Henrico County Public Schools
K-12 Instructional Planner
Teacher:
Grade Level: 5
Content Area(s): Art
Class:NA
Reporting Category: NA
School: Adams ES
Duration of Unit: 2-3 Weeks
Date(s): 5/22/14
STAGE 1: DESIRED RESULTS - What will students learn?
BIG IDEA/GOAL: Make objects appear 3-dimensional on a 2-dimensional surface.
UNPACK THE LEARNING OBJECTIVES/SOL(s)
Indicate Verb(s)
Create
TARGETED LEARNING OBJECTIVES/SOL(s):
5.2- The student will execute and complete works of art with attention to detail and craftsmanship.
5.5- The student will use the following to express meaning in works of art:
2. Form- convex, concave, positive, negative
4. Value- gradation to create the illusion of depth on a two-dimensional surface.
5.7- The student will use size and proportion to emphasize spatial relationships in a works of art.
ACQUIRE:
U
T
UNDERSTAND:
… process, and make meaning of,
in order to…
TRANSFER:
… apply and connect their
understandings to the real world?
6
5
4
3
2
1
Bloom’s Taxonomy
Create
Evaluate
Analyze
Apply
Understand
Remember
Make objects appear more 3-dimensional.
A
What makes objects appear 3-dimensional?
How did the Renaissane artists begin to shape the way we see the
world from 2-dimensional to 3-dimensional?
The process of understanding depth on a flat
surface.
U
Can you show objects realistically with just lines, and no
value?
Does it matter what the size of the object is compared to other
objects?
Besides using value, how can you show objects moving
further in the distance?
T
How are the students using the information effectively?
How would you adapt the media you are using to show the objects
realistically?
Can you use a variety of media to show depth on a flat surface?
What do students need to learn,
…
When drawing 3-dimensional objects students will
be able to use what they have learned to correctly
show depth, proportion and value.
Driving Questions
Instructional Design Process
A
Level
STAGE 2: ASSESSMENT USING MULTIPLE SOURCES OF EVIDENCE
How will students apply and connect their understanding of the learning goals to the real world?
Summative Assessment(s): Value is shown correctly in regards to the light source, form, and the gradation from light to dark. Also the size and proportion of the drawing
2/8/16 7:19 AM
1
Henrico County Public Schools
K-12 Instructional Planner
emphasizing spatial relationships is accurate.
Evidence of Mastery: At least 80 percent of the students were able to show evidence of value on their final project.
2/8/16 7:19 AM
2
Henrico County Public Schools
K-12 Instructional Planner
STAGE 3: PLANNING INSTRUCTIONAL DELIVERY TO MEET THE NEEDS OF STUDENTS
How will students acquire, understand, and transfer new knowledge?
How will the delivery of instruction be sequenced and differentiated to optimize achievement for all learners?
Indicate Instructional
Delivery
Date
Week 1
Intro/Activate/Engage
Direct Instruction
Guided Practice
Independent Practice
Other ____________
Summary/Closure
Minutes
5
10
15
30
45
60
90
Cognitive
Level(s)
6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember
Description of the Differentiated Instruction,
Embedded 21st Century Skills, and Supporting Resources
Teacher introduces the artists of the Renaissance and talks about how they
began to show depth in their drawings on a flat surface. Examples from
history or shown intended to highlight the the change from flat,
representational artwork to works that show depth in a more realistic
manner.
Teacher selects basic objects for a still life arrangement. Choose simple
shaped objects that are close to a sphere, cube or pyramid if possible. Set
up simple lighting so that objects have shadows.
Place in an appropriate spot for all students to be able to see the objects.
Student will draw without instruction the still life in their sketchbooks or on
practice paper.
Once their pre-drawing is complete collect them and put them to the side.
Date
Week 2
Intro/Activate/Engage
Direct Instruction
Guided Practice
Independent Practice
Other ____________
Summary/Closure
2/8/16 7:19 AM
5
10
15
30
45
60
90
6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember
Teacher helps students understand how to draw three-dimensional objects,
observing the shadows on objects as well as their size in comparision to
other objects in the still life. Students may explore different materials to
create the shadows. (watercolor paint pencil, colored pencil)
Students create a new still life on 12" x 18" white drawing paper.
Formative
Assessment(s)
The teacher will
ask students in
the group setting
and individually
the meaning of
vocabulary
words. Teacher
will collect and
analyze the
simple forms
drawn (sphere,
cube, or pyramid)
and look through
their first still life
drawing in their
sketchbooks.
Teacher will look
through the final
projects
assessing
whether students
understood
proportion, form
and value.
Evidence of
Mastery
Students are
able to recall
and
understand
the following
vocabulary
words: value,
form and 3dimensional.
Students are
able to draw
simple forms
showing
shadows, a
light source
and value
going from
light to dark.
Students are
able to
understand
and explain
the vocabulary
words without
assistance.
The works of
art they have
created show
an
understanding
of values
going from
light to dark,
3
Henrico County Public Schools
K-12 Instructional Planner
the proper use
of their light
source and an
understanding
of the media
they have
chosen to
work with.
Teacher Reflection/Effectiveness of Learning: Teacher would have shown more examples of depth on a flat surface from more modern times helping to make a better
connection with students.
2/8/16 7:19 AM
4