- Students will develop observational drawing skills through creating a self-portrait focused on analyzing facial features and proportions. - The teacher will model drawing techniques step-by-step using a tablet and students will practice drawing their own portraits, applying what they learned about proportions. - Students' self-portraits will be assessed using a rubric to evaluate their understanding of proportions and observational drawing skills. Accommodations will be provided for students with IEPs, 504 plans, or who are English learners.

1. Lesson plans
Fill everything in!!!!

2. Central focus:
What do you want the students to learn?
Content focus: what is the lesson about in terms of art. Connect to VPA
Literacy focus: Connect to Literacy Standard
Other focus: Math? History?
• Content Focus: Students will develop observational drawing skills by analyzing
facial features and drawing a self-portrait.
• Literacy Focus: Students will combine listening and watching instructions to draw
a portrait.
• Other Focus: Students will focus on mathematical proportions

3. Content Standards
• VPA Standard: https://www.cde.ca.gov/be/st/ss/vamain.asp
• ELD Standard
https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf
• Literacy standard
https://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf
• All of these are found on the blackboard site.

4. • VAPA Standard: 2.4 Review and refine observational drawing skills.
• ELD Standard: B. Interpretive Emerging | Reading/viewing closely
• a. Explain ideas, phenomena, processes, and text relationships (e.g.,
compare/ contrast, cause/effect, evidence-based argument) based on
close reading of a variety of grade-appropriate texts, presented in
various print and multimedia formats, using phrases, short sentences,
and a select set of general academic and domain-specific words.
• Literacy Standard: CCSS.ELA-LITERACY.SL.11-12.2
• Integrate multiple sources of information presented in diverse formats
and media (e.g., visually, quantitatively, orally) in order to make
informed decisions and solve problems, evaluating the credibility and
accuracy of each source and noting any discrepancies among the data

5. Instructional Learning Objectives:
• What are the students supposed to be able to DO after this lesson?
• Must related to the content focus must be measurable.
• No fuzzy terms
• Look at Bloom”s taxonomy
• By the end of the project, students will be able to analyze facial
features and apply observational drawing skills to create a self-
portrait with correct proportions.

6. Assessments:
• Your rubric
• Clear visual objectives
• Must be observable, not emotional or assumed
• Informal: Teacher will walk around and monitor students drawing; help
with any proportions; answer any questions; provide feedback.
• Formal: Self-portrait drawings will be assessed via the Rubric

7. Language Function and Demands:
• Language Function: Refer back to your content objective
• Example
• Students will analyze the features of the face and create a self-
portrait.
• Language/words may include:
• examine, break down, dissect, determine, elements, measure

8. Additional Language Demands:
• Identify additional language demands required to achieve the
objectives. Address vocabulary or key phrases. Also, address syntax or
discourse.
Vocabulary:
 Proportions
 Measure
 Shade
Students will focus on discourse through asking the teacher and
each other questions; and responding to said questions.

9. Procedures (Instructional Strategies and Learning Tasks) to
Support Student Learning
• Engage: Get attention, hook and link to previous
learning Practice academic language
• Teacher will:
• Ask how many students were impressed with their drawing skills the
day before?
• Go through a brief history of “the selfie” starting with portraits that
people used to commission and how it has now evolved to a photo
that you take on a mobile phone

10. Differentiation
• Differentiation: This is how you differentiate instruction for students
with special learning needs and provide universal access to the
curriculum. Who needs different materials/supports, what are the
materials/supports, and when are they most useful to accommodate
special learning needs
• Example:
• Repeat instructions
• Talk and draw slowly

11. Explore:
• The key aspects that define the explore phase include actively
involving students in one or more of the following
activities: predicting, designing, testing, collecting, or reasoning. The
explore stage is about process (mathematical practices, historical
reasoning, scientific procedures, etc.
How will I model the instructional strategies that support student
learning?
How will I prepare students for the explain stage?
How will academic language be practiced in this stage?
How will you ensure the process/content is accessible to ELs

12. • Teacher will:
• Start to explain the proportions of the face including
tips and tricks that artists used to make a realistic
drawing of a face
• Use the tablet and projector to demonstrate/model
each instruction
• Go through each feature step-by-step pausing after
each new instruction, and repeating if needed

13. Differentiation:
• This is the second time you think about how to address special
needs students.
• Spend extra time with students with 504s/IEPs/ English
Language Learners
• Allow extra time/day for students requiring extra time to
complete assignments
• Website with explanation and tips on drawing facial features
will be given to students

14. Check for understanding
• Be sure this stage is clear.
• Is everyone on task”
• After each step, teacher will stop and walk around classroom and
monitor students’ drawings/provide feedback

15. Explain:
• Content becomes essential in this stage and the process skills are used
to support higher-level thinking such as analyzing, justifying, applying.
Central aspects of the explain phase include 1) interpreting data or
findings; providing evidence for claims, communicating findings
(written, oral, using technology) and providing alternative
explanations for findings.
What content might I need to help my students understand?
How will academic language be practiced in this stage?
How will you ensure the process/content is accessible to ELs?

16. Differentiation:
• This is the third time you think about how to address special needs
students.
• Teacher will provide instruction in two ways: draw on tablet/project and
orally give instruction
• Repeat instructions
• Talk and draw slowly
• Allow time after giving instruction for students to draw their own feature
•

17. Check for understanding (2nd time)
• Be sure this stage is clear.
• Is everyone on task”

18. Extend
• Students apply their knowledge and skills to new
situations/scenarios. Student reflection on their learning may be
appropriate here. How will academic language be practiced in this
stage
• Students will:
• Use mathematical proportions and drawing skills given by teacher
and apply it to their own faces to draw an accurate self-portrait
• Scan self-portraits into computer to use for next project

19. Differentiation:
• This is the 4th time you think about how to address special
needs students.
• Assist students with scanning drawings into computer

20. Closure:
• This is how you bring closure to your lesson. How can I best review
today’s lesson and check against the learning objectives? How will I
prepare students for the next lesson
• Compare completed second drawing to first drawing students created
to observe and reflect on improvement

21. Resources and Materials
• Computer
• Photoshop
• Drawing tablet
• Pencil
• Paper
• Eraser
• Mirror
• Phone/Webcam
• Rubric (see attached)
• http://www.artyfactory.com/portraits/pencil-portraits/drawing-
portraits.html