LESSON 3 PLAN

Grade: 5/6 Lesson Title: Complimentary Colors Lesson Duration: 1 ½ hours (45 minutes/ day)

Overview of lesson. Write a clear and concise overview that indicates the following: What the lesson is, the purpose/goal of the lesson what
students will do/learn and how the lesson will conclude. *Instructional video in January 14th class give an example of a strong overview and in
contrast an overview that is incomplete.

This lesson will be done over two 45 minute classes where students will be learning about complimentary colors,
looking at artists like the Group of 7, Emily Carr, and Wolf Khan, and creating an artwork that is unique and
individualized using one complimentary color pair. Students will be understanding the concept of color using the color
wheel as a reference, and looking and discussing the artists’ work in how they used color in their landscape as well as
compare and contrast an artist from the group of 7 and Wolf Khan’s landscape. After the discussion, students will be
given more material to work on and start creating their work with paint or oil pastels. The lesson will conclude with
students doing a gallery walk/critique when everyone is finished their pieces.
BC Curriculum

Big Ideas Core Competencies

Engaging in creative expression and experiences
Visual arts are each unique language for creating and
communicating.
Artistic expressions differ across time and place
Reasoning and Reflecting
- Develop and refine ideas, processes, and technical skills in a variety
of art forms to improve the quality of artistic creations.
- Reflect on works of art and creative processes to understand artists’
intentions
Communicating & Documenting
- Adapt learned skills, understandings, and processes for use in new
contexts and for different purposes and audiences
Exploring & Creating
- Intentionally select, apply, combine, and arrange
artistic elements, processes, materials,
movements, technologies, tools, techniques, and environments
in art making

DBAE
Give an overview (50 words) of the learning taking place in the select DBAE areas. (The unit as a whole must cover all 4 areas of DBAE framework). For
your individual lessons, choose the DBAE area(s) that your lesson will address and explain how it will address it. Often you will find overlaps of several
areas...but focus on the more predominate areas(s)

1. Art History/Culture- This lesson engages art history through looking and learning about the group of 7, and Emily Carr who are
Canadian artists from the 1900s and Modern German artist Wolf Khan. Students will be actively looking at the work and finding out
what complimentary colors are used.
2. Creative Production (Studio)- This lesson engages in creative production through allowing the students to use complimentary colors
to create another landscape of their chose with a subject matter of their choice.
3. Art Criticism- Students will be giving their opinions on the artists use of color with the knowledge they have learned throughout the
unit. Students will give their opinions with a reason why they think that. They will also do this as I ask questions about why they chose
certain colors to use in their own work.

Learning Objectives. Translate the SLE's into learning objectives. Using Stem, directing verb and what is to be learned language. Use Blooms
Taxonomy directing words. *Instructional video in January 14th Class folder reviews this clearly

Students will…
Students will understand different color schemes in color theory.
Students will be creative in their application of colors through projects.
Students will reflect on the use of color in artists: Emily Carr, Group of 7, Wolf Khan and Carl Runguis.
Students will apply understandings of color.
Students will make their own judgements of how to use color in their work.
Students will appreciate color in the contexts of art making.
Students will explore the effects of color and space.
Students will explore materials.
Students will create use their imagination to record.

Lesson Guiding Questions: Use Bloom's Taxonomy, directing verbs in the areas of: knowledge, skills and attitudes. Be clear on what type of
knowledge/skill/attitudes students are developing and expected to do. This informs the types of questions you develop. Guiding questions must
support this and provoke student thinking and help them understand what they are learning, why they are learning, what they have already learned,
what they still need to learn etc..

What is interesting about complimentary colors?

What do you notice about complimentary colors? In the color pairings?
What is different between the Group of 7 landscape and Wolf Khan’s landscapes?

Annotated Learning Resources List These must be relevant and age appropriate and from a reliable source. If it is on online resource provide
an active link. If it a book, cite the book and author. Provide 1-2 sentences (annotated) to indicate what the resource is and how it support your
lesson/ student learning? *you may have more or less than three resources. It depends on your lesson. If you are providing material on First Nations,
Métis or Inuit, it must be an authorized source, from an Indigenous author or Indigenous community. Beth Cormier in the Curriculum Lab has many
resources to help you. If you are not sure connect with her.
Resource #1:
Resource #2:
Resource #3:

Material and Equipment: List: Art supplies, manipulatives, smartboard, online white board etc…What you will use AND, therefore what you will
organize ahead of time prior to your lesson

Paper, oil pastels, smartboard, Powerpoint, whiteboard markers, pencil, color wheel, color theory sheets.

Lesson Procedures
Introduction (_2_min.): Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to Body.
Indicate the timing for each section. This can be written in point form

Day 1: Today we will be looking at the final part of our color theory unit; Complimentary colors. Does anyone have an idea about what
complimentary colors are?

Day 2: Last class we went over complimentary colors. Who can tell me what complimentary colors are and what artists we discussed
last class?

Body (_30_min.): This is the largest part of your lesson. Write clearly and concisely. Writing must be descriptive and clearly organized. Specify activities
and transitions in lesson. Indicate timing of each section. Identify teaching strategies, include any questions that you will use, organization of class etc. How and
when are you using formative assessment in your lesson? Indicate differentiation within the body of your lesson.

