Teacher Name: Ms.

LeBlanc Content Area: Art I

Date: 9/29/14 Class Hour: 2nd period
Desired Outcomes
Objectives (based on content standards):
Identify and define the elements of space and form in art
Create Space and form in a work of art
Misconceptions: edges of cubes should always be drawn parallel
Blooms Level (New)
Identify
Create
Essential Question:
How do artists use drawing techniques to create realistic art?
Scaffolding Question:
What is perspective?
Assessment of Learning

Summative: S accurately draw and shade cube in one point perspective

Arts/Technology Integration Strategy
Powerpoint Slides
Time Frame Learning Plan
3 min 1. Hook: T shows powerful image of Form and Space and asks the class how are
Form and Space shown in this picture. T leads into project by explaining that
today we will learn to draw cubes in perspective.
2 min 2. Direct Instruction (I DO): T demonstrates how to draw a cube in one point
perspective
5 min 3. Guided Practice (We DO): T breaks down the steps and T & S draw a cube in one
point perspective one step at a time.
30 min 4. Independent Practice (You DO): S work independently to continue drawing cubes
of different shapes and sizes all over paper

10 min 5. Lesson Closure: S look closely at paper and find one cube that is drawn
exceptionally well in perspective and one that may need correction.
6. Clean up

Accommodations or Extensions: Teach advanced students to draw more complex forms;
Provide right angles to S who struggle
Materials: Pencils, rulers, paper
Teacher Reflections:



Teacher Name: Ms. LeBlanc Content Area: Art I
Date: 9/30/14 Class Hour: 2nd period
Desired Outcomes
Objectives (based on content standards):
Identify basic drawing terminology
Apply shading techniques to render form

Misconceptions: Smudging your pencil is an effective way to shade
Blooms Level (New)
Identify
Create
Essential Question: How do artists use drawing techniques to create realistic art?
Scaffolding Question: How do I shade forms to look realistic?
Assessment of Learning

Summative: S shades cubes according to light source
Arts/Technology Integration Strategy
Powerpoint Slides

Time Frame Learning Plan
10 min 1. Quiz: Elements of Art quiz
2. Hook: Today we will learn to shade our forms to look realistic
5 min 3. Direct Instruction (I DO): T provides notes and definitions for drawing terms; T
explains terms and demonstrates how to accurately shade a cube.
5 min 4. Guided Practice (We DO): T & S identify light source and work together to shade
a cube accurately
20 min 5. Independent Practice (You DO): S work to shade additional cubes in drawing and
continue to draw and shade additional forms.
10 min 6. Lesson Closure: S trade drawings with a peer and identify one exceptionally
drawn and shaded form and one that may need improvement.
7. Clean Up
Accommodations or Extensions: T provides advanced students with instructions to create
holes in forms and shade them correctly; T provides struggling students with value scales
to use as a reference.
Materials: Pencils, Rulers, Worksheet, Notes
Teacher Reflections:



Teacher Name: Ms. LeBlanc Content Area: Art I
Date: 10/1/14 Class Hour: 2nd period
Desired Outcomes
Objectives (based on content standards):
Applies one point perspective to create complex form
Misconceptions: sides of geometric forms will be parallel in one point
perspective
Blooms Level (New)
Apply
Create
Essential Question: How do artists use drawing techniques to create realistic art?
Scaffolding Question: How do I create complex forms in one point perspective?

Assessment of Learning

Formative: S accurately draw complex geometric forms in two point perspective.

Arts/Technology Integration Strategy
Powerpoint images
Time Frame Learning Plan
1 min 1. Hook : T shows images of two point perspective and says Today we will take
our drawings to the next level
4 min 2. Direct Instruction (I DO): T demonstrates how to draw complex geometric forms
in one point perspective.
5 min 3. Guided Practice (We DO): T & S work to draw the same complex form in one
point perspective.
30 min 4. Independent Practice (You DO): S draw their own complex form in one point
perspective and continue to add additional forms.

10 min 5. Lesson Closure: S analyze their own work for accuracy, S analyze a peers work
for accuracy.

Accommodations or Extensions: T provides advanced S with shading techniques for
complex forms. T provides struggling S with images of pre-drawn complex forms.
Materials: Pencils, Rulers, worksheets

Teacher Reflections:



Teacher Name: Ms. LeBlanc Content Area: Art I
Date:10/2/14 Class Hour: 2nd period
Desired Outcomes
Objectives (based on content standards):
Apply art criticism techniques to analyze the accuracy of drawings
Synthesize and apply understanding of critique to improve artwork

Misconceptions: Criticism of artwork is always a bad thing
Blooms Level (New)
Apply
Analyze
Synthesize
Essential Question: How do artists use criticism to improve upon their work
Scaffolding Question: How do I effectively critique another artists work?
Assessment of Learning

Formative: S follow criticism model to conscientiously provide constructive criticism to their peers
Summative: S complete art criticism guide

Arts/Technology Integration Strategy
Powerpoint Slides
Time Frame Learning Plan
2 min 1. Hook: T provides inspiring quote about criticism motivating S to desire to know
how they can improve
3 min 2. Direct Instruction (I DO): T provides guidelines for art criticism and provides
examples of how to critique artwork
5 min 3. Guided Practice (We DO): T & S work together to criticize teacher artwork
30 min 4. Independent Practice (You DO): S partner up and complete criticism guide for
one anothers artwork. S apply criticism to improve their artwork.

