Author: Katrina Bowles

CMS Lesson Plan Oil Pastel Unit/ Impressionist Artist
Teacher: Mrs. Katrina Bowles Lesson Date: Week of 10/19—10/23/2015
Subject: Visual Art 6th, 7th & 8th Grades

GSE Assessment Limits/Standards: (What are the skills being taught? Which standards are being specifically addressed in this lesson?) / VAHSPACU.2: Demonstrates an understanding of how art history impacts the creative process of art making. / VA8PR.7.f.: The student understands and applies media, techniques and processes. (Oil Pastels) / Elements of Art– Review of the Elements of Art and Design vocabulary and further practice using the oil pastel medium. / Gestural Sketches— A gesture drawing is a laying in of the action, form, and pose of a model/figure. / Oil Pastel Medium- painting and drawing medium in stick form from a mixture of pigments, non-drying oil, and wax binder / Impressionist Genre of Art– Students will be exposed to the lose brushstrokes of the Impressionist style artist, such as, Monet, Degas, Cassatt, Renior, Lautrec, etc.	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 review the visual art SLO information through answering a series of questions. / Afterwards, students will be given a choice of reference handouts featuring the artist Cassatt, with a mother and small child, or a Degas, featuring two ballerinas. Students will also be given additional choices of other Impressionist style artists to re-create over the Projector Board, including two different Monet’s featuring his water bridge and his lily pad/pond scene. / Tues./Wed.– Students will be working on sketching out their base drawing to apply the oil pastel medium. Students should have their preliminary sketch completed and have some of the first layers of oil pastel applied to their canvases. / Thurs./Fri.— Students will continue work on applying the base oil pastels and blending tones including both highlights and shadows.
Lesson Objective/Learning Intention: (What will my students KNOW by the end of the lesson? What will they DO to learn it?) / Monday– Students will review their SLO test information, as well as, they will select their own choice of an appropriate difficultly level of a reference handout of various Impressionist style artworks. / Tues./Wed.— Students will begin sketching out their reference drawing on their final sheet of paper for their Impressionist Style Oil Pastel projects. / Thurs./Fri.- Students will continue working on applying the oil pastel to their final copy of their projects.

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— Discuss with students which level each one of the reference images are at, so that students better understand which project will best suite their own personal skill level. / Tues./Wed.– Get out supplies for today’s lesson...a new sheet of paper used for oil pastels, a sharpened #2 pencil with an eraser and their choice of a reference image from the supply table up front. / Thur./Fri.— Get out supplies for today’s lesson...a new sheet of paper used for oil pastels, a sharpened #2 pencil with an eraser and their choice of a reference image from the supply table up front.	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— Review with students the SLO art information through teacher questioning and student responses. / Tues./Wed.- Students will view a short interview regarding the Impressionist’s Movements famous Art Dealer, Paul Ruel, as well as, a brief biography on the artist Degas. / Thur./Fri.— Discuss with students the work of another well-known Impressionist artist Cezanne.
15 Min.	Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing process.) / Monday—Review with students the SLO art information through teacher questioning and student responses. / Tues./Wed.— Review with students which projects are appropriate to match with the student’s particular skill level. / Thur./Fri.— Teacher will be available to work with all students, throughout the period, on properly blending colors using oil pastels and any other issues that they may be facing with their reproductions! / Brain Gym Break!!!	Summative Assignment: / Students will complete their very own rendition of a famous Impressionist style art work.
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— Students are allowed to ask questions regarding the visual art SLO information. / Tues./Wed. – Teacher will check off in the gradebook whether or not a student received their own sheet of paper and exactly which reference paper (image) that they have selected. / Thurs./Fri. - Teacher will be available to work with all students on properly blending colors using oil pastels and any other issues that they may be facing with their Impressionist Style reproductions!
35 / & / 60 Min.	Independent Practice: (individual practice, discussion, writing process.) / Monday— If there is time available after the review questions for the SLO, students will need to select their very own reference image to sketch from. / Tues./Wed.— Students will be expected to have at least the preliminary sketch completed by the end of the period. Students will work individually and with the Instructor for additional help on learning how to blend colors using the oil pastel medium. / Thur./Fri.– Student will be working on and practicing using oil pastels throughout the remainder of the class period.	Tues./Thurs.—Students will be selecting and completing their very own Impressionist Style Oil Pastels.

Min.	Evaluate Understanding/Assessment: (How will I know if students have achieved today’s objective?) / Monday— Teacher/student Q & A session regarding visual art SLO information. / Tues./Wed.— Students are prompted to select their own reference image in order to re-create. / Thur./Fri— Today, throughout the entirety of the class period, the teacher will assist students who need help to ensure that they sketched the image properly and are beginning to apply the oil pastels correctly to achieve the Impressionist style.	Last week’s assignment, the “Practice Apple”, and the “Impressionist Style Oil Pastel” will both be critiqued at a later date to ensure student understanding of composition, color blending and style.
3-5 Min.	Closing Activities/Summary/DLIQ: (How will I tie up loose ends, reinforce/revisit the objective and connect the lesson to the unit?) / Monday— Review with students who the Impressionists artists are that we are currently studying. / Tues./Wed.— Clean-up. Review, again, with students key artists who were connected to the Impressionist movement. / Thur./Fri.— 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— All students will have a teacher/student review with visual art test information. / Tues./Wed.— Teacher will assist students in how to properly apply oil pastels. / Thur./Fri.— Students who need to be re-taught a particular skill will be helped individually by the instructor throughout the class period.

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) / -Artist Talk/Powerpoint - Interview/Biography about Artist
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 - Demonstrational Video (on-line) / - 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 / - Reference Handout (one per student)

Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?) / Powerpoint Presentation featuring a description of the Impressionist Movement, as well as, art from some of the most famous artists of that genre, including Monet, Manet, Degas, Renior, Cassatt and Lautrec. / Reference handout of an Impressionist style image to work from, oil pastels, smudge sticks and paper. / Seven minute demonstrational video on how to blend oil pastels at http://thevirtualinstructor.com/oilpastelapple1.html
Notes: Supplemental “how-to” videos from the internet may be useful for students on how to properly mix colors and blend using the oil pastel medium.