Teacher Name: Jill LeBlanc Content Area: Visual Art

Date:9/8/14 Class Hour:1,2,4,5

Desired Outcomes
Objectives (based on content standards):
SWBAT apply preplanning techniques to create several sketches
SWBAT utilize artistic tools and processes to create name design in
graffiti style
Misconceptions: When drawing 3-D letters, direction of shaded portion
may change (this should in reality always stay the same)
Blooms Level (New)
Apply
Create
Essential Question:
How do we take an everyday tool and transform into something unique and creative?
Scaffolding Question:
How do we transform letters in the alphabet to have a unique style?
How do we make letters appear to be 3-D?
Assessment of Learning
Graffiti Name Rubric, Do Now

Arts/Technology Integration Strategy
Drawing lesson, Powerpoint presentation
Time Frame Learning Plan
7 min 1. Hook:
Do Now students observe and reflect upon controversial graffiti artwork example
3 min 2. Direct Instruction (I DO):
T gives examples of several basic lettering styles and demonstrates how to make them
more unique
5 min 3. Guided Practice (We DO):
Students transform basic lettering styles into more unique designs
35 min 4. Independent Practice (You DO):
Students work on four sketches of graffiti name design
2 min 5. Lesson Closure:
Turn and talk to the person sitting closest to you: Tell them one way you made your
design unique, and one thing you have not yet tried but would like to on your name
design
Accommodations or Extensions:
Advanced/simplified font designs , Brick wall background, incorporation of shapes and
designs beyond letters
Materials: White rough copy paper, white drawing paper, pencils, colored pencils, erasers, graffiti fonts
worksheet, 3-D letters worksheet
Teacher Reflections:















Teacher Name: Jill LeBlanc Content Area: Visual Art
Date:9/9/14 Class Hour:1,2,4,5
Desired Outcomes
Objectives (based on content standards):
SWBAT apply enlarging techniques to transform smaller sketch into
larger final design
SWBAT create larger-scale final drawing
Misconceptions:
Blooms Level (New)
Apply

Create
Essential Question:
How do we take an everyday tool and transform into something unique and creative?
Scaffolding Question:
How do we transform letters in the alphabet to have a unique style?
How do we make letters appear to be 3-D?
Assessment of Learning
Graffiti Name Rubric, Do Now
Arts/Technology Integration Strategy
Drawing lesson, Powerpoint presentation
Time Frame Learning Plan
7 min 1. Hook:
Do Now students practice enlarging letters independently
3 min 2. Direct Instruction (I DO):
T gives examples of small designs and demonstrates enlarging techniques
4 min 3. Guided Practice (We DO):
Students transform small sketches into larger drawings
35 min 4. Independent Practice (You DO):
Students select final design from four sketches and enlarge small sketch into
larger final drawing
2 min 5. Lesson Closure:
Compare your original smaller sketch to your final drawing. What are two things
you did well? What is one way you could improve?
Accommodations or Extensions:
Advanced/simplified font designs , Brick wall background, incorporation of
shapes and designs beyond letters
Materials: White rough copy paper, white drawing paper, pencils, colored pencils, erasers, graffiti fonts
worksheet, 3-D letters worksheet
Teacher Reflections:

















Teacher Name: Jill LeBlanc Content Area: Visual Art
Date:9/10/14 Class Hour:1,2,4,5
Desired Outcomes
Objectives (based on content standards):
SWBAT apply enlarging techniques to transform smaller sketch into
larger final design
SWBAT create larger-scale final drawing
Misconceptions:
Blooms Level (New)
Apply

Create
Essential Question:
How do we take an everyday tool and transform into something unique and creative?
Scaffolding Question:
How do we transform letters in the alphabet to have a unique style?
How do we make letters appear to be 3-D?
Assessment of Learning
Graffiti Name Rubric, Do Now
Arts/Technology Integration Strategy
Drawing lesson, Powerpoint presentation
Time Frame Learning Plan
7 min 1. Hook:
Do Now students practice enlarging letters independently
3 min 2. Direct Instruction (I DO):
S gives examples of small designs and demonstrates enlarging techniques
(Review)
5 min 3. Guided Practice (We DO): S continue enlarging/creating final sketch
while T walks around modeling and assisting individuals in need
35 min 4. Independent Practice (You DO):
Students select final design from four sketches and enlarge small sketch into
larger final drawing
2 min 5. Lesson Closure:
Compare your original smaller sketch to your final drawing. What are two things
you did well? What is one way you could improve?
Accommodations or Extensions:
Advanced/simplified font designs , Brick wall background, incorporation of
shapes and designs beyond letters
Materials: White rough copy paper, white drawing paper, pencils, colored pencils, erasers, graffiti fonts
worksheet, 3-D letters worksheet
Teacher Reflections:

















Teacher Name: Jill LeBlanc Content Area: Visual Art
Date:9/11/14 Class Hour:1,2,4,5
Desired Outcomes
Objectives (based on content standards):
SWBAT Apply colored pencil techniques to create color variation
Misconceptions: There is only one way to use colored pencils
Blooms Level (New)
Apply
Create
Essential Question:
How do we take an everyday tool and maximize its uses
Scaffolding Question:
How do we get multiple colors out one colored pencil?
How do we combine colored pencils to get new colors?
Assessment of Learning
Graffiti Name Rubric

Arts/Technology Integration Strategy
Drawing lesson, Powerpoint presentation
Time Frame Learning Plan
7 min 1. Hook:
Do Now students recreate black and white lettering in color using only one
colored pencil to create multiple shades
6. min 2. Direct Instruction (I DO):
T demonstrates colored pencil shading and blending techniques
4 min 3. Guided Practice (We DO):
Students practice blending different color combinations to create new colors
35 min 4. Independent Practice (You DO):
Students work on coloring final graffiti design
2 min 3 Lesson Closure: Turn and talk to the person sitting closest to you:
Tell them one thing you tried today on your project that you liked
Accommodations or Extensions:
Advanced/simplified font designs , Brick wall background, incorporation of
shapes and designs beyond letters
Materials: White rough copy paper, white drawing paper, pencils, colored pencils, erasers, graffiti fonts
worksheet, 3-D letters worksheet
Teacher Reflections:




















Teacher Name: Jill LeBlanc Content Area: Visual Art
Date:9/12/14 Class Hour:1,2,4,5
Desired Outcomes
Objectives (based on content standards):
SWBAT Apply colored pencil techniques to create color variation
Misconceptions: There is only one way to use colored pencils
Blooms Level (New)
Apply
Create
Essential Question:
How do we take an everyday tool and maximize its uses?
Scaffolding Question:
How do we get multiple colors out one colored pencil?
How do we combine colored pencils to get new colors?
Assessment of Learning
Graffiti Name Rubric

Arts/Technology Integration Strategy
Drawing lesson, Powerpoint presentation
Time Frame Learning Plan
7 min 1. Hook:
Do Now students compare and contrast two different designs and describe what
makes a design more interesting
3 min 2. Direct Instruction (I DO):
T demonstrates how to make a final design pop off of the page by highlighting
use of color
5 min 3. Guided Practice (We DO):
Students practice final coloring techniques
35 min 4. Independent Practice (You DO):
Students work on coloring final graffiti design
2 min 5. Lesson Closure: Look at your final project write the thing you like best
about your use of color and one thing you could do to make your colors
stand out more.
Accommodations or Extensions:
Advanced/simplified font designs , Brick wall background, incorporation of
shapes and designs beyond letters
Materials: White rough copy paper, white drawing paper, pencils, colored pencils, erasers, graffiti fonts
worksheet, 3-D letters worksheet
Teacher Reflections: