Teacher: Christine McCormick

Concept/Topic: Unit 1
Unit Essential Students will learn how the use of shading affect a drawing.
Question:
Date/Time: 3/24/16 1:30pm-2:30pm
Grade Level: 7th
Learning Objectives
LEQ (Lesson Essential
Question):

Students will learn what is value.

Students will learn how to change the intensity and value with a
pencil.
Students will learn what tools are needed to create this process.

Sunshine State Standards

VA.68.S.2.2: Create artwork requiring sequentially ordered procedures and

specific media to achieve intended results.
VA.68.S.1.4: Use accurate art vocabulary to explain the creative and artmaking process.
VA.68.S.3.1: Use two-dimensional or three-dimensional art materials and
tools to understand the potential and limitations of each.

Student Activities &

Procedures

1. Students will be introduced to a pencil, (how to hold it, how to position

the lead to draw, how to flex the wrist.
2. Students will then be introduced to the vocabulary of Value and
gradation.
3. Teacher will give demonstration on other types of gradation in
relationship to musically and rhythmically by using auditory and
kinesthetic teaching practice. (See PPT)
4. Teacher will then demonstrate under ELMO Value: Step-scale, Value:
Gradation, Value: Cross-Hatching and Value: Stippling.
5. Students will then be given a worksheet and have remainder of class to
complete. Worksheet will be due following class, extra time allowed for
students to take home.

Resources/Materials

Students will be provided with demonstration over the ELMO. Students will
also be provided with paper and worksheet.

Assessment

Formative assessment- How can we relate a step scale and gradation to

music and dance? (Show me, tell me, draw for me)
Performance assessment: Gradation/Value Scale Work Sheet

Exceptionalities

One on one time will be given to each student.

Small group instruction.
Extra time will be allowed if necessary.
Availability to work during lunch time.
Visuals will be available to everyone.
Instructional worksheets will be provided if needed.-Translated worksheets
if needed.
Directional Repetition
Demonstations over ELMO

Teacher: Christine McCormick

Concept/Topic: Unit 2-Value an 3/D Shapes
Unit Essential How do artists use value and gradation to create a 3 dimensional shape on
Question: a 2 dimensional surface.
Date/Time: 3/29/16 1:30pm-2:30pm
Grade Level: 7th
Learning Objectives
LEQ (Lesson Essential
Question):

Sunshine State Standards

Students will learn what contrast is.

Students will review what value is.
Students will practice how to change the intensity and value with a pencil.
Students will learn to form 2 dimensional shapes into 3 dimensional
figures by use of shading.

VA.68.S.2.2: Create artwork requiring sequentially ordered procedures and

specific media to achieve intended results.
VA.68.S.1.4: Use accurate art vocabulary to explain the creative and artmaking process.
VA.68.S.3.1: Use two-dimensional or three-dimensional art materials and
tools to understand the potential and limitations of each.

Student Activities &

Procedures

1.
2.
3.
4.
5.
6.

7.

8.

9.

Students will be introduced to the days agenda. (PPT)

Students will review previously learned terms.
Students will be introduced to the new vocabulary.
Large papers will be passed out, and students will be instructed on how
to fold paper into 8 sections.
First students will reference with the teacher how to hold a pencil and
maneuver paper to directional shading.
Teacher will then demonstrate under ELMO creating each shape with
use of shading and students will be given the opportunity to practice in
class. Students will demonstrate their knowledge by applying the
practice of the same shape on the provided space.
Teacher will explain what a light source is and tell the students where it
is coming from. Teacher will demonstrate building a triangle into a cone,
a rectangle into a cylinder, a square into a cube and a circle into a
sphere. Keeping in mind that it is lighter in value closer to the light
source and darker further away.
Each shape the teacher will demonstrate the shading. Teacher will also
introduce how to not make the shape look like they are floating in the
air. Teacher will demonstrate how to make a drop shadow.
Next students will be given a worksheet when complete to practice recreating shapes. Students will then re-draw shapes choosing their own
direction of the light source. They will have the remainder of class to
complete. Worksheet will be due following class, extra time allowed for
students to take home.

Resources/Materials

Students will be provided with demonstration over the ELMO. Students will
also be provided with paper and worksheet.

Assessment

Formative assessment- Pre-instructional drawing: Following directions

and reviewing shapes together with the teacher.
Performance assessment: Shapes Work Sheet

Exceptionalities

One on one time will be given to each student.

Small group instruction.
Extra time will be allowed if necessary.
Availability to work during lunch time.
Visuals will be available to everyone.
Instructional worksheets will be provided if needed.-Translated worksheets
if needed.
Directional Repetition
Demonstations over ELMO

Teacher: Christine McCormick

Concept/Topic: Unit 3-Realism
Unit Essential Realism is created by use of shadows, how can we create a spherical real
Question: life shape using graphite?
Date/Time: 1:30pm-2:30pm
Grade Level: 7th
Learning Objectives
LEQ (Lesson Essential
Question):

Sunshine State Standards

Students will practice a variation of circular lines.

Students will know what value is and how to create gradation.
Students will learn to create a visual representation of a real life spherical
shape on a paper by maneuvering the graphite by using a variety of value
and contrast.
VA.68.S.2.2: Create artwork requiring sequentially ordered procedures and
specific media to achieve intended results.
VA.68.S.1.4: Use accurate art vocabulary to explain the creative and artmaking process.
VA.68.S.3.1: Use two-dimensional or three-dimensional art materials and
tools to understand the potential and limitations of each.

Student Activities &

Procedures

1.
2.
3.
4.
5.
6.

7.

8.

9.

Students will be introduced to the days agenda. (PPT)

Students will review previously learned terms.
Students will be introduced to the new vocabulary.
Large papers will be passed out, and students will be instructed on how
to fold paper into 8 sections.
First students will reference with the teacher how to hold a pencil and
maneuver paper to directional shading.
Teacher will then demonstrate under ELMO creating each shape with
use of shading and students will be given the opportunity to practice in
class. Students will demonstrate their knowledge by applying the
practice of the same shape on the provided space.
Teacher will explain what a light source is and tell the students where it
is coming from. Teacher will demonstrate building a triangle into a cone,
a rectangle into a cylinder, a square into a cube and a circle into a
sphere. Keeping in mind that it is lighter in value closer to the light
source and darker further away.
Each shape the teacher will demonstrate the shading. Teacher will also
introduce how to not make the shape look like they are floating in the
air. Teacher will demonstrate how to make a drop shadow.
Next students will be given a worksheet when complete to practice recreating shapes. Students will then re-draw shapes choosing their own
direction of the light source. They will have the remainder of class to
complete. Worksheet will be due following class, extra time allowed for
students to take home.

Resources/Materials

Students will be provided with demonstration over the ELMO. Students will
also be provided with paper and worksheet.

Assessment

Formative assessment- Creating the perfect circle

Performance assessment: Paper Loop and Circles Drawing Assignment
Classroom Observation
Group Critique

Exceptionalities

One on one time will be given to each student.

Small group instruction.
Extra time will be allowed if necessary.
Availability to work during lunch time.
Visuals will be available to everyone.
Instructional worksheets will be provided if needed.-Translated worksheets
if needed.
Directional Repetition
Demonstations over ELMO

Teacher: Christine McCormick

Concept/Topic: Unit 4-1 Point Perspective
Unit Essential How can we create spatial awareness through drawing?
Question:
Date/Time: 1:30pm-2:30pm
Grade Level: 7th
Learning Objectives
LEQ (Lesson Essential
Question):

Students will be able to correctly use vocabulary associated with

perspective drawing.
Students will be able to develop an illusion of space using perspective
drawing.
Students will be able to apply the previous background knowledge on
shading using value and contrast.
Students will be able to create a 1 point perspective drawing.

Sunshine State Standards

VA.68.S.2.2: Create artwork requiring sequentially ordered procedures and

specific media to achieve intended results.
VA.68.S.1.4: Use accurate art vocabulary to explain the creative and artmaking process.
VA.68.S.3.1: Use two-dimensional or three-dimensional art materials and
tools to understand the potential and limitations of each.

Student Activities &

Procedures

1. Students will be introduced to new vocabulary associated with

perspective drawing. Horizon line, vanishing point, foreshortening.
foreground, middleground, background, parallel lines, converging lines.
2. Students will be given a visual ppt on famous works of art with one
point perspective. Teacher will ask students to point out where they
think the horizon line is and where the vanishing point is. Then students
will show on board and ppt will demonstrate their answer.
3. Under ELMO, teacher will have students following along step by step to
create a 1 point perspective of a city view.
4. Teacher will review visual ideas and vocabulary simultaneously to
create an understanding.
5. Students will then be given 2-3 days to complete their own 1 point
perspective.

Resources/Materials

Students will be provided with demonstration over the ELMO. Students will
also be provided with paper and worksheet.

Assessment

Exceptionalities

One on one time will be given to each student.

Small group instruction.
Extra time will be allowed if necessary.
Availability to work during lunch time.
Visuals will be available to everyone.
Instructional worksheets will be provided if needed.-Translated worksheets
if needed.
Directional Repetition
Demonstations over ELMO

Formative assessment- Pre-drawing 1 point perspective

Performance assessment: Creating their own 1 point perspective
Classroom Observation Behavior
Group Critique

Teacher: Christine McCormick

Concept/Topic: Unit 5- 2 Point Perspective
Unit Essential How can we create spatial awareness through drawing?
Question:
Date/Time: 1:30pm-2:30pm
Grade Level: 7th
Learning Objectives
LEQ (Lesson Essential
Question):

Students will be able to correctly use vocabulary associated with

perspective drawing.
Students will be able to develop an illusion of space using
perspective drawing.
Students will be able to apply the previous background
knowledge on shading using value and contrast.
Students will be able to create a 2 perspective drawing.

Sunshine State
Standards

VA.68.S.2.2: Create artwork requiring sequentially ordered

procedures and specific media to achieve intended results.
VA.68.S.1.4: Use accurate art vocabulary to explain the creative
and art-making process.
VA.68.S.3.1: Use two-dimensional or three-dimensional art
materials and tools to understand the potential and limitations of
each.

Student Activities &

Procedures

1. Students will review vocabulary associated with perspective

drawing. Horizon line, vanishing point, foreshortening.
foreground, middleground, background, parallel lines,
converging lines.
2. Students will be given a visual ppt on famous works of art
with 2 point perspective. Teacher will ask students to point out
where they think the horizon line is and where the vanishing
point is. Then students will show on board and ppt will
demonstrate their answer.
3. Under ELMO, teacher will have students following along step
by step to create a 2 point perspective of a city view.
4. Teacher will review visual ideas and vocabulary
simultaneously to create an understanding.
5. Students will then be given 2-3 days to complete their own 2
point perspective.

Resources/Materials

Students will be provided with demonstration over the ELMO.

Students will also be provided with paper and worksheet.

Assessment

Exceptionalities

One on one time will be given to each student.

Small group instruction.
Extra time will be allowed if necessary.
Availability to work during lunch time.
Visuals will be available to everyone.
Instructional worksheets will be provided if needed.-Translated
worksheets if needed.
Directional Repetition
Demonstations over ELMO

Formative assessment- Pre-drawing 2 point perspective

Performance assessment: Creating their own 2 point perspective
Classroom Observation Behavior
Group Critique

Teacher: Christine McCormick

Concept/Topic: Unit 6- 3 Point Perspective
Unit Essential Students will learn how to draw an object in proper proportion using 3 point
Question: perspective.
Date/Time: Tuesday March 1st, 2016
Grade Level: 7th Grade

Learning Objectives
LEQ (Lesson Essential
Question):

Sunshine State Standards

Students will review and revisit the rules of perspective. What are the
rules of perspective?
Students will revisit how to create the illusion of 3-D with the use of
value.
Students will learn that previous techniques and processes can apply to
now.
Students will learn what foreshortening is.
VA.68.S.2.2: Create artwork requiring sequentially ordered procedures and
specific media to achieve intended results.
VA.68.S.1.4: Use accurate art vocabulary to explain the creative and artmaking process.
VA.68.S.3.1: Use two-dimensional or three-dimensional art materials and
tools to understand the potential and limitations of each.

Student Activities &

Procedures

1. Students will be welcomed into classroom, placing belongings on

far table top, then will pick up portfolio and sit in assigned seat.
2. Students will be greeted and teacher will pass out paper while
explaining expectations for the class with one on one time and
activity for the day.
3. Students will be given brief explanation (visual) with a power
point on perspective, reviewing 1 and 2 point to activate prior
knowledge.
4. 3 point perspective will then be introduced, 3 vanishing points,
birds eye view and ants eye view.
5. Then students will be instructed to fold paper in half, and teacher
will demonstrate 3 point perspective over ELMO viewer to the
class.
6. Students will follow along by practicing ants view on one side of
hamburger folded paper and then the opposite side of a birds eye
view.
7. Next students will pull out their small object (instructed to be
brought to class, prior) teacher will use their object and ask
students which view they would like to see this object from.
8. Teacher will demonstrate the building of this object to class and
give remaining time for students to work on their object.

Resources/Materials

Students will be provided with a blank sheet of paper.

Students will be provided a PPT, attached.

Assessment

Exceptionalities

One on one time will be given to each student.

Small group instruction.
Extra time will be allowed if necessary.
Availability to work during lunch time.
Visuals will be available to everyone.
Instructional worksheets will be provided if needed.-Translated worksheets
if needed.
Directional Repetition
Demonstations over ELMO

Formative assessment- Pre-instructional drawing 3 point perspective

Performance assessment: Creating 3 Point Perspective of a real life object
Classroom Observation
Group Critique