Author: Katrina Bowles

CMS Lesson Plan Introduction to Watercolor Painting Unit
Teacher: Mrs. Katrina Bowles Lesson Date: Week of 9/7—9/11/2015
Subject: Visual Art 6th, 7th & 8th Grades

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— Holiday / Tues./Wed.- Gather all necessary materials for today’s lesson and project. (Clean white paper, watercolor pallet and watercolor paint, brushes and water container). / Thur./Fri.— Gather all necessary materials for today’s lesson and project. (Clean white paper, watercolor pallet and watercolor paint, brushes and water container).	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— Holiday / Tues./Wed.- Have students guess their answer at several of the bloopers located in the Color Theory Binder. They include “Making Three Colors Look Like Two” and “Making Four Colors Look Like Three”, etc. / Thur./Fri.— Read aloud and discuss with students the Did You Know?: Interesting Facts and Figures About Color.
15 Min.	Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing process.) / Monday—Holiday / Tues./Wed.— Teacher demonstration of how to begin the circular pattern that will be the basis of their dashed pattern project. Discuss examples of how to select colors for various color schemes. / Thur./Fri.— Students will be finishing up work on their Circular Pattern Project. Once completed, students will need to fill in the Atmospheric Perspective handout located on the back side of the Watercolor Value Scales. / Brain Gym Break!!!	To assess if the student are understanding the concept of a “Color Scheme,” they are to complete a pattern project incorporating their very own choice of a color scheme.
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— Holiday / Tues./Wed. – Teacher will work throughout the remainder of the period to individually assist students who need help getting started on the circular pattern, as well as, helping to arrange a proper color scheme for each student. (Every student needs to write their selection of a color scheme, including the various colors that will be used, on the back of their paintings). / Thurs./Fri. - Students will work individually on their pattern project and the atmospheric perspective’s project. They are allowed to ask their tablemates any questions as they may arise.	Tuesday/Wednesday-Every student needs to write their selection of a color scheme, including the various colors that will be used, on the back of their paintings. Students will need to have their color scheme and their colors approved by the teacher before they can begin the assignment!
35 / & / 60 Min.	Independent Practice: (individual practice, discussion, writing process.) / Monday— Holiday / Tues./Wed.— Students will begin the base sketch for their circular pattern project. / Thur./Fri.– Students will work individually on their pattern project and the atmospheric perspective project. Once the student has completed the first project, they will then begin to select their next reference image for either the large group mural or the much smaller individual project and begin to sketch it out.	Students who made a 100 on their “Color Theory Packets”, as well as any additional students who would like to paint on the much larger group mural are highly encouraged to participate.

Min.	Evaluate Understanding/Assessment: (How will I know if students have achieved today’s objective?) / Monday— Holiday / Tues./Wed.— Today, throughout the entirety of the class period, the teacher will assist students in figuring out and approving the colors that will be used for the individual color scheme project, as well as, laying out the circular pattern. / Thur./Fri— Students will be finishing up the “Circular Pattern Project” and begin selecting and sketching out their choice of a reference image.
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— Holiday. / Tues./Wed.— Review with students key vocabulary connected to Color Theory. (Value, Tint & Shade, Primary, Secondary, Tertiary, Complimentary, Analogous, Split-Complimentary, etc...). / 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— Holiday. / Tues./Wed.— Review any information that the students what the five different color schemes are and demonstrate how one might go about selecting both a favorite color and a color scheme. / Thur./Fri.— Review any information that the students did not appear to fully understand. Students who need to be re-taught a particular skill (drawing, painting, or color theory) 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 / -
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 / -Students will work to design and create their own original “Pattern Project” using their new knowledge regarding color.

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.

GSE Assessment Limits/Standards: (What are the skills being taught? Which standards are being specifically addressed in this lesson?) / VA8PR.7.f.: The student understands and applies media, techniques and processes. / Elements of Art– Introduction to the Element of value using the Element of color, as well as, the Element of pattern with the Circular Pattern Painting project. / Color Schemes– Students are learning about the five basic color schemes. They will individually select their “favorite color” and then create a specific pattern using a particular color scheme incorporating their favorite color. / 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– Begin work on the Circular Pattern Painting project. (Monday is Labor Day Holiday). Move all lessons ahead one day!!! / Tues./Wed.- As students are finishing up the patterned project, they may select their choice of a watercolor reference image and begin sketching out their subject. / Thurs./Fri - / 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 selected by the CMS’s Flight Instructor. This mural is to be hung in the front hallway of the school.
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 gain a knowledge of the variations in brushstroke. Short, staccato, style lines, as well as, longer, more drawn-out, legato style lines. They will also have practice in designing and creating their very own individual pattern. / Tues./Wed.— Students may be finishing up the Circular Pattern Project, where students are gaining practice creating a pattern of their own design; while, also gaining practice painting a series of precise brush strokes whether in a short “staccato” manner or a more drawn out “legato” style. / Towards the end of the class period, students will also begin 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.-