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Claflin University School of Education

EDUC 450: Professional Clinical Practice


Reflective Lesson Plan Model
Name: NaStaija Partee'

Date: March 9, 2016

PART I: PLANNING
Color Harmony Spacescape (video lesson)
Title of Lesson
Is this lesson original idea? If not, from what source did you borrow this lesson?

Source

Incredibleart.org (With adjustments made)

Exploratory Art
Subject Area (s)
Grade 3-12 (Done with 7th grade)
Grade Level
Curriculum Standards

Standard 1:The student will demonstrate competence in the use of ideas,


materials, techniques, and processes in the creation of works of visual art.
VA7-1.4 Use art materials and tools in a safe and responsible manner.

Standard 2:The student will use composition and the elements and principles
of design to communicate ideas.
VA7-2.3 Select the elements and principles of design to create artworks with
apersonal meaning.

Standard 5: The student will analyze and assess the characteristics and
qualities of his or her own works of visual art and those of others.
VA7-5.1 Compare various purposes for the creation of works of visual art.
VA7-5.2 Describe, discuss, and evaluate, both orally and in writing, the different
qualities and characteristics of his or her own art works and those of others, including
works by South Carolina artists.
VA7-5.3 Maintain a portfolio of his or her artworks.

Standard 6:The student will make connections between the visual arts and
other arts disciplines, other content areas, and the world.
VA7-6.1 Analyze the similarities and differences between the visual arts and
other arts disciplines.
VA7-6.2 Compare and contrast concepts, issues, and themes in the visual arts
and other subjects in the school curriculum.
VA7-6.3 Identify specific visual arts careers and describe the knowledge and skills that
one needs for these careers.
Describe the lessons activities and content to provide a clear overview of the lesson.

Description and
Background Information

Students will be briefed on the agenda for the day and I will walk through the
lesson plan cycle with them. After that, I will hook students on the lesson by
asking them what colors would they use to design a show if a company came
to them asking them to use strictly warm colors/cool colors/complimentary
colors/primary colors. What if someone asked them to design a poster for the
science department at an elementary school? We will review the color
harmonies we have already learned based on their responses and I will
iterate to them the lesson objective for the day and why it is important for
them to learn this information. I will explain that the next unit will be on color

Revised Fall 2013 ACEI/NAEYC 2010 Standards

theory, so this one-day lesson will be an introduction.


I will show students my completed example and explain to them what I am
looking for in their completed artwork. Students will be using cray-pas and/or
pastels to create their spacescapes. I will point out the different color
harmonies I used and have students name some of them. Then, I will tell
students to draw five circles on their black sheet of paper. We will shade in
their first circle together. I will demonstrate how I want them to shade on the
white board using a black marker (three colors and then two colors). Students
will finish coloring in the rest of their circles with different color
schemes/harmonies and fill in the space around their planets with stars and
other space matter as I walk around, monitor and assess. I will pass out a
rubric before class ends for students to assess their work while I review by
asking about warm colors, cool colors, triadic color harmonies, analogous
color harmonies, etc. Students will complete their rubric and leave their poster
and completed rubric in their table folders before being dismissed.

Lesson Objectives

What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.

SWBAT Complete a spacescape with at least five planets colored using


different color schemes by the end of the class period.

Varying Objectives for


Individuals Needs
(Differentiated Instruction-content;
Process; Product; or Environment)

Statement of Purpose

How will you vary these objectives for students who do not understand the material?
How will you vary these objectives for students who have already mastered the concept?
How will you vary these objectives for students who are presently learning English?

For students that do not understand the material, I will reiterate to them what I
am looking for. Students that have already mastered the concept will be
asked to create planets using monochromatic (one color, different shades)
schemes and use different color schemes to decorate their background.
Students that are presently learning English, with the help of their translator
and photos of the process used to create the finished product.
Why is it important for the students to learn this content?

It is important for students to learn what colors look visually appealing to the
eye for the creation of future designs. Also, if students want to go into
advertising or logo design when they enter college, they must have an
understanding of color harmonies and schemes. By learning different color
harmonies and color schemes, students will understand why certain colors
look good together in fashion, branding, advertising and even on their favorite
superhero's costumes.

Materials and Resources

What materials and supplies are needed to help your students achieve the stated
objectives? What will the teacher need? What will the students need? What other
resources are needed? Will you use resource speakers?

Students: Black Construction Paper, Colored Pencils, Pastels, Pencil


(optional, gel pens)
Teacher: Black Construction Paper (with a completed example), Color Wheel
Poster (example), white board, Lumen Document Camera

Anticipatory Set

What will you do to motivate the students and get their attention? What is the hook
that will serve as a focus for the lessons activities?

I will ask students to think as if they were shoe designers. If they were being
paid by Nike, Jordan, or even Pro-Keds to design a shoe with warm colors,
what colors would they use? How about cool colors? What if I were told to
design a shoe using neutral colors and used ________ colors? Would I be
fired or paid?
What if the science department asked us to design a poster using different
color harmonies? Can we do it?

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Part II: IMPLEMENTATION


How will you find out what students already know about this topic?

Pre-assessment

I will verbally ask students what they remember about color while were were studying
the elements and principles of art and design. Some questions I will ask are:
Can anyone raise their hand and give me all of our warm colors on the color wheel?,
What are our cool colors? Can someone name the neutral colors? Why are
neutral colors called neutral?
We will also briefly review the difference between a shape and a form.
What will you do to show students what is expected?

Teacher Modeling or
Demonstration

To show students what is expected of them, I will walk around and show them
my completed example done with oil pastels. I will point out the planets that I
colored using a cool color harmony, a triadic color harmony, a warm color
harmony, etc.
What will we do together as they learn how to succeed at the new task?

Guided Practice

Checking for
Understanding

I will have students draw out at least five circles of medium to large size on
their papers and tell them that the rest of the space can be filled with stars of
different colors, comets, asteroids, the sun, or whatever space matter they
can think of. First, we will focus on our first planet together. I will tell students
to choose a color harmony they wish to use for their first planet and I will
demonstrate how I want them to color it in on the white board.
What questions will you ask to determine if students understand so far? What techniques
or strategies will be used to determine if students understand so far?

I will be monitoring student progress by walking around the room to see how
well students are following directions. Any mistakes will be verbally addressed
and the directions will be reiterated. I will ask the students to repeat back to
me the directions, how they are supposed to shade their spheres and what I
want and do not want to see. Before moving on to the independent practice, I
will have students hold up their first completed planet to show me that they
understand what I am looking for.
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice

Closure

On black construction paper, students will draw at least five more planets
along with stars and other optional space objects in pencil. Then, using
pastels, they will color their planets using the color harmonies we discussed
(warm colors, cool colors, neutral colors, analogous colors, triadic color
schemes, complementary colors). They will fill in at least 50 % of the paper
with space matter and planets.
How will you conclude the lesson and relate it to future experiences? How will you wrap
up the lesson to reinforce concepts taught during the lesson?

I will review with students the color schemes they have learned (warm, cool,
neutral, triadic, analogous, and complementary).
What will students do to demonstrate what they have learned?

Assessment
(Give a description and attach
to lesson plan)
Extension Activities

Students will fill out a rubric to grade their one-class project and assess
whether or not they met all of the criteria that was required.
What can students do at home or in the classroom to apply the knowledge or skills? How
could you use your colleagues or community agencies to improve student performance?

In order to enrich this lesson, the neighboring science teacher could be called
into the classroom to further educate students on the solar system, colors and
how white light splits into the colors of the visible spectrum. At home, students
can look at different color schemes used in the interior design of the rooms in

Revised Fall 2013 ACEI/NAEYC 2010 Standards

their home, fabric patterns, the color schemes on their shoes, and in the world
around them and think about how they effect their perception.
How will you use technology to assist students with learning the concepts? What technology will you
use to enhance the delivery and comprehension of your content?

