Brea Berry Unit Plan

Department of Arts Administration, Education and Policy
UNIT PLAN OVERVIEW

(Revised 2017)
Teacher Candidate Brea Berry

School Elementary School
Grade Level Kindergarden and First and Second
UNIT TITLE Color Concepts

Length of Class Period 45 minutes
Approximate Number of Students in Each class 24
Beginning Date for this Unit
Ending Date for this Unit
ENDURING UNDERSTANDINGS (FROM ODE STANDARDS)

Critical and Creative thinking: Students combine and apply artistic and reasoning skills to
imagine, create, realize and refine artwork in conventional and innovative ways.
Authentic Application and Collaboration: Students work individually and in groups to focus ideas
and create artwork that addresses genuine lolcal and global community needs.
PROGRESS POINTS (FROM ODE STANDARDS)

The student will at the appropriate developmental level:
B. Explore a range of art concepts and artworks and construct meaning about the works.
E. Form and express opinions about artwork and apply critical and creative thinking skills to
assess and refine their artwork.
CRITICAL ISSUE / BIG IDEA

A).Anticipatory Set (what do the students already know)
B). Rationale (why is this lesson relevant?)
A). First and second graders are easily engaged and are interested in many things. These
students are moving from an egocentric outlook to an awareness of the world as it functions
beyond their direct experience. They are refining their motor skills and have a strong interest in
making things. At this age students have a hard time with abstract concepts. They do not
engage with things that they cannot see in front of them. First and second graders are interested
in artworks depicting subjects that are familiar to them, such as animals, family, and people
engaged in everyday activities. Students are able to talk about similarities and differences, learn
and use new vocabulary, identify details, describe various types of lines, and identify basic
geometric shapes and forms in their world. I will begin my unit by introducing the color chart and
breaking down primary and seconday and tertiary colors. I will them let them explore with mixing
color and think about why we call colors primary and secondary. I will also introduce the grey
scale, and warm and cool colors and start to foster questions on the meaning of colors.
B). Considering that I am working with elementary school students I think my idea of color suits
the group better. Color is great with this age group because they are focusing on whats going on
around them. Color is what gives them motivation, makes them happy, and makes them sad.
They are at the state of identifying objects by their color. They are learning why some objects
have a certain color and their meaning. Color is a great way for them to experiment as well
seeing how colors interacts with one another and reacts to each other depending on the
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medium. At this age students like ideas that have emotional appeal. These students also like to
learn and use new vocabulary so introducing new meaning to words for them and different
medias can help expand that. Crayons with colored names printed on them will develop
students' color vocabulary. They get the chance to explore a variety of tools and materials such
as markers, charcoal, pastels, crayons, watercolor, and tempera. Student can experience
different medias and learn how they mix and how they can get colors to blend. They can create
art and reflect upon what they have made. They seek and construct meaning through
encounters with art, create narratives about artworks, and discover the significance and value of
art in their lives.
Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
Color Concepts
Color is something we all see, unless blind or color blind, examine and put certain meanings to.
It is all around us and can go unappreciated. It is interesting how we associate colors such as
red being love or even pain. Sometimes we see red and think of a stop sign or blood. Colors
play a role in meaning and objects play a role in the meaning of color. How someone puts colors
together is also important. Colors have expressive qualities. Artists select color for their effect or
appeal. Bright or warm colors convey a feeling of happiness. Cool colors produce feelings of
sadness and pessimism. Colors can also have symbolic significance and suggest abstract
qualities. Color brings something special to your work of art. While painting in black and white
often brings a classic feel, color can make your art piece pop. Color can make the viewer feel
like they are in the art. Additionally, color brings depth and life to a work. The use of color
creates drama, power, and emotions. I will present the color wheel and work on projects specific
to primary, secondary, and tertiary colors as well as a warm and cool colors. Mixing colors and
experimenting with them with different mediums will also help students get a feel for how colors
interact and how they sometimes dont. Students can then start to exam others work from a
critical stand point in interpreting a meaning to the piece.
Essential Questions (provocative, engaging, critical)

What does color mean?
Does color make you feel anything?
How can we nderstand art because of their colors?
Why do we need color in the world?

