Teacher Name: Ms.

LeBlanc Content Area: Art I

Date:10/13/14 Class Hour: 2
nd
period
Desired Outcomes
Objectives (based on content standards):
Apply drawing techniques to create space and form in a work of art
Misconceptions: More detail is always better
Blooms Level (New)
Apply
Create
Essential Question:
How do artists use drawing techniques to create realistic art?
Scaffolding Question: How do I effectively use levels of space to create even more interest in
my artwork?
Assessment of Learning
Formative: S accurately draw & shade complex geometric forms in two point perspective.
Summative: perspective drawing rubric

Arts/Technology Integration Strategy
Powerpoint slides
Time Frame Learning Plan
1 min 1. Hook: T shows complete perspective drawing
2 min 2. Direct Instruction (I DO): S review foreground, middle ground, and
background; T demos how to draw complex shapes in the foreground
(extending off of the page in front of existing shapes)
7 min 3. Guided Practice (We DO): (Review) S begin to draw a form in the
foreground
30 min 4. Independent Practice (You DO): S continue to draw forms in the foreground
of their project.

10 min 5. Lesson Closure: S identify levels in space within their own project
(foreground, middle ground, background)
6. Clean Up
Accommodations or Extensions: T provides advanced S with additional drawing
techniques for complex forms. T provides struggling S with images of pre-drawn
complex forms.
Materials: Pencils, Construction Paper, Rulers
Teacher Reflections:




Teacher Name: Ms. LeBlanc Content Area: Art I
Date:10/14/14 Class Hour: 2nd period
Desired Outcomes
Objectives (based on content standards):
Analyze use of the Elements in a work of art
Evaluate quality in artwork
Misconceptions: Artwork is complete once Ive met teacher
requirements
Blooms Level (New)
Analyze
Evaluate
Essential Question: How do artists determine when a work of art is complete?

Scaffolding Question: How do I evaluate my own use of Elements of art in a composition?

Assessment of Learning

Summative: Perspective rubric and artists reflection

Arts/Technology Integration Strategy
Powerpoint images
Time Frame Learning Plan
1 min 1. Hook : Today you will work independently to complete your perspective
drawing.
2 min 2. Direct Instruction (I DO): T presents criteria for evaluating artwork
2 min 3. Guided Practice (We DO): class works to evaluate teacher artwork
40 min 4. Independent Practice (You DO): S work independently to finish perspective
drawing and evaluate themselves using rubric and reflection.

5 min 5. Lesson Closure: T assigns homework
6. Clean up

Accommodations or Extensions: T guides individuals on how to self-evaluate if needed
T provides creative extension for advanced S
Materials: Pencils, Construction paper, rulers, Perspective Rubric, Perspective Reflection

Teacher Reflections:




Teacher Name: Ms. LeBlanc Content Area: Art I
Date: 10/15/14 Class Hour: 2nd period
Desired Outcomes
Objectives (based on content standards):
Identify and create Organic and Geometric Shapes
Misconceptions: Round shapes are always considered organic
Blooms Level (New)
Identify
Create
Essential Question: How do artists manipulate the elements of art to create interest in a
work of art?
Scaffolding Question: How do I alter organic and geometric shapes to create interest in my
own artwork?
Assessment of Learning

Formative: S creates a drawing of shapes shifting from geometric to organic

Arts/Technology Integration Strategy
Powerpoint images
Time Frame Learning Plan
2 min 1. Hook : T shows images of metamorphosed shapes and S discuss what they notice
about the artwork
3 min 2. Direct Instruction (I DO): T defines organic shape and demos how to gradually
convert a shape from organic to geometric
5 min 3. Guided Practice (We DO): S fill in the blanks of worksheet to metamorphose
shapes from organic to geometric
40 min 4. Independent Practice (You DO): S create two shape metamorphosis sketches

10 min 5. Lesson Closure: S define organic and geometric shapes
6. Clean Up

Accommodations or Extensions: T provides magazine images to S who struggle to come
up with their own shapes; T provides additional ideas of complex shape metamorphosis
for advanced S

Materials: Paper, pencils

Teacher Reflections:




Teacher Name: Ms. LeBlanc Content Area: Art I
Date: 10/16/14 Class Hour: 2
nd
period
Desired Outcomes
Objectives (based on content standards):
Identify and create Organic and Geometric Shapes
Misconceptions: Round shapes are always considered organic
Blooms Level (New)
Identify
Create
Essential Question: How do artists manipulate the elements of art to create interest in a
work of art?
Scaffolding Question: How do I alter organic and geometric shapes to create interest in my
own artwork?
Assessment of Learning

