Teacher Name: Ms.

LeBlanc Content Area: Art I

Date:10/6/14 Class Hour: 2
nd
period
Desired Outcomes
Objectives (based on content standards):
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 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 I
Date:10/7/14 Class Hour: 2
nd
period
Desired Outcomes
Objectives (based on content standards):
Apply drawing techniques to create space and form in a work of art
Apply shading techniques to define 3 dimensional forms
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 & shade 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 complex shaded forms & S point out what they
notice about the images
2 min 2. Direct Instruction (I DO): (Review) S walk T through the process of
shading complex geometric forms
7 min 3. Guided Practice (We DO): (Review) S begin shading first complex form
on final draft T monitors for accuracy
30 min 4. Independent Practice (You DO): S continue to draw & shade forms to
complete composition.

10 in 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 additional drawing
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 I
Date:10/8/14 Class Hour: 2
nd
period
Desired Outcomes
Objectives (based on content standards):
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 levels of space to create even more interest in
my artwork?
Assessment of Learning
Formative: S accurately draw & shade 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 complex perspective drawings and S notice what makes
them interesting
2 min 2. Direct Instruction (I DO): T defines foreground, middle ground, and
background; demos how to draw complex shapes in the background
(behind existing shapes)
7 min 3. Guided Practice (We DO): (Review) S begin to draw a form in the
background
30 in 4. Independent Practice (You DO): S continue to draw forms in the
background of their project.

10 in 5. Lesson Closure: S identify levels in space (foreground, middle ground,
background)
6. Clean Up
Accommodations or Extensions: T provides advanced S with additional drawing
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 I
Date:10/9/14 Class Hour: 2
nd
period
Desired Outcomes
Objectives (based on content standards):
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 levels of space to create even more interest in
my artwork?
Assessment of Learning
Formative: S accurately draw & shade 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 complete perspective drawing
2 min 2. Direct Instruction (I DO): S review foreground, middle ground, and
background; T demos how to draw complex shapes in the foreground
(extending off of the page in front of existing shapes)
7 min 3. Guided Practice (We DO): (Review) S begin to draw a form in the
foreground
30 min 4. Independent Practice (You DO): S continue to draw forms in the foreground
of their project.

10 min 5. Lesson Closure: S identify levels in space within their own project
(foreground, middle ground, background)
6. Clean Up
Accommodations or Extensions: T provides advanced S with additional drawing
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 I
Date:10/10/14 Class Hour: 2nd 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 assigns homework
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 II
Date:10/6/14 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
1 min 1. Hook: Today we will finish mixing our intermediate colors and practice
painting in black and white.
2 min 2. Direct Instruction (I DO): Class reviews how to mix Intermediate colors 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 green in shade.
2 min 3. Guided Practice (We DO): S work to mix and apply yellow green silently
while T monitors for accuracy
15 min

4. Independent Practice (You DO): S work independently to mix and appy
the remaining intermediate colors to painting

5 min 5. Direct Instruction: T demonstrates how to make a 7 step value scale using
black and white paint.
15 min 6. Guided Practice: S work on value scale while T monitors progress
closely.
10 min 7. Lesson Closure:
S review color equations and predict what colors will go in the spaces in between
8. 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:10/7/14 Class Hour: 4
th
period
Desired Outcomes
Objectives (based on content standards):
Identify and create contrast within a work of art
Misconceptions: Contrast only refers to a difference in value
Blooms Level (New)
Identify
Create
Essential Question:
How do artists manipulate the Elements of Art to create interest in their artwork?
Scaffolding Question: How do I create interest in my artwork through contrast?

Assessment of Learning

Formative: S create contrast in painting by applying blank and white paint close to one another.

Arts/Technology Integration Strategy
Powerpoint presentation
Time Frame Learning Plan
2 min 7. Hook : T shows high contrast images and defines contrast
3 min 8. Direct Instruction (I DO): T demos how to create contrast in painting by using
black and white to define the remaining portion of the artwork.
5 min 9. Guided Practice (We DO) S begin painting black and white portion while T
monitors closely
35 min 10. Independent Practice (You DO): S complete painting independently

15 min 11. Lesson Closure: Class views additional images with contrast and closes by
defining contrast in their own words

Accommodations or Extensions: T provides one on one assistance for struggling S and
provides creative extension for advanced students.

Materials: Tempera paint, brushes, paper, water, cups

Teacher Reflections:




Teacher Name: Ms. LeBlanc Content Area: Art II
Date:10/8/14 Class Hour: 4
th
period
Desired Outcomes
Objectives (based on content standards):
Identify Complimentary Colors
Create artwork with contrast using complimentary colors

Misconceptions: Only primary and secondary colors compliment one
another.
Blooms Level (New)
Identify
Create
Essential Question:
How do artists manipulate the Elements of Art to create interest in their artwork?
Scaffolding Question: How do I create interest in my artwork through use of contrasting
colors.
Assessment of Learning

Formative: S accurately identifies and selects complimentary colors to create artwork.

Arts/Technology Integration Strategy
Powerpoint slides
Time Frame Learning Plan
2 min 1. Hook: T shows op art examples and defines complimentary colors
3 min 2. Direct Instruction (I DO): T shows images of contrasting colors and S discuss. T
provides first set of complimentary colors
5 min 3. Guided Practice (We DO): Class identifies the remaining sets of complimentary
colors.;
35 min 4. Independent Practice (You DO): S select 3 sets of complimentary colors for their
project and begin to create complimentary color studies

15 min 5. Lesson Closure: S identify the effects of placing complimentary colors next to
one another.

Accommodations or Extensions:
T provides color wheel for S who need a visual aid
T provides advanced cutting techniques for students
Materials: Construction paper, scissors, glue sticks
Teacher Reflections:



Teacher Name: Ms. LeBlanc Content Area: Art II
Date: 10/9/14 Class Hour: 4
th
period
Desired Outcomes
Objectives (based on content standards):
S identify and create positive and negative space in a work of art
Misconceptions: Positive and Negative Space is always easy to identify
Blooms Level (New)
Identify
Create
Essential Question:
How do artists manipulate the Elements of Art to create interest in their artwork?
Scaffolding Question: How do I create interest in my artwork through use positive and
negative space
Assessment of Learning

Formative: S create interesting designs by manipulating positive and negative space

Arts/Technology Integration Strategy
Powerpoint
Time Frame Learning Plan
3 min 1. Hook : T shows interesting images of notan designs and S discuss what they see
5 min 2. Direct Instruction (I DO): T defines positive and negative space and demos how
to create notan design
2 min 3. Guided Practice (We DO): S walk T through the steps to create a notan design.
35 min 4. Independent Practice (You DO): S select complimentary colors for their project
and begin to create notan design.


15 min 5. Lesson Closure: S explain positive and negative space on an exit ticket

Accommodations or Extensions:
T provides instructional worksheet for S who need it
T provides advanced cutting techniques for advanced students
Materials: Construction paper, glue sticks, scissors,


Teacher Reflections:




Teacher Name: Ms. LeBlanc Content Area: Art II
Date: 10/10/14 Class Hour: 4
th
period
Desired Outcomes
Objectives (based on content standards):
Identify and create Positive and Negative Space in artwork
Analyze use of Elements of art
Evaluate quality in a work of art

Misconceptions:
Blooms Level (New)
Identify
Create
Analyze
Evaluate
Essential Question: How do the Elements of art work together in a work of art?
Scaffolding Question: How did/do I manipulate the Elements of art to create interest in my
artwork?
Assessment of Learning
Formative: S create interesting design using positive and negative space
Summative: S self-evaluate artwork through rubric and artists reflection

Arts/Technology Integration Strategy
Powerpoint slides
Time Frame Learning Plan
1 min 1. Hook: Today we will complete our notan designs
2 min 2. Direct Instruction (I DO): S review steps to make a notan design; T provides tips
for finishing notan design; T introduces rubric and refletion for notan design
2 min 3. Guided Practice (We DO): T&S go over rubric and reflection as a group
30 min 4. Independent Practice (You DO): S work on their own to complete notan design
and rubric and reflection.

15 min 5. Lesson Closure: S volunteer to present completed work to class and talk about
their own use of the elements of art.


Accommodations or Extensions:
T provides one on one assistance to S who need it
T provides creative extension for advanced students
Materials: Construction paper, scissors, glue sticks, rubric, reflection

Teacher Reflections: