Author: Katrina Bowles

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. / Gestural Sketches— A gesture drawing is a laying in of the action, form, and pose of a model/figure. Typical situations involve an artist drawing a series of poses taken by a model in a short amount of time, often as little as 30 seconds, or as long as 2 minutes. Gesture drawing is often performed as a warm-up for a life drawing session.	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 Principles and Elements of Art and Design through answering a series of questions, as well as, begin a practice sketch of gestural figures on manila paper. / Tues./Wed.– / 6th Grade- Students will need to begin cutting out their marine life subject and paste it onto the larger mural backdrop so that it can be laminated. / 7th Grade- Students are working to complete their rendition of Vincent van Gogh’s Starry Night painting. / 8th Grade- Students will be working to complete two separate murals and their own individual painting of aircrafts. / Thurs./Fri.— Students will take turns posing for one another while the rest of the class draws gesture sketches of the models. (Models will pose for various timed stints).
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 definitions of both the Principles and Elements of Art and Design through a series of questions.. Students will practice drawing sample gestural sketches from a reference sheet. / Tues./Wed.— Students will continue finish up their rendition of the selected subject matter for each grade level. / Thurs./Fri.- Students will be posing for one another and using the gestural drawing skills that they learned on Monday to capture the poses and movement of one another using graphite pencil and manila paper.

CMS Lesson Plan Acrylic Painting Unit/ Intro. To Gestural Sketches
Week Three
Teacher: Mrs. Katrina Bowles Lesson Date: Week of 9/28—10/2/2015
Subject: Visual Art 6th, 7th & 8th Grades

Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?) / Monday’s Reference handout is of quick and simple gestural sketches / 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 draw gestural sketches.

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 review of the Principles and Elements of Art through the answering of questions. / Tues./Wed.—Students will need to gather all necessary materials for today’s lesson and project. Palette, brushes, water, canvas, etc... / 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— Show class samples of gestural sketches and how to quickly draw/capture a gesture through drawing. / Tues./Wed.- Have students finish up painting any remaining parts of their individual and group paintings. / Thur./Fri.— Student will be put into small groups that will pose for the larger class. Small groups will take turns until every student has posed.	On Friday, students will be using the gestural sketching skills that they learned on Monday to capture poses of their classmates.
15 Min.	Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing process.) / Monday— Review Principles and Elements of Art through a series of questions. View samples of what gesture sketches could look like and teacher demonstration of how to draw a gestural sketch. / Tues./Wed.— Students are working either individually, or on the small group mural, to complete their paintings with help from the instructor when needed. / Thur./Fri.— Students are activating prior knowledge of sketching the figure quickly and drawing various poses of their classmates. / 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 assisting students in how to quickly draw the human form. / Tues./Wed. – Teacher will work throughout the remainder of the period to individually assist students who need help finishing up their acrylic paintings. / Thurs./Fri. - Teacher will be assisting the small groups of models with their gestural poses.	Tuesday/Wednesday– 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 are to practice sketching all figures from the reference handout on gestures. / Tues./Wed.— Students will be finishing up their individual and group paintings in acrylic. / 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— Students will complete a practice round of drawing gestural forms. / Tues./Wed.— Today, throughout the entirety of the class period, the teacher will assist students in finishing up their acrylic paintings. / Thur./Fri— Students will turn in their gesture sketches for a project grade at the end of the class period.	Practice gestural sketches and the Final assignment of gestural sketches.
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— DLIQ for last week’s major assignment. / Tues./Wed.— Clean-up. / Thur./Fri.— Clean-up. Check for students Quick-Writes. They should have a total of five.
	Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all learners?) / Monday— All students are to complete the practice handout of gestural poses. / Tues./Wed.— Students have been placed in groups with varying levels of project difficulty. / Thur./Fri.— Students are allowed to chose to sketch one of three different poses with each new group of models as the small groups rotate throughout the period.

Whole Group	-Anticipatory guides/sets (Gestural Poses) -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 / -Practice Sketches / -Groups Modeling various Gestures