West Virginia State University

Lesson Plan Format and Assessment Rubric

WVSU LESSON PLAN FORMAT (Updated 1/13)
Teacher Candidate: Jenna Criner
Date: 4/21/13
School: Winfield Middle School
Grade/Subject: 7th Grade Art
Lesson Topic: Positive/Negative Space

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

Students will create artworks that use positive and negative space.
WV CSOS
VA.O.7.2.3

create a non-objective artwork using geometric and/or biomorphic (organic) shapes or

forms.

VA.O.7.2.5

create art using positive and negative space, e.g., architectural forms; printmaking;
sculpture; or ceramics.

NATIONAL STANDARDS-National Art Education Association

2. Content Standard: Using knowledge of *structures and functions
MANAGEMENT FRAMEWORK
Overall Time- 35 minute lesson
Time Frame
5 min introduction
5 min demonstration
20 min work time
5 min discussion/cleanup
STRATEGIES
Decision-Making
Creative Thinking
DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
Learning Differences: For students who are
struggling, I will aid them individually, and I will
use guided discussion in order to assist them.

Attention Differences: I will assign one part of the

project at a time for students with attention
differences.

Motivational Differences: I will incorporate

students interests into my lessons so that

Ability Differences: I will design this lesson so that

students with ability differences can succeed, and I

students with motivational differences will be

encouraged.

will assist them when necessary. A student who is

not able to use certain materials because he has
seizures (e.g. scissors) will be allowed to have
another student assist them. The student can
draw the shapes they want to be cut out, and they
can draw designs over their shapes so that they
will feel like they did most of the work on their
own.

Behavioral Differences: I will reinforce the correct

behavior and my expectations during the lesson.

Enrichment: Students can cut out more advanced

shapes, and they can add fine details using pencils
or markers.

Multiple Intelligence Addressed:

X Verbal/Linguistic
X Spatial
X Logical/Mathematical
Bodily/Kinesthetic

Naturalistic
Interpersonal
Intrapersonal
Existensial
Others (explain)

Musical

PROCEDURES
Introduction/ Lesson Set
Distribute materials before the students come in.
Ask the students what positive and negative space is, and show them a picture in the textbook
that uses positive and negative space.
Have the students vote on what they think the positive and negative shapes are in the picture.
Body & Transitions
Demonstrate how to cut shapes out along the edges of the green paper.
Walk among students as they work, and assist students who need help.
Demonstrate how to glue the shapes.
Assist students and check for progress and understanding.
Closure
Ask students which shapes in their designs were positive and which were negative. Was it
possible for some of the shapes to be both positive and negative?
Have students do an oral reading in the textbook to reinforce their answers.
Instruct the students to clean up their areas, tell them where to put their papers, and dismiss
them.
ASSESSMENT

Diagnostic
I will ask the students what positive and negative space is, and I will have them vote on what the
positive and negative space is in examples from their textbooks.
Formative
I will walk among students as they complete the assignment, and I will give them the opportunity to
start over if they didnt do the assignment correctly.
Summative
I will give the students a rubric based on what I will grade them on, and I will provide feedback on their
projects.
MATERIALS
green paper
black paper
scissors
glue
EXTENDED ACTIVITIES
If Student Finishes Early
If a student finishes early, then I will let them either complete another design on the back of their paper,
or I will let them free-draw.
If Lesson Finishes Early
If the lesson finishes early, then I will assign another activity for the students to complete using positive
and negative space.
POST-TEACHING
Reflections
Students grasped the interaction between positive and negative space from this lesson, and
they made creative designs using positive and negative space. The lesson ended early, so I asked the
students to create another design on the backs of their papers. By the end of the lesson, the students
learned that the shapes they used could be either positive or negative.
The students were attentive when I opened the lessons, but very few of them raised their hands
when I asked them questions. When the students were working, they shared ideas with each other,

which I think helped them develop their own work since all of the students have different ideas and
different ways of looking at things. I think that the next time I teach this lesson, I could have the
students do Think-Pair-Share at the beginning of the lesson when I ask them questions so that they will
be more engaged in that aspect of the lesson.
One of the students has chronic seizures, and he isnt allowed to use scissors, so I had the
student sitting beside of him cut out his shapes for him. I think that another way that I could have
accommodated him was to make a design using the paper by tearing the paper instead of cutting it with
scissors. This couldve gotten him more involved in the project.