Teacher Name: Ms.

LeBlanc Content Area: Art I

Date: 10/19/14 Class Hour: 2nd period
Desired Outcomes
Objectives (based on content standards):
Identify and create Organic and Geometric Shapes
Identify and create Intermediate Colors
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 templates shapes shifting from geometric to organic; creates two sets of intermediate
colors.

Arts/Technology Integration Strategy
Powerpoint images
Time Frame Learning Plan
1 min 1. Hook : Introduce and create Intermediate Colors
4 min 2. Direct Instruction (I DO): S review geometric and organic shape and demos how
to gradually convert shapes sketches into cut templates, T informs S that first 6
templates are due by the end of class,
10 min 3. Guided Practice (We DO): S begin to cut out shapes and create templates 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: 10/21/14 Class Hour: 2
nd
period
Desired Outcomes
Objectives (based on content standards):
Identify and create Organic and Geometric Shapes
Identify order of colors in the color wheel
Misconceptions: The Color wheel always begins with red
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 templates of shapes shifting from geometric to organic, S identifies order of colors
for final project.

Arts/Technology Integration Strategy
Powerpoint images
Time Frame Learning Plan
2 min 1. Hook : Review Elements of art; Identify order of colors for final project.
3 min 2. Direct Instruction (I DO): T models how to finish templates for shape
transformation
10 min 4 Guided Practice (We DO): S continue to cut out shapes and create additional
templates while T monitors closely.
35 min 5 Independent Practice (You DO): S work on their own to create remaining 6
templates for metamorphosed shapes

10 min 6 Lesson Closure: S lay out templates and self-evaluate progress
7 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: 10/22/14 Class Hour: 2
nd
period
Desired Outcomes
Objectives (based on content standards):
Identify the colors on the color wheel in correct order
Create Color wheel using metamorphosed 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 apply knowledge of the color wheel to my own artwork?
Assessment of Learning

Formative: S creates shapes in order of the color wheel

Arts/Technology Integration Strategy
Powerpoint images
Time Frame Learning Plan
3. min 1. Hook : Introduce Color Schemes, Review Organic and Geometric shapes
4. min 2. Direct Instruction (I DO): Today we will use the colors of the color wheel
to create our final shapes. T reviews the color wheel and the importance
of it. T models how to trace shape templates and cut out the shapes in
correct order.
10 min 3. Guided Practice (We DO): T&S work together to line up templates with
the correct color of paper.
35 min 4. Independent Practice (You DO): S work on their own to cut out remaining
shapes in correct order.
10 min 5. Lesson Closure: S lay out cut shapes and check the color wheel to ensure
theyve completed their shapes correctly.
6. Clean Up

Accommodations or Extensions: T provides individual assistance to those
struggling. T provides special cutting tools to advanced S.
Materials: Paper, pencils, scissors

Teacher Reflections:




Teacher Name: Ms. LeBlanc Content Area: Art I
Date: 10/23/14 Class Hour: 2nd period
Desired Outcomes
Objectives (based on content standards):
Identify Colors of the color wheel in correct order
Create detail in artwork using colored pencil using analogous colors.
Misconceptions:
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 create detail to add interest to my own artwork?
Assessment of Learning

Formative: S creates detail in artwork by using analogous colored pencils.

Arts/Technology Integration Strategy
Powerpoint images
Time Frame Learning Plan
5. min 1. Hook : Review Analogous Colors.
6. min 2. Direct Instruction (I DO): Today we will learn how to add the finishing
touches to our project S review correct order of the color wheel. T demos
how to use colored pencil to add detail to shapes using analogous colors.
10 in 3. Guided Practice (We DO): S begin to add detail to one shape using an
analogous colored pencil while T monitors progress closely.
35 in 4. Independent Practice (You DO): S work on their own to finish cutting
shapes and adding detail in colored pencil.
10 in 5. Lesson Closure: S lay out shapes and self-evaluate progress and determine
their next step to complete project.
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, colored pencils

Teacher Reflections:



Teacher Name: Ms. LeBlanc Content Area: Art I
Date:10/24/14 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
Blooms Level (New)
Analyze
Evaluate
requirements
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: Shape Transformation rubric and artists reflection

Arts/Technology Integration Strategy
Powerpoint images
Time Frame Learning Plan
1 min 1. Hook : S analyze art sample using the elements of art; S create an intermediate
color scheme.
2 min 2. Direct Instruction (I DO): Today you will work independently to complete your
project. T reviews how to add detail using analogous olors. 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 drawing details
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, Colored pencils, Perspective Rubric, Perspective Reflection

Teacher Reflections:




Teacher Name: Ms. LeBlanc Content Area: Art II
Date: 10/20/14 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: S copy definition of Rhythm, S come up with a saying to help remember
the principles of design.
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:




Teacher Name: Ms. LeBlanc Content Area: Art II
Date:10/21/14 Class Hour: 4
th
period
Desired Outcomes
Objectives (based on content standards):
Analyze the Principle of Rhythm in a work of art
Organize found objects to create Rhythm
Blooms Level (New)
Analyze
Create
Misconceptions: Rhythm can be heard but not seen
Essential Question: How do artists organize the Elements of Art to create Principles of
Design
Scaffolding Question:
How do I organize objects to create the principle of Rhythm
Assessment of Learning

Formative: S organize found objects to create Rhythm

Arts/Technology Integration Strategy
Powerpoin
Time Frame Learning Plan
5 min 1. Hook: S analyze Rhythm in a work of art, S practice creating Rhythm
5 min 2. Direct Instruction (I DO): T explains Rhythm and introduces project
5 min 3. Guided Practice (We DO): Class works together to identify Rhythm in
several pieces of artwork
35 min 4. Independent Practice (You DO): S looks for found objects and organizes
them to create Rhythm

10 min 5. Clean Up
6. Lesson Closure: S describe how they intend to create Rhythm on an exit
slip
Accommodations or Extensions: T provides guidelines for creating Rhythm, T
encourages advanced S to arrange objects in an additional way to create Rhythm
Materials:
Found object, Pencil, Paper
Teacher Reflections:




Teacher Name: Ms. LeBlanc Content Area: Art II
Date:10/22/14 Class Hour: 4
th
period
Desired Outcomes
Objectives (based on content standards):
Identify the Principle of Emphasis
Organize found objects to create Emphasis
Misconceptions: Emphasis is a literary term not an art term
Blooms Level (New)
Identify
Create
Essential Question: How do artists organize the Elements of Art to create Principles of
Design
Scaffolding Question:
How do I organize objects to create the principle of Emphasis
Assessment of Learning

Formative: S creates Emphasis by including on different object

Arts/Technology Integration Strategy
Powerpoint

Time Frame Learning Plan
6 min 1. Hook: S copy definition of Emphasis, S practice creating Emphasis
5 min 2. Direct Instruction (I DO): T explains Emphasis and introduces how we
will incorporate Emphasis into the project.
6 min 3. Guided Practice (We DO): Class works together to identify Emphasis in
several pieces of artwork
36 min 4. Independent Practice (You DO): S reorganizes found objects to include
one that is slightly different and brainstorms several ways they can alter it
to create Emphasis within their piece

11 min 5. Clean Up
6. Lesson Closure: S describe how they intend to create Emphasis on an exit
slip

Accommodations or Extensions: T provides guidelines for creating Emphasis, T
encourages advanced S to brainstorm an additional way to create emphasis within
their artwork.
Materials:
Found object, Pencil, Paper

Teacher Reflections:




Teacher Name: Ms. LeBlanc Content Area: Art II
Date:10/23/14 Class Hour: 4
th
period
Desired Outcomes
Objectives (based on content standards):
Analyze the Principle of Emphasis in a work of art
Create artwork that demonstrates Rhythm and Emphasis
Blooms Level (New)
Analyze
Create
Misconceptions: Emphasis is a literary term not an art term
Essential Question: How do artists organize the Elements of Art to create Principles of
Design
Scaffolding Question: How do I create the principles of Emphasis and Rhythm within the
same piece of artwork?
Assessment of Learning

Formative: S creates Emphasis by including on different object

Arts/Technology Integration Strategy
Powerpoint
Time Frame Learning Plan
5 min 1. Hook: S Anaylze the Principle of Emphasis in a work of art, S review the
7 Principles of Design.
5 min 2. Direct Instruction (I DO): T demonstrates how to draw found objects
from observation
5. min 3. Guided Practice (We DO): S practice drawing one object from
observation
35 min 4. Independent Practice (You DO): S reorganizes found objects to create
Rhythm and Emphasis. S continue to draw objects from observation.
5 min 5. Clean Up
6. Lesson Closure: S describe the key to drawing from observation on an
exit slip

Accommodations or Extensions: T provides guidelines for creating Emphasis &
Rhythm, T encourages advanced S to brainstorm an additional way to create
emphasis within their artwork.
Materials:
Found object, Pencil, Paper
Teacher Reflections:




Teacher Name: Ms. LeBlanc Content Area: Art II
Date:10/24/14 Class Hour: 4
th
period
Desired Outcomes
Objectives (based on content standards):
Create artwork that demonstrates Rhythm and Emphasis
Misconceptions: Emphasis is a literary term not an art term
Blooms Level (New)
Create
Essential Question: How do artists organize the Elements of Art to create Principles of
Design
Scaffolding Question: How do I create the principles of Emphasis and Rhythm within the
same piece of artwork?
Assessment of Learning

Formative: S creates Emphasis by including on different object

Arts/Technology Integration Strategy
Powerpoint
Time Frame Learning Plan
5 min 1. Hook: S review the 7 Principles of Design.
5 min 2. Direct Instruction (I DO): Review S help T recall the key to drawing found
objects from observation. T demos how to use watercolor pencils.
5 min 3. Guided Practice (We DO): S practice using watercolor pencils on one drawing
35 min 4. Independent Practice (You DO): S uses watercolor pencils on entire drawing. S
uses color differently on one object to create Emphasis
5 min 5. Clean Up
6. Lesson Closure: S describe how they created Emphasis through color on exit slip

Accommodations or Extensions: T provides guidelines for creating Emphasis &
Rhythm, T encourages advanced S to brainstorm an additional way to create emphasis
within their artwork.
Materials:
Found object, Pencil, Paper
Teacher Reflections: