Teacher Name: Ms.

LeBlanc Content Area: Art I

Date: 9/22/14 Class Hour: 1
st
period
Desired Outcomes
Objectives (based on content standards):
Create various values
Identify types and directions of lines
Apply drawing and shading techniques to create artwork
Misconceptions: Diagonal lines are not straight
Blooms Level (New)
Create
Identify
Apply/Create
Essential Question:
How can the same image be represented with different drawing techniques?

Scaffolding Question:
How do I create lighter and darker values when stippling? When cross-hatching?
How is stippling different from cross-hatching?
Assessment of Learning

Formative: S apply shading, stippling, and cross-hatching techniques to create the image of a hand

Arts/Technology Integration Strategy
Powerpoint slides
Time Frame Learning Plan
2 min 1. Hook: T shows images of complex use of stippling and cross-hatching
8 min 2. Direct Instruction (I DO): Review types/directions of lines. Review definition of
value. Review: T models how to create a variety of values using stippling and
cross-hatching.

5 min 3. Guided Practice (We DO): T monitors S progress in stippling and cross hatching
within their artwork
30 min 4. Independent Practice (You DO): S work independently to begin final project
using various drawing techniques.

15 min 5. Lesson Closure: S reflect upon which drawing technique they feel they have
mastered and which one needs improvement.
6. Clean up
Accommodations or Extensions: T provides side-by-side assistance to students who need
extra help. T provides written instructions for project so that S can work at their own
pace.
Materials: Pencils, Markers, paper, rulers, colored pencils, project instructions worksheet.
Teacher Reflections:


Teacher Name: Ms. LeBlanc Content Area: Art I
Date: 9/23/14 Class Hour: 1
st
period
Desired Outcomes
Objectives (based on content standards):
Create various textures
Identify organic and geometric shapes
Apply various drawing techniques to create a single image
Misconceptions: Textures have to be physically felt
Blooms Level (New)
Create
Identify
Apply/Create
Essential Question:
How can the same image be represented with different drawing techniques?

Scaffolding Question:
How do I create lighter and darker values when stippling? When cross-hatching?
How is stippling different from cross-hatching?
Assessment of Learning

Formative: S apply shading, stippling, and cross-hatching techniques to create the image of a hand; S
apply line drawing technique

Arts/Technology Integration Strategy
Powerpoint slides
Time Frame Learning Plan
2 min 1. Hook: T shows images of varying line drawing technique to students.
3 min 2. Direct Instruction (I DO): T reviews line drawing technique. T demonstrates
using line technique with vertical or diagonal lines instead of horizontal lines.
5 min 3. Guided Practice (We DO) S practice using vertical lines to render forms.
35 min 4. Independent Practice (You DO): S use diagonal lines to render forms
independently. S continue to work on final project independently.

15 min 5. Lesson Closure: S assess progress of final project by identifying which techniques
they have applied and which ones they still need to use.
6. Clean up

Accommodations or Extensions: T provides side-by-side assistance to students who need
extra help. T provides written instructions for project so that S can work at their own
pace.
Materials: Pencils, Markers, paper, rulers, colored pencils, project instructions worksheet.
Teacher Reflections:

Teacher Name: Ms. LeBlanc Content Area: Art I
Date: 9/24/14 Class Hour: 1
st
period
Desired Outcomes
Objectives (based on content standards):
Identify warm, cool, and analogous color schemes
Analyze the relationship between warm, cool, and analogous colors
Apply knowledge of color schemes to create art

Misconceptions: There is no relationship between warm/cool and
analogous color schemes
Blooms Level (New)
Identify
Analyze
Apply/Create
Essential Question:
How can the arrangement of the Elements of Art affect the finished piece

Scaffolding Question:
How does an artist select colors for a piece of artwork

Assessment of Learning

Formative: S creates color scheme within artwork, Summative: S represents warm, and cool color
schemes on do now

Arts/Technology Integration Strategy
Powerpoint Slides
Time Frame Learning Plan
1 min 1. Hook : Did you ever wonder how an artist knows what colors look good together?
4 min 2. Direct Instruction (I DO): T provides examples of warm, cool, and analogous
color schemes.
5 min 3. Guided Practice (We DO) S identify the colors that make up warm, & cool color
schemes through class discussion. S analyze the relationship between warm/cool
and analogous color schemes in written form

35 min 4. Independent Practice (You DO): S work independently to incorporate knowledge
of color schemes into final project.

15 min 5. Lesson Closure: S look at their neighbors artwork and identify their use of color
scheme.
6. Clean up
Accommodations or Extensions: T provides side-by-side assistance to students who need
extra help. T provides written instructions for project so that S can work at their own
pace.
Materials: Pencils, Markers, paper, rulers, colored pencils, project instructions worksheet.

Teacher Reflections:



Teacher Name: Ms. LeBlanc Content Area: Art I
Date: 9/25/14 Class Hour: 1
st
period
Desired Outcomes
Objectives (based on content standards):
Identify Form and define the element of Form in a work of art.
Create form through use of drawing techniques

Misconceptions: Form has to be physically 3D
Blooms Level (New)
Identify
Create
Essential Question: How do the Elements of Art work together?
Scaffolding Question:
What makes artwork appear to be three dimensional?
How do I use value to create form?
Assessment of Learning

Formative: artwork demonstrates three dimensionality through use of proper shading.

Powerpoint slides
Time Frame Learning Plan
2 min 1. Hook: T shows images of art with Form
5 min 2. Direct Instruction (I DO): T provides definition of Form and examples of how to
create form within a drawing
3 min 3. Guided Practice (We DO) through class discussion, S differentiate between art
with and without form
35 min 4. Independent Practice (You DO): S continue to work independently to create their
final projects, paying attention to their rendering of the form of their hand.
15 min 5. Lesson Closure: S analyze their own success in representing the form of their
hand by identifying one strength and one point to improve upon in their
rendering.
6. Clean Up
Accommodations or Extensions: T provides side-by-side assistance to students who need
extra help. T provides written instructions for project so that S can work at their own
pace.
Materials: Pencils, Markers, paper, rulers, colored pencils, project instructions worksheet.

Teacher Reflections:



Teacher Name: Ms. LeBlanc Content Area: Art I
Date: 9/26/14 Class Hour: 1
st
period
Desired Outcomes
Objectives (based on content standards):
Identify and define the element of Space in art
Create Space in a work of art

Misconceptions: Space only refers to the placement of objects in a
work of art
Blooms Level (New)
Identify
Create
Essential Question: How does the arrangement of objects effect a work of art?
Scaffolding Question: How can I arrange my objects to create depth?
How can I arrange my objects to create varying levels of depth?
Assessment of Learning

Formative: S creates depth in artwork through use of form

Arts/Technology Integration Strategy
Powerpoint Slides
Time Frame Learning Plan
2 min 1. Hook : T shows completed project including levels of depth
5 min 2. Direct Instruction (I DO): T demonstrates how to create space by cutting and
rearranging squares and making them appear as cubes.
10 min 3. Guided Practice (We DO):T and S work step by step to transform squares into
cubes.
28 min 4. Independent Practice (You DO): S work independently to continue to final
project. S work to create space in artwork.

15 min 5. Lesson Closure: S analyze their own success in creating space within their
artwork by comparing their work to examples provided.
6. Clean Up

Accommodations or Extensions: T provides side-by-side assistance to students who need
extra help. T provides written instructions for project so that S can work at their own
pace.
Materials:
Pencils, Markers, paper, rulers, colored pencils, project instructions worksheet, scissors, glue sticks

Teacher Reflections:




Teacher Name: Ms. LeBlanc Content Area: 2D Art
Date: 9/22/14 Class Hour: 5th period
Desired Outcomes
Objectives (based on content standards):
Create artwork using decoupage techniques
Demonstrate self-expression through application of media
Misconceptions: Collaborative artwork doesnt show the personality of
individuals
Blooms Level (New)
Create
Essential Question: How do I use materials to create self-expressive artwork?
Scaffolding Question: How can I arrange my fabric to create a unique pattern that shows
my personality?
Assessment of Learning

Formative: Creates expressive pattern through decoupage & fabric collage

Arts/Technology Integration Strategy
Powerpoint images
Time Frame Learning Plan
1 min

1. Hook : We are working on a piece that will be on display to be seen by all who
attend the Joseph and the Technicolor Dream Coat play
4 min 2. Direct Instruction (I DO): T explains that S should express their own personality
through the pattern they create on their section of the coat. T demonstrates how to
apply fabric to canvas using decoupage techniques
10 min 3. Guided Practice (We DO) S begin decoupage while T assists/demonstrates as
needed
30 min 4. Independent Practice (You DO): S work independently to continue
Decoupaging fabric to final piece
15 min 5. Lesson Closure: S turn and talk with a partner about their daily progress and if
they have achieved the goal of expressing their own personality through their
choice of pattern
6. Clean up
Accommodations or Extensions: T works with individuals who require assistance. T
guides those who are ready to begin planning the background of their piece.
Materials: Canvas, mod podge, fabric, brushes
Teacher Reflections:



Teacher Name: Ms. LeBlanc Content Area: 2D Art
Date: 9/23/14 Class Hour: 5th period
Desired Outcomes
Objectives (based on content standards):
Create artwork using decoupage techniques
Demonstrate self-expression through application of media
Analyze quality in artwork
Misconceptions: Collaborative artwork doesnt show the personality of
individuals
Blooms Level (New)
Create
Analyze
Essential Question: How do I use materials to create self-expressive artwork?
How do I determine quality in artwork
Scaffolding Question: How can I arrange my fabric to create a unique pattern that shows
my personality? How do I improve my craftsmanship while using decoupage.
Assessment of Learning

Formative: Creates expressive pattern through decoupage & fabric collage

Arts/Technology Integration Strategy
Powerpoint images
Time Frame Learning Plan
1 min

1. Hook : We are working on a piece that will be on display to be seen by all
who
attend the Joseph and the Technicolor Dream Coat play
4 min 2. Direct Instruction (I DO): T explains that S should express their own
personality through the pattern they create on their section of the coat. T
demonstrates how to create to canvas using decoupage techniques
10 in 3. Guided Practice (We DO) S begin decoupage while T
assists/demonstrates as needed
30 in 4. Independent Practice (You DO): S work independently to continue
Decoupaging fabric to final piece
15 in 5. Lesson Closure: T explains tips to ensure good craftsmanship as we finish
decoupaging. S analyze their own craftsmanship and determine how they
plan to finish their decoupage.
6. Clean up
Accommodations or Extensions: T works with individuals who require
assistance. T guides those who are ready to begin planning the background of
their piece.
Materials: Canvas, mod podge, fabric, brushes
Teacher Reflections:




Teacher Name: Ms. LeBlanc Content Area: 2D Art
Date: 9/24/14 Class Hour: 5th period
Desired Outcomes
Objectives (based on content standards):
Identifies color schemes that compliment existing artwork
Creates background plan for collaborative artwork

Blooms Level (New)
Identify
Create

Misconceptions: Colors need to match to compliment one another
Essential Question:
How do colors work together in a work of art?

Scaffolding Question:
How do I choose aesthetically pleasing color schemes?
Assessment of Learning
Formative: S experiments with multiple color scheme options
Summative: S creates a final background layout for the colors of final piece


Arts/Technology Integration Strategy
Powerpoint Slides
Time Frame Learning Plan
1 min 1. Hook: Today we will experiment with color to plan the background of our final
piece.
4 min 2. Direct Instruction (I DO): T provides several examples of tips for choosing color
schemes
10 min 3. Guided Practice (We DO) S experiment with different colors to map out possible
options for final background color scheme
30 min 4. Independent Practice (You DO):
S work idependently to create a final color scheme map for the background of
collaborative artwork
15 min 5. Lesson Closure:
S gather and vote on which color scheme background they would like to adopt for the
final product.
6. Clean up
Accommodations or Extensions:
T provides direct assistance to struggling students; T directs advanced students to
incorporate additional images into background plan

Materials: Fabric, decoupage, brushes, cups, color scheme worksheet, project background worksheet.

Teacher Reflections:


Teacher Name: Ms. LeBlanc Content Area: 2D Art
Date: 9/25/14 Class Hour: 5th period
Desired Outcomes
Objectives (based on content standards):
Applies painting techniques to create background for collaborative
artwork.
Misconceptions: Paint should always be applied in straight
brushstrokes
Blooms Level (New)
Apply
Create
Essential Question:
How do artistic techniques contribute to the overall impression of a work of art?
Scaffolding Question:
How can I apply paint to create the best final effect in my artwork?
Assessment of Learning

Formative: S experiments with paint application techniques and selects and applies them to artwork
Arts/Technology Integration Strategy
Powerpoint Slides
Time Frame Learning Plan
1 min 1. Hook: Today we will paint the background to finish our artwork
4 min 2. Direct Instruction (I DO): T demonstrates a variety of painting techniques for
students to experiment with
5 min 3. Guided Practice (We DO) S experiment with various painting techniques
35 min 4. Independent Practice (You DO): S select a technique for finished product and
work to complete background of artwork.

15 min 5. Lesson Closure: S reflect upon progress on artwork as a group and discuss
possible finishing touches for final project
6. Clean up
Accommodations or Extensions:
T provides direct assistance to struggling students; T directs advanced students to
incorporate additional images into background plan
Materials:
Paint, paintbrushes, paper, canvas

Teacher Reflections:



Teacher Name: Ms. LeBlanc Content Area: Art 2D
Date: 9/26/14 Class Hour: 5
th
period
Desired Outcomes
Objectives (based on content standards):
Analyze quality and execution of artwork
Apply finishing techniques to artwork

Misconceptions: My artwork is done when Ive followed all directions
Blooms Level (New)
Analyze
Apply
Essential Question:
How do I determine quality in a work of art?
How do the components of a work of art work together?

Scaffolding Question:
What finishing touches can I add to my artwork?
What parts of my work can still be improved?
What can I add to my artwork to create interest?
Assessment of Learning
Formative: after analyzing work, S add finishing touches/touch ups to project
Summative: S complete assessment rubric and written reflection for artwork.

Arts/Technology Integration Strategy
Powerpoint Slides
Time Frame Learning Plan
5 min 1. Hook: class arranges canvases to view nearly finished collaborative artwork
2 min 2. Direct Instruction (I DO): T provides a list of qualities to analyze in artwork and
gives examples of how to touch up and improve artwork if they are lacking.
5 min 3. Guided Practice (We DO) through class discussion, As a class S analyze points of
improvement within the artwork.
28 min 4. Independent Practice (You DO): S work independently to analyze their own part
of the artwork and add finishing touches/touch ups. S complete written reflection
and rubric for completed artwork.

15 min 5. Lesson Closure: S reassemble finished piece and reflect upon their collaborative
work
6. Clean Up
Accommodations or Extensions: T provides side-by-side assistance to students who need
extra help. T instructs students who finish to pair up with those who may need assistance
in completing their work.
Materials:
Paint, paintbrushes, paper, canvas, written reflection, rubric

Teacher Reflections: