Secondary Lesson Plan Template

Name of class: Painting I

Length of class: 50 min

LEARNING GOALS to be addressed in this lesson (What standards or

umbrella learning goals will I address?):
Standard 1
Understanding and applying media, techniques, and
processes

LEARNING OBJECTIVES (in ABCD format using verbs from Blooms

Taxonomy):
R.A.F.T.
Role: paint
Audience: paintbrush
Format: 1 page letter/5 minute skit
Topic: the relationship between paint and a paintbrush.
Techniques/application used to create an image or emotion.
-Student will identify and create at least 2 relationships
between paint and a paintbrush.
-Student will analyze applications and techniques using key
terms.
Differentiate: Student choice/Student Interest
1 page letter
5 minute skit (3 members)
Painting showing techniques and application
CONTENT (What specific
concepts, facts, or vocabulary
words will I be teaching in this
lesson?):

SKILLS: (What skills will students

acquire or practice?)

How to write a letter/act out a skit

Painting terms (value, hue,
water color, acrylic, oil, etc)
Brush terms (handle,
ferrule, heel, belly, bristles,

What a relationship is
New key terms

toe)
Brush types (round, flat,
bright, filbert, fan, angle,
mop, rigger)

How to analyze the process and

techniques used to paint.
How to connect a relationship
between application, techniques,
and tools.

Technique and application

relationship
Using imagination to
develop connections/bonds

RESOURCES/MATERIALS NEEDED (What materials and resources will I

need?):
Paint brushes
Handout with terms
Painting examples to pass around
Board/markers to draw terms and write descriptions
Pencil/Paper to write article or to plan out a skit
LEARNING PLAN (How will you organize student learning in this lesson?
ACTIVATE (How will I pre-assess my students
understanding, activate their prior knowledge, or get them
excited about my lesson?)

Read out loud a letter that was written from the

paint to the paintbrush. Criticize and praise
some of the choices in application, color, and
techniques. Go in depth about how the two need
each other and why. Share how when the two
work together and how they can portray an
emotion to viewers.
(This is a demonstration of what I want them to
do)
Explain and write on the board the R.A.F.T.
assignment: 1 page letter or a 5 minute skit (3
members)

KWL, thumbs up,

fist-to-five,
entrance
slip/ticket,
questions of the
day, concept
formation, circle
map, video clip,
demonstration,
quiz, etc.

ACQUIRE & APPLY (What instructional strategies will I

choose to help my students acquire and apply the
knowledge, skills, attitudes, and behaviors outlined above?

Discussion/Lecture:
Large group openly discuss new key terms with
handout and by writing/drawing them on the
board. Show examples of famous paintings that
display strong emotions so that the students can
see how the process of application can create
something more than a painting. Explain how
techniques can engage a viewer and can
promote creativity and imagination.
Break into small groups to further discuss what
was just presented and to get ideas for their
letter/skit. (At this time, students need to break
into their skit groups if they are choosing that
route instead of the letter. -Student choice in
which assignment and group members)

Lecture,
demonstration,
guest speaker,
video, concept
formation,
discussion,
debate,
simulations, skits,
project-based
learning, jigsaw
activity,
cooperative
learning activity,
flexible grouping
(heterogeneous
or homogeneous),
learning centers,
independent
study

Small groups will discuss the relationship

between paint and a paint brush. They will be
provided with prompted discussion questions
(written on the board/handout). These
questions will organize their discussion and will
help them start thinking about the connection
and results that can be created between
painting tools.
*Discussion questions: what is the relationship
between paint, brush, and canvas? What
techniques can be used? What type of feelings
can applications create for viewers? Can paint
or a paint brush survive without each other?
Support your answer.
**Use the large and small group discussion to
evaluate the student involvement and
excitement. Use a thumbs up/down/middle to
gage how well the students understand the
assignment and how enthused they are.
ASSESSMENT (How will asses student understanding?):

Rubric identifying the following:

Selected
Response (Test,
quiz)
Products from

-Did they use key terms within letter/skit?

-Did they organize a letter/skit that makes
sense?
-Did they identify processes, techniques, and/or
applications?
-Did the make a relation between paint and a
paint brush?

Performance
assessment
(Skit, role play,
dramatization,
debate,
cooperative
learning, project,
student-inquiry)
Written
Response (Shortconstructed
response, journal
entry, bulleted
response, essay)
Personal
Communication
(Questions,
Discussion
Interview)

LESSON PLAN SEQUENCE & PACING (How will I organize this lesson?
How much time will each part of the lesson take?)
1. Hook read letter and explain assignment 5 min
2. Open Discussion/Lecture provide students with handout,
present and review new key terms, show examples, answer
questions (thumbs up/down/middle to pre-assess) 10-15 min
3. Small groups discuss prompted questions. Individuals need
to choose whether they want to act out a skit or write a letter
(monitor and answer small group/individual questions) 10-15
min
4. Work time. People doing skits will work in a different area
than those writing a letter. (monitor, help them stay on task, and
answer questions) 15-25 min

CHECKLIST:

Did I hook my students by getting them excited about the

topic?
Did I introduce my learning objectives to the students (even if
I just posted them in the room)?
Are my learning objectives aligned with my state standards?
Did I choose an instructional strategy/activity appropriate to
the purpose(s) of the lesson?
Did I organize my lesson clearly?
Did I account for any downtime and/or transitions?
Did I model or provide guided practice (if necessary)?
Did I scaffold student learning (if necessary)?
Did I assess my students learning (formative or summative)?
Did I successfully bring the lesson to a close within the allotted
time?
Did I provide a bridge to the next lesson in my unit sequence?
Did I provide anchor/enrichment activities for students who
complete the lesson early (if necessary)?
Did I differentiate for my individual students needs?

differentiate: