Teacher Name: Ms.

LeBlanc Content Area: Art I

Date:9/15/14 Class Hour: 1
st
period
Desired Outcomes
Objectives (based on content standards):
Analyze artistic process and final product
Evaluate artwork according to specified standards
Misconceptions:
Blooms Level (New)
Analyze
Evaluate
Essential Question:
What is the artistic process?
How do we measure and determine quality in artwork?
Scaffolding Question:
How did I create this piece of artwork from start to finish?
Is my artwork completed to the best of my ability?
Did I fulfill all of the requirements for this project?
Assessment of Learning

Summative:
Written artists reflection
Graffiti name art rubric

Arts/Technology Integration Strategy
Powerpoint presentation
Time Frame Learning Plan
1. Hook: How do you know when your artwork is complete? T explains artistic
process
2. Direct Instruction (I DO): T models evaluating artwork based on select criteria
3. Guided Practice (We DO): class participates in evaluating artwork based on
criteria specified in rubric
4. Independent Practice (You DO): Students complete artwork and evaluate their
work according to the rubric provided. S complete written artists reflection in
complete sentences.
5.
6. Lesson Closure:
S share with a partner their finished products and highlight the best thing about
their work.
Accommodations or Extensions:
S use bullet points to describe artistic process, T reads rubric to provide individual
assistance if needed
S write artists statement and explain their artistic decisions made throughout their
artwork in paragraph form.
Materials:
Colored pencils, rulers, fine point sharpie markers,
Graffiti Rubric, Graffiti name design artists reflection, pencils

Teacher Reflections:



Teacher Name: Ms. LeBlanc Content Area: Art I
Date: 9/16/14 Class Hour: 1
st
period
Desired Outcomes
Objectives (based on content standards):
Identify the seven elements of art
Define line, shape, and space
Blooms Level (New)
Identify
Know
Create lines, shape and space within a work of art
Misconceptions: Space in art refers only to the space around a shape
Create
Essential Question:
What elements are essential to the creation of art?
Scaffolding Question:
What different ways can lines be created and used in a work of art?
What different ways can shapes be created and used in a work of art?
How can I create space in a work of art?
Assessment of Learning

Formative: Students use the following lines within their artwork: vertical, horizontal, diagonal, curved
Students use geometric and organic shapes within their artwork
Students arrange circles to create space within their artwork
Summative: exit slip
Arts/Technology Integration Strategy
Powerpoint presentation
Time Frame Learning Plan
1. What must we have to create artwork?
2. Direct Instruction (I DO): T explains and recites the seven elements of art
3. Guided Practice (We DO) S complete definitions of the elements of art, line,
shape and space.
4. Independent Practice (You DO): Students work independently to create a variety
of lines and shapes within their artwork

5. Lesson Closure: S identify their own use of line, shape and space within their
artwork on an exit ticket.

Accommodations or Extensions: Students use tools to create straight lines or circles if
needed, students create a border around artwork

Materials: Notes pages, pencils, rulers, circular objects, fine point sharpie marker, exit slip
Teacher Reflections:





Teacher Name: Ms. LeBlanc Content Area: Art I
Date: 9/17/14 Class Hour: 1
st
period
Desired Outcomes
Objectives (based on content standards):
Identify the seven elements of art
Define key terms in art
Create lines, and organic and geometric shapes within a work of art
Misconceptions:
Blooms Level (New)
Identify
Know
Create
Essential Question:
What elements are essential to the creation of art?
Scaffolding Question:
What different ways can lines and shapes be created and used in a work of art?
Assessment of Learning

Formative: Students use various lines within their artwork
Students use geometric and organic shapes within their artwork
Summative: exit slip
Arts/Technology Integration Strategy
Powerpoint presentation
Time Frame Learning Plan
5 min 1. Hook: What must we have to create artwork? T recites 7 elements of art
5 min 2. Direct Instruction (I DO): T provides definitions, S complete definitions
of and organic and geometric shape.
10 min 3. Guided Practice (We DO) T models how to set up lines and shapes within
artwork. S identify the geometric and organic shapes within artwork. T
models how to fill in lines to create form within two sections of picture
20 min 4. Independent Practice (You DO): Students work independently to fill in
line within two sections of picture

15 min 5. Lesson Closure: S identify their own use of organic and geometric shapes
on exit ticket.
Accommodations or Extensions: Students use tools to create straight lines;; T
provides individual assistance to advanced and struggling students

Materials: Notes pages, pencils, rulers, paper
Teacher Reflections:



Teacher Name: Ms. LeBlanc Content Area: Art I
Date: 9/18/14 Class Hour: 1
st
period
Desired Outcomes
Objectives (based on content standards):
Identify the seven elements of art
Define key art term
Create Texture and Value within a work of art.
Misconceptions: Texture has to be 3D
Blooms Level (New)
Identify
Know
Create
Essential Question:
What elements are essential to the creation of art?
Scaffolding Question:
What different ways can texture be created and used in a work of art?
What different ways can values be created and used in a work of art?
Assessment of Learning

Formative: Students create a variety of values and textures within their artwork
Students identify their own use of texture and value within their artwork
Summative: exit slip

Arts/Technology Integration Strategy
Powerpoint
Time Frame Learning Plan
5 min 1. Hook: Students create textures and values as an introductory activity
5 min 2. Direct Instruction (I DO): T defines and identifies use of texture and value within
a piece of artwork. S complete definitions of texture and value.
10 min 3. Guided Practice (We DO): demonstrates how to create textures within artwork
Students follow along to create texture within a section of their artwork. T
models how to create textures with different values. T create a new texture with a
different value within their artwork
20 min 4. Independent Practice (You DO): S work independently to create a variety of
textures and values within their artwork.

15 min 1. Lesson Closure: Lesson Closure: S explain their use of value and texture on exit
slip

Accommodations or Extensions:
To provides simplified and advanced techniques for creating texture and value to
individuals as needed
Materials: Notes pages, pencils, rulers, fine point sharpie marker, exit slip
Teacher Reflections:

Teacher Name: Ms. LeBlanc Content Area: Art I
Date: 9/19/14 Class Hour: 1
st
period
Desired Outcomes
Objectives (based on content standards):
Identify the seven elements of art
Define key art terms
Create a color scheme within a work of art
Evaluate completed artwork
Misconceptions:
Blooms Level (New)
Identify
Know
Create
Evaluate
Essential Question:
What elements are essential to the creation of art?
Scaffolding Question:
What different ways can color be used in a work of art?
Assessment of Learning

Formative: Students create and identify their own use of color within their artwork
Summative: Students complete artists reflection and evaluate work according to rubric


Arts/Technology Integration Strategy
Powerpoint
Time Frame Learning Plan
5 min 1. Hook: Today we are going to learn to make our artwork look 3D
5 min 2. Direct Instruction (I DO): T demonstrates examples of how to select and use a
color scheme to be applied to artwork.
10 min 3. Guided Practice (We DO): T defines color scheme and identifies various color
schemes that can be used within a work of art S complete definition of color
scheme and fills in color scheme notes
20 min 4. Independent Practice (You DO): S work independently to create a color scheme
within the remaining shapes of their artwork. S work independently to evaluate
artwork on their rubric and complete written reflection

15 min 5. Lesson Closure: S evaluate artwork and share the best thing about their completed
work as well as one point they could improve upon
Accommodations or Extensions:
T provides individual assistance for advanced as well as struggling students.
Materials: Notes pages, pencils, rulers, fine point sharpie marker, colored sharpie markers, rubric, artists
reflection page
Teacher Reflections:

Teacher Name: Ms. LeBlanc Content Area: 2D Art
Date: 9/15/14 Class Hour: 5
th
period
Desired Outcomes
Objectives (based on content standards):
Analyze artistic process and final product
Evaluate artwork according to specified standards
Blooms Level (New)
Analyze
Evaluate
Misconceptions:
Essential Question:
What is the artistic process?
How do we measure and determine quality in artwork?
Scaffolding Question:
How did I create this piece of artwork from start to finish?
Is my artwork completed to the best of my ability?
Did I fulfill all of the requirements for this project?
Assessment of Learning

Summative:
Written artists reflection
Graffiti name art rubric

Arts/Technology Integration Strategy
Powerpoint presentation
Time Frame Learning Plan
5 min 1. Hook: How do you know when your artwork is complete? T explains artistic
process
5 min 2. Direct Instruction (I DO): T models evaluating artwork based on select criteria
5 min 3. Guided Practice (We DO): class participates in evaluating artwork based on
criteria specified in rubric
30 min 4. Independent Practice (You DO): Students complete artwork and evaluate their
work according to the rubric provided. S complete written artists reflection in
complete sentences.

10 min 5. Lesson Closure:
S share with a partner their finished products and highlight the best thing about
their work.
Clean up
Accommodations or Extensions:
S use bullet points to describe artistic process, T reads rubric to provide individual
assistance if needed
S write artists statement and explain their artistic decisions made throughout their
artwork in paragraph form.
Materials:
Colored pencils, rulers, fine point sharpie markers,
Graffiti Rubric, Graffiti name design artists reflection, pencils

Teacher Reflections:


Teacher Name: Ms. LeBlanc Content Area: 2D Art
Date: 9/16/14 Class Hour: 5
th
period
Desired Outcomes
Objectives (based on content standards):
Identify the seven elements of art
Define key terms in art
Create lines, and space within a work of art
Misconceptions: Space in art refers only to the space around a shape
Blooms Level (New)
Identify
Know
Create
Essential Question:
What elements are essential to the creation of art?
Scaffolding Question:
What different ways can lines be created and used in a work of art?
How can I create space in a work of art?
Assessment of Learning

Formative: Students use the following lines within their artwork: vertical, horizontal, diagonal, curved
Students arrange circles to create space within their artwork
Summative: exit slip
Arts/Technology Integration Strategy
Powerpoint presentation
Time Frame Learning Plan
5 min 6. Hook: What must we have to create artwork?
5 min 7. Direct Instruction (I DO): T explains and recites the seven elements of art
10 min 8. Guided Practice (We DO) S complete definitions of the elements of art, line, and
space.
20 min 9. Independent Practice (You DO): Students work independently to create a variety
of lines and shapes within their artwork

15 min 10. Lesson Closure: S identify their own use of line, shape and space within their
artwork on an exit ticket.

Accommodations or Extensions: Students use tools to create straight lines or circles if
needed, students create a border around artwork

Materials: Notes pages, pencils, rulers, circular objects, fine point sharpie marker, exit slip
Teacher Reflections:



Teacher Name: Ms. LeBlanc Content Area: 2D Art
Date: 9/17/14 Class Hour: 5
th
period
Desired Outcomes
Objectives (based on content standards):
Identify the seven elements of art
Define key terms in art
Create color scheme, and organic and geometric shapes within a
work of art
Misconceptions:
Blooms Level (New)
Identify
Know
Create

Essential Question:
What elements are essential to the creation of art?
Scaffolding Question:
What different color combinations work well in a work of art?
What different ways can shapes be created and used in a work of art?
Assessment of Learning
Formative: Students use innovative color combinations within their artwork
Students identify their own use of geometric and organic shapes within their artwork
Summative: exit slip

Arts/Technology Integration Strategy
Powerpoint presentation
Time Frame Learning Plan
5 min 2. Hook: Students apply creative use of color and shape as a beginning exercise
10 min 3. Direct Instruction (I DO): T explains a variety of ways to creatively use color
T defines and gives examples of geometric and organic shape. S follow along by
completing definitions of terms

5 min 4. Guided Practice (We DO) S follow prompts to identify organic and geometric
shapes within their artwork.
20 min 5. Independent Practice (You DO): S work independently to creatively use color
within their artwork.

15 min 6. Lesson Closure: S explain their use of color and organic and geometric shape on
exit slip

Accommodations or Extensions:
T provides color wheel for students to base color choices off of
T provides individual assistance for advanced as well as struggling students
Materials: Notes pages, pencils, rulers, fine point sharpie marker, exit slip
Teacher Reflections:


Teacher Name: Ms. LeBlanc Content Area: 2D Art
Date: 9/18/14 Class Hour: 5
th
period
Desired Outcomes
Objectives (based on content standards):
Identify the seven elements of art
Define key art terms
Create Texture and Value within a work of art.
Misconceptions: Texture has to be 3D
Blooms Level (New)
Identify
Know
Create
Essential Question:
What elements are essential to the creation of art?
Scaffolding Question:
What different ways can texture be created and used in a work of art?
What different ways can values be created and used in a work of art?
Assessment of Learning

Formative: Students create a variety of values and textures within their artwork
Students identify their own use of texture and value within their artwork
Summative: exit slip

Arts/Technology Integration Strategy
Powerpoint
Time Frame Learning Plan
5 min 5. Hook: Students create textures and values as an introductory activity
5 min 6. Direct Instruction (I DO): T defines and identifies use of texture and value within
a piece of artwork. S complete definitions of texture and value.
10 min 7. Guided Practice (We DO): demonstrates how to create textures within artwork
Students follow along to create texture within a section of their artwork. T
models how to create textures with different values. T create a new texture with a
different value within their artwork
20 min 8. Independent Practice (You DO): S work independently to create a variety of
textures and values within their artwork.

15 min 7. Lesson Closure: Lesson Closure: S explain their use of value and texture on exit
slip

Accommodations or Extensions:
To provides simplified and advanced techniques for creating texture and value to
individuals as needed
Materials: Notes pages, pencils, rulers, fine point sharpie marker, exit slip
Teacher Reflections:

Teacher Name: Ms. LeBlanc Content Area: 2D Art
Date: 9/19/14 Class Hour: 5
th
period
Desired Outcomes
Objectives (based on content standards):
Identify the seven elements of art
Define key art terms
Create Form within a work of art.
Evaluate completed artwork
Misconceptions: Form has to take up actual space
Blooms Level (New)
Identify
Know
Create
Evaluate
Essential Question:
What elements are essential to the creation of art?
Scaffolding Question:
What different ways can form be created and used in a work of art?
Assessment of Learning

Formative: Students create and identify their own use of form within their artwork
Summative: Students complete artists reflection and evaluate work according to rubric


Arts/Technology Integration Strategy
Powerpoint
Time Frame Learning Plan
5 min 6. Hook: Today we are going to learn to make our artwork look 3D
5 min 7. Direct Instruction (I DO): T defines form and identifies use of form within
artwork. S complete definition of form
10 min 8. Guided Practice (We DO): T demonstrates how to create form. S follow along to
create form within one shape of their artwork.
20 min 9. Independent Practice (You DO): S work independently to create form within the
remaining shapes of their artwork. S work independently to evaluate artwork on
their rubric and complete written reflection

15 min 10. Lesson Closure: S evaluate artwork and share the best thing about their completed
work as well as one point they could improve upon
Accommodations or Extensions:
T provides individual assistance for advanced as well as struggling students.
Materials: Notes pages, pencils, rulers, fine point sharpie marker, rubric, artists reflection page
Teacher Reflections: