Teacher Name: Ms.

LeBlanc Content Area: Art I

Date:10/27/14 Class Hour: 1
st
period
Desired Outcomes
Objectives (based on content standards):
Identify theme in art
Create artwork according to a self-selected theme
Misconceptions: Theme and style are the same
Blooms Level (New)
Identify
Create
Essential Question:
How do artists use theme to enhance their artwork?
Scaffolding Question:
What is a theme?
Assessment of Learning

Formative: S creates a series of drawings according to a theme of their choice

Arts/Technology Integration Strategy
Powerpoint slides
Time Frame Learning Plan
1. Hook: T shows images of several theme based art series
2. Direct Instruction (I DO): T defines theme and provides several examples of
themes. T introduces project and shows example
3. Guided Practice (We DO): Class brainstorms several themes as a group
4. Independent Practice (You DO):
S work on their own to create six different drawings according to the same theme.
5. Lesson Closure: S share their artwork in partners and identify each others theme
Accommodations or Extensions: T provides a list of themes for students in need
Advanced S create extra drawings according to theme
Materials:
Pencils, paper, theme worksheet
Teacher Reflections:




Teacher Name: Ms. LeBlanc Content Area: Art I
Date:10/28/14 Class Hour: 1
st
period
Desired Outcomes
Objectives (based on content standards):
Identify nets and their corresponding forms
Create a net with tabs
Misconceptions: Theme and style are the same
Blooms Level (New)
Identify
Create
Essential Question: What is the relationship between 2D shapes and 3D forms
Scaffolding Question:
How do I create a net for a cube? For a Pyramid?
Assessment of Learning

Formative: S creates a net with tabs for the form of their choice

Arts/Technology Integration Strategy
Powerpoint slides
Time Frame Learning Plan
1. Hook: T shows images of several nets and their corresponding forms
2. Direct Instruction (I DO): T defines theme and provides several examples of
themes. T introduces project and shows examples of nets that can be used for
this project and their corresponding forms. T demos how to create a net with tabs
3. Guided Practice (We DO): Class walks T through the steps to correctly create a
net with t abs
4. Independent Practice (You DO):
S work on their own to create the net of their choice
5. Lesson Closure: S share their project with their neighbor and identify the form
that corresponds to the net they created.
Accommodations or Extensions: T provides simplified as well as advanced form
templates
Materials:
Pencils, poster board, rulers, scissors
Teacher Reflections:




Teacher Name: Ms. LeBlanc Content Area: Art I
Date:10/29/14 Class Hour: 1st period
Desired Outcomes
Objectives (based on content standards):
Identify color schemes in art
Create artwork according to a pre-selected color scheme
Misconceptions: Theme and style are the same
Blooms Level (New)
Identify
Create
Essential Question:
How do artists use manipulate the elements of art to enhance their artwork?
Scaffolding Question:
How do I incorporate color schemes into my artwork?
Assessment of Learning

Formative: S creates a painting using a specific color scheme

Arts/Technology Integration Strategy
Powerpoint slides
Time Frame Learning Plan
1. Hook: S define and identify complimentary colors and describe the effects of
placing complimentary colors together
2. Direct Instruction (I DO): T describes the importance of complimentary colors
and demonstrates proper painting and color mixing techniques.
3. Guided Practice (We DO): Class goes over each set of complimentary colors, S
observe artwork with complimentary colors and describe the effects created by
complimentary color schemes.
4. Independent Practice (You DO):
S work on their own to finish redrawing theme sketches on the facets of their net and
begin applying a complimentary color scheme to one facet of their net.
5. Lesson Closure: S write down the effects created when two compliments are
placed next to one another.
Accommodations or Extensions: T provides a color wheel for students who need a visual
Advanced S paint an additional color scheme in a second facet of their net.
Materials:
Pencils, paper, paint, brushes
Teacher Reflections:



Teacher Name: Ms. LeBlanc Content Area: Art I
Date:10/30/14 Class Hour: 1
st
period
Desired Outcomes
Objectives (based on content standards):
Identify color schemes in art
Create artwork according to a pre-selected color scheme
Misconceptions: Theme and style are the same
Blooms Level (New)
Identify
Create
Essential Question:
How do artists use manipulate the elements of art to enhance their artwork?
Scaffolding Question:
How do I incorporate color schemes into my artwork?
Assessment of Learning

