Author: Katrina Bowles

CMS Lesson Plan Batik Style Painting Unit/ Expressionist Artists
Teacher: Mrs. Katrina Bowles Lesson Date: Week of 10/26—10/30/2015
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. (Wax Crayons and Tube Watercolor...a.k.a. Batik) / Elements of Art– Students are actively incorporating the “Elements of Art” into their individually hand-made masterpieces! / Batik Style of Painting- Students will be using the mediums of wax crayon and tube watercolor to produce a Batik style “Mood Themed” painting with a “Fall” inspired color palette. / Expressionist Genre of Art– Students will be exposed to the style of well-known Expressionist visual artists, who are known for their attempts at embracing a style of art charged with an emotional and spiritual vision of the world, during the early part of the 20th century.	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 work on finishing up their oil pastel projects from last week’s lesson on the Impressionist painters. They will be graded on this today, as well as, their Quickwrites from the past couple of week’s C.L.E.A.R. reading time. / Tues./Wed.– Students will view a Powerpoint presentation looking at the famous works of artists, such as, Edvard Munch and Gustav Klimt, who were known for their “Expressionistic” style of painting. We will also discuss how an artist might portray a particular “Mood” in an artwork. Students will be working on sketching out their base drawing which to apply the next step, the wax crayon resist. / Thurs./Fri.— Students will continue work on applying the watercolor washes over the wax crayon resist in which to blend tones using both highlights and shadows to capture a particular “Mood” in their paintings. These paintings will be completed using a “Fall Themed” color palette.
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 work on finishing up their oil pastel projects from last week’s lesson on the Impressionist painters. They will be graded on this today, as well as, their Quickwrites from the past couple of week’s C.L.E.A.R. reading time. / Tues./Wed.— Students will view a Powerpoint presentation looking at the famous works of artists, such as, Edvard Munch and Gustav Klimt, who were known for their “Expressionistic” style of painting. Students will begin sketching out their preliminary drawing on their final sheet of paper for their Expressionist Style Batik crayon and watercolor projects. / Thurs./Fri.- Students will continue working on applying both the wax crayon resist, as well as, the watercolor washes to the final copy of their “Fall Inspired Expressionist Batik” projects.

Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?) / Powerpoint Presentation featuring a description of the Expressionist artists, like Edvard Munch and Gustav Klimt. / Several examples for display of “Fall” .Batik style paintings. / “Create an Easy Watercolor Wax Resist Painting With Crayons” tutorial located on-line at http://www.craftsy.com/blog/2015/05/wax-resist-painting/
Notes: Supplemental “how-to” videos from the internet may be useful for students on how to paint in the Batik style.

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— Remind students that today is officially Grading Day for their Quickwrites and, also, for their Impressionist Style Oil Pastel project. / Tues./Wed.– Get out supplies for today’s lesson...a new sheet of paper used for the Batik wax resists, a sharpened #2 pencil with an eraser and a selection of crayons featuring a “Fall Themed” arrangement.. / Thur./Fri.— Get out supplies for today’s lesson, their existing paper for their Batik style painting, crayons and set up their space to create a watercolor wash over their picture.	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— Quick review with students who several of the most famous Impressionist style artist are and what they were known for painting. / Tues./Wed.- Review a Powerpoint with well known Expressionist artists, Edvard Munch and why he is considered the father of the Expressionist Movement and why, at the time, the world was so shocked by his work. / Thur./Fri.— Students will view a brief video segment to feature how to apply a watercolor wash over a wax crayon base.
15 Min.	Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing process.) / Monday—Students will work on finishing up their oil pastel projects from last week’s lesson on the Impressionist painters. / Tues./Wed.— Teacher will review a Powerpoint regarding the “Expressionist” Movement and several of the most notable artists from that era. / Thur./Fri.— Students will be working on completing their sketches and covering the paper with the wax crayon resist to apply the watercolor wash. / Brain Gym Break!!!	Summative Assignment: / Students will complete their own “Fall Inspired Expressionist Batik” project.
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 will be given a brief grading critique of their oil pastel painting. / Tues./Wed. – Teacher will help to assist students in selecting the appropriate colors for a Fall themed painting and how to properly apply the wax crayon to the paper so that the watercolor wash will appear. / Thurs./Fri. - Teacher will be assisting students in applying the watercolors wash to the paintings.	Summative Grading: / Monday- / Students will be given a grade for their Impressionist Style Oil Pastel.
35 / & / 60 Min.	Independent Practice: (individual practice, discussion, writing process.) / Monday— Grading Day: They will be graded on this today, as well as, their Quickwrites from the past couple of week’s C.L.E.A.R. reading time. / Tues./Wed.— Students will be expected to work individually on the given assignment. / Thur./Fri.– Students will be working on their assignment with teacher assistance when needed.	Monday– Students will be given a grade for their Quickwrites. / Tues./Thurs.—Students will be given a grade for their individual Batik style painting.

Min.	Evaluate Understanding/Assessment: (How will I know if students have achieved today’s objective?) / Monday— Today, the teacher will take grades on students work from last week’s assignment, The Impressionist Style Oil Pastel, as well as, the student’s Quickwrites. / Tues./Wed.— Students are prompted to design their own original “mood” themed Batik painting using a fall inspired color scheme. / 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 washing the paper correctly with the watercolor paint.	The teacher will take grades on students work from last week’s assignment, The Impressionist Style Oil Pastel, as well as, the student’s Quickwrites.
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 Expressionist 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— Students were given the option of choosing from six different difficultly levels of reference images. / Tues./Wed.— Teacher will assist students in how to properly apply the wax crayon to their drawing paper. / Thur./Fri.— Teacher will assist students in how to properly apply the watercolor washes to their drawing paper.

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)