FIVE-STEP LESSON PLAN
PRE-PLANNING: KNOW, SO, SHOW / OBJECTIVE.What will your students be able to do? / CONNECTION TO MY BIG GOAL/FRAMEWORKS.
How does the objective connect to the big goal?
SWBAT identify primary and secondary colors on the color wheel.
SWBAT describe what a value scale is.
SWBAT explain why a value scale is important and how we will use it later.
SWBAT use primary colors to create a value scale. / Study of art history will make students smarter and help reach our big goal of being Art Explorers. These objectives connect to state standards that allow my students to work towards the big goal of reaching 80% mastery of objectives so we can be ready for the next grade level. We will also continue to build our portfolios and work in a new media. / VA.5.4.4
VA.5.4.19
VA.5.4.18
ASSESSMENT.
How will you know whether your students have made progress toward the objective? How and when will you assess mastery?
Students’ projects will be graded on a rubric that takes comprehension, craftsmanship, creativity and effort into account. A rubric is used to assess mastery. I will grade them as they work and differentiate as needed. A checklist will also be used to assess skills.
KEY POINTS.
What three-five key points will you emphasize?
* The color wheel is a circle of colors that artists use to help remember the primary colors, how to make secondary colors and for choosing color schemes.
* The primary colors are red, yellow and blue and are very important because they help us make all the other colors.
* The secondary colors are the ones we make using the primary colors. They are green, orange and purple.
* A value scale shows us a pure color and what happens when we add black to make a shade or white to make a tint. Value scales are gradual.
LESSON CYLCE: GO / OPENING. (5 min.)
How will you communicate what is about to happen? How will you communicate how it will happen?
How will you communicate its importance? How will you communicate connections to previous lessons?
How will you engage students and capture their interest? / MATERIALS.
Do Now: Students enter quietly and sit in their assigned seats, giving me 5. Does anyone know what 3 colors make all the other colors? Blue, Red and Yellow. These colors are given a special name called Primary Colors. Say that, primary colors. These 3 cannot be made using any of the other colors, they have to be bought just like they are. But they are very important because we use them to create all the other colors. Let’s see what happens when we mix these colors together.
Hook: Colored water mixing demonstration
2 cups of each primary color (6 all together)
What happens when we mix Blue with Yellow? What color do you predict it will make?
Just like we can mix each of these primary colored waters together, to make the secondary colors, we can do the same with paint. / Color Wheel
Clear container
Water
Food coloring
INTRODUCTION TO NEW MATERIAL. (10 min.)
What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Show students the color wheel
What do you notice about where the primary colors are on this color wheel? Good, the primary colors on a color wheel always make a triangle like this one. The secondary colors then fit in between. What is one secondary color _____? What two colors make that color _____? Good. We can see that the secondary color we chose is between the two colors that make it.
Today we are going to work on something called value. The value of a color is how light or dark it is. In order to make it darker or make something called a shade, we are going to add black. To make it lighter or make a tint we are going to add white. Artists can use this with any color, not just black and white. Look at this picture (Picasso), do you see colors that are both dark and light? ____can you come to the board and point to a shade or where the color is darker? _____can you come to the board and point to a tint , or where the color is lighter?
Good. When an artist chooses to use a monochromatic color scheme or an artwork make of just one color they rely on shades and tints to highlight the details. This can also be done in fashion or with shoes, etc. You can see in this picture of a bottle how important shades and tints are in making things look realistic or like real life. Today we are going to make a value scale like to see next to this bottle that we can use for reference when we make art next week. / Color Wheel
Picasso “Old man with a guitar”
Monochromatic ppt
GUIDED PRACTICE. (0 min.)
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
INTRODUCTION TO NEW MATERIAL 2 (Project). (5 min.)
What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
I am going to give you a sheet like this and 5 oil pastels, one of the primary colors which are….? Red, yellow and blue, a black and a white. You are going to start by filling in the middle square or the one that says pure color with the color at the top of the column. Keep in mind that the very top square should end up black and the very bottom square should end up white. The squares in between you will fill in gradually with the in between colors. (demo – highlight how to smudge oil pastels together)
Word of caution: Oil pastels are messy; they get on your clothes. BE CAREFUL when using them and do not wipe your hands on anything! / Value worksheet
Oil Pastels
GUIDED PRACTICE 2 (Project). (7 min.)
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Let’s do one of the colors together. Everyone look at the red column. First take your red oil pastel and color in the middle box or the one that says pure color with just red. _____ should we start with tints (adding white) or shades (adding black) first? Step by step fill in other boxes creating a value scale for red. / same
INDEPENDENT PRACTICE. (15 min.)
How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension?
Students will fill in the other two (blue and yellow columns)
Word of caution: When we add black to yellow in makes a mucky greenish kind of color. Add black sparingly or a little at a time so you don’t end up with black too fast on your value scale.
CLOSING. (_10_ min.)
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or progress toward) the objective?
Stop. Clean up (put away all materials appropriately and raise hands when table is clean) Stamps are awarded. Stickers added to class behavior tracking sticker chart.
Table-by-table are dismissed to line up in traveling position. Students put portfolios inside the bins and line up near the far door. Ms. Bradshaw is looking for her expert art explorer.
Have student helper remind us what we learned/made today and how it will help us become better artists
Excellent work mixing those colors! We will continue to learn about color next week so we can be SMART art explorers!