Flipped Classroom Lesson Plan

Your Name: Katie DeLorenzo

Type of lesson: Flipped Classroom

Lesson Plan Title: Introduction to Adobe Illustrator – Unit 1 – Shape tool

Discipline/Topic: Visual Art- Graphic Design- yearlong 1 credit course

Target Population: Grade Level: High School (10-12)

Population Characteristics: Learners are mostly made up of 10th-12th graders. Students

come from families that range from living at or below poverty level to being considered
middle class. Graduating class sizes average about 100 students (+/-).

Curriculum Links: This is the introductory lesson for students in Graphic Design 1. It will cover the basic
skills needed to move forward that future lessons will scaffold on

This lesson satisfies the NYS Standards number1- 4 for Visual Arts

Standard 1: Creating, Performing, and Participating in the Arts Students will actively engage in the processes that constitute
creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.

Standard 2: Knowing and Using Arts Materials and Resources

Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in
various roles.

Standard 3: Responding to and Analyzing Works of Art

Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other
aspects of human endeavor and thought.

Standard 4: Understanding the Cultural Contributions of the Arts

Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in
turn shape the diverse cultures of past and present society.

List the ISTE Educator Standard(s) with which your lesson plan aligns.

3.Citizen
Educators inspire students to positively contribute to and responsibly participate in the digital
world. Educators:

3b. Establish a learning culture that promotes curiosity and critical examination of online
resources and fosters digital literacy and media fluency.

3c. Mentor students in safe, legal and ethical practices with digital tools and the protection of
intellectual rights and property.

4. Collaborator

Educators dedicate time to collaborate with both colleagues and students to improve practice,
discover and share resources and ideas, and solve problems. Educators:

4b. Collaborate and co-learn with students to discover and use new digital resources and diagnose
and troubleshoot technology issues.

5. Designer

Educators design authentic, learner-driven activities and environments that recognize and
accommodate learner variability. Educators:

5b. Design authentic learning activities that align with content area standards and use digital tools
and resources to maximize active, deep learning.

6. Facilitator

Educators facilitate learning with technology to support student achievement of the ISTE
Standards for Students. Educators:

6c. Create learning opportunities that challenge students to use a design

processand computational thinking to innovate and solve problems.

6d. Model and nurture creativity and creative expression to communicate ideas, knowledge or
connections.

7. Analyst
Educators understand and use data to drive their instruction and support students in achieving
their learning goals. Educators:

7b. Use technology to design and implement a variety of formative and summative
assessments that accommodate learner needs, provide timely feedback to students and inform
instruction.

List the ISTE Student Standards objectives with which your lesson plan aligns.

2. Digital Citizen

Students recognize the rights, responsibilities and opportunities of living, learning and working
in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.

2b. Students engage in positive, safe, legal and ethical behavior when using technology, including
social interactions online or when using networked devices.

2c. Students demonstrate an understanding of and respect for the rights and obligations of using
and sharing intellectual property.

3 Knowledge Constructor

Students critically curate a variety of resources using digital tools to construct knowledge,
produce creative artifacts and make meaningful learning experiences for themselves and others.

3a. Students plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.

3c. Students curate information from digital resources using a variety of tools and methods to
create collections of artifacts that demonstrate meaningful connections or conclusions.

4. Innovative Designer

Students use a variety of technologies within a design process to identify and solve problems by
creating new, useful or imaginative solutions.

4a. Students know and use a deliberate design process for generating ideas, testing
theories, creating innovative artifacts or solving authentic problems.
6. Creative Communicator

Students communicate clearly and express themselves creatively for a variety of purposes using
the platforms, tools, styles, formats and digital media appropriate to their goals.

6b. Students create original works or responsibly repurpose or remix digital resources
into new creations.

6d. Students publish or present content that customizes the message and medium for their
intended audiences.

Objectives:

Students will know how to create shapes using the shape tool and fill with a wide variety of colors

Students will know how to change the color of and adjust the point size of outlines on shapes

Students will know how to use the polygon and shape tools as well as change the number of sides.

Students will know how to overlap shapes by using the arrange tools

Materials and Timing:

Computer with Internet access

Adobe Illustrator

Google Drive App/school account/Google Keep

Scope and Sequence:

Day 1: * prior to this lesson, students will have used Google Keep to make a checklist of the Unit
assignments for the introduction to Adobe Illustrator

Online: Students will watch the Unit 1 Shape Tool video prior to coming into class. Students will
record any questions they have for class the next day.

Live Classroom: Teacher will review the video and answer any questions students may have
following the videos. Students will receive the Unit 1 assignment

Unit 1 Assignment: Shapes, Fills, & Outlines

You will be Creating a non-representational (Shouldn’t look like anything recognizable) design using all
four of the basic shape tools. Anytime you need to save go to File > Save As. Save all work to you H:
drive. Name this assignment as follows: Last name_ First name_Unit 1
The Unit 1 assignment will be due by the end of class. If extra time is needed, the student may get a pass
for remedial time at the end of the day to work on their assignment. All finished assignment must be
shared with the teacher via Google drive otherwise no credit will be given for the assignment. Once the
assignment is completed and turned in, students are to mark it off on Google Keep to know that they have
submitted the assignment.

Following this lesson students will view the upcoming Unit assignment videos in sequential order prior to
coming the class the following day where they will complete the unit assignment. There are 9 Unit
assignments in all.

Evaluation of Students:

Objectives Needs Improvement Good/Satisfactory Excellent

Fill with a wide variety

of colors ( Solid colors,
or gradients.

Demonstrate a wide
variety of stroke colors
and thicknesses.

Demonstrate a variety of
polygon and star options
(# of sides)

Demonstrate plenty of
overlapping.

Evaluation of the lesson:

A large indicator of whether or not the lesson was successful will be based on student participation during
the class assignment and discussion. I will be mindful of using techniques such as “cold-call” and “no opt
out” to be sure that all students are understanding what constitutes an exemplary outcome of the
assignment is. I always give students the opportunity to fix an assignment and resubmit for a higher
grade. This is to be done on their own time as no further class time will be given.

If it seems as though the students did not grasp the concept as a whole, we will meet as a group to review
a specific tool, however, I will help students individually as needed during work time.