REVISED 9/15/13 Mrs. Magruder’s lesson elements for Week of __9/16/13-­9/20/13____________________________ Check all that apply: ❏ Language Arts ❏ Math ❏ Social Science ❏ Science ❏ Technology ❏ Elective: ART 1. Common Core Learning Standards Addressed: *CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks. *CCSS.ELA-Literacy.W.7.2d Use precise language and domain-specific vocabulary to inform about or explain
the topic.
Art: 6th: Goal 26 B: Create an artwork based on a plan incorporating research and problem solving
7: Goal 25 A: Demonstrate an understanding of creating an illusion of space (overlapping, variations of size,
placement, and value).
8th: Goal 25 A: Identify the role of specific color scheme in a artwork
Goal 26A: Create a work of art by using the correct painting techniques and color application 2. Learning Targets: Students will: 6th: Practice creative thinking and learn to work in a group (collaborate in designing and building a structure) 7th: Practice and apply drawing skills 8th: Identify color properties & schemes. Create and apply intermediate colors. Essential Questions: 6th: Where do ideas come from? How does listening to others and working as a group help in the development of ideas? 7th: What is a still life? How do artist use the elements of art in drawing? 8th: What are color properties and color schemes? How do artist use color? How do you create and apply? 2a. I can statements: I can… 6th: Work in a group collaboratively. As a group we can…design and build a structure from the limited supplies provided. 7th: Practice and apply my drawing skills. Identify and show knowledge of a still life, shapes, foreground vs. background, value, overlapping, size, etc. 8th: Create intermediate colors, I REVISED 9/15/13 DIFFERENTIATION can demonstrate my knowledge of color schemes, and apply. 3. Formative Assessment Criteria for Success: (List examples in box below) Summative Assessment for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like?) Monday-­Friday Comments: Monday-­Friday Comments: Formative (Ideas:) Summative (Suggestions:) ❏ Thumbs up/down ❏ End of Unit Test ❏ Exit ticket ❏ Extended Response ❏ Zero to five ❏ End of Unit Project ❏ Anecdotal notes ❏ Tech project ❏ Teacher observation ❏ Oral/visual presentation ❏ Checklist ❏ Other: Project: ❏ Oral summary 6th: Group Structure / Presentation ❏ Extended Response 7th: Still life drawing ❏ Quiz 8th: Color theory painting ❏ Written summary (or quick write) ❏ Other: practice drawing 4. Gradual Release of Learning: (What learning experiences will students engage in? How will you use these learning experiences or their student products as formative assessment opportunities? How and where will you differentiate?) Focus Lesson, Guided Instruction, Collaborative Instruction, Independent Tasks Components of Day 1 Day 2 Day 3 Day 4 Day 5 Gradual Release: Bell work on Bell work on Bell work on School Focus Lesson overhead overhead overhead Bell work on Improvement – No (I do) (Drawing & (Drawing & (Drawing & overhead Students writing prompt) writing prompt) writing prompt) (Drawing & writing prompt) 6th: Lead 6th: Review 6th: Review th
discussion on discussion on discussion on 6 : Review Where do ideas Where do ideas Where do ideas discussion on REVISED 9/15/13 come from? th
7 : Still life study th
8 : Painting /color theory Review come from? th
7 : Review still life 8th: Introduce painting/ color theory project Guided Instruction (We do) 6th: Read Part 1 7th: Set up still life Collaborative (We do together) Gathering & Processing Worksheet on Problem solving (Part 1) 6th: Review worksheet on Problem solving (Part 1) 7th: Drawing set up, contour lines, shape study 8th: Brainstorm 6th: Practice Creative thinking: small groups (4 students) Part 1 brain storm ideas & Practice sketches come from? Where do ideas come from? 7th: Review still life th
8 : Review painting/ color theory project 7th: Review still life 8th: Review painting/ color theory project 6th: Practice Creative thinking: small groups (4 students) Part 1: Build Structure working as group using only (present end of hour) 7th: Looking from other’s REVISED 9/15/13 Independent (You do) Applying 6th: Part 2: Evaluate your group’s performance and creative thinking skills 7th:Work on still life drawing 8th: Start drawing out design for painting (pencil) 5. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?) Day 1 Day 2 Day 3 Day 4 Day 5 Binder, pencil Binder, pencil Binder, pencil Binder, pencil 8th: paint 6th: Styrofoam cups, 6th: Styrofoam cups, paperclips, plastic paperclips, plastic straws, scissors, and straws, scissors, and glue glue Family Connection (How will you communicate with and extend into the home?) Use planner, phone calls on Friday • Positive notes/emails home • Progress reports Teacher Reflection: I have students not turning work in and not placing their name on their work. Their grades are reflecting this! I 8th: Finish color wheel from Friday (intermediate color) perspective 8th: Research picture to use 7th: Work on still life drawing 8th: Practice sketch REVISED 9/15/13 shared the grade book with my classes last week, and stressed the importance of completing work. I talked to several parents last week due to behavior or missing assignments. 21st century really helps if they are enrolled, I need to suggest for some students.