Author: Katrina Bowles

CMS Lesson Plan Introduction to Color Theory Unit
Teacher: Mrs. Katrina Bowles Lesson Date: Week of 8/24—8/28/2015
Subject: Visual Art 6th, 7th & 8th Grades

TIME	INSTRUCTIONAL SEQUENCE	FORMATIVE ASSESSMENT
		Note: A variety of formative assessments should be used at key points throughout the lesson.
5 Min.	Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they enter the classroom?) / Monday— Get out supplies for today’s lesson...their current sheet of drawing paper, a sharpened #2 pencil with an eraser and a reference image from the supply table up front. / Tues./Wed.– Have students fill out the back of the Color Wheel Practice handout. They should attempt to answer all of the questions on their own. / Thur./Fri.—Get out supplies for today’s SLO Pre-test...a sharpened #2 pencil with an eraser.	While students are getting out all necessary supplies, teacher will take role through Infinite Campus.
5 Min.	Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that should be tapped? Is there vocabulary that must be cleared? Is there brainstorming that student need to complete before the lesson begins?) / Monday— Continue work on completing the Smooth From Drawing while also review different terminology that we have discussed over the last week and a half. (i.e. value, shape, form, and gradation). / Tues./Wed.- After answering some of the questions on the handout on their own, students will be actively engaged in a “Introduction to Color Theory” powerpoint presentation. / Thur./Fri.— Students will be administered the SLO for Visual Art.	SLO Pre-test.
15 Min.	Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing process.) / Monday—Continue work on whole class assignment...Individual teacher assistance where needed...Major instruction about breaking the complex form into basic shapes and how to go about adding value was given at the end of last week. / Tues./Wed.— Whole class discussion regarding the different properties of color and how color may be used throughout the world using a Powerpoint Presentation. Introduce the various color schemes that exist and how one may go about organizing a color scheme of their own in preparation of their upcoming assignment. / Thur./Fri.— Administration of the SLO Visual Art Pre-Test. / Brain Gym Break!!!
3 min per student / & / 60 / Min.	Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student or teacher-led collaboration, student conferencing, re-teaching or intervention, writing process) / Monday— Spend about three minutes with individual students re-teaching the application of value across a form. Students should have their projects about 80% complete when they enter the classroom and 100% complete by the end of the period. / Tues./Wed. – Teacher will work throughout the remained of the period to individually assist students who need help getting started on their forms. / Thurs./Fri. - SLO Assessment.	Monday -Teacher will be checking to make sure that each student has completed their Smooth Form Drawing assignment which will be graded during a later critique session.
35 / & / 60 Min.	Independent Practice: (individual practice, discussion, writing process.) / Monday— Students are working on their own or with the instructor to complete their “Smooth Form Drawing,” which is more practice in how to apply shadow to forms in order to make them appear 3-dimensional. / Tues./Wed.— As the Powerpoint and the whole-class discussion is taking place, students are expected to copy down the answers to the questions on the back of the “Color Wheel Practice” handout. / Thur./Fri.– SLO Assessment.

Min.	Evaluate Understanding/Assessment: (How will I know if students have achieved today’s objective?) / Monday— Today, throughout the entirety of the class period, the teacher will assist students who need help to ensure that they are drawing and applying shadow correctly. / Tues./Wed.— Students are prompted to ask questions regarding their understanding of color theory throughout the Powerpoint Presention. / Thur./Fri— SLO Assessment.	The “Four Object Drawings” and the “Smooth Form Drawings” will both be critiqued at a later date to ensure student understanding of form and value.
3 Min.	Closing Activities/Summary/DLIQ: (How will I tie up loose ends, reinforce/revisit the objective and connect the lesson to the unit?) / Monday— Clean-up. / Tues./Wed.— Review with students key vocabulary connected to Color Theory. (Value, Tint & Shade, Primary, Secondary, Tertiary, Complimentary, Analogous, Split-Complimentary, etc...). / Thur./Fri.— SLO Assessment. DLIQ handout for each class period reviewing what was learned throughout the week.
	Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all learners?) / Monday— Students are granted additional time to either complete or improve their drawings and are able to re-submit any previously submitted assignment(s) to be re-graded. Students who need to be re-taught a particular skill will be helped individually by the instructor throughout the class period. / Tues./Wed.— Review any information that the students did not appear to fully understand. / Thur./Fri.—SLO Assessment.

