Teacher Name: Ms.

LeBlanc Content Area: Art I

Date:10/13/14 Class Hour: 1st period
Desired Outcomes
Objectives (based on content standards):
Analyze use of the Elements in a work of art
Evaluate quality in artwork
Misconceptions: Artwork is complete once Ive met teacher
requirements
Blooms Level (New)
Analyze
Evaluate
Essential Question: How do artists determine when a work of art is complete?

Scaffolding Question: How do I evaluate my own use of Elements of art in a composition?

Assessment of Learning

Summative: Perspective rubric and artists reflection

Arts/Technology Integration Strategy
Powerpoint images
Time Frame Learning Plan
1 min 1. Hook : Today you will work independently to complete your perspective
drawing.
2 min 2. Direct Instruction (I DO): T presents criteria for evaluating artwork
2 min 3. Guided Practice (We DO): class works to evaluate teacher artwork
40 min 4. Independent Practice (You DO): S work independently to finish perspective
drawing and evaluate themselves using rubric and reflection.

5 min 5. Lesson Closure: T collects work and shows preview of next project
6. Clean up

Accommodations or Extensions: T guides individuals on how to self-evaluate if needed
T provides creative extension for advanced S
Materials: Pencils, Construction paper, rulers, Perspective Rubric, Perspective Reflection

Teacher Reflections:




Teacher Name: Ms. LeBlanc Content Area: Art I
Date: 10/14/14 Class Hour: 1st period
Desired Outcomes
Objectives (based on content standards):
Identify and create Organic and Geometric Shapes
Misconceptions: Round shapes are always considered organic
Blooms Level (New)
Identify
Create
Essential Question: How do artists manipulate the elements of art to create interest in a
work of art?
Scaffolding Question: How do I alter organic and geometric shapes to create interest in my
own artwork?
Assessment of Learning

Formative: S creates a drawing of shapes shifting from geometric to organic

Arts/Technology Integration Strategy
Powerpoint images
Time Frame Learning Plan
2 min 1. Hook : T shows images of metamorphosed shapes and S discuss what they notice
about the artwork
3 min 2. Direct Instruction (I DO): T defines organic shape and demos how to gradually
convert a shape from organic to geometric
5 min 3. Guided Practice (We DO): S fill in the blanks of worksheet to metamorphose
shapes from organic to geometric
40 min 4. Independent Practice (You DO): S create two shape metamorphosis sketches

10 min 5. Lesson Closure: S define organic and geometric shapes
6. Clean Up

Accommodations or Extensions: T provides magazine images to S who struggle to come
up with their own shapes; T provides additional ideas of complex shape metamorphosis
for advanced S

Materials: Paper, pencils

Teacher Reflections:




Teacher Name: Ms. LeBlanc Content Area: Art I
Date: 10/15/14 Class Hour: 1st period
Desired Outcomes
Objectives (based on content standards):
Identify and create Organic and Geometric Shapes
Misconceptions: Round shapes are always considered organic
Blooms Level (New)
Identify
Create
Essential Question: How do artists manipulate the elements of art to create interest in a
work of art?
Scaffolding Question: How do I alter organic and geometric shapes to create interest in my
own artwork?
Assessment of Learning

Formative: S creates a drawing of shapes shifting from geometric to organic

Arts/Technology Integration Strategy
Powerpoint images
Time Frame Learning Plan
1 min 1. Hook : Today we will begin to cut out our shapes
4 min 2. Direct Instruction (I DO): S review geometric and organic shape and demos how
to gradually convert shapes sketches into cut templates
10 min 3. Guided Practice (We DO): S begin to cut out shapes and create first templat3e
while T monitors closely
35 min 4. Independent Practice (You DO): S work on their own to create remaining
templates for metamorphosed shapes

10 min 5. Lesson Closure: S lay out templates and self-evaluate progress
6. Clean Up

Accommodations or Extensions: T provides magazine images to S who struggle to come
up with their own shapes; T provides additional ideas of complex shape metamorphosis
for advanced S
Materials: Paper, pencils, cardstock, scissors

Teacher Reflections:





Teacher Name: Ms. LeBlanc Content Area: Art I
Date: 10/16/14 Class Hour: 1st period
Desired Outcomes
Objectives (based on content standards):
Identify the colors on the color wheel in correct order
Create Color wheel using metamorphosed shapes
Misconceptions: Round shapes are always considered organic
Blooms Level (New)
Identify
Create
Essential Question: How do artists manipulate the elements of art to create interest in a
work of art?
Scaffolding Question: How do I apply knowledge of the color wheel to my own artwork?
Assessment of Learning

Formative: S creates shapes in order of the color wheel

Arts/Technology Integration Strategy
Powerpoint images
Time Frame Learning Plan
2 min 1. Hook : Today we will use the colors of the color wheel to create our final
shapes
3 min 2. Direct Instruction (I DO): T introduces the color wheel and the
importance of it. T models how to trace shape templates and cut out the
shapes in correct order.
10 min 3. Guided Practice (We DO): T&S work together to line up templates with
the correct color of paper.
35 min 4. Independent Practice (You DO): S work on their own to cut out remaining
shapes in correct order.
10 min 5. Lesson Closure: S lay out cut shapes and check the color wheel to ensure
theyve completed their shapes correctly.
6. Clean Up

Accommodations or Extensions: T provides individual assistance to those
struggling. T provides special cutting tools to advanced S.
Materials: Paper, pencils, scissors

Teacher Reflections:




Teacher Name: Ms. LeBlanc Content Area: Art I
Date: 10/17/14 Class Hour: 1st period
Desired Outcomes
Objectives (based on content standards):
Identify Colors of the color wheel in correct order
Create detail in artwork using colored pencil
Misconceptions:
Blooms Level (New)
Identify
Create
Essential Question: How do artists manipulate the elements of art to create interest in a
work of art?
Scaffolding Question: How do I create detail to add interest to my own artwork?
Assessment of Learning

Formative: S creates detail in artwork by using colored pencils.

Arts/Technology Integration Strategy
Powerpoint images
Time Frame Learning Plan
4 min 1. Hook : Today we will learn how to add the finishing touches to our project.
5 min 2. Direct Instruction (I DO): S review correct order of the color wheel. T
demos how to use colored pencil to add detail to shapes.
10 in 3. Guided Practice (We DO): S begin to add detail to one shape in colored
pencil while T monitors progress closely.
35 in 4. Independent Practice (You DO): S work on their own to finish cutting
shapes and adding detail in colored pencil.
10 in 5. Lesson Closure: S lay out shapes and self-evaluate progress and determine
their next step to complete project.
6. Clean Up

Accommodations or Extensions: T provides magazine images to S who struggle to
come up with their own shapes; T provides additional ideas of complex shape
metamorphosis for advanced S
Materials: Paper, pencils, cardstock, scissors, colored pencils

Teacher Reflections:





Teacher Name: Ms. LeBlanc Content Area: 2D Art
Date: 10/13/14 Class Hour: 5
th
period
Desired Outcomes
Objectives (based on content standards):
Identifies Elements of Value and Form
Creates three-dimensional drawing using value

Misconceptions: Shadows should be drawn as colored in shapes
Blooms Level (New)
Identify
Create
Essential Question: How do artists use drawing techniques to make artwork realistic?
Scaffolding Question: How do I use a pencil to shade my drawings realistically?

Assessment of Learning

Formative: Student uses pencil to gradually build up values in order to render form

Arts/Technology Integration Strategy
Powerpoint images
Time Frame Learning Plan
1 min 1. Hook : Today we will practice drawing realistically in pencil
4 min 2. Direct Instruction (I DO): T demos how to closely observe light and shadow to
draw a simple object.
5 min 3. Guided Practice (We DO): Class works on drawing light and shadow to draw a
simple object while T monitors progress closely.
45 min 4. Independent Practice (You DO): S work independently to draw remaining forms
in pencil.

10 min 5. Lesson Closure: S identify the number of values used in their drawing. S look
again at their object and decide whether or not theyve included enough values.
Accommodations or Extensions: T provides simpler or more complex forms for students
as needed


Materials: Forms, Pencils, Paper
Teacher Reflections:



Teacher Name: Ms. LeBlanc Content Area: 2D Art
Date: 10/14/14 Class Hour: 5
th
period
Desired Outcomes
Objectives (based on content standards):
Defines Elements of Value and Form
Creates three-dimensional drawing using value

Misconceptions: Shadows should be drawn as colored in shapes
Blooms Level (New)
Know
Create
Essential Question: How do artists use drawing techniques to make artwork realistic?
Scaffolding Question: How do I use a pencil to shade my drawings realistically?
Assessment of Learning

Formative: Student uses pencil to gradually build up values in order to render form and define shadows

Arts/Technology Integration Strategy
Powerpoint images
Time Frame Learning Plan
1 min 1. Hook : Today we will practice drawing complex objects realistically in
pencil
4 min 2. Direct Instruction (I DO): T demos how to closely observe light and
shadow to draw a complex object.
5 min 3. Guided Practice (We DO): Class works on sketching form and gradually
building up shadow together while T monitors for assistance
45 min 4. Independent Practice (You DO): S work independently to draw remaining
details and shadows within form in pencil.

