UNT COMMON LESSON PLAN INSTRUCTIONS

Teacher Candidate: Mikayla West

Grade Level and or Subject: High School Painting 2, 3, 4
Date: 9/03/2020
Unit Topic (if applicable): Lines, Shapes, Value
PART I. DEFINE THE GOALS/S FOR THE LESSON
What is the focus of this I can use observation and paint to create value.
lesson?
National / State Learning Art 3 High School Level
Standard/s:
. c(1)(D)
**Your instructor will tell
you which standards to use in c(2)(A)
addition to TEKS and ELPS.
c(3)(B)  

Goal/s of the lesson SWBAT explore using of value with observation and watercolor.
PART II: WRITE THE OBJECTIVE/S FOR THE LESSON
Specific learning target(s) / At the beginning of the lesson, TSW (the student will) use
objectives: knowledge from the previous lesson and continue to practice
observation skills with contour lines.

TTW (the teacher will) use a Slides presentation to introduce the

concept of value scale, light source, and the five categories of
light. TSW create their own value scale and 3D rendering of a
sphere incorporating the five categories of light using
watercolor.

After creating their value scale and/or sphere, TSW create a

painting of an animal skull effectively using contour lines and
monochromatic value.

PART III TEACHING THE LESSON

This is the body of the lesson plan. Here you explain the instructional and learning
activities/actions that will best ensure all learners will successfully achieve the objective/s?
A. Opening/Introduction Prior knowledge The previous lesson taught the students to use
observation skills to create contour line drawing. TSWBAT apply
their use of observation practice to understand how to transfer
value onto paper. TSW use contour lines to draw the skull.

The Common Lesson Plan Format is a CAEP EPP-Wide Assessment

8/21/18 pg. 1

B. Procedures
** Include enough detail so that
someone else could replicate your
lesson. Unless your instructor
directs you otherwise, this section
should read almost like a script.
C. Formative
assessment
methods/tools:
The Common Lesson Plan Format is a CAEP EPP-Wide Assessment
8/21/18 pg. 2
Anticipatory Set
(Part 1. Very beginning of lesson) Use Slides presentation to
introduce value. Slides 1-6.
(Part 2. of lesson preceding introduction of the bone study)
Google Slides presentation
“Where have you seen bones represented in art before?”
Briefly connect Momento Mori and skulls to visual culture. TTW
show a minute YouTube video.
TTW have students identify light source on two images of a
skull(s).
1. TTW present slides 1-6
2. Painting 2 students will create a value scale using
watercolor. Painting 3 and 4 students will create a value
scale and a sphere using watercolor. TSW have the rest of
the class period to work on this. TSW turn in a photograph
on Canvas.
3. The next class, TTW review slides 3-6. TTW present slides
7-11. TTW do a live demo using the projector and camera
drawing the skull with contour lines. TSW have the rest of
the class period to work on this. After 20 minutes, the
teacher will introduce the painting aspect with a premade
video demo. TSW turn in a photograph on Canvas.
4. The next class, TTW reexplain the instructions and ask if
anyone has any questions. TTW do a live painting demo.
TTW explain mid tones and point out where on the image
they are rendering specifically. . TSW have the rest of the
class period to work on this. TSW turn in a photograph on
Canvas.
5. TSW need to have a final photograph submitted by the
end of next class.
TSW create a correct value scale and/or sphere. During first class
period. TSW use class time to complete this. TSW turn in a
photograph of their work at the end of the class period.
TSW use choose a grayscale photograph from the Slides
presentation. (Students can access the presentation on Canvas)
TSW use contour lines to draw the skull they have chosen. TSW
use class time to complete this. TSW turn in a photograph of their
work at the end of the class period.
TSW use watercolor to create a monochromatic rendering using
 value of their skull.
D. Grouping structure/s: The entire class will be on Webex.

E. Accommodations/ Accommodations Students who do not have supplies

Modifications Modifications We will work together to see what else they have
in their house. The student must still create a value study of a
skull using water/color/wet media.
Accommodations English as a second language
Modifications The presentation includes Spanish translations.

F. Instructional Slides presentation – Value Study

Materials, Equipment Short video of instructor example
and Technology: Pencil
Paper
Water
Black pen/Sharpie
Watercolor
Computer
Projector and camera

IV. SUMMATIVE ASSESSMENT

THINK: HOW WILL I ENSURE THE LEARNERS HAVE MET THE OBJECTIVE/S FOR THE LESSON?
Summative TSW create a value study of a skull using observation and watercolor.
Assessment:

V. REFLECTION ON THE EXPERIENCE

Reflection It went well. Interacting with kids’ individual needs was difficult because it
was online, and I hadn’t met any of them yet. I would like to go more in
depth on the relation of the lesson to the students.
TEKS: Texas Essential Knowledge and Skills
ELPS: English Language Proficiency Standards
CCRS: College Career and Readiness Standards
IEP: Individualized Education Plan
BIP: Behavior Intervention Plan

The Common Lesson Plan Format is a CAEP EPP-Wide Assessment

8/21/18 pg. 3