Whole Group	-Anticipatory guides/sets -Book/author talks -Cornell Notes / -Close Reading -Questioning the Author (QtA) -Question-Answer-Relationships (QAR) / -Text annotation -Think aloud -Think/Pair/Share (Q&A Session) / -
Guided Practice/ / Small group	-Anticipatory guides/sets -Book/author talks -Cornell Notes / -Close Reading -Literature Circles -Questioning the Author (QtA) / -Question-Answer-Relationships (QAR) -Reading conferences -Reciprocal teaching / -Strategy groups -Text annotation -Think aloud / -Think/Pair/Share -Writing Conferences / - Reference Handout (four per student) - Student/Teacher Re-teaching Session
Independent Practice	-Anticipatory guides/sets -Book/author talks -Cornell Notes / -Close Reading -Literature Circles -Questioning the Author (QtA) / -Question-Answer-Relationships (QAR) -Reading conferences -Reciprocal teaching / -Strategy groups -Text annotation -Think aloud / -Think/Pair/Share -Writing Conferences / -Students will reference the “Graded Value Scale” and the “Four Object Drawings” that they created last week as / how to properly apply shadow to their more complex forms.

Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?) / Reference handout of “The Color Wheel/The Color Chart” and “Color Wheel Practice” for each individual student. / Handout of “Watercolor Value Scales/Monochromatic Color Scheme & Atmospheric Perspective” for each individual student. / Reference handout of “Circular Pattern Design” for each small group.
Notes: Supplemental “how-to” videos from the internet may be useful for students on how to properly mix tints and shades of a saturated hue, as well as, how to create a particular color scheme.

GSE Assessment Limits/Standards: (What are the skills being taught? Which standards are being specifically addressed in this lesson?) / VA8PR.7.f.: The student understands and applies media, techniques and processes. / From Tint to Shade—Students will practice creating a full range of value with the three primary colors; (red, yellow, & blue). / The Color Wheel—Students will discover that all saturated colors, or hues, can be found on the color wheel as either a primary, a secondary, or a tertiary color. / Watercolor Value Scales—Students are introduced to the concept of “shadow” using both tints and shades of a saturated hue to help create form. / Elements of Art– Introduction to the Element of value using the Element of color.	Please indicate whether this plan is Monday, or Block specific plan. You will need a plan for Monday and one for your Block A days and your Block B days each week. / Monday– Students will be finishing up last week’s assignment of the Complex Smooth Form Drawing. / Tues./Wed.- All students will participate in a Powerpoint lecture on Color Theory. / Thur./Fri.- If there is any remaining time after the SLO test, there will be a teacher demonstration of how to prep the picture plane in order to begin the dashed, circular pattern. Each student will select their own colors based on a particular color scheme.
Lesson Objective/Learning Intention: (What will my students KNOW by the end of the lesson? What will they DO to learn it?) / Monday– Students should be at a point where they are finishing up last week’s assignment of adding value to the more complex form that they have selected to draw. (i.e. conch shell, start fish, baseball glove, water jug, or tennis shoe still life). / Tues./Wed.-To gain a better understanding of how to mix both tints and shades of a saturated hue, students will fill in a practice color wheel, as well as, a full range of value in a set of Watercolor Value Scales. / Thur./Fri.— SLO Test Administration. If there is any time remaining, students may finish up the watercolor value scales if extra time in needed. However, today’s major assignment is an introduction to the circular pattern project using a particular color scheme that each individual student has selected.