Formative: S creates a painting using a specific color scheme

Arts/Technology Integration Strategy
Powerpoint slides
Time Frame Learning Plan
1. Hook: S define and identify a monochromatic color scheme and describe the
effects of using monochromatic colors in a work of art
2. Direct Instruction (I DO): T describes the importance of monochromatic colors
and demonstrates proper painting and color mixing techniques.
3. Guided Practice (We DO): Class goes over how to mix monochromatic colors, S
observe artwork with monochromatic colors and describe the effects created by
complimentary color schemes.
4. Independent Practice (You DO):
S work on their own to finish redrawing theme sketches on the facets of their net and
begin applying a monochromatic color scheme to one facet of their net.
5. Lesson Closure: S write down the effects/feelings evoked by using a
monochromatic color scheme
Accommodations or Extensions: T provides a color wheel for students who need a visual
Advanced S paint an additional color scheme in a second facet of their net.
Materials: Pencils, paper, paint, brushes
Teacher Reflections:



Teacher Name: Ms. LeBlanc Content Area: Art I
Date:10/31/14 Class Hour: 1
st
period
Desired Outcomes
Objectives (based on content standards):
Identify color schemes in art
Create artwork according to a pre-selected color scheme
Misconceptions: Theme and style are the same
Blooms Level (New)
Identify
Create
Essential Question:
How do artists use manipulate the elements of art to enhance their artwork?
Scaffolding Question:
How do I incorporate color schemes into my artwork?
Assessment of Learning

Formative: S creates a painting using a specific color scheme
Arts/Technology Integration Strategy
Powerpoint slides
Time Frame Learning Plan
1. Hook: S review and identify cool, warm, primary, secondary, and intermediate
color schemes
2. Direct Instruction (I DO): T explains that S may choose four of the five following
color schemes to paint the remaining portions of their project: cool, warm,
primary, secondary, and intermediate, T reviews proper painting and color mixing
techniques.
3. Guided Practice (We DO): Class goes over how to mix intermediate and
secondary colors
4. Independent Practice (You DO):
S work on their own to paint the remaining portions of their net
5. Lesson Closure: S write down the effects/feelings evoked by one of the color
schemes they used today
Accommodations or Extensions: T provides a color wheel for students who need a visual
Advanced S are taught how to assemble their net into a form.
Materials:
Pencils, paper, paint, brushes
Teacher Reflections:





Teacher Name: Ms. LeBlanc Content Area: 2D Art
Date:10/27/14 Class Hour: 5
th
period
Desired Outcomes
Objectives (based on content standards):
Identify color schemes in art
Create artwork using wet on wet watercolor techniques
Misconceptions: all color schemes evoke similar emotions
Blooms Level (New)
Identify
Create
Essential Question:
How do artists use manipulate the elements of art to enhance their artwork?
Scaffolding Question:
How do I incorporate color schemes into my artwork?
Assessment of Learning

Formative: S creates several paintings using a specific color scheme

Arts/Technology Integration Strategy
Powerpoint slides
Time Frame Learning Plan
1. Hook: S identify cool, warm, and analogous color schemes
2. Direct Instruction (I DO): T explains that S may choose from the color schemes
we learned about or create their own color scheme to paint the background of
their drawings T demonstrates proper watercolor painting techniques.
3. Guided Practice (We DO): Class looks at several skyscapes and identifies the
different emotions evoked by the different colors
4. Independent Practice (You DO):
S work on their own to paint the backgrounds of their drawings from last week
5. Lesson Closure: S write down the effects/feelings evoked by one of the color
schemes they used today
Accommodations or Extensions: T provides a color wheel for students who need a visual
Advanced S are taught how to use additional watercolor techniques
Materials:
Pencils, paper, paint, brushes
Teacher Reflections:




Teacher Name: Ms. LeBlanc Content Area: 2D Art
Date:10/28/14 Class Hour: 5
th
period
Desired Outcomes
Objectives (based on content standards):
Identify and create atmospheric perspective

Misconceptions:
Blooms Level (New)
Identify
Create
Essential Question:
How do artists use manipulate the elements of art to enhance their artwork?
Scaffolding Question:
How do I create depth through use of atmospheric perspective?

Assessment of Learning


Formative: S shades picture correctly to create atmospheric perspective
Arts/Technology Integration Strategy
Powerpoint slides
Time Frame Learning Plan
1. Hook: S define and create an example of atmospheric perspective
2. Direct Instruction (I DO): T explains atmospheric perspective in more detail and
introduces project. T models how to draw a landscape using layers of line
3. Guided Practice (We DO): s practice drawing a landscape in line as a sketch for
their final project
4. Independent Practice (You DO):
S continue drawing on their own to create their final landscape picture

5. Lesson Closure: S describe the characteristics of atmospheric perspective

Accommodations or Extensions: T provides individual assistance as needed
T demonstrates how to begin painting for S who are ready

Materials: Paper, pencils
Teacher Reflections:




Teacher Name: Ms. LeBlanc Content Area: 2D Art
Date:10/29/14 Class Hour: 5
th
period
Desired Outcomes
Objectives (based on content standards):
Identify and Create artwork using a monochromatic color scheme
Misconceptions: shades refers to light and dark colors
Blooms Level (New)
Identify
Create
Essential Question:
How do artists use manipulate the elements of art to enhance their artwork?
Scaffolding Question:
How do I use color and value together in my artwork?
Assessment of Learning

Formative: S creates a painting using a monochromatic color scheme

Arts/Technology Integration Strategy
Powerpoint slides
Time Frame Learning Plan
1. Hook: S define and identify a monochromatic color scheme and describe the
effects of using monochromatic colors in a work of art
2. Direct Instruction (I DO): T describes the importance of monochromatic colors
and demonstrates proper painting and color mixing techniques.
3. Guided Practice (We DO): Class goes over how to mix monochromatic colors, S
practice by creating a value scale. Class goes over where to place each value in
their artwork in order to use atmospheric perspective.
4. Independent Practice (You DO):
S work on their own to finish redrawing their landscape and begin to paint their final
project with monochromatic colors in keeping with the idea of atmospheric perspective.
5. Lesson Closure: S write down the effects/feelings evoked by using a
monochromatic color scheme
Accommodations or Extensions: T provides individuals who need it
Advanced S paint additional layers of their landscape
Materials: Pencils, paper, paint, brushes
Teacher Reflections:




Teacher Name: Ms. LeBlanc Content Area: 2D Art
Date:10/29/14 Class Hour: 5
th
period
Desired Outcomes
Objectives (based on content standards):
Identify and Create space in artwork using a monochromatic color
scheme
Misconceptions: shades refers to light and dark colors
Blooms Level (New)
Identify
Create
Essential Question:
How do artists use manipulate the elements of art to enhance their artwork?
Scaffolding Question:
How do I use color and value together in my artwork?
Assessment of Learning

Formative: S creates a painting using a monochromatic color scheme

Arts/Technology Integration Strategy
Powerpoint slides
Time Frame Learning Plan
1. Hook: S review monochromatic color scheme and describe how to use them to
create space
2. Direct Instruction (I DO): T describes how to use brushes to create softer strokes
in order to make the background of painting slightly less clear
3. Guided Practice (We DO): Class reviews how to mix monochromatic colors Class
reviews where to place each value in their artwork in order to use atmospheric
perspective.
4. Independent Practice (You DO):
S work on their own to finish painting their landscape project with monochromatic colors
in keeping with the idea of atmospheric perspective.
5. Lesson Closure: S write down the effects/feelings evoked by using a
monochromatic color scheme
Accommodations or Extensions: T provides individuals who need it
Advanced S paint additional layers of their landscape
Materials: Pencils, paper, paint, brushes
Teacher Reflections:




Teacher Name: Ms. LeBlanc Content Area: 2D Art
Date:10/31/14 Class Hour: 5
th
period
Desired Outcomes
Objectives (based on content standards):
Identify and Create artwork using a monochromatic color scheme
Misconceptions: shades refers to light and dark colors
Blooms Level (New)
Identify
Create
Essential Question:
How do artists use manipulate the elements of art to enhance their artwork?
Scaffolding Question:
How do I use color and value together in my artwork?
Assessment of Learning

Formative: S creates a painting using a monochromatic color scheme

Arts/Technology Integration Strategy
Powerpoint slides
Time Frame Learning Plan
1. Hook: S define and identify a monochromatic color scheme and describe the
effects of using monochromatic colors in a work of art
2. Direct Instruction (I DO): T describes the importance of monochromatic colors
and demonstrates proper painting and color mixing techniques.
3. Guided Practice (We DO): Class goes over how to mix monochromatic colors, S
practice by creating a value scale. Class goes over where to place each value in
their artwork in order to use atmospheric perspective.
4. Independent Practice (You DO):
S work on their own to finish redrawing their landscape and begin to paint their final
project with monochromatic colors in keeping with the idea of atmospheric perspective.
5. Lesson Closure: S write down the effects/feelings evoked by using a
monochromatic color scheme
Accommodations or Extensions: T provides individuals who need it
Advanced S paint additional picture using monochromatic colors
Materials: Pencils, paper, paint, brushes
Teacher Reflections: