Leigh Anne Brader

November 16, 2016

Comprehension Strategy Lesson Plan and Reflection
Hood College Lesson Plan Template (Secondary) revised August 2, 2016
Lesson Description/Learner Characteristics (InTASC 1, 4; IO 1; ACTFL 3b; NCTE 4.3, 5.2, 6.2; NCTM 4a)
Lesson Title
Summarizing Biographies of Contemporary Artists: Part I
Duration
1hr 35min
Discipline/Subject
AP Studio Art
Grade
10th, 11th, & 12th Grade
Level/Setting/Grouping
Learner Characteristics
Characteristics:
Relevance:
- Number of students
There are 14 students; two boys, A majority of the students rely on visual learning. To address this, I
a transgender student, and eleven made sure that the articles had photographs, and were displayed on
- Characteristics
the overhead, in a print out in front of them, and available on a
male/female, IEPs, 504 girls. All but one of them is
highly motivated in this class in
website (http://leighannebraderarted.weebly.com/contemporaryplans, ELLs, HALs,
particular. They are here by
artists.html)
varying
choice and so they are (most of
abilities/preferences,
the time) on task and working
Prior Learning Experiences:
previous experiences
hard. One student has a 504
o Reading strategies
relative to lesson
plan. No students are officially
- Why are these
o Art vocabulary
labeled
HAL;
none
are
ELLs.
characteristics relevant
o Art history
to this lesson?
o Exposure to modern art
Objectives/Standards, Goals, Essential Questions (InTASC 1, 4, 7; IO 1; ACTFL 4a, 4b, 4c; NCSS 4.6; NCTE 3.1, 4.1, 5.1;
NCTM 3a, 3b; NSTA 1c; NAEA IV, V)
Objective(s)/Standard(s)
Standards:
- Link to discipline/subject specific Maryland College and
o VA:Cr3.1.IIIa: Reflect on, re-engage, revise, and refine works
Career Readiness Standards
of art or design considering relevant traditional and
(http://mdk12.org/instruction/curriculum/index.html)
contemporary criteria as well as personal artistic vision.
o VA:Re.7.1.IIIa: Analyze how responses to art develop over time
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based on knowledge of and experience with art and life.

o VA:Re.7.2.IIIa: Determine the commonalities within a group of
artists or visual images attributed to a particular type of art,
timeframe, or culture.
o VA:Cn11.1.IIIa: Appraise the impact of an artist or a group of
artists on the beliefs, values, and behaviors of a society.

Goal(s)
- What is the specific focus of this lesson?
By the end of this lesson, students will be able to
Essential Question(s)
- One to three questions
- Reflect BIG idea(s) of the lesson in student friendly
language
- They often start with what, why, or how.

Objectives:
o SWBAT read an article about a contemporary artist in five
minutes while highlighting three key facts, circling unfamiliar
words, and discussing the artist with a partner
o SWBAT research a contemporary artist and document two
additional pieces of work and their purposes
Students will be exposed to contemporary artists and share their
own summary of that artist (or a contemporary artist of their
choosing, approved by me). By the end of the 2nd class period,
students should be able to present a short biography introducing
that artist and their work with the class.
o How does contemporary art differ from the art you have learned
about in Art History?
o What motivates contemporary artists to produce work?
o What are the key features of an artists biography?

Materials and Resources and Special Lesson Set Up (if needed) (InTASC 5; IO 1, 4; ACTFL 1b, 2c; NCTE 1.1, 2.3, 3.5, 3.6, 5.4;
NSTA 2b, 4a; NCTM 4e, 5b, 6c; NAEA VI)
What materials and resources will be o Computers or other devices
used in this lesson?
o ART21 Artist Biographies
- Include citations for materials.
o My EDUC website: http://leighannebraderarted.weebly.com/contemporary-artists.html
(Use current APA style.)
o Google Docs/Google Drive
- Acknowledge others work you
o Optional:
draw on.
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Inclusion of technology (including

assistive) where appropriate

o
o
o
o

Poster paper
Markers
Colored pencils
Glue

Learning Experiences (InTASC 3, 5, 7, 8; IO 1, 5; ACTFL 1c, 2a, 2b, 2c; NCSS 4.3, 4,4, 4,5; NCTE 5.2, 5.4; NCTM 2a, 2b, 2c,
2d, 2e, 2f, 3c, 3d, 3e, 3g; NSTA 2a, 2b, 2c, 3a, 3b, 3d, 4b, 4c)
See http://www.udlcenter.org/aboutudl/udlguidelines for more information about Universal Design for Learning Guidelines
NOTE: These 4 columns
Overview
Multiple Means of
Assessment/Multiple
Duration
must be completed for each
- What will you say/do?
Representation /
Means of Expression:
section:
Engagement:
(InTASC 6; IO 3; ACTFL
- How will you present
5a, 5b, 5c; NCSS 4.7;
LAUNCH
the
material
and
NCTE 3.2, 3.4, 4.2, 5.3;
INSTRUCTIONAL
activities in the
NCTM 3f, 3g, 5a, 5c;
STEPS
Overview
so
that
NSTA 2c, 3c, 5a, 5c;
WRAP UP
students learning needs NAEA VII)
are met and to keep
- How will you informally
them engaged?
and/or formally assess
students so they can
demonstrate what they
have learned and/or
know?
LAUNCH
Students were shown a short video This material is presented Responding to the
10min
- Motivate
of Kehinde Wiley talking about
in verbal (by me) and in
discussion questions and
- Assess/Review/Activate prior why he makes work, what his
visual form (through a
actively watching the
knowledge
content is, and the process that he
video). It is reinforced
introduction video will
- Introduce the topic
takes in order to produce work.
through articles presented informally assess students.
- Vocabulary
later in the class, as well
Following the video, I will have a as online and in
discussion with the class posing
independent research.
the following questions:
o What is contemporary art?
o How does it seem
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INSTRUCTIONAL STEPS
- Describe the learning
opportunities
- What difficulties/
misconceptions do you
anticipate?
-How will you address them?

1.
2.
3.
4.

5.

6.
7.

different?
o Why is it important to be
aware of art thats being
created now?
Explain Close Reading
Strategy: Underline, highlight,
circle, discuss with a partner.
Pass out biographies/articles
about contemporary artists
Students will have about 5
minutes to read articles
Students will highlight 3 key
facts about their artist,
underline places they have
lived and studied, and circle
unfamiliar words.
Students will have 5 minutes
to choose a contemporary artist
to research
a. Students will use
sources found on my
website
(http://leighannebrader
arted.weebly.com/conte
mporary-artists.html)
The rest of the class will be
used as research/work time
Create a Google Doc, poster,
video, or PowerPoint that
includes:
a. Artists Photo
b. Artist Name
c. Age

o Instructions are
presented to students
in a paper copy and
also posted to Google
Classroom.
o Students may have
difficulty getting
through an article
they have never read
before, so by
teaching them close
reading strategies,
they are able to get
through the text with
better understanding
of the material.
o The articles are
presented again
online on my website
and are displayed on
the overhead. Visuals
accompany these
articles, and reappear
on my website.
o (http://leighannebrad
erarted.weebly.com/c
ontemporaryartists.html)

o I will informally assess

students by their time
management: the
completion of their
close reading activity in
a timely manner (around
5 minutes).
o I will formally assess
students on the third day
of this lesson after their
artist bios are
completed. Students will
present their information
to the class. It must have
the criteria listed in
number 7 of the
instructional steps.

About
1hr

WRAP UP
- Address big ideas and
Essential Questions
-What will be students follow
up work?

d. Where they are from &

their current location
e. Where did they study?
f. What kind of art do
they make? Why?
g. Three key facts What
has influenced their
work or their lives?
h. At least two pieces of
work (photos): Titles,
Purpose/Meaning,
Location, Sizes
o Address the class and go
through articles, addressing
unfamiliar vocabulary in an
open class discussion.
o Exit Slip: In one sentence,
describe how contemporary art
differs from the art you have
so far learned about in school.

Unfamiliar vocabulary
will be both spoken
aloud and written on the
board. The exit slip
question will be read
aloud and projected from
the overhead.

Students will be addressed

by the completion of an exit
slip with relevant
information no shorter than
one sentence.

10min

Accommodations/Modifications for students with documented disabilities (InTASC 1, 2; IO 2; ACTFL 3b; NCTE 5.3, 6.1, 6.2;
NCSS 4.2; NCTM 3c; NSTA 2a, 3a, 3b3c, 3d, 4b; NAEA II, V)
What accommodations or modifications will be made for students with documented disabilities? (Link to IEP or 504 plan)
The student with a 504 plan was given additional time for reading and analyzing the article. If I had other students with documented
disabilities, they would be able to work with a partner, be given additional time, and would be offered the option of working in print
rather than on the computer. Other accommodations would be made based on the individuals IEP or 504 plan.

Accommodations/Modifications for English Language Learners (InTASC 1, 2; IO 2; ACTFL 3b; NCTE 4.4, 5.1, 5.3, 6.1, 6.2;
NCSS 4.2; NCTM 3c, 4c; NSTA 2a, 3a, 3b3c, 3d, 4b; NAEA II, V)
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What adaptations will be made for English Language Learners?

There are no ELLs in this class. If I had an ELL student, vocabulary would be taught prior to the reading and supported with a handout
with vocabulary in both languages. The vocabulary would be reinforced through speaking, listening, reading, and writing activities.
They would be allowed to use translation software to understand online articles, and I could attempt find articles in other languages
about the chosen artist. For example, I had two articles about a Spanish-speaking contemporary artist. It would not have been difficult
to find an article online in Spanish that I could give a Spanish-speaking ELL student as a supplemental reading.
Accommodations/Modifications for Gifted and Talented/Highly Able Learners (InTASC 1, 2; IO 2; ACTFL 3b; NCTE 6.1, 6.2;
NCSS 4.2; NCTM 3c; NSTA 2a, 3a, 3b3c, 3d, 4b; NAEA II, V)
What adaptations will be made for Gifted and Talented/Highly Able Learners?
The HAL students will be given the option to take their presentations in any creative way that they would like to as long as their
presentation is answering the criteria (listed on number 7 of Instructional Steps).
Classroom Management
What challenges do you anticipate, and how will you manage them? What transition/Brain Break activity could you use?
o I anticipated the students to be uninterested in reading since their class requires very little. Because I showed a video introducing a
contemporary artist, they were drawn in and came into the reading with some prior knowledge of contemporary art.
o A good transition/brain break activity could be a five minute exploration of the ART21 website, or a short video about another
contemporary artist that they wont be doing research on. For example, as a brain break in another class day, I showed students
videos about Maya Lin, the artist who created the Vietnam Memorial. The students appreciated this because the Vietnam Memorial
is something that all but three of them had seen in person, so they were able to relate, relax, and learn something new.
Reflection (InTASC 9; IO 6; ACTFL 6b, 6c; NCSS 4.8; NCTE 7.1; NCTM 6a; NSTA 5a; NAEA VIII)
What did you learn from writing this lesson plan? What difficulties/misconceptions did you have? What would you do
differently? What are the instructional implications and next steps for students?
Before I began teaching my lesson, my mentor asked me to talk to the students individually, so I thought that she meant she didnt
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want me to address the whole class. I asked her about it and she said that she meant that I would go around individually after I address
the whole class to make sure that every student is on the same page. When I was able to sit in front of the class and formally address
the students, I was surprised to see their eyes switch from their work to me. They sat quietly and listened intently. Though these
students were in AP Studio Art, that doesnt mean that they dont have more to learn and they recognized that. It is important for
students to be aware of artists who are making work today. This assignment gives students the opportunity to practice literacy through
reading, summarizing, and writing about art. I learned that the upper level students really enjoyed a change of pace from their work
and were interested in learning something new.

Next time I teach a lesson, I will spend more time on the instructions, making sure students know the steps that they should take and
what was required of them. My instruction sheet needed to be more specific and so my mentor suggested that I use a graphic organizer
instead of just a sheet of instructions to get the students more focused on their reading. I was able to make changes to my instruction
sheet after I taught my lesson and my mentor teacher posted the revised version onto Google Classroom. The students were able to see
their instructions at home, or wherever they were from their cell phones or computers. I anticipated that most students would want to
create a Google Doc to present information about their artist. I was wrong, most students created a fun poster or a PowerPoint. This
was probably because it is a class full of art students, and most likely they are visual learners.

This activity would ideally take 3-4 class periods, including presentations: an introduction day, a workday, and at least one day of
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presentations. But for this class, because my lesson was taught on top of other work, the students checked in once a week with their
progress that was completed mostly at home, and then four weeks later they did their presentations.