Lesson

Plan
Pre-service Teacher: Grade(s): School/Mentor Teacher (if applicable):
Taylar Baugher 10th, 11th, and 12th Hebron High School, Jeannette Genuardi

Subject area(s): Unit Topic/Theme: Lesson Title:

Art 1 Value Its Time For My Close up.

Relevant TEKS: Relevant ELPS: Relevant TX CCRS:

(1, a, b, c)Consider concepts
and ideas from direct
observation, Identify and
understand the elements of art,
line, shape, form and value and
principle repetition/pattern,
contrast/variety, and unity
(2. a)Use visual solutions to
create original artwork and
demonstrate effective use of art
media and tools in drawing
(3.a) Compare and contrast
historical and contemporary
styles
Mathematics:
(D) Advanced high.
i) demonstrate, with minimal
second language acquisition
support and at a level nearly
comparable to native English-
speaking peers, comprehension
of main points and supporting
ideas (explicit and implicit) in
grade-appropriate stories read
aloud in English;
1. Numeric Reasoning:
(B.1) Perform computations with real numbers.
4. Measurement Reasoning
(A.1) Select and use the appropriate type of unit
for the attribute being measured.
8. Problem Solving and Reasoning:
(A.) Mathematical problem solving.

Lesson Objective(s)/Performance Outcomes

1. Students will be able to extend their knowledge of a grey value scale and discover how it can be used to create
three-dimensional forms.
2. Students will be able to interpret the benefits of cropping in a composition.
3. Students will be able to examine a variety of artists and experiment with their techniques in their own work.
4. Students will be able to use a five-range value scale, cropping, and texture to create an original work of art.
Assessment (Description/Criteria)
Summative: Project Rubric
Criteria
1 2 3 4 Points
Craftsmanship Artwork displays very Artwork displays a little Artwork displays Artwork displays great
10 points little attention to attention to craftsmanship. moderate attention to attention to craftsmanship
craftsmanship craftsmanship
Elements of value, Drawings display 1-2 Drawings display 2-3 Drawings display 3-4 Drawings display 4-5
line and texture. different values using different values using different values using different values using
25 points blending and line weight blending and line weight blending and line weight blending and line weight
variety and no recognition variety and little recognition variety and good variety and great
of texture. of texture recognition of texture. recognition of texture.
Drawings There is less than four There is the required four There is the required four There is the required four
20 points drawings, drawings lack drawings but drawings lack drawings and variety within drawings, variety within
development and variety development and variety and views but drawings require views and drawings are
and proportions are off. proportions are off. more development and well developed and well
proportions are decent. porportions.
Effort and Time Class time was not used Class time was not fully Class time was used wisely. Class time was used
Management wisely. Little went into the utilized. Little time went into Some time went into the widely. Much time went
20 points artwork. Student was often the planning and design of planning and design of the into the planning design of
off task and not focused the artwork. The student was artwork. The student the artwork. Student was
on the project. sometimes distracted or off needed some refocusing but self-motivated the whole
task. managed well. time seeking assistance as
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needed.
Project No grid design but has Has some sort of grid design Has a clean grid design and Has a clean interesting grid
Requirements messy border. but messy border decent border. design and clean crisp
10 points border.
Preparatory Work Student completed less Student completed the Student completed the Student completed well
15 points than required preliminary required preliminary required preliminary developed preliminary
sketches, completed some sketches, completed all of sketches. Completed all of sketches, successfully
of handout, but neglected the handout but neglected to the handout and completed all the handout
to communicate with communicate with teacher communicated some with and remained in constant
teacher before moving before moving on to each the teacher before moving communication with the
forward. step. on to teach step teacher before each step.
Total
Materials and Resources
Teacher:
Projector
PowerPoint over Project
Extra objects for students
Resources
For grading rubric:
https://www.pinterest.com/pin/28640147605258969/
Students:
Sketchbooks
Graphite Pencil Set
Sharpener
Eraser
12x18 drawing paper
Ruler
Personal Object
Management of the Instructional Environment
Classroom has nine tables with four chairs at each placed in a horseshoe shape with a materials table in the middle
that will be holding needed supplies for project.
Technology Integration
Teacher will be using Remind 101 to send reminders to students about bringing personal artifacts to draw and to
help remind students of due dates and tutoring time. Teacher will use a projector to present an introduction
PowerPoint. Students will be allowed to use their cellphones and tablets as a cropping aid for project.

Diversity and Equity (Accommodations, Modifications, Adaptations)

Visual and Written notes will be provided to all students.
Teacher will spend extra time with students who need it.
Due dates will be flexible to accommodate those needing more time.
Multiple check-ins between students and teacher to check on student progress and understanding.
Students that need it will be provided with drawing paper with a grid already created for them.

Activities/Procedures
1st Day of Lesson:
Lesson Objectives:
Introduction: Teacher will begin with a PowerPoint reviewing value scale, introducing the idea of cropping,
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reviewing a variety of artists and explaining project expectations and examples.
Guided Practice: Teacher will engage students during PowerPoint with a short interactive exercise over
cropping. Teacher will help students will using a ruler to create their desired grid for their project.
Independent Practice: After presentation students will create preliminary sketches of all of their small drawings
to be approved by the teacher before moving on to make their desired grid using a 2H graphite pencil and a ruler.
If students finish their sketches and grid they can move forward with creating contour drawings of all of their
drawings.
Closure: Teacher will have an alarm that will sound ten minutes before the end of the period as s signal to
students to bring to clean up. Teacher will remind students that they must get their sketches approved before
beginning their final project.
Formative Evaluation: Teacher will check off on preliminary drawings with students before they work on their
final project and add any constructive comments to ensure students in the most successful composition.

Reflections and Documentation/Evidence of Lesson Effectiveness