Instagram, VSCO, or Tiktok, most
students will be somewhat familiar with photo-editing jargon or tools. Terms like “brightness,”
“cropping,” “filters,” and “exposure” might need some refreshing or clarifying, but should not be
new totally new terms to them. This familiarity will make an introduction to photoshop easier and

They will likely be learning basics of the program like how to undo,

Rationale for Lesson: Describe how this lesson support the rationale for the unit. What specific skills and concepts will
students learn. How does this build upon what students already know? How does this
lesson help students learn concepts or skills that will build towards the goals of the unit?

National Media Arts Standards Addressed

Copy and paste the codes for the grade-specific National Media arts standards this lesson will address.
4th grade lesson example: K-4: 1a, 1b, 3a, 3b, 5a, 6a

LEARNING OBJECTIVES
As a result of this lesson, students will be able to:
1. Objectives should be one sentence that states the Observable Behavior, Condition, and Minimum Standard for student
performance. Objectives should include art making and conceptual development.
2. Each objective should also be followed by the coding for the National Standard they address. For example: (K-1) 2b,
26.B.1d
3. Use active language describing observable and assessable behavior here.
4. Off limits words: understand, know, learn, appreciate, believe, enjoy and realize – these are broad, generic terms and are
NOT observable or assessable as stand-alone objectives!

TEACHER MATERIALS
 List ALL teacher materials you will  Be as specific and include as much  Remember to include all
use during this lesson both during detail as you can! technology tools, photocopies,
instruction and around the room posters, images, etc.

STUDENT MATERIALS
 List ALL materials students will use  Be as specific and include as much  Remember to include all
during this lesson both during detail about sizes, etc. as you can! technology tools, photocopies,
instruction and throughout the room posters, images, etc.

ARTISTS IN CONTEXT
Key Artists List at least 2 diverse artists
Key Artworks Artist, Artwork Title, Year (list at least 2). Include links to the artwork or samples of the
artwork in here.
Key Critical Questions 1. List at least 4 critical questions about key artworks that ground writing and discussion
activities

VOCABULARY AND LANGUAGE ACQUISITION

Vocabulary Include ALL words as well as definitions for all terms related to this lesson that you will
emphasize. Remember to think about age-appropriate language when wording
definitions.
EE = Early Elementary grades K-3 • LE = Late Elementary grades 4-6 • MS = Middle School grades 6-9
EHS = Early High School grades 10-11 • LHS = Late High School grade 12
ART 212 Education Lesson Plan- by Dr. Gross in Spring2019

Language Tasks and Activities 1. Describe 2 key language/vocab learning tasks students will do

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS

Launch Instruction Methods
 Write specific questions you will ask and describe what you will do to engage the  List all methods you intend to use,
students actively in thinking about things they already may know (prior such as direct instruction, teacher
knowledge) that are somehow related to the lesson that is going to be taught. demonstration, hands-on student
 This is NOT where you start giving students new information (the lesson) but involvement, group discussion, small
information that will segue into your lesson in a way that will connect with the group work, differentiated group
students and get them ready/excited about what you are going to teach. work, independent student work,
Think Pair Share, etc.
Instruction Instruction Methods
 After the Set Induction, what exactly will you do with the students and say to the 
students during the lesson?
 List your procedures here in order of occurrence starting each bullet point with
either “The teacher will…” or “Students will…”
 From these points any reader should be able to easily imagine all that will
happen during this lesson from beginning to end.
 Throughout this section be sure to list at least 6 specific prompt questions (and
alternatives when applicable) in age-appropriate language that you plan to use
along with some acceptable student responses and several probing follow-up
questions to keep the lesson flowing. These questions should help students
reason, think critically, and engage in higher order thinking.
 Remember to break any demonstrations and sequential instructions down into
step-by-step, age-appropriate language.
Closure Instruction Methods
 What activities, prompts, directions, attention grabbers, etc. will you use to signal 
students that the lesson is coming to a close?
 Think about activities, etc. that reinforce students’ learning in this lesson or help
students reflect on their learning experience.
 Remember, Lesson Closure is NOT just clean-up or a “two-minute warning”!
Closure activities may happen surrounding clean-up time, but putting supplies
away and washing tables does not reinforce learning or incite reflection.
 Continue wording these statements as you did above starting each bullet point
with either “The teacher will…” or “Students will…”

OBJECTIVE-DRIVEN ASSESSMENTS
1. Describe the specific tools and methods you will use as formative and summative assessment of students’ mastery of the
Lesson Objectives listed above. Correlate each assessment described with the specific objectives above the tool is
designed to assess.
2. 4th grade lesson example = Rubric assessing students’ finished project originality, conceptual development, craftsmanship,
effort, and participation. (Objectives 1, 3, 4)

REFERENCES
You must have references to books, web pages, films, etc. you used in the development and execution of your lesson, to allow
you to teach the lesson again, or to allow someone else to teach the lesson.
Use APA style in formatting the reference list.

* Developed and written by (your name goes here), Art Education, Illinois State University, 2018 *

EE = Early Elementary grades K-3 • LE = Late Elementary grades 4-6 • MS = Middle School grades 6-9
EHS = Early High School grades 10-11 • LHS = Late High School grade 12