My Many Colored Days Portrait

Teacher Morstad Grade/Subject ART-2nd Grade Date 8/3 -!/ " %&$lanation I will make a self portrait I will understand color can show feelin I will share my art with others durin a criti!ue

Co#$onent Ari'ona Acade#ic Standard (bjecti)e Student Friendly, Posted, and Stated What and How Blooms Verb

Materials Supplies Antici$atory Set/%ssential *uestion )e*iew+Pre*iew Why

+ocabulary &isplayed "isten, look, say, read, demonstrate, or write /any 01 Modelin, -. Do/ 2eacher "ed+Pro*ides 34amples /2ime "imited1 Student 3n a ement Strate ies /5roup, Paired+Partner, Indi*idual 6ral, Indi*idual Written, Physical1

"ar e black construction paper, colored construction paper, pencils, sharpies, construction paper crayons, lue, scissors, feelin s poster, Book #$y $any %olored &ays' by &r( Seuss When you ot your pictures taken last week that was called a portrait( Show me the face that you had your picture taken with( Were you smilin , - portrait is a photo, paintin or drawin of a person( If an artist makes a portrait of themsel*es, its called a self.portrait( "ook at these portraits on the wall( -ll of these people are not smilin ( Pick out your fa*orites and share how you think the people in the portraits are feelin ( Portrait, self.portrait, color, feelin +emotion "ook, listen, demonstrate

)ead #$y $any %olored &ays' by &r( Seuss( &iscuss how different colors can make us feel different ways( 5et students to share how they feel when they think of specific colors( Show the feelin poster( 6ur faces chan e if we are feelin different ways( 6ur mouths o up or down, our eyebrows chan e7(etc(

Guided Practice//0e Do/ -pplication with Student 3n a ement

2hink of how you are feelin ( -re you feelin happy, sad, an ry, silly,

-ddress learnin styles

2hink of what color oes with that feelin ( Students pick out a colored construction paper that matches their feelin ( Students draw their face onto it with pencil and then outline in sharpie marker( I hand them crayons that match their color to fill in a few details( W338 9 Students ather on the carpet for demonstration then proceed to tables for independent work( Students each et a lar e black construction paper( Students cut out and lue on their head toward the top( 2hey et a matchin piece of construction paper for their bodies( 2hey draw, color clothes, cut out and lue on their bodies /some may not complete this step(1 W338 0 Share some of Picassos blue period portraits( &iscuss how this color shows the sadness that Picasso was feelin at this time( Students complete their bodies and usin construction paper crayons+paper scraps create a back round that matches their feelin +color( It can be abstract or show somethin that makes them feel that emotion( Students ather on the carpet to share their art( )einforcin effort and pro*idin reco nition non.lin uistic representation pro;ect

.nde$endent Practice//1ou Do/ $assed practice Independent practice which could become homework

.nstructional Strate,ies Identifyin similarities and differences, summari:in and note.takin , reinforcin effort and pro*idin reco nition, homework and practice, non.lin uistic representation, cooperati*e learnin , eneratin and testin hypotheses, !uestions, cues, and ad*anced or ani:ers, and settin ob;ecti*es and pro*idin feedback Acco##odations )e 2eachin and -ssessment Pair share, small roups, e4tra time, etc( Assess#ents Formati*e< white boards, response card+wheel, obser*ation and *isual cues such as whiteboards, thumbs.up, etc( Summati*e< 3nd of unit assessments, 5alileo, essay, pro;ect, and etc(

34tra time modified assi nment 6bser*ation Pro;ect %riti!ue /talk about and share art1

Closure Students summari:e )efer back to ob;ecti*e $o*e to Independent Practice or Small 5roup

Sharin art with others in a criti!ue Share how they showed feelin in their portrait