Formative: S creates a drawing of shapes shifting from geometric to organic

Arts/Technology Integration Strategy
Powerpoint images
Time Frame Learning Plan
1 min 1. Hook : Today we will begin to cut out our shapes
4 min 2. Direct Instruction (I DO): S review geometric and organic shape and demos how
to gradually convert shapes sketches into cut templates
10 min 3. Guided Practice (We DO): S begin to cut out shapes and create first templat3
while T monitors closely
35 min 4. Independent Practice (You DO): S work on their own to create remaining
templates for metamorphosed shapes

10 min 5. Lesson Closure: S lay out templates and self-evaluate progress
6. Clean Up

Accommodations or Extensions: T provides magazine images to S who struggle to come
up with their own shapes; T provides additional ideas of complex shape metamorphosis
for advanced S
Materials: Paper, pencils, cardstock, scissors

Teacher Reflections:




Teacher Name: Ms. LeBlanc Content Area: Art I
Date: 10/17/14 Class Hour: 2
nd
period
Desired Outcomes
Objectives (based on content standards):
Identify and create Organic and Geometric Shapes
Misconceptions: Round shapes are always considered organic
Blooms Level (New)
Identify
Create
Essential Question: How do artists manipulate the elements of art to create interest in a
work of art?
Scaffolding Question: How do I alter organic and geometric shapes to create interest in my
own artwork?
Assessment of Learning

Formative: S creates a drawing of shapes shifting from geometric to organic

Arts/Technology Integration Strategy
Powerpoint images
Time Frame Learning Plan
2 min 7. Hook : Today we will begin to cut out our shapes
4 min 8. Direct Instruction (I DO): S review geometric and organic shape and demos how
to gradually convert shapes sketches into cut templates
10 min 9. Guided Practice (We DO): S begin to cut out shapes and create first templat3e
while T monitors closely
35 min 10. Independent Practice (You DO): S work on their own to create remaining
templates for metamorphosed shapes

10 min 11. Lesson Closure: S lay out templates and self-evaluate progress
12. Clean Up

Accommodations or Extensions: T provides magazine images to S who struggle to come
up with their own shapes; T provides additional ideas of complex shape metamorphosis
for advanced S
Materials: Paper, pencils, cardstock, scissors

Teacher Reflections:






Date:10/13/14 Class Hour: 4
th
period
Desired Outcomes
Objectives (based on content standards):
Identify and create contrast within a work of art
Identify and create Asymmetrical Balance in a work of art
Misconceptions: Art has to have symmetry to be balanced
Blooms Level (New)
Identify
Create
Essential Question:
How do artists manipulate the Elements of Art to create interest in their artwork?
Scaffolding Question: How do I create interest in my artwork through contrast and
asymmetry?

Assessment of Learning

Formative: S create contrast in collage by placing opposing values next to one another, create
asymmetrical design.

Arts/Technology Integration Strategy
Powerpoint presentation
Time Frame Learning Plan
2 min 1. Hook : T shows high contrast images and S review contrast.
3 min 3 Direct Instruction (I DO): T Introduces asymmetrical balance and S review the
other two types of balance. T demos how to arrange opposing values to create
contrast within collage design.
5 min 4 Guided Practice (We DO) S begin placing opposing values together. T monitors
progress.
35 min 5 Independent Practice (You DO): S finish arranging and assembling collage.

15 min 6 Lesson Closure: S trade artwork with a neighbor and identify the greatest contrast
within their artwork.
Accommodations or Extensions: T provides one on one assistance for struggling S and
provides creative extension for advanced students.

Materials: Various papers, glue sticks, scissors

Teacher Reflections:




Teacher Name: Ms. LeBlanc Content Area: Art II
Date:10/14/14 Class Hour: 4
th
period
Desired Outcomes
Objectives (based on content standards):
Identify Complimentary Colors
Create artwork with contrast using complimentary colors

Misconceptions: Only primary and secondary colors compliment one
another.
Blooms Level (New)
Identify
Create
Essential Question:
How do artists manipulate the Elements of Art to create interest in their artwork?
Scaffolding Question: How do I create interest in my artwork through use of contrasting
colors.
Assessment of Learning

Formative: S accurately identifies and selects complimentary colors to create artwork.

Arts/Technology Integration Strategy
Powerpoint slides
Time Frame Learning Plan
2 min 1. Hook: T shows op art examples and defines complimentary colors
3 min 2. Direct Instruction (I DO): T shows images of contrasting colors and S discuss. T
provides first set of complimentary colors
5 min 3. Guided Practice (We DO): Class identifies the remaining sets of complimentary
colors.;
35 min 4. Independent Practice (You DO): S select 3 sets of complimentary colors for their
project and begin to create complimentary color studies

15 min 5. Lesson Closure: S identify the effects of placing complimentary colors next to
one another.

Accommodations or Extensions:
T provides color wheel for S who need a visual aid
T provides advanced cutting techniques for students
Materials: Construction paper, scissors, glue sticks
Teacher Reflections:



Teacher Name: Ms. LeBlanc Content Area: Art II
Date: 10/15/14 Class Hour: 4
th
period
Desired Outcomes
Objectives (based on content standards):
S identify and create positive and negative space in a work of art
Misconceptions: Positive and Negative Space is always easy to identify
Blooms Level (New)
Identify
Create
Essential Question:
How do artists manipulate the Elements of Art to create interest in their artwork?
Scaffolding Question: How do I create interest in my artwork through use positive and
negative space
Assessment of Learning

Formative: S create interesting designs by manipulating positive and negative space

Arts/Technology Integration Strategy
Powerpoint
Time Frame Learning Plan
3 min 1. Hook : T shows interesting images of notan designs and S discuss what they see
5 min 2. Direct Instruction (I DO): T defines positive and negative space and demos how
to create notan design
2 min 3. Guided Practice (We DO): S walk T through the steps to create a notan design.
35 min 4. Independent Practice (You DO): S select complimentary colors for their project
and begin to create notan design.


15 min 5. Lesson Closure: S explain positive and negative space on an exit ticket

Accommodations or Extensions:
T provides instructional worksheet for S who need it
T provides advanced cutting techniques for advanced students
Materials: Construction paper, glue sticks, scissors,


Teacher Reflections:




Teacher Name: Ms. LeBlanc Content Area: Art II
Date: 10/16/14 Class Hour: 4
th
period
Desired Outcomes
Objectives (based on content standards):
S identify and create positive and negative space in a work of art
Misconceptions: Positive and Negative Space is always easy to identify
Blooms Level (New)
Identify
Create
Essential Question:
How do artists manipulate the Elements of Art to create interest in their artwork?
Scaffolding Question: How do I create interest in my artwork through use positive and
negative space
Assessment of Learning

Formative: S create interesting designs by manipulating positive and negative space

Arts/Technology Integration Strategy
Powerpoint
Time Frame Learning Plan
3 min 6. Hook : T shows interesting images of notan designs and S discuss what they see
5 min 7. Direct Instruction (I DO): T defines positive and negative space and demos how
to create notan design
2 min 8. Guided Practice (We DO): S walk T through the steps to create a notan design.
35 min 9. Independent Practice (You DO): S select complimentary colors for their project
and begin to create notan design.


15 min 10. Lesson Closure: S explain positive and negative space on an exit ticket

Accommodations or Extensions:
T provides instructional worksheet for S who need it
T provides advanced cutting techniques for advanced students
Materials: Construction paper, glue sticks, scissors,


Teacher Reflections:




Teacher Name: Ms. LeBlanc Content Area: Art II
Date: 10/17/14 Class Hour: 4
th
period
Desired Outcomes
Objectives (based on content standards):
Identify and create Positive and Negative Space in artwork
Analyze use of Elements of art
Evaluate quality in a work of art

Misconceptions:
Blooms Level (New)
Identify
Create
Analyze
Evaluate
Essential Question: How do the Elements of art work together in a work of art?
Scaffolding Question: How did/do I manipulate the Elements of art to create interest in my
artwork?
Assessment of Learning
Formative: S create interesting design using positive and negative space
Summative: S self-evaluate artwork through rubric and artists reflection

Arts/Technology Integration Strategy
Powerpoint slides
Time Frame Learning Plan
1 min 1. Hook: Today we will complete our notan designs
2 min 2. Direct Instruction (I DO): S review steps to make a notan design; T provides tips
for finishing notan design; T introduces rubric and refletion for notan design
2 min 3. Guided Practice (We DO): T&S go over rubric and reflection as a group
30 min 4. Independent Practice (You DO): S work on their own to complete notan design
and rubric and reflection.

15 min 5. Lesson Closure: S volunteer to present completed work to class and talk about
their own use of the elements of art.


Accommodations or Extensions:
T provides one on one assistance to S who need it
T provides creative extension for advanced students
Materials: Construction paper, scissors, glue sticks, rubric, reflection

Teacher Reflections: