Author: Katrina Bowles

CMS Lesson Plan Introduction to Drawing Unit
Teacher: Mrs. Katrina Bowles Lesson Date: Week of 8/10—8/14/2015
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— Get out supplies for today’s lesson...sheet of white drawing paper, a ruler or straight edge, a sharpened #2 pencil with an eraser. / Tues./Wed.– Get out supplies for today’s lesson...sheet of white drawing paper, a ruler or straight edge, a sharpened #2 pencil with an eraser. / Thur./Fri.—Get out supplies for today’s lesson...sheet of white drawing paper, a sharpened #2 pencil with an eraser.	While students are getting out all necessary supplies, teacher will take record 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—Have a student come to the board and draw a sample patch of “hatching” and “cross-hatching” lines to review last weeks lesson on the Element of Art, “value.” (Students were introduced to the use of shading during the first week in a valued drawing of an octopus using the hatching & cross-hatching methods.) / *Quickly review the difference between an “H” grade pencil and a “B” grade pencil and what each might be used for. / Tues./Wed.– Introduce the Element of Art, “shape,” and how to create forms using basic shapes. / Thur./Fri.—Introduce the Element of Art, “texture,” and how it will be used in the next assignment.
10 Min.	Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing process.) / Monday—Teacher lecture on what a Graded Value Scale is and what one would look like, as well as, how to draw a grid to create their own. Instruct students on how to properly use a “blending stump,” or, “smudge stick” to create smooth texture in their drawings. / Tues./Wed.— Teacher demonstration at the board on how to draw each one of the four three-dimensional shapes. / Thur./Fri.— Quick teacher demonstration on how to start each one of the different smooth form drawings. The students will have a choice between a tennis shoe, baseball glove, conch shell, and starfish still life.
35 / & / 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 can work in small groups of four, at their individual tables, to help one another measure out and draw the parameters of individual grids. / Tues./Wed. –Students may work together in order to help one another draw their forms correctly. / Thurs./Fri. - Students will work individually to begin their own “Smooth Form Drawing” while the teacher will individually critique with each student about their Art Portfolios.	Thur./Fri. -Teacher will be checking for Art Portfolios. Inside the portfolio each student should have the following: / -Pink Art Room Syllabus / -Parent Signed Art Room Rules Form / -Intro. page with student name and Q&A(s) / - Practice Cross-Hatching Drawing of Octopus
35 / & / 60 Min.	Independent Practice: (individual practice, discussion, writing process.) / Monday—Students will begin filling in their value scales using both the 2H and 6B pencils. / Tues./Wed.—Students will begin working on their “Four Object Drawings” until the end of the class period. / Thur./Fri.– Students will work to complete their “Four Object Drawings” and then continue on to begin their “Smooth Form Drawing.”
Min.	Evaluate Understanding/Assessment: (How will I know if students have achieved today’s objective?) / Monday— Students will be able to display a smooth transitional change of gradation across the gridded boxes of their Value Scales. Teacher is looking for clean, crisp highlight on one end of the scale and exceptionally dark value on the opposite end. / Tues./Wed.— Student will be able to re-create a full range of value on each of the four small objects in today’s assignment. / Thur./Fri— Students should be confident in drawing the still life of their choice by breaking the complex object into smaller more manageable pieces. Value will be added to the object using the smooth shading technique.	Art work will be critiqued at a later date to ensure student understanding.
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— Review that every object in the world has highlight and shadow on it’s surface which allows us to “see” or depict the form of that object. / Tues./Wed.— Quickly review the Elements value and form. / Thur./Fri.—Quickly review the Elements texture and space.
	Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all learners?) / Monday—Students who finish early and who have properly completed the value scale may assist others who may need additional assistance. Teacher will check to make sure that each table understands the graded value scale and will offer additional assistance to students who need help. / Tues./Wed.— Students who need additional help from the instructor will be given one-on-one instruction as needed. / Thur./Fri. -Student/ teacher critique of the student Art Portfolios based on the criteria in the general grading rubric.

Structure	Instructional Strategies Used- Please highlight, bold, or underline
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 (Peer Assistance) / -
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 (Graded Value Scale) - Student/Teacher Oral Critique (on Friday)
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 -Student Created Graded Value Scale

GSE Assessment Limits/Standards: (What are the skills being taught? Which standards are being specifically addressed in this lesson?) / VA8PR.7: The student understands and applies media, techniques and processes. / From Shape to Form—adding three-dimensions to simple shapes in order to create basic forms. / Complex Forms broken into Smaller Shapes—Students will discover that all objects, or forms, can be drawn using simple basic shapes. / Graphite Value Scales—Students are introduced to the concept of “shadow” to help create form. / Elements of Art– Introduction to line, shape, space, value, texture and form.	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 begin sketching out and filling in their hand drawn value scales. / Tues./Wed.: Finish up work on Value Scales and continue on to the Four Object Drawings (Cone, Sphere, Cube & Cylinder). / Thur./Fri.: Students should be finishing up their Four Object Drawings, complete with a full range of value, and now selecting their choice of a reference image of a Smooth Form Drawing to replicate.
Lesson Objective/Learning Intention: (What will my students KNOW by the end of the lesson? What will they DO to learn it?) / Monday: To gain a better understanding of the full range of value that is used to depict the form of an object, students will re-create their own Graded Value Scale using both a #2H and a #6B graphite pencil with the smooth shading technique. / Tues./Wed.— To better understand how to create a “3-D” form on a flat “2-D” surface, students will practice with sketching out and applying a smooth range of value onto four simple forms with cast shadows. (One cone, sphere, cube and cylinder). / Thur./Fri.— Students will be given about twenty extra minutes at the start of class to finish up any work needed to complete the Four Object Drawing. (If they need to conference with fellow students in their small groups, they may. Once finished with the first task, studnets will be given a selection of four different Smooth Form Drawing to select from in order to begin work on a more complex three-dimensional form involving texture.

Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?) / Reference handout of “Sample Valued Drawing Scales” for each small group. / Reference handout of “Four Object Drawing” for each individual student. / Reference handout of “Smooth Form Drawing” for each individual student. (Choice of four different still life drawings).
Notes: Supplemental “how-to” videos from the internet may be useful for students on how to properly apply shadow to an object.