Your Name(s): Emmanuel Hernandez and Nicole Wallin

DAILY PLAN
Lesson Title: Value-Based Optical Illusion

Grade Level: 4

S & S Statements:
This lesson will inform the students on what optical illusions and the different ways to achieve this
effect in drawing. The type being focused on is the imagery of a 2-dimentional object looking as though
it were 3-dimentional through the use of value ranges. This is a beginning introduction to learning
shading through value change and different use of linework.

Concepts and Skills

The concepts learned in this lesson will be what optical illusions are, how some illusions are
achieved, how value can be used to achieve highlights and shadows, and
how depth of field can be achieved through using this and shaped
linework.

Academic Language:
Optical illusion, Blending, gradation, shading, highlight, value, hue, range

Purpose of Lesson:
The purpose of this lesson is to teach the students how to create depth of space through the building
up of value ranges and curved lines in color pencil.

Learning Objectives:

Technical: After viewing a demonstration on what optical illusions are, how to achieve value gradations
through the use of colored pencils, and how to create their own optical illusion by using this skill
alongside the use of different line movements, students will be able to successfully create their own
optical illusion by using a created pattern and demonstrating the gradation of hue values from shadows
(5) to highlights (0).

Conceptual: Students should be able to describe how optical illusions are created and how to create
their own by using the technical skills demonstrated.

Assessment Criteria: Appropriately display the use of value ranges to create a sense of depth,
alongside demonstrating use of lines to show movement.

Teaching Resources Needed to Support the Lesson:

Examples of different types of optical illusion images (powerpoint), projector, example of project
completed project, samples of 0-5 value range, and colored pencils
Art Materials Necessary for the Lesson:
(1) White 8.5x11” piece of paper, (1) black marker, and (2-4) different colored pencils

Teacher Directed Activities Student Activities

(What you will do)
Introduction:
I will begin by explaining what optical illusions are
and start to show some examples of different types
of optical illusions, via powerpoint. Each different
illusion will be talked about briefly by explaining what
technique(s) was/were used to create it, asking
students if they can figure out how they were done
beforehand. I will end the examples with a sample of
the project they themselves will be creating. I will
explain how it was created by using different shades
of value, which I will then define.
Development:
Next, I will demonstrate to the students how to make
a value range from 0 (pure white) to 5 (as dark as
the color can go). After that I will show them how to
prepare the linework for the project. From there I will
explain how to use the levels of value to create depth
and space using shadows and highlights within the
drawing.
Once I am done with the demonstration, I will let the
students begin work. I will walk around and
help/critique the students as they work to help guide
them along.
(What the students will do)
Introduction:
Students will be listening to the introduction to
the lesson and be engaged in the discussion by
being asked questions throughout the
presentation.
Development:
Students will be listening and also engaging in
the demonstration by being asked what colors
and how many different colors to use for the
demonstration. They will also be able to ask
any questions or for any more clarification if
needed.
Once demo is completed, students will begin to
make their project, again, asking questions or
for more clarification as needed.
Conclusion:
Students will bring together and share their
drawings with the rest of the class. Then they
will begin to clean up.

Conclusion:
Students will bring their drawings together so we can
all look at them. After that, they may begin to clean
up.

Critical Comments and Reflections:

In this first lesson, I was the assistant to Emmanuel. Even though I didn’t do the presentation, I did
assist in the demonstration as well as assist any students who needed help. During this lesson, I
noticed that there was a wide range between the students in terms of technical skills. Some got the
project very quickly, while others needed some extra help in understanding exactly how we wanted
them to complete the project. There were times when noticed some students going ahead of the step
we were on – usually the students who understood better than the others who needed more time. I
think in the next lesson, we need to be firmer in not only what we want the students to do but to listen
to us when we want them to wait. There were moments as well where we may have forgotten to
mention something and backtracked a little bit, which was a little frustrating for some students. Net
time, we will try to make a more detailed powerpoint to help us remember these certain steps we may
be more likely to forget. I also think making the presentation/demonstration a little shorter/simpler so
the students have more class time to work on their projects could be beneficial to keeping them on
track with the project. However, overall, this lesson seemed like a project that the students were really
enjoying. They were very enthusiastic about the concept and excited about how the end result will
look for their own projects.