Steps and Procedures: Lessons are divided into portions. In the lesson body there Formative Assessments Type/Name:
should be a least two activities and one transition. You may have 3 activities and 2 transitions. An Where Assessment Occurs/Purpose of assessment
activity can be reading - transition - partner dialogue (as an example). * Style of writing in the
lesson plan is descriptive and concise (NOT POINT FORM). As well, you are not narrating, rather
you are describing the activity, the learning, critical information to carry out the lesson. Any Student discussions: This assessment allows the
questions you have developed to use during the learning, to facilitate discussion for instance, are
to be written directly into the lesson plan in the area where it occurs. students to speak freely about what they have
learned from instruction and think about the
Day 1 color schemes and concepts. This assessment will
Activity #1: Introducing Complimentary colors [ Direct instruction] occur after lecture.
(Time: 10 minutes)
Color theory worksheet: This worksheet will
Explain to students what complimentary colors are and describe the allow me to grasp an idea about the students
pairing system to them on the color wheel. Show students works of understanding of color theory throughout the
Wolf Khan and the Group of 7, showing the students how some artists unit. They will use this sheet as an exit slip on
use complimentary color in their work. days that the students have been introduced to a
new color theory topic at the end of the day
Ask questions: before clean up.
- What is interesting about complimentary colors?
- What do you notice about complimentary colors? In the color Check-ins: These are to check in with the
pairings? students to know where their thoughts are and to
check their understanding of the concepts. These
Transition: Tell students we will be moving into a discussion will happen throughout the work period in
about (1 minute) intervals of 5-10 minutes.

Activity #2: Reflection Discussion [Indirect Instruction] Time: 10 Gallery Walk: This type of assessment allows
minutes students to look at other students work and
Ask students to stay in their seated groups of 4 (total of 6 groups) and reflect on what they are seeing and use the
discuss the following questions for 5 minutes and then let students concepts learned in the class and the unit to
know that one or two members of their group will summarize what describe what they see.
their group discussed:
- What is different between the Group of 7 landscape and Wolf Differentiation: Indicate in brief sentences areas of
Khan’s landscapes? differentiation.
- How do the colors in the colors in Wolf Khan and (group of 7
member) landscape? If students are too shy to speak out, they may
- Where do you think these images are?
write down what their group talked about and
- How did these paintings make you feel and why?
give the paper to me to look at.
Attention grabber: class class- yes yes
Ask each group if they have something they would like to share.
Have students use felt markers instead of paint
Transition: have two students hand out the larger piece of paper for if paint is too much for the student to handle.
students to begin drawing out their composition. (2 minutes)
Allowing more frequent warnings for students
Activity #3: Students Creating [Experiential instruction] Time: 10 who do not like being rushed into clean up, and
minutes allowing them know how much time they have
Have students create their complimentary color landscape. Explain to left.
students what you are looking for in this piece and that they can
create a landscape with a house, an animal, or a favorite place or Allow references of images or outlines of
location of their choice. drawings to be available for students to use as
their own if they have trouble coming up with
Transition: class class- yes yes, wait for silence. ideas about what kind of landscape they would
like to create.
Day 2
Activity #1: Directions [Direct instruction] (5 minutes)
Have students gather their materials and work sheets and begin to
create their drawings/paintings.

Activity #2: Student Work Period [Experiential Instruction] (20

minutes)
Students will have 25 minutes to work on their paintings and drawings
for the remainder of class time.

Transition: class class- yes yes, wait time (30 seconds)

Activity #3: Gallery Walk [Direct Instruction] (5 minutes)

Ask students to stop what they are doing, stand up and push their
chairs in and walk around the classroom to look at what their peers
are creating. This will be guided with the question:

What are you noticing about the complimentary colors in each other’s
work?

Transition: Ask students to please go back to their seats. (2 mintues)

Consolidating ( 5 ) mins In this part of your planning you are providing time for ensuring that students learned and understood what was intended in the
lesson. If they haven't you will need to revisit your lesson plan or re-teach (if necessary). Here you could provide an exit slip or walk through a guided whole
group and/or small group discussion. This part of the lesson can act also as a transition from lesson body into cleanup and getting ready for the next class. Don't
forget to time this and to indicate very clearly how you will facilitate consolidation and closure. Provide clear steps and indicate process.
Day 1: Have students complete the complimentary color theory page and have students place the pairs of colors with each
other in the space provided.

Day 2: Have students write one thing in a complete sentence about what they have learned about complimentary colors.

Clean up ( 10 ) mins *Remember, particularly in studio processes, clean up must be well orchestrated. It is not a matter of saying "time for clean-up" and expect
that your students will know what to do. You may assign students to certain tasks to accomplish clean up in a timely and efficient manner. Outline your detailed plans
here:
Be very clear of your timing. Typically student move slower than you'd like them during clean up.
Day 1: Ask students to place their work on the back table to dry and be safe from any damages. Ask students
to clean their brushes and wipe down their desks, making sure there is no paint anywhere on them.

Day 2: Ask students to put away artwork in the back table to dry, ask students to clean paint brushes so
there is no visible color coming off the paint brush, and to wipe down their desks and dry off desks,
containers and brushes and put materials back where they were found.

Reflection (after the lesson respond to these questions in brief. It is important that this reflective process is done after each lesson. These become points of extended reflection and
conversation in post conference with TA and UC)

How the students responded to the lesson as planned and taught:

Specific strengths of the lesson plan and delivery:
Specific weaknesses in the lesson plan and delivery:
What must be addressed to improve this plan?
How I have grown from this teaching experience:

Other Notes