Author: Katrina Bowles

CMS Lesson Plan Introduction to Watercolor/Acrylic Painting Unit
Week Two
Teacher: Mrs. Katrina Bowles Lesson Date: Week of 9/21—9/25/2015
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— Whole class discussion about the Principles and Elements of Art. / Tues./Wed.—Students will need to be divided up into two groups. Group One: the mural painters; Group Two: the individual project painters. 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, construct a palette to begin painting their scenes.) / Thur./Fri.— Same as Tues./Wed…..Gather materials, etc...	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— Whole class demo. of how to start their prima torra for their paintings. / Tues./Wed.- Have students finish up sketching out their subject matter onto their given picture plain; i.e. heavy paper or the large canvas. Begin the prima torra process and laying down their mixed paint. / Thur./Fri.— Continue to lay down the paint, mixing various colors, blending tints and shades, using the local colors of their chosen objects.	Students will be using their understanding of color theory to select an appropriate palette used to paint their images.
15 Min.	Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing process.) / Monday— Principles and Elements of Art lecture. / Tues./Wed.— Teacher demonstration of how to begin selecting the appropriate colors to match the theme of their painting. / Thur./Fri.— Individual teacher assistance with selecting appropriate colors for their paintings. / 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 through the painting of the large mural...students who have presented difficulties in painting will be working on their own individual painting projects). / 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 selecting and mixing their color palette. / Thurs./Fri. - Same as Tues./Fri….work with either the teacher or tablemates for more in-depth instruction on color.	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 be either working on applying the prima torra to the large mural canvases or attempting to finish up the painting on the school’s Spirit Banner. / Tues./Wed.— Students will be finishing up the base sketch for their themed acrylic/watercolor painting projects and selecting and mixing colors to begin painting. / Thur./Fri.– Selecting and mixing colors for their paintings. Teacher assistance when necessary.

Min.	Evaluate Understanding/Assessment: (How will I know if students have achieved today’s objective?) / Monday— / Tues./Wed.— Today, throughout the entirety of the class period, the teacher will assist students in finishing up their preliminary drawings if help is needed and selecting colors for their individual palettes. / Thur./Fri— Same as Tues/Wed.
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.— Clean-up. If time allows...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.— Small group DLIQs.
	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 any color theory information, i.e. not to mix compliments to avoid muddy colors, apply a full range of value to objects to make them appear three-dimensional, etc… / Thur./Fri.— Review with individual students color theory information as it comes up.

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 the Principles and Elements of Art and Design. Review briefly the definition of both and why they are used in the field of design. If time remains...students will be working on finishing up the large Spirit Poster, as well as, working as a large class group, to apply the Prima Torra onto the canvas which the class’s mural is to be painted. / Tues./Wed.– For each of the following grade levels, students will be finishing up their contour line sketch, or preliminary sketch, and laying down their base coats, or prima torras. Class discussion about how to build a palette of color to be used in the painting. Review color theory/ color scheme information. / 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 acrylic paint like it is 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. / Thurs./Fri.— Students will continue applying select colors from their color palettes onto either their smaller individual or larger group painting.
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 and review definitions of both the Principles and Elements of Art and Design. Begin laying down the primma torra coat to ensure that it will be dry for the following painting session. (If time is available...attempt at finishing up the Spirit Banner to be used during the pep rally toady). / Tues./Wed.— Students will continue to use 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.- Students will be working to apply a similar local color scheme to which ever subject matter that they have selected for their paintings.