DANIELSON MODEL LESSON TEMPLATE

Class: Teen Living Date: 10/19/2023

Unit: Housing Design and Construction Lesson Title: Wall Elevations
Content Standard Alignment:
03.04 Examine the use of interior backgrounds in design planning

06.03 Demonstrate housing design ideas through visual presentation

Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)

Students will be able to examine interior backgrounds and have a written explanation of its purpose in design
planning.
Students will be able to visually present a housing design idea through a drawn elevation.

Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)

This lesson of wall elevations follows floor planning and elements of design which is preparing students to
complete their ideal bedroom project.

Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources)

List all materials and resources required by teacher and/or students, include preparation or other special instructions; e.g. paper based materials
such as text books, technology equipment, science equipment or supplies, art materials or equipment.
PowerPoint
Computer
Internet
Pencils with erasers

Methods and Instructional Strategies

(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)
Anticipated Student Misconceptions:
Students may think:
- Interior backgrounds are only wall decorations
- You have to be an artist to be able to design a wall elevation

Concept Prerequisites:
Elements of design
Scale
Floor plan

Introduction- Have students access previous knowledge by labelling the 13 architectural symbols
Anticipatory Set: on slide 1 on a sheet of paper. They can just number their paper 1-13 and write the
symbol name next to the corresponding number. (3 minutes)
Then, as a class go through them in order by having students verbally name them
one at a time. (2 minutes)

Slide 2 Ask students: what perspective/view is the floor plan from? (Bird’s eye view)
Now, we are going to look at an interior design plan from another perspective. By
show of hands, ask students: who has posters, pictures, mirrors, or other wall
decorations hanging in their room? Do you have a desk pressed up against the wall
or windows to look outside? Let a few students volunteer their description of their
perspective of one wall in their bedroom or house such as an entryway or family
room. (5 minutes)

Discuss: why do you think you or your parents decorated your wall space that way?
How did you come up with that idea? Did you just visualize it in your head? Did it
come out exactly how you envisioned it? (4 minutes)

Instructional Activities:
Includes questioning techniques,
grouping strategies, pedagogical
approaches.
Tell students that today we will learn about a skill that will allow you to bring your
ideas of interior design or room arrangement to life from a different perspective
than yesterday. Today’s objective is that you will be able to explain how and why we
use this interior background in a design plan and then show your housing design
ideas by making these interior backgrounds (also called wall elevation). So in the
end, you learn how to draw your ideas of a wall space so that you can know where to
place objects. (1 minute)
Slide 3 Explain that the perspective of a vertical surface as viewed by standing on the
ground is called the elevation. Have students stand up and face the front wall where
the whiteboards are. What you see is the wall elevation. Ask students: what objects
or elements of design do you see? (2 minutes)
Students can sit down and write the definition in their notebooks. (1 minute)
Slide 5 Ask students: who remembers what a scale is used for? We talked about this
and used it yesterday with the floor plans.
- In our case, a scale is when a smaller measurement (square, inch, etc.)
represents a larger unit of measurement (feet) to keep proportions for the
real life size product.
- Yesterday, we used the squares on the graphed paper which was ¼ inch to
represent a foot in real life.
- The typical scale in wall elevations is 1 inch = 1 foot
o So, if we follow this scale and the dresser in this photo is 3 inches
tall, how tall would it be in real life? And if this crib is 5 inches long?
- Tell students that the standard ceiling size is 9 ft tall. Ask students to tell
their neighbor why they think that is important to know? Why is it important
to know the ceiling height at all? Then, ask if there’s any volunteers willing to
share what they think.
o It’s important to know the ceiling height so that when we draw our
wall elevations we will draw it proportionally and accurately to the
real thing. If we stick to the scale where 1’’ = 1’, how long will our
wall elevation on paper be? (8 minutes)
Go through slides 6-9 one at a time and have students discuss all the objects they
see included in the wall elevation (i.e. windows, doors, furniture, pictures, etc.).
Have students describe some of the elements of design out loud as well (rough
tactile, diagonal lines, patterns, etc.). (5 minutes)
*note: the side of the classroom closest to the door tends to be quieter. I want to
encourage their participation by saying “I would like to hear what the far right
section is thinking” when the class is discussing objects and elements*
Ask students to answer out loud: why do you think it is helpful to design your space
from this perspective?
- Designing a wall elevation allows you to see where you can put things or
place objects in a given space.
- It also helps you envision what the wall space could look like with various
objects.
Ask students: what would this room be like If these windows weren’t here or all the
objects against the walls weren’t there? Or what if these windows were only 2x3 feet
big?
- With that in mind, think about what types of objects you would need to
include in your wall elevation for your own room and where you would place
them. (5 minutes)
For the remainder of class, students will practice drawing the bedroom wall
elevation on slide 10. Tell students that you don’t have to be an artist to design a
 wall elevation. You can use very simple lines to draw the objects.
Wrap Up- When there is two minutes of class, have students write down in their notebooks at
Synthesis/Closure: least two uses for interior backgrounds in the design plan. They will share and
compare with their table, then a couple will volunteer to share their points with the
whole class.

Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of Students)

Kaitlyn:
- I will allow extra time to finish writing or doing the activity.

Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)
May indicate the type of assessment most appropriate, or it may provide sample questions, entire tests, portfolio guidelines or rubrics if
available submitted along with the lesson plan as attachments.

Assess previous learning:

- As a bell-ringer, students will label the architectural symbols from the slideshow onto their papers and
verbally name them.

Formative assessment:
- Students will create a visual presentation of a housing design.
- Students will summarize the definition of a wall elevation in their notebooks and at the end of class write
down two uses for interior backgrounds in the design planning process below the definition.
-