10 min 5. Lesson Closure: S reflect upon one thing that went well and one thing that needed
improvement during the critiquing process
6. Clean Up
Accommodations or Extensions: T provides specific list of criteria that may be applied
for struggling or advanced students

Materials: Pencil, paper, rulers, criticism guide
Teacher Reflections:



Teacher Name: Ms. LeBlanc Content Area: Art I
Date:10/4/14 Class Hour: 2
nd
period
Desired Outcomes
Objectives (based on content standards):
Apply criticism to improve artwork
Apply drawing techniques to create space and form in a work of art
Misconceptions: More detail is always better
Blooms Level (New)
Apply
Create
Essential Question:
How do artists use drawing techniques to create realistic art?
Scaffolding Question: How do I effectively use one point perspective and shading to create
form and space?
Assessment of Learning
Formative: S accurately draw complex geometric forms in two point perspective.
Summative: perspective drawing rubric

Arts/Technology Integration Strategy
Powerpoint slides

Time Frame Learning Plan
1 min 1. Hook: T shows images of final projects and introduces final project
2 min 2. Direct Instruction (I DO): (Review) S walk T through the process of drawing
geometric forms in perspective
7 min 3. Guided Practice (We DO): (Review) S begin first complex form on final draft in
one point perspective while T monitors for accuracy
30 min 4. Independent Practice (You DO): S continue to draw forms to complete
composition.

10 min 5. Lesson Closure: S identify one part of their picture where they intend to add
another form
6. Clean Up
Accommodations or Extensions: T provides advanced S with shading techniques for
complex forms. T provides struggling S with images of pre-drawn complex forms.
Materials:
Pencils, Construction Paper, Rulers

Teacher Reflections:




Teacher Name: Ms. LeBlanc Content Area: Art II
Date:9/29/14 Class Hour: 4
th
period
Desired Outcomes
Objectives (based on content standards):
Analyze quality and execution of artwork
Identify and create symmetrical balance in a work of art
Misconceptions: There is only one way to balance art
Blooms Level (New)
Analyze
Identify
Create
Essential Question:
How do I determine quality in a work of art
How do artists apply principles of design to enhance artwork?
Scaffolding Question:
How do I create Balance in a work of art?
Assessment of Learning

Formative: S defines and identifies three different ways to create balance in art, S creates drawing with
symmetrical balance.

Arts/Technology Integration Strategy
Powerpoint Slides
Time Frame Learning Plan
2 min 1. Hook: T shows inspiring images of Balance in art and asks S what they all have
in common
5 min 2. Direct Instruction (I DO): T provides terms and types of Balance and
demonstrates how to create each
5 min 3. Guided Practice (We DO) together as a class S create a symmetrical drawing of
an eye
28 min 4. Independent Practice (You DO): S work independently to complete eye drawings.
S independently complete rubric and written reflection for elements of art
drawing.

10 min 5. Lesson Closure:
S reflect upon the various types of balance and analyze which type of balance is used in
their last project

Accommodations or Extensions:
T provides guided worksheet for struggling students, T provides tips to enhance artwork
for advanced students

Materials:
Worksheets, pencils, paper
Teacher Reflections:



Teacher Name: Ms. LeBlanc Content Area: Art II
Date:9/30/14 Class Hour: 4
th
period
Desired Outcomes
Objectives (based on content standards):
Identifies and creates radially symmetrical balance in artwork
Identifies and represents primary colors in artwork

Misconceptions: There is only one way to create balance in a work of
art
Blooms Level (New)
Identify
Create
Essential Question:
How do artists apply principles of design to enhance artwork?

Scaffolding Question:
How do I create balance in a work of art?
Assessment of Learning

Formative: S creates radially symmetrical iris within the eye drawing, S applies primary colors to artwork.

Arts/Technology Integration Strategy
Powerpoint Images
Time Frame Learning Plan
5 min 1. Hook : T shows example of finished artwork and explains that today we will
begin painting; T identify the type of symmetry used in the central part of the eye
and explain their prior knowledge of primary colors
5 min 2. Direct Instruction (I DO): T defines and demonstrates how to create radial
symmetry; T defines primary colors
15 min 3. Guided Practice (We DO)T & S work to create an iris with radial symmetry and
12 equal sections within their eye drawing.
15 min 4. Independent Practice (You DO): S work independently to paint the correct
sections with red, yellow and blue paint.

10 min 5. Lesson Closure:
S reflect upon types of balance
6. Clean Up
Accommodations or Extensions: T provides additional tools to students in need, T
provides advanced S with paper to experiment with primary colors

Materials: paper, pencils, tempera paint,brushes, water

Teacher Reflections:



Teacher Name: Ms. LeBlanc Content Area: Art II
Date:10/1/14 Class Hour: 4
th
period
Desired Outcomes
Objectives (based on content standards):
Identify and create secondary colors in a work of art

Misconceptions: Secondary colors can be mixed to create primary
colors
Blooms Level (New)
Identify
Create
Essential Question:
How do artists manipulate the elements in a work of art?
Scaffolding Question:
How do I create secondary colors?
Assessment of Learning

Formative: S create accurate mixes of the secondary colors and apply them to their artwork

Arts/Technology Integration Strategy
Powerpoint Slides
Time Frame Learning Plan
5 min 1. Hook: Today we will experiment with mixing colors; S give prior knowledge of
secondary colors
5 min 2. Direct Instruction (I DO): T demonstrates how to mix orange and where to apply
it to painting
5 min 3. Guided Practice (We DO): S work to mix and apply orange silently while T
monitors for accuracy
25 min 4. Independent Practice (You DO): S work independently to mix and apply the
remaining secondary colors to painting

10 min 5. Lesson Closure:
S review color equations and predict what colors will go in the spaces in between
6. Clean up
Accommodations or Extensions: T provides additional tools to students in need, T
provides advanced S with paper to experiment with primary color

Materials: paper, pencils, tempera paint,brushes, water

Teacher Reflections:



Teacher Name: Ms. LeBlanc Content Area: Art II
Date:10/2/14 Class Hour: 4
th
period
Desired Outcomes
Objectives (based on content standards):
Identify and create intermediate colors in a work of art

Misconceptions: Intermediate colors can be named with the secondary
color before the primary color
Blooms Level (New)
Identify
Create
Essential Question:
How do artists manipulate the elements in a work of art?
Scaffolding Question:
How do I create intermediate colors?
Assessment of Learning

Formative: S create accurate mixes the first three of intermediate colors and apply them to their artwork

Arts/Technology Integration Strategy
Powerpoint Slides
Time Frame Learning Plan
5 min 1. Hook: Today we will experiment with mixing colors; S give prior
knowledge of secondary colors
5 min 2. Direct Instruction (I DO): T demonstrates how to mix yellow- orange and
where to apply it to painting; T explains the importance of making sure
the color is halfway between yellow and orange in shade.
5 min 3. Guided Practice (We DO): S work to mix and apply yellow orange
silently while T monitors for accuracy
25 min 4. Independent Practice (You DO): S work independently to mix and apply
the next two intermediate colors to painting

10 min 5. Lesson Closure:
S review color equations and predict what colors will go in the spaces in between
6. Clean up
Accommodations or Extensions: T provides additional tools to students in need,
T provides advanced S with paper to experiment with primary color

Materials: paper, pencils, tempera paint,brushes, water

Teacher Reflections:



Teacher Name: Ms. LeBlanc Content Area: Art II
Date:10/3/14 Class Hour: 4
th
period
Desired Outcomes
Objectives (based on content standards):
Identify and create intermediate colors in a work of art

Misconceptions: Intermediate colors can be named with the secondary
color before the primary color
Blooms Level (New)
Identify
Create
Essential Question:
How do artists manipulate the elements in a work of art?
Scaffolding Question:
How do I create intermediate colors?
Assessment of Learning

Formative: S create accurate mixes the last three intermediate colors and apply them to their artwork

Arts/Technology Integration Strategy
Powerpoint Slides
Time Frame Learning Plan
5 min 1. Hook: Today we will experiment with mixing colors; S give prior knowledge of
secondary colors
5 min 2. Direct Instruction (I DO): T demonstrates how to mix yellow- green and where to
apply it to painting; T explains the importance of making sure the color is
halfway between yellow and orange in shade.
5 min 3. Guided Practice (We DO): S work to mix and apply yellow green silently while T
monitors for accuracy
25 min 4. Independent Practice (You DO): S work independently to mix and apply the next
two intermediate colors to painting

10 min 5. Lesson Closure:
S review color equations and predict what colors will go in the spaces in between
6. Clean up
Accommodations or Extensions: T provides additional tools to students in need, T
provides advanced S with paper to experiment with primary color

Materials: paper, pencils, tempera paint,brushes, water

Teacher Reflections: