Author: Katrina Bowles

CMS Lesson Plan Introduction to Watercolor/Acrylic Painting Unit
Teacher: Mrs. Katrina Bowles Lesson Date: Week of 9/14—9/18/2015
Subject: Visual Art 6th, 7th & 8th Grades

Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?) / Reference handout for each grade level: 6th Grade– Ocean Life; 7th Grade– Vincent van Gogh’s “Starry Night”; and 8th Grade– two different Aviation Themed Images. The image that will be drawn either on the students individual smaller work, or, on the much larger canvas for the mural project. / 6th Grade Theme: Ocean Life reference handouts / 7th Grade Theme: van Gogh’s Starry Night reference handout...with the inclusion of a “light house” to be strategically placed inside the famous image / 3. 8th Grade Theme: Aviation portrait...two different reference handouts.
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 paint with acrylic paint.

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— Students will need to be divided up into two groups. Group One: the mural painters; Group Two: the individual project painters. / Tues./Wed.- Gather all necessary materials for today’s lesson and project. (watercolor paper and pencil to sketch out the contour off the objects, as well as, where all high lights and shadows may be located on specific objects. / Thur./Fri.— Substitute Present: students will watch either the Wyland VHS film, or the van Gogh VHS film.	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— Guess how big the world’s largest mural was and where was it originally painted? / Tues./Wed.- Have students begin sketching out their subject matter onto their given picture plain; i.e. heavy paper or the large canvas. / Thur./Fri.— Substitute….Films.	Students will be using their existing drawing skills to sketch their preliminary images.
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 learn about the history and the process of acrylic paint through images and information in a powerpoint presentation on the subject. / Tues./Wed.— Teacher demonstration of how to begin the contour line sketch, or preliminary drawing, for the beginning stages of the painting process. / Thur./Fri.— Students will be viewing films about two very famous artists, and how they both got started and what sets them apart form other artists of their time period. / Brain Gym Break!!!
5 min. / & / 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— Teacher will be dividing the class into two different groups based on thee individual’s skill level. (More advanced students will be stretching their skills thorugh the painting of the large mural...students who have presented difficulties in painting will be working on their own individual painting project. / Tues./Wed. – Teacher will work throughout the remainder of the period to individually assist students who need help getting started on their preliminary sketch. Students are allowed to ask their tablemates for assistance in beginning their drawings. / Thurs./Fri. - Film.	Monday– The more advanced painters will be placed on a very challenging project while the remaining students will work on a much smaller scale to accommodate their needs.
35 / & / 60 Min.	Independent Practice: (individual practice, discussion, writing process.) / Monday— Students will select their specific subject matter before the end of the class period if there is a choice to be had. / Tues./Wed.— Students will begin the base sketch for their themed acrylic/watercolor painting projects. / Thur./Fri.– Students will answer a few questions regarding the films that they are watching.

Min.	Evaluate Understanding/Assessment: (How will I know if students have achieved today’s objective?) / Monday— Teacher will record what subject matter each student will be drawing/painting as well as, cut the paper to size for each student. / Tues./Wed.— Today, throughout the entirety of the class period, the teacher will assist students in drawing out their reference images if help is needed. / Thur./Fri— Substitute will be showing a film and collecting the questions at the end of the class period.
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— Pass back all Color Theory Packet papers to be placed inside the students Art Portfolio. Grades have already been collected for these projects. / Tues./Wed.— Review, again, with students key vocabulary connected to Color Theory and the art of painting. (Value, Tint & Shade, Primary, Secondary, Tertiary, Complimentary, Analogous, Split-Complimentary, etc...). / Thur./Fri.— Substitute will gather the written assignment which will be given to the teacher.
	Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all learners?) / Monday— Students will be placed in groups with varying levels of project difficulty. / Tues./Wed.— Review with students using the marker board how to begin the preliminary sketch of basic shapes for their painting projects. Afterwards, assist individual studnets get started on their sketches. / Thur./Fri.— Substitute may review with studenst what they learned about each artist from viewing the film..

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 / -
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 (per each 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 / -Preliminary Sketch / - Color Scheme Incorporation & Palette Construction

GSE Assessment Limits/Standards: (What are the skills being taught? Which standards are being specifically addressed in this lesson?) / VA6CU.2—Investigates and discovers personal relationship to community, culture, and the world through making and studying art. / VA8PR.2– Creates artwork reflecting a range of concepts, ideas, subject matter. / VA8PR.7.f.: The student understands and applies media, techniques and processes. / VAHSPAPR.1– Incorporates elements and principles of design to solve specific visual arts problems and to communicate ideas, and emotions, culminating in a finished work of art. / Elements of Art– Introduction to the Element of art in both watercolor and acrylic painting. / Color Schemes– Students are learning about the five basic color schemes by painting images based on specific color schemes. / Monochromatic / Complimentary / Split-Complimentary / Analogous / Triadic	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 introduced to painting with acrylic paint. Together we will view samples of acrylic paintings and discuss what acrylic is made of and when it was first invented. / Tues./Wed.– Students will either be selecting their choice of a watercolor reference image and begin sketching out their subject, or, students will be selected based on skill level to participate in the much larger group mural. Each grade level has a different themed individual project and class mural. / Thurs./Fri – Teacher will be absent both Thursday and Friday. 6th and 8th graders will be viewing a film on the artist, Wyland, and 7th graders will be viewing a film on the artist, Vincent van Gogh. / FOR NEXT WEEK: / For each of the following grade levels, students will be finishing up their contour line sketch and laying down their base coats, or prima torras. / 6th Grade- Students need to have their choice of a subject (marine life) picked out by the beginning of the class period and completely sketch out by the end of the class period. / 7th Grade- All students will work to help sketch the outline of Vincent van Gogh’s Starry Night onto a very large piece of canvas. Select students, who may not be working on the larger mural, may be asked to paint their own smaller version of the work onto watercolor paper using the watercolor media. / 8th Grade- Students will be working on two separate murals of aircrafts approved by the CMS Flight Instructor. These murals are to be hung in the front hallway of the school, as well as, inside the flight classroom.
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 view samples of different types of acrylic paintings and discuss why acrylics were introduced into the realm of fine art. Each grade level will also know by the end of the class period which subject they will be working with for the painting at they will begin in the next art session. / Tues./Wed.— At the beginning of the class period, students be using their previous knowledge of “contour line” sketches to begin laying out the basic shapes and areas of both high value and low value within the different objects. / Thurs./Fri.- The teacher will be out both days and so the students will view either a film on the famous mural artist, Wyland, or the artist Vincent van Gogh.

Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?) / Reference handout for each grade level: 6th Grade– Ocean Life; 7th Grade– Vincent van Gogh’s “Starry Night”; and 8th Grade– two different Aviation Themed Images. / 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.