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Lesson Plan Template

NEPF + Components of an Effective Lesson Hybrid


Name Evelyn

Grade Level 6-8

Subject Area Beginning Art

Main Topic Primary colors

CCSD Standard Demonstrate elements of art and associated vocabulary in their own artwork and the artwork of others.
(B)1.1a Know and apply color theory (e.g. primary, secondary, intermediate, tertiary). (B)1.1d

**Be sure to include any strategies, resources, and/or technology that will be used to answer the question where
appropriate. You should have a technology tool integrated into each effective lesson component.**

Standard 1: Learning Purpose and Connections


What will the students be learning?
What are the big concepts for the lesson?
How will students know the objectives for the lesson? [Daily Objective]
How will students know the purpose and relevance of the lesson?
What resources/technology will help students make connections to previous learning? [Daily Review]
How will students receive feedback for their review?
How will students build their current knowledge?
How will the lesson be introduced? [Introduction]

Big concepts: primary, secondary, intermediate, tertiary colors


Students will copy the daily objective in their warm up journal form the smart board
Students will know the purpose of the lesson by implanting the vocabulary they learn to modern day art
Daily warm up will be a mini review of the lesson of the day before
Students will receive feedback from sharing their answers for the daily review through group sharing with teacher instruction
Students will build on their current knowledge by following the lesson posted on Zunal.com, students will use the link
http://zunal.com/webquest.php?w=318947 to access the lesson
Lesson will be introduced through lecture and hands on learning

Standard 2: Learning Tasks and Cognitive Demands


How are students supported in achieving the learning goals?
What Depth of Knowledge levels will students experience in the learning tasks?
How will students be supported to experience deeper learning? Address any SPED, Gifted or ELL students [Concept and Skill
Development and Application]
How will students be challenged to advance their thinking and skills? [Concept and Skill Development and Application]

Students student will experience 6th to 8th grade level of introduction to colors
Students will create their own paintings using the color companions learned in class. Ell and SPED students will use paint to help them paint there
painting using the color companions
Students will use cameras to take pictures of nature and recreate the colors applying the skills learn in the lecture

Standard 3: Engagement Strategies and Discourse


How will students engage in interactive dialogue and/or discussions? [Guided/Independent/Group Practice]
How will students develop their skills in argumentation, explanation, and critique, using logic/evidence to support or refute a claim or
position?
How will students use multiple representations of concepts in their thinking? (i.e., graphic organizers, visuals, drawings, concept maps, videos,
simulations, data formats)
What opportunities will students have to use their personal experiences and knowledge to connect to the new concepts and skills?
How will students collaborate with each other?

Students will present their paintings with use of ELMO and explain, the use of primary, secondary, intermediate, and tertiary colors
Students will make a color wheel following instructions from lecture and practices the colors using a color app on their tablets
Students will have the opportunity to make their own color
Students will group up together in groups of five and used their made up colors create a cooperative painting.

Standard 4: Student Understanding of and Responsibility for Learning


How will students reflect on their learning progress through structured metacognitive activities?
How will students reflect on the learning goals, the performance criteria and purpose of the lesson?
How will students share their progress?
How will students be supported in revising their learning strategies based on their progress?

Students will reflect on what they learned by sharing there cooperative painting in class followed up by a group discussion using the website
todaysmeet.com
Students will share their progress by creating a sticker chart to track the vocabulary they learned in the lesson
Students will create a quiz using the vocabulary words for the lesson using quizlet.com

Standard 5: Assessment Integrated into Instruction


How will student progress be assessed?
How were student pre--assessments or work samples used to plan this lesson?
What evidence of student learning will be generated during the lesson? (i.e., writing, one--to--one conferencing, discussions with peers,
instructional tasks)
How will students receive formative feedback?
How are instructional adjustments made based on student formative assessment results?
What homework will be issued to support the lesson. [Homework]
How will the lesson be closed? [Closure]
How will the lesson be reviewed? [Long-term Review]

The students pre- assessment was used to introduce the concept and help the instructor understand the levels of knowledge in the classroom
Students will receive feedback through group critique and teacher reports
Based on the student formative assessment results students will be able to use the website colorschemedesigner.com to help as a guide for the students
when creating their new color.
Students homework will be to on Zunal.com they are to create a landscape picture with the color combinations they have learned.
Lesson will be close by having the students post pictures of their landscape drawing on padlet.com or in class with use of projector
The lesson will be reviewed by having students create a tagul from tagul.com, the tagul will be made up of all the vocabulary words learned in the lesson
along with the colors that go with it. (i.e. Primary colors the word is made up of primary colors)

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