Representation in Artwork

by Anna Peterson
Grade X

Context
Write the full “Context” section AFTER the “Inspiration” and the “Objectives” You can use this
section to brainstorm the bigger Unit your lesson will be part of and then simplify according to the
prompts later.

Address the following prompts by composing full sentences to paint a picture.

Begin by typing below these prompts, and then delete these instructions so that your box is only
full of your writing.

What is the Unit this Lesson is part of? Tell us the name of the Unit, what it is about, and where
this lesson falls in the sequence of lessons. If desired, give names of the other Lessons in the Unit.

What have the students learned before this lesson/learning segment?

How will their learning progress after the completion of this lesson/learning segment?

What prior knowledge do the students have?

What misconceptions or gaps in prior knowledge will you need to address?

Inspiration
I felt inspired by Jordan Casteels work in how she chooses to represent the underrepresented in her
work, and through this theme, my class can create artworks of people or things they believe is of
importance and underrepresented in art history.

Objectives
SWBAT create their own work about representation.

SWBAT describe how an art work makes them feel

SWBAT compile their ideas in order to work towards a finished product.

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Standards Alignments
VA:Cn10.1.I Document the process of developing ideas from early stages to fully elaborated ideas.

VA:Re7.2.I Analyze how one’s understanding of the world is affected by experiencing visual
imagery.

VA:Re7.1.I Hypothesize ways in which art influences perception and understanding of human
experiences.

Activities

Launch “Who are a group of people you feel are underrepresented in art? Why is that? Who would
you think to make art about?”

Part 1: Jordan Casteel Work (1 class period)

Part 2:

Part 3:

Closing

Assessments
1. Diagnostic: “This lesson begins with the discussion of ‘what is community?’ to gauge prior
knowledge of the subject”
2. Formative: Check for where each objective is assessed. “Key points of formative
assessment happen when…”
3. Summative: “To gauge overall understanding, students… and I evaluate these to see if…”

Materials & Resources

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List the things a substitute would need to carry out the lesson.

References
List citations for any materials or resources
List any helpful sources you used in researching this lesson plan, which a substitute could use to
learn more about the content.

Differentiation
What are some accommodation options for students with learning differences and special needs?

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 For Reference:

DePaul University Elementary Lesson Plan Format

An edTPA lesson plan must include the following elements:
● Learning objectives associated with the content standards
● Informal and formal assessments used to monitor student learning, including a description of the type(s)
of assessment(s) and what is being assessed
● Instructional strategies and learning tasks (including what you and the students will be doing) that support
diverse student needs
● Instructional resources and materials used to engage students in learning
It should be no more than 4 pages long. Any explanations or rationale for decisions should be included in your
Planning Commentary and deleted from your plans.

Context for the Lesson/Learning Segment

Situate your lesson within the broader context of the unit of study. What have the students learned before this
lesson/learning segment? How will their learning progress after the completion of this lesson/learning segment?
What prior knowledge do the students have? What misconceptions or gaps in prior knowledge will you need to
address?

Lesson Plan
Name:
Grade:
Lesson ___ of ___
Title:
GOALS/ DESIRED RESULTS
In the spaces below, articulate your specific learning goals for your lesson. Through each section, you should be
addressing the question: what do you want students to KNOW and BE ABLE TO DO as a result of this lesson?
1. Standards
State adopted student academic content standards and/ or Common Core State Standards that are the target of
student learning (List the number AND text of each standard that is being addressed. If only a portion of a
standard is being addressed, then only list or bold the part or parts that are relevant.)

2. Learning Objectives
Learning objectives associated with the standards. These should be specific, attainable, and measurable.

ASSESSMENT
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In this section, articulate the tasks or evidence through which students will demonstrate the desired
understandings. In other words, how will you know students “got it” by the end of the lesson?
3. Assessments
Informal and formal assessments used to monitor student learning, including type(s) of assessment, both
formative and summative, and what is being assessed

LEARNING PLAN
In this section, articulate the materials/ resources necessary to implement the lesson and the step-by-step
sequence of the lesson.

4. Instructional Resources and Materials

Instructional resources and materials (including technology) used to engage students in learning. If technology is
used, be sure to indicate how it enhances the lesson.

5. Instructional Strategies/ Learning Tasks

Instructional strategies and learning tasks (including what you and the students will be doing) that support
diverse student needs. This step-by-step process should indicate how much time you intend each segment to take
and should be detailed enough that a substitute teacher could teach your lesson as you intended.
(There are particular lesson models that might guide your thinking further here, such as the 5E model, etc.)
What teacher and students will be doing Points of evaluation
Introduction: How will you introduce the lesson and engage students (how
will you get them interested, help them see the relevance and purpose of the
lesson)?

Lesson: What are the specific steps and sequence of the lesson? How long do
you anticipate each lesson segment taking?

Closure: How will you conclude the lesson? How will you bring the lesson
together for students to help them return to the bigger purpose and big ideas
of the lesson?

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6. References *
List citations for materials used.

Planning Commentary
1. Central Focus
a. Describe the central focus and the purpose of the content, skills, or strategy you will
teach.
b. Given the central focus, describe how the standards and learning objectives within your
learning segment address the content, skills, or strategy you are teaching
c. Explain how your plans build on each other to help students make connections
between the content, skills, or strategy

2. Knowledge of Students to Inform Teaching

For each of the prompts below (2a–b), describe what you know about your students with respect
to the central focus of the learning segment.

Consider the variety of learners in your class who may require different strategies/support (e.g.,
students with IEPs or 504 plans, English language learners, struggling readers, underperforming
students or those with gaps in academic knowledge, and/or gifted students).
a. Prior academic learning and prerequisite skills related to the central focus—Cite evidence
of what students know, what they can do, and what they are still learning to do.
b. Personal, cultural, and community assets related to the central focus—What do you know
about your students’ everyday experiences, cultural and language backgrounds and
practices, and interests?

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3. Supporting Students’ Learning
Respond to prompts 3a–c below. To support your justifications, refer to the instructional materials
and lesson plans you have included in your lesson. In addition, use principles from research
and/or theory to support your justifications.
a. Justify how your understanding of your students’ prior academic learning and personal,
cultural, and community assets (from prompts 2a–b above) guided your choice or
adaptation of learning tasks and materials. Be explicit about the connections between the
learning tasks and students’ prior academic learning, their assets, and research/theory.
b. Describe and justify why your instructional strategies and planned supports are
appropriate for the whole class, individuals, and/or groups of students with specific
learning needs.
Consider the variety of learners in your class who may require different strategies/support
(e.g., students with IEPs or 504 plans, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted
students).
c. Describe common developmental approximations or common misconceptions within your
central focus and how you will address them.

4. Supporting Development Through Language

As you respond to prompts 4a–d, consider the range of students’ language assets and needs—
what do students already know, what are they struggling with, and/or what is new to them?
a. Language Function. Using information about your students’ language assets and needs,
identify one language function essential for students to develop and practice the strategy
within your central focus. For literacy or mathematics, the edTPA handbooks will have
suggested language functions.
b. Identify a key learning task from your plans that provides students with opportunities to
practice using the language function in ways that support the essential strategy. Identify
the lesson in which the learning task occurs. (Give lesson day/number.)
c. Additional Language Demands. Given the language function and learning task identified
above, describe the following associated language demands (written or oral) students

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 need to understand and/or use:
o Vocabulary or key phrases/symbols

o Plus at least one of the following: Syntax or discourse

d. Language Supports. Refer to your lesson plans and instructional materials as needed in
your response to the prompt. Identify and describe the planned instructional supports
(during and/or prior to the learning task) to help students understand, develop, and use
the identified language demands (function, vocabulary or key phrases/symbols, discourse,
or syntax).

5. Monitoring Student Learning

In response to the prompts below, refer to the assessments you used in your lesson.
a. Describe how your planned formal and informal assessments will provide direct evidence
of student understanding of the key content or that students can use the essential
strategies AND related skills throughout the learning segment.
b. Explain how the design or adaptation of your planned assessments allows students with
specific needs to demonstrate their learning.
Consider the variety of learners in your class who may require different strategies/support
(e.g., students with IEPs or 504 plans, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted
students).