Technology

Connection Across the


Curriculum

The Lumen Document Camera can be used to show completed artworks of students
and the STAR board can be utilized to show a powerpoint on Color Theory, examples
of color schemes and harmonies in different designs, logos, outfits and costumes.
How will you connect this lesson with other content areas across the curriculum? Include the
content areas as well as the arts, PE and Health.

The obvious connection with this lesson is with science, the solar system, and the
colors of the visible spectrum. To connect with math, we can go over how triadic
color harmonies create an equilateral triangle on the color wheel. If the triangle is not
an equilateral, then the color harmony is not one of the triadic harmonies we are
going over. To cover social studies, students could learn about the history of the color
wheel and its inventor, Sir Isaac Newton. Physical education can be involved if
students got up and out of their seats to do a gallery walk. Health can be discussed by
talking about the colors of the food groups (green foods are usually healthiest for us,
and green is also the color of vitality).

PART III: REFLECTION


Describe the strengths of your instructional techniques, strategies and classroom management.
Describe the strengths of student engagement.

Strengths

The lesson is simple, quick and designed to prepare students for the unit on Color
Theory. By opening the lesson with questions about shoes and the color schemes I'd
use to color them, students seemed even more interested in learning the material.
With the exception of one to three students, all students were engaged and ready to
review the different color harmonies.
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.

Weaknesses

Suggestions for
Improvement

The class period is only forty minutes long, therefore completing a lesson in one class
period has proven difficult; two exploratory class periods equate to one core class
period (80 minutes). Students are used to having more than one class period to start
and finish in-class projects, so although I explained that the project should only take
one class, many students did not finish their spacescapes. There was no time to
complete the assessment because of the length of the class period. While the
classroom was quiet and students, for the most part, understood what was being asked
(and that the assignment should be due at the end of the period), too many students
wished to take their papers home. I understand that this is because, again, students are
used to having more than one class period to complete their work.
What would you change when teaching this lesson again?

If I could teach this lesson again, I would begin by talking about more than shoes. I
would also have a better variety of examples to use. In order to avoid making students
feel like they are being rushed (and rushing myself), I'd split this lesson into two
days (and also record my video lesson over the span of two class periods). I could
also plan to do a lesson that is even simpler and quicker to complete, but the quality
of students' work could suffer. Students could do a ticket out of the door by listing
three color harmonies and passing it in before leaving the class.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised 6-2013
THE CLAFLIN IMPERATIVE:
PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Revised Fall 2013 ACEI/NAEYC 2010 Standards

CLAFLIN UNIVERSITY
SCHOOL OF EDUCATION
REFLECTIVE LESSON PLAN MODEL RUBRIC
Candidate____NaStaija Partee'_______ Title of Lesson _Color Harmony Spacescape________ Date: _3/9/16___

INTRODUCTION
(Title, Source, Subject
Area, Grade Level)
ACEI .1.0
NAEYC 1a
CURRICULUM
STANDARDS
2.1-2.7
NAEYC 4c
DESCRIPTION AND
BACKGROUND
INFORMATION
ACEI 1.0; 3.1
NAEYC 1a
LESSON
OBJECTIVES
2.1-2.7
NAEYC 5c

DIFFERENTIATION
OF OBJECTIVES
ACEI 3.2
NAEYC 1b; 5c

Target
(5 Points)

Highly Acceptable
(4 Points)

Acceptable
(3 Points)

The candidate includes all


introductory components
and all components are
appropriate to the lesson

The candidate includes


most introductory
components that are
appropriate to the lesson

The candidate includes


some introductory
components that are
appropriate to the
lesson

The candidate identifies all


appropriate standards for
the lesson.

The candidate identifies


some of the standards that
are appropriate for the
lesson.

The candidate describes


the lessons activities and
content in a detailed
manner.

The candidate describes


the lessons activities and
content in a manner that
provides a clear overview
of the lesson
The candidate includes
measurable performance
objectives, but objectives
are not clearly or concisely
written for the lesson
The candidate varies most
of the objectives to
promote rigor and a
challenge for all students,
including diverse students,
and identifies teacher
actions that accommodate
diverse students needs

The candidate identifies


some appropriate
standards and some
inappropriate standards
for the lesson.
The candidate identifies
the lessons activities
and content but fails to
provide a clear
overview of the lesson
The candidate includes
clearly written
objectives that are not
measurable

The candidate includes


concise, clearly written,
measurable performance
objectives for all
standards
The candidate varies all
objectives to promote rigor
and challenge for all
students, including diverse
students, , and identifies
teacher actions that
accommodate diverse
students needs

Revised Fall 2013 ACEI/NAEYC 2010 Standards

The candidate varies


some of the objectives
to address diverse
students needs and
includes some teacher
actions that
accommodate those
needs

Moderately
Acceptable
(2 Points)
The candidate includes
only one introductory
component that is
appropriate to the
lesson
The candidate lists
standards, but
standards are
inappropriate for the
lesson.
The candidate
identifies the lessons
activities or the
lessons content

Unacceptable
(1 Point)
The candidate fails to
include the
Introductory
components
The candidate fails to
identify curriculum
standards.
The candidate fails to
identify the lessons
activities and content

The candidate includes


objectives that are not
measurable or clearly
written

The candidate fails to


include objectives for
the lesson

The candidate does not


vary the objectives, but
the candidate identifies
teacher actions that
accommodate diverse
students needs.

The candidate fails to


differentiate objectives

Score

STATEMENT OF
PURPOSE

The candidate clearly


explains the importance of
the content for the student.

The candidate
appropriately explains the
importance of the content
for the student, but more
information is needed.

The candidate makes an


adequate attempt to
explain the importance
of the content to for the
student.

The candidate does not


explain the relevance
of the content for the
student.

The candidate makes


no attempt to explain
the relevance of the
content for the student

The candidate provides


comprehensive lists of
lesson materials and
resources with
explanations of how they
will be used by the teacher
and students

The candidate provides


comprehensive lists of
lesson materials and
resources to be used by the
teacher and the students,
but no explanations

The candidate provides


lists of some of the
materials and resources
to be used by the
teacher and the students
for the lesson

The candidate provides


a list of lesson
materials and
resources to be used by
the teacher or the
students, but not both

The candidate fails to


provide a list of
materials and resources
for the lesson

The candidate clearly


describes a well-organized
student centered lesson
that reflects all
organizational issues: preassessment, motivation
(anticipatory set), purpose,
modeling/demonstration,
guided and independent
practice, closure, extension
activities and other
instructional strategies.
The lesson plan reflects
differentiated instruction

The candidate clearly


describes a studentcentered lesson that
reflects most of the
organizational issues:
pre-assessment,
motivation, purpose,
modeling/demonstration,
guided and independent
practice, closure,
extension activities and
other instructional
strategies. The lesson plan
reflects differentiated
instruction

The candidate clearly


describes a studentcentered lesson that
contains few of the
organizational issues,
and addresses some
differentiated
instruction.

The candidate
describes a lesson that
is somewhat studentcentered with few of
the organizational
issues, with no
differentiated
instruction

The candidate
describes an illplanned lesson that is
not student-centered or
the candidate fails to
describe the lesson

The candidate describes


specific assessments that
correlate to all of the
objectives and lesson or
attaches the assessment.

The candidate describes


assessments that correlate
to some of the objectives
and the lesson and/ or
attaches the assessment.

The candidate includes


assessments within the
plan that do not
correlate to the
objectives and the
lesson.

The candidate fails to


include and/or attach
the assessment(s).

The candidate describes


and lists specific strategies
and techniques and/or lists
questions to be asked to
check for understanding

The candidate describes


and lists several strategies/
techniques and questions
to be asked to check for
understanding

The candidate includes


assessments within the
plan which correlate to
the objectives and the
lesson, but does not
describe or attach the
assessment.
The candidate lists and
describes strategies/
techniques, but does not
list any questions

The candidate lists


questions, but fails to
describe or list
strategies and
techniques

The candidate does not


list or describe any
strategies/techniques or
asks questions to check
for understanding

NAEYC 5c

MATERIALS AND
RESOURCES
ACEI 1.0
NAEYC 4b

LESSON DESIGN
ACEI 3.1-3.5
NAEYC 4b

KEY ASSESSMENTS
ACEI 4.0
NAEYC 3b-c

CHECKING FOR
UNDERSTANDING
ACEI 3.1-3.5
NAEYC 5c

Revised Fall 2013 ACEI/NAEYC 2010 Standards

TECHNOLOGY
ACEI 3.1-3.5
NAEYC 4b

PRESENTATIONS &
CONVENTIONS
ACEI 5.1
NAEYC 6b

EXTENSION
ACTIVITIES
ACEI 5.3-5.4
NAEYC 4c
CONNECTION
ACROSS THE
CURRICULUM
ACEI 2.8
NAEYC 5c

REFLECTIONS
ACEI 5.1
NAEYC 4d

The candidate
meaningfully incorporates
and describes student used
technology in the lesson or
explains why technology
cannot be meaningfully
incorporated

The candidate
meaningfully incorporates
and describes teacher used
technology in the lesson

The candidate
incorporates and
describes technology in
the lesson in superficial
ways.

The candidate
incorporates
technology in the
lesson in superficial
ways; candidate does
not describe the use of
technology

The candidate fails to


address the issue of
technology

The candidate
demonstrates a high level
of competence in spelling,
grammar and typing

The candidate
demonstrates competence
in spelling, grammar and
typing, but exhibits few
errors

The candidate
demonstrates sufficient
competence in spelling,
grammar and typing,
but exhibits several
errors

The candidate
demonstrates little
competence in
spelling, grammar and
typing, through many
errors

The candidate
demonstrates little
competence in
spelling, grammar and
typing through a
significant number of
errors

The candidate provides


more than one extension
activity to connect the
lesson with the home,
community and
community agencies

The candidate provides at


least one extension activity
to connect the lesson with
the home and community,
but not community
agencies

The candidate provides


extension activities that
connect the home, but
not the community and
community agencies

The candidate provides


extension activities
that do not connect the
home, community and
community agencies

The candidate fails to


provide extension
activities

The candidate includes


connections to all of the
curriculum content areas
during the lesson.

The candidate includes


connections to at least 5 of
the 7 curriculum areas in
the lesson

The candidate includes


connections to the four
core content areas in the
lesson

The candidate
connects the lesson to
at least two curriculum
content areas

The candidate fails to


connect the lesson to
other curriculum
content areas

The candidate provides


thorough information that
shows an understanding of
the effectiveness and
ineffectiveness of the
lesson; gives information
regarding changes for
future implementation of
the lesson

The candidate somewhat


provides information that
shows an understanding of
the effectiveness of the
lesson; gives information
regarding changes for
future implementation of
the lesson

The candidate provides


information regarding
the effectiveness and
ineffectiveness of the
lesson, but gives no
information regarding
future implementation

The candidate provides


superficial information
regarding the
effectiveness and the
ineffectiveness of the
lesson, and gives no
information regarding
future implementation
of the lesson.

The candidate fails to


provide information
regarding reflections
from the
implementation of the
lesson

T OT A L
Revised 1-2

Revised Fall 2013 ACEI/NAEYC 2010 Standards