10 min 5. Lesson Closure: S analyze their own success in rendering 3d forms and
representing detail.
Accommodations or Extensions: T provides simpler or more complex forms for
students as needed
Materials: Forms, Pencils, Paper
Teacher Reflections:



Teacher Name: Ms. LeBlanc Content Area: 2D Art
Date: 10/15/14 Class Hour: 5
th
period
Desired Outcomes
Objectives (based on content standards):
Analyze use of Value and Form
Creates three-dimensional drawing using value

Misconceptions: Shadows should be drawn as colored in shapes
Blooms Level (New)
Analyze
Create
Essential Question: How do artists use drawing techniques to make artwork realistic?
Scaffolding Question: How do I use a pencil to shade my drawings realistically?

Assessment of Learning

Formative: Student uses pencil to gradually build up values in order to render form and define shadows

Arts/Technology Integration Strategy
Powerpoint images
Time Frame Learning Plan
1 min 1. Hook : Today we will practice drawing complex objects realistically in
pencil
1 min 2. Direct Instruction (I DO): T demos how to closely observe light and
shadow to draw a complex object.
5 min 3. Guided Practice (We DO): Class works on sketching form and gradually
building up shadow together while T monitors for assistance
45 min 4. Independent Practice (You DO): S work independently to draw remaining
details and shadows within form in pencil.

10 min 5. Lesson Closure: S analyze their own success in rendering 3d forms and
representing detail.
Accommodations or Extensions: T provides simpler or more complex forms for
students as needed
Materials: Forms, Pencils, Paper
Teacher Reflections:





Teacher Name: Ms. LeBlanc Content Area: 2D Art
Date: 10/16/14 Class Hour: 5
th
period
Desired Outcomes
Objectives (based on content standards):
Identify Reflected color
Creates three-dimensional drawing using Color & value
Misconceptions: Shadows should be drawn as colored in shapes
Blooms Level (New)
Identify
Create
Essential Question: How do artists use drawing techniques to make artwork realistic?
Scaffolding Question: How do I use a pencil to capture reflected color in my drawings
realistically?
Assessment of Learning

Formative: Student uses colored pencil to gradually build up colors values in order to render form and
represent reflected color

Arts/Technology Integration Strategy
Powerpoint images
Time Frame Learning Plan
1 min 1. Hook : Today we will practice drawing realistically in colored pencil
1 min 2. Direct Instruction (I DO): T demos how to closely observe & draw
reflected color by layering and blending colored pencil.
2 min 3. Guided Practice (We DO): Class works on drawing light and shadow and
reflected color from a simple object while T monitors progress closely.
45 min 4. Independent Practice (You DO): S work independently to complete
drawing.
10 min 5. Lesson Closure: S identify instances in which reflected color effects
images.
S self-evaluate their own use of reflected color in their drawings.
Accommodations or Extensions: T provides simpler or more complex forms for
students as needed


Materials: Forms, Colored Pencils, Paper
Teacher Reflections:





Teacher Name: Ms. LeBlanc Content Area: 2D Art
Date: 10/17/14 Class Hour: 5
th
period
Desired Outcomes
Objectives (based on content standards):
Identify Reflected color
Creates three-dimensional drawing using Color & value
Blooms Level (New)
Identify
Create
Misconceptions: Shadows should be drawn as colored in shapes
Essential Question: How do artists use drawing techniques to make artwork realistic?
Scaffolding Question: How do I use a pencil to capture reflected color in my drawings
realistically?
Assessment of Learning

Formative: Student uses colored pencil to gradually build up colors values in order to render form and
represent reflected color

Arts/Technology Integration Strategy
Powerpoint images
Time Frame Learning Plan
2 min 1. Hook : Today we will continue to practice drawing realistically in colored
pencil
3 min 2. Direct Instruction (I DO): T demos how to closely observe & draw
reflected color by layering and blending colored pencil.
5 min 3. Guided Practice (We DO): Class works on drawing light and shadow and
reflected color from a simple object while T monitors progress closely.
45 min 46 Independent Practice (You DO): S work independently to complete
drawing.
10 min 11 Lesson Closure: S identify instances in which reflected color effects
images.
S self-evaluate their own use of reflected color in their drawings.
Accommodations or Extensions: T provides simpler or more complex forms for
students as needed


Materials: Forms, Colored Pencils, Paper
Teacher Reflections: