TITLE OF LESSON: Teacher’s Name: Raven Brown

Slaughter
Shades of Meaning
Grade Level(s): 2nd

Subject: Language Arts and Visual Arts

Content Standard(s): Arts Standard(s):

ELAGSE2L5: Demonstrate understanding of VA2PR.2 Understands and applies media,

word relationships and nuances in word
meanings
b. Distinguish shades of meaning among
closely related verbs (e.g., toss, throw, hurl)
and closely related adjectives (e.g., thin,
slender, skinny, scrawny).
techniques, and processes of two-
dimensional art processes (drawing,
painting, printmaking, mixed-media)
using tools and materials in a safe and
appropriate manner to develop skills.
a. Creates drawings with a
variety of media (e.g.,
pencils, crayons, pastels).
e. Mixes white with colors to create tints
and black with colors to create shades
(values).
VA2PR.1 Creates artworks based on
personal experience and selected
themes.
a. Creates artworks to express individual
ideas, thoughts, and feelings from
memory, imagination, and observation.
b. Creates artworks emphasizing one or
more elements of art (e.g., space, line,
shape, form, color, value, texture) and
principles of design (e.g., balance,
repetition). c. Combines materials in new
and inventive ways to make a finished
work of art.

Lesson Procedure:
a: Hook: Play Game “Silent Shades of Meaning”. Students will find missing members of
their group by walking around silently showing each other their words. When groups are
formed, they will silently put themselves in order from the weakest word to the strongest
word. Groups will share with class. Class will give thumbs up if they agree with order or
thumbs down if they disagree with order. Students can defend/explain their thinking.
b: Instructional Steps : Unpack Standards. Review shades of meaning with examples.
Discuss similarities between artists and writers setting a mood for their audience. Practice
ordering words from strongest to weakest correlating to shades and tints of colors. Define
shades and tints. Look at the painting Starry Night and discuss shades and tints in that
painting. Students will be given 3 words to order from strongest to weakest. Then,
students will illustrate each word on a blank index card. Encourage use of speech bubbles
to help show shades of meaning. Students will then select main color of paint they will
use. Students will practice making a tint and a shade of their chosen color. Students will
then paint their 3 colors on their paper. When dry, students will place words where
strongest word is on the shade of the chosen color and the weakest word is on the tint of
the chosen color. Students will label painting- strongest –weakest and shade- tint.
c: Formative Assessment: Teacher will check for accuracy of groups formed and ordering
of groups.
d: Summative Assessment : Teacher will check for accuracy of illustrations of words and
ordering of words. Teacher will check for accuracy of correct shading and tinting of chosen
colors. The generic visual art project rubric can be used by teacher or by the student as a
self-assessment.
e: Closing: Students will share their final pieces of art and explain the reasoning behind
the order of their shades of meaning.

Differentiation (support/scaffolding): Allow Key Words/Vocabulary:

talking if necessary during game. Students may Shades of meaning
help each other order their words. Model how to Nuances
make tints and shades of colors. Shades
Acceleration (extension): Students may come Tints
up with additional words that go with their 3 words.
Value
They can add more shades/tints to match those
additional words.

Resources: Ideas to present/display student

Shades of Meaning Power Point learning:
Blank index cards Process board in hall
White Multi-Media paper Share on Seesaw
Tempera or Acrylic Paint Print QR code for Seesaw and display in hall
Shades of Meaning words
Practice sheet for tinting/shading