Lesson Plan~The Academy for Technology & the Classics~Cultivating Fearless Learners

Instructors name: Cermanski Course/Grade: Creative Art Painting & Drawing

Week of: August 18 to 22

Unit Name: Still Life with Poem


(1A)*Essential Question(s):
How can I draw a strong still life?
How can I effectively use shading to create 3-d
forms?
How can I incorporate words/poetry into a
still life to make an interesting design?
How can I use value and contrast to create a
strong piece?
(1A/1B) Connections (prior/future learning):
Students have done still lives in previous art classes

(1A) Common Core/State Standards: NMVA1,2,4,5
(1E) Other considerations (modifications,
accommodations, acceleration, ELL, etc.
Students needing more assistance will get one-
on-one help
(1D) Resources/Materials:
Teacher: Image of Still Life with Poem piece, still life items
that inspire a story (ship wheel, skull, book, ice skate)
Students: pencil, charcoal, charcoal pencil, chamois, pink
pearl and kneaded erasers, charcoal/watercolor paper, ink,
brushes
(1F) Assessment (How will you monitor progress and know students have successfully met outcomes? What happens
when students understand and when they dont understand?

Daily: Practice still life

This Week: Final still life with poem

(1B) Lesson activities for instructor and students, (1F)
Embedded Formative Assessment,

FRIDAY 8/29
(1C) Learning Target: TSW learn about a variety of
shading techniques using 3 different tools. TSW know
this once he/she chooses a tool/shading style and
completes a sketch.
(1C) Do Now: Take out sketchbook and start writing
about the still life.

I. Demonstrate different types of shading: hatching,
cross hatching, blending with pencil, charcoal,
charcoal pencil, chamois, toning paper, erasing out
highlights.
II. Have students write about the still lifedescribe
this scenewrite a poem, describe what
happenedwhere are these objects and why are
they here?
III. Start sketching still life, filling entire page. Dont
worry about where you will put poem for now.

(1F)Embedded Formative Assessment: cold call about
various shading techniques
(1B)Closing Activity: Review project
TUESDAY 9/2
(1C) Learning Target: TSW learn about filling their page
with the still life. TSW know this when there is very little
white space on their sketch paper.
(1C) Do Now: Take out sketchbook and continue with
sketch.

I. Review shading styles/tools.
II. Discuss the importance of filling the page with
still life items
III. Finish sketch/Start on final piece

(1F)Embedded Formative Assessment: Cold call reasons
for filling the page in still life
(1B)Closing Activity: Review vocabulary for still lives
WEDNESDAY 9/3
(1C) Learning Target: TSW learn how to be sure there
are a variety of values in still lives. TSW know this when
his/her still life has at least 5 different values.
(1C) Do Now: Sketch the still life upside down

I. Continue on still life, focusing on
variety in value

(1F)Embedded Formative Assessment: Ensure students
have a variety of values in pieces
(1B)Closing Activity: Review importance of value variety
THURSDAY 9/4
(1C) Learning Target: TSW learn how to create contrast
in a still life. TSW know this when his/her still life has
contrast in value, line, and form.
(1C) Do Now: Look at your ink drawing and then look at
your neighbors. What can be improved?

I. Continue on still life, focusing on contrast.
(1F)Embedded Formative Assessment: Ensure students
have contrast in pieces
(1B)Closing Activity: Review importance of contrast in
still lives
FRIDAY 9/5
(1C) Learning Target: TSW learn how to bring an ink
still life to completion. TSW know this when his/her still
life is finished.
(1C) Do Now: What do you need to do to finish this still
life?
Finish still life
(1F)Embedded Formative Assessment: Ensure students
have a finished looking still life that fills the page
(1B)Closing Activity: Review importance of filling the
page
MONDAY 9/8
(1C) Learning Target: TSW learn how to participate
effectively in a critique. TSW know this once he/she
makes several strong comments during critique.
(1C) Do Now: Read over rules for participating in a
critique
Critique




1F)Embedded Formative Assessment: Participation in
critique
(1B)Closing Activity: Review what students learned from
critique

*Refers to NMTEACH Rubric:
1A-Demonstrating knowledge of content
1B-Designing coherent instruction
1C-Setting Instructional outcomes
1D-Demonstrating knowledge of resources
1E-Demonstrating knowledge of students
1F-Designing student assessment
Formative Assessment includes, but is not limited to:
Exit tickets, white board response, consensagrams, red/green cards, formal or
informal student conferences, sticky note assessment.