Author: Katrina Bowles

CMS Lesson Plan Introduction to Drawing Unit
Teacher: Mrs. Katrina Bowles Lesson Date: Week of 8/17—8/21/2015
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 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— Students are using their prior understanding of the application of a full range of gradated value to apply shading to their four objects drawing that were begun last week. Also, a brief video will be shown about how to apply value to an object. / Tues./Wed.- (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. / Thur./Fri.—Continue work on completing the Smooth From Drawing while also review different terminology that we have discussed over the last week and a half. (i.e. value, shape, form, gradation, graded pencils, octave, elliptical curve, etc…)
15 Min.	Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing process.) / Monday—Continue work on whole class assignment...instruction was given at the end of last week. / Tues./Wed.— Teacher demonstration of how to begin each one of the “Smooth Form Drawings” using simplified shapes. / Thur./Fri.— Students will continue work on the whole class assignment...incorporating the prior knowledge of how to draw more complex forms and appling graded value to the shapes to create forms.
3 min per student / & / 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 will be individually called up to participate in a one-on-one critique with the Instructor regarding their Art Portfolios. / Tues./Wed. – Teacher will work throughout the remained of the period to individually assist students who need help getting started on their forms. / Thurs./Fri. - Teacher will continue to work with students who need additional help on their projects.	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 are working on their own or with the instructor to complete their “Four Object Drawing,” which is practice in how to apply shadow to forms in order to make them appear 3-dimensional. / Tues./Wed.— Students are allowed to select their own personal form drawing to use as a reference image. Several of the selections are pre-gridded for those students who need additional assistance in positioning and proportioning the composition within the picture plane. / Thur./Fri.– Students are continuously building up practice while improving upon their skill level in the application of shadow to more complex objects.
Min.	Evaluate Understanding/Assessment: (How will I know if students have achieved today’s objective?) / Monday— Today, throughout the entirety of the class period, students are being graded on last week’s assignments. Today’s assignment will be critiqued at a later date. / Tues./Wed.— Teacher will assist students who need help to ensure that they are drawing and applying shadow correctly. / Thur./Fri— Teacher will assist students who need help to ensure that they are drawing and applying shadow correctly.	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— Clean-up. / Tues./Wed.— Review with students key vocabulary connected to drawing. (Value, Highlight & Shadow, Graded Scales, 2H and 6B). / Thur./Fri.— Review with students key vocabulary connected to drawing. (Shape, Form, Parallel Lines, Cross-hatching, Ellipse).
	Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all learners?) / Monday— Students are granted additional time to either complete or improve their drawings and are able to re-submit their assignments to be re-graded. / Tues./Wed.— Students who need to be re-taught a particular skill will be helped individually by the instructor. / Thur./Fri.—Students who need to be re-taught a particular skill will be offered helped individually by the instructor.

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 & Teacher 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 (Smooth Form Drawing) - Student/Teacher Oral Critique / (every student will receive a critique of their submitted Art Portfolios)
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 reference the “Graded Value Scale” and the “Four Object Drawings” that they created last week as / how to properly apply shadow to their forms.

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.

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 will be finishing up last week’s assignment of the Four Object Drawings. / Tues./Wed.- Students should now be selecting their choice of a a reference image for the Smooth Form Drawing to replicate. View a quick demonstrational video on how to create a 3-d form from flat 2-d shapes. / Thur./Fri.: Students may need today to complete their Smooth Form Drawing. However, if a student is ready for a critique the teacher will begin the grading process.
Lesson Objective/Learning Intention: (What will my students KNOW by the end of the lesson? What will they DO to learn it?) / Monday– Students should be at a point where they are finishing up last week’s assignment of adding value to the four simple forms. (Cone, Sphere, Cylinder, Cube). They will have gained practice placing gradated value onto the façade of each object. / *Individual Grading Critiques are still taking places at the front on the classroom with the Teacher and each student regarding their previous assignments. / Tues./Wed.-To gain a better understanding of the full range of value and how it is used to depict the form of an object, students will utilize the Graded Value Scale and both the #2H and the #6B graphite pencil to apply the smooth shading technique to their chosen form. Student selections included a pair of tennis shoes, a baseball glove, a conch shell and a starfish still life. / Thur./Fri.— Students will probably need an additional class period to complete the Smooth Form Drawing that they have selected.