Possible Integration
Art History
o Examples of past and current artists who use color to symbolize meaning in their work
English
o Symbolic Language (I feel blue, green with envy)
Math
o Adding primary colors to equal their seconday color
DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title Lady Bug Color wheel
Lesson Description Students will be shown a color wheel and vocabulary terms will be
introduced. Students will draw their own color wheel on a piece of paper.
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They will divide it into six sections. They will use tempera to paint each
section using red, blue, and yellow and mixing. Students will write the
names of the colors on their wheel and number the primary colors one,
two, and three and the secondary colors four, five, and six. Students will
use that as a guide and create lady bug depcting two wings of colors and
there mix in the middle. It can be primary and secondary color mixed and
to go further black and white mixes.
Lesson Two
Title Warm and Cool
Lesson Description Students will begin by picking warm or cool colors. They will then think of
everyday objects that have those colors. They will draw out those objects
randomly on a piece of paper and color the objects accordingly with any
medium they choice.
Once they are done they will use the other warm or cool colors to create
another work with objects that relates to those colors.
Students will share their work with the class and name their work using a
word or words that give emotion or meaning.
Lesson Three
Title EXPLAIN THAT ART
Lesson Description Students will discuss how artists might use their works to communicate
ideas and share experiences. Students will discuss the meaning and
purpose of art and come up with a few purposes. I will explain art as
research and students will view artists who mainly rely on color the get a
meaning acrosss and they will work in small groups to come up with
strategies the artist uses in terms of color and color mixing in order to
make his/her work inquisitive in nature. In these same groups students will
create a collaborative drawing using the same strategies they came up
with for one artist to describe a moment they felt those emotions in one or
all of their lives.
Explain how technology has been used in this unit

Technology can used to show the students the different artist for the third lesson and exaples of
ladybugs for the first lesson through a PowerPoint. It can also be used for a overhead projection
or smart board showing students how to create their color wheel and demonstrating my
examples of object placement for the second assignment.
LESSON PLAN
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School Evening Street Elementary School
LESSON NUMBER 1
Lesson Title Lady Bug Color Wheel
Length of Class Period 45 Minutes
Beginning Date for this Lesson Tuesday, 11/07/2017
Ending Date for this Lesson Tuesday, 11/07/2017
CONTENT STATEMENT PERCEIVING/KNOWING (FROM ODE STANDARDS)

6PE Recognize and point out basic elements of art in their own artworks and that of other.
CONTENT STATEMENT PRODUCING/PERFORMING (FROM ODE STANDARDS)

1 PR Explore and experiment with a range of art materials and tools to create and communicate personal
meaning.
CONTENT STATEMENT RESPONDING/REFLECTING (FROM ODE STANDARDS)

2 RE Show confidence and pride in their artistic accomplishment.
Performance-based Assessment Objectives

1. Students will learn basic elements of color such as primary, secondary, complementary,
and analogous colors. They will learn to add a white or black to a color makes it lighter or
darker.
2. Students will be able to put color pairs together to represent color element and show
mixtures. They will exploring and experimenting with paper plates, paint and/or crayons.
3. Students will be able to refer back to these when needed in future assignments and feel
like they have the confidence and pride of color pairing and combining.
Performance-based Assessment Strategies

(attach assessment documents if applicable)
1. Students will use basic elements to create the color given to them in their assignment
rubric. They will combine the correct pairs and mixtures for each ladybug according to
the rubrics.
2. Student will create color pairs my exploring at least two different mediums and
experimenting with the mixtures.
3. Students will keep these together for the rest of the duration of the class and pull them
out when necessary for other assignments so they can stay confident in the work they
will submit for future projects that require them to know these concepts.
Academic Language
Vocabulary (define each)
Hue- another word for color or a variety of color.
Primary Colors- are the three pigment colors that cannot be mixed or formed by any
combination of other colors such as red, blue, and yellow.
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Secondary Colors- a color resulting from the mixing of two primary colors such as orange,
green, and purple.
Complementary colors- the pair of colors that are opposite each other on the color wheel that
when combines create a type of black or white such as red and green, yellow and purple, and
blue and orange.
Grey Scale- a range of shades of gray without apparent color from black to white.
Additional Language Demands (specific communication task)

Students will be asked to write out the names of each color on the lady bugs and lable each
ladybug with its appropriate color combination from primary colors to secondary colors to
complementary colors. Students will be able to verbally discuss the pairs and name what kind
of pairs each of their own is.
Accommodations for Special Populations
For students such as Eliot in the first grade with emotional disturbances, accommodations will
be made. I will emphasize on getting to know the students comfort zone and activities to keep
him on task.
I will be giving the student leadership roles in the classroom so that he can have
something to do for each part of classroom activities.
We will keep a list of cleaning jobs he can engage in in his spare time.
I will give him encouraging word such as being a great classroom helper and thanking
him for being on task with activities.
For times he needs to stay in his seat and has a hard time I will allow him to use
building blocks or read until I am ready for the next activity.
During class when I notice him getting agitated, as a class we will together do some
calming strategies such as taking deep breaths and counting to ten.
His seat will be located right next to my desk so I can stay in close proximity to him.
We as a class will recite the rules every morning which include keeping our hands to
ourselves.
Art/Visual Culture Examples (list all artists, artwork or media used)

Lady Bug Examples:
https://www.pinterest.com/pin/29343835047934203/
Preparations
Materials/Resources for Teacher
Color Wheel
Lady Bug Examples
Paper towels
Paint Chips
Stapler
Materials for Students
20 Paper Plates per student
6 colors Tempera Paint
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24 Paint Brushes
24 Bowel of Water
Buckets of Crayons
24 Glue Bottles
24 Scissors
24 Smocks
Safety Procedures
Students painting will wear painting smocks.
Students will work at their seat at their own table
Students using scissors will walk with them face down and be conscious of where their hands
are as they use them.
LEARNING ACTIVITY
Getting the Classroom Environment Ready
There will be seven tables in the class and three to four students assigned to a table.
A color wheel will be put on the back and front wall of the class room.
Tables will be cleared off during demonstration except for a Lady Bug example on each table.
Plates and other paint/crayons will be out but put aside.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
When the students come into the classroom, I will settle the students down and get their attention by a
universal signal such as the two fingers and lights out.
Day Duration Application Resources

1 3 Minutes I will bring up the color wheel to the students and
ask if anyone knows what it is or has seen it before.
I will then go over the colors with the students
around the wheel.
1 5 Minutes I will then point out the primary colors and
secondary colors and group them on the board with
paint chips. I will also point out complementary
colors and analogous colors on the color wheel and
the direction they are in relation to each other, as
well as put the pairs together with paint chips on the
board.
1 3 Minutes I will then pass out the color wheel rubric and a Color Wheel Rubric
piece of paper for the students to copy before class
is over.
1 3 Minutes I will then ask students how to make colors lighter
and darker. I will elaborate by using paint chips to
lighten and darken colors on the wheel. I will also
talk a little bit about the grey scale and how they
can use it in this project
1 5 Minutes Tutorial: I will then explain what they will be doing The lady bug example
and refer to the lady bugs on their tables. I will tell on their tables
them using the color patterns we just talked about
and adding white and black they will be creating
these Lady Bugs: While live modeling,
You will grab two paper plates and cut one in half.
Depending on your pair you can put two primary
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colors on half of the wings and leave your body
black or color it the color those two makes. You can
also try that with your secondary and
complementary colors and see what colors you can
get. For analogous colors, you can make the wings
the colors of the end colors in you pair and the body
the color of the middle color. To add to those, you
can pick a color on one wing and a black or white
on the other and mix the colors for the body. To
assemble them you can glue them together or if you
need help I can staple them.
1 2 Minutes I will ask if there are any questions and begin to Materials: Paints, Paint
pass out the materials they will be using to create brushed, water cups,
their bug. For students that want to paint I will call smock, box of crayons,
them by table to go up and get their paint set. glue, scissors, and paper
plates
1 20 I will observe the students as they work and help
Minutes any students who are struggling or need an
overview of the pairs again. I will also be doing
some minor clean up while they are working if
there are any spills or plates and crayons on the
floor. Work Time: Students will begin creating their
Lady Bugs.
1 4 Minutes I will announce it is time to start cleaning up and
anything that needs to dry put on the drying wrack.
I will help get things off the floor and remind the
students to stay quiet and return to a clean table
before you can line up.
Clean-up Procedures (Room, Materials & Work Storage)
Student will put their names on their Lady Bugs and put them in their class bin. If they are wet
they will go in the drying rack. They will put all paint sets, scissors, glue and smocks on the
material table. They will rinse off their brushes and dump their water in the sink. They will put all
crayons back in the box and throw any trash away from their tables or floor. They will return to
their seats quietly and wait to be called to line up. I will wipe off tables and sweep the room.
Closure, Review & Anticipation (whats next?)

We will go over the color pairs at the beginning of the next couple classes to keep it fresh in
their minds.
Supplemental Activity
If a student had completed all the combination they can experiment with other color
combinations.
Teacher reflection focused on the lesson after it has been taught

N/A
LESSON PLAN
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LESSON NUMBER 2
Lesson Title Warm and Cool
Beginning Date for this Lesson Wednesday, 11/08/2017
Ending Date for this Lesson Wednesday, 11/08/2017
CONTENT STATEMENT PERCEIVING/KNOWING

7PE Explore their environments and experiences for artmaking ideas.
CONTENT STATEMENT PRODUCING/PERFORMING

1PR Explore and experiment with a range of art materials and tools to create and communicate
personal meaning.
CONTENT STATEMENT RESPONDING/REFLECTING

1RE Describe their artworks and efforts and share their artmaking processes.
1. Students will be able to explore their experiences with objects, and use their colors to
create each of their artworks.
2. Students will be able to explore and experiment with different mediums in relation to the
warm and cool colors they chose to pair them with.
3. Students will be able to describe their artwork with a word or sentence and share their
emotional connection with making these art works.

1. Students will draw out objects that they have explored in the world and use those
experiences to correctly combine that into to the warm color work and in the cool color
work.
2. Students will experiment from different mediums to create each art project.
3. Students will discuss their art making process of choosing objects and their emotional
connections to the pieces.
Academic Language
Vocabulary
Warm Color: are hues red through orange and through yellow, and browns and tans included.
Cool Color: are the hues from green through blue and through violet, and most grays are
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included.

Students will be asked to verbally explain the works they have created as far as medium use,
color choice, and emotional meaning in their piece.

For students such as Eliot in the first grade with emotional Disturbances, accommodations will
change. I will emphasize on getting to know the students comfort zone and activities to keep
him on task.
For times he needs to stay in his seat and has a hard time I will allow him to use building
blocks or read until I am ready for the next activity.
ourselves.
Art/Visual Culture Examples

Warm and Cool Color Example Lessons:
http://arteascuola.com/2016/08/warm-cool-watercolor-cities-on-the-sea/
Preparations
Wall posters describing cool and warm colors.
Own examples of end results

Packs of construction paper
Tempera Paint containers for each table (red, orange, yellow, violet, blue, green)
24 Paint Brushs
24 Bowel of Water
Buckets of Crayons
24 water color sets
24 Glue Bottles
24 Scissors
24 Smocks
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Sets of colored chalk pastels
Stacks of paper all thicknesses
Safety Procedures
Students painting will wear painting smocks.
Students will work at their seat at their own table
Students using scissors will walk with them face down and be conscious of where their hands
are as they use them.
LEARNING ACTIVITY
Warm and cool colors example posters will be hung on the front board.
My examples will be placed on the front board as well.
Tables will be cleared off.
All medium materials will be lined up alone side a cabinet in the back of the room.
We will spend approximately ten minutes of the beginning of class introducing the next topic of
warm and cool colors. We will also be discussing how colors have meaning and we associate
some colors with feelings.

1 6 Minutes I will get the student settled down and I will begin by Warm and cool color
telling the students the definition between warm and examples on the front
cool colors pointing out the examples on the board. board.
We will then discus the objects that they have seen
with colors for each set.
1 3 Minutes I will then explain the process they should take for
conducting their art works:
o The students will get two pieces of paper
and put their name on the back of both
and label each warm or cool.
o The students will pick two choices of
medium we have available in the class
and work with/on one at a time
o The students with draw objects around
their paper that have the same colors for
each color set
o They will then work on one with those
colors and fill the entire paper with color.
o They will do the same with their other
drawing.
1 5 Minutes I will use the overhead projector to demonstrate one Overhead Projector
color set drawing. To keep things simple and moving
along I will draw and underwater scene with fish, Materials for my use:
blueberries, flowers, butterflies, grass, and a cactus. I 1 piece of paper
will use crayons to color them blue, green, and violet Pencil
and explain why I am using those colors. I will tell Crayons
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them what I think about my work and the feeling it Charcoal
gives me. I will then put my crayons back and grab
another medium, charcoal, to show how I can only
have one medium at a time and tell them they will do
the same with the next set of colors.
1 1 Minutes Work time: Paper to pass out
I will pass out the rubric with the examples on it and Pencils
paper to the students and pencils and let the students All mediums put out
grab their medium for their first work and begin. for access
Rubric Handout
1 15 minutes After then minutes I will tell the students to finish up Pencils
that work or find a stopping point so they can switch All mediums put out
to the second one. They will have to put all there for access
materials back until I say they can get their new
mediums for the second one.
1 15 Minutes They will then be able to get another medium and
work. After twelve minutes, I will give them a
warning to finish up or find a stopping point to end
class.

Student will put their names on artworks and put them in their class bin. If they are wet they will
go in the drying rack. They will put all paint sets, scissors, glue and smocks on the material
table. They will rinse off their brushes and dump their water in the sink. They will put all crayons
back in the box and throw any trash away from their tables or floor. They will return to their seats
quietly and wait to be called to line up. I will wipe off tables and sweep the room.

As a class, we will have students present each of their art pieces and talk about how their color
choices affected the objects they used in their work and any emotions or feeling they had while
creating the work or have looking at it. Other students will be encouraging and give positive
feedback if they would like to comment on another student. As the student presents they will
stand in front of the class holding their pieces up as they talk.
Students who finish early or chose to do a project similar to this in later work time can create
work that incorporates both sets of colors, still separated but clearly showing the definition
between each object and background. They will also have time to finish what they started if they
didnt have enough time to finish that day.

N/A
LESSON PLAN
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LESSON NUMBER 3
Lesson Title Explain That Art
Beginning Date for this Lesson Wednesday, 11/09/2017
Ending Date for this Lesson Wednesday, 11/10/2017
CONTENT STATEMENT PERCEIVING/KNOWING

1PE Notice and point out details and respond to expressive features in artwork.
CONTENT STATEMENT PRODUCING/PERFORMING

4PR Demonstrate flexibility in their creative processes and use of art materials.
CONTENT STATEMENT RESPONDING/REFLECTING

3RE Relate the subject matter and ideas in their own artwork to those in the works of others.
4. Students will be able to notice and point out themes they see in the artwork they are
presented with.
5. Students will be able to demonstrate flexibility in their collaborating skill with working to
create work together.
6. Students will be able to relate their subjects to each other and the artist presented to
them.

4. Students will discuss in a group discussion how the artist might be using their art to
communicate ideas, themes and share experiences.
5. Students will work together to create their piece and explain how they were flexible in
combining their ideas in the end presentations.
6. Students will discuss their art making process of sharing experiences and relating them
to each other.
Academic Language
Vocabulary
Collaboration- the action of working with someone to produce or create something.
Surrealism- a 20th-century avant-garde movement in art and literature that sought to release
the creative potential of the unconscious mind, for example by the irrational juxtaposition of
images.
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Students will be asked to verbally explain the works they have created as far as theme,
connecting objects, and emotional influences. The will also communicate how it has been
working together and how they made it work.

For students such as Eliot in the first grade with emotional Disturbances, accommodations will
change. I will emphasize on getting to know the students comfort zone and activities to
keep him on task.
For times, he needs to stay in his seat and has a hard time I will allow him to use
building blocks or read until I am ready for the next activity.
ourselves.
Art/Visual Culture Examples

Vincent Van Gogh, Caf Terrace on the Place du Forum, Arles, 1888.
http://willkempartschool.com/complementary-colours/
Josef Albers, The Interaction of Color, Plate XI
https://uncrated.wordpress.com/tag/josef-albers/
Preparations
PowerPoint for the day
Examples of the two artist works on the boards
Paper containing groups for the project

Buckets of Crayons
24 Pencils
Stacks of 20lb 11 17 paper
Safety Procedures
Students will work at their seat at their own table with their own groups they are put in.
Students be reminded to be aware of other students as they draw together.
LEARNING ACTIVITY
I will put on bucket of crayons on each table.
I will also put a stack of 1117 paper on each table so students can experiment before the end
collaboration.
P a g e | 13
The overhead projector will be on with the first slide.
We will spend approximately ten minutes of the beginning of class introducing the next topic of
the collaborative art presentations. We will also be discussing how colors have meaning and we
associate some colors with feelings.

1 2 Minutes Once the students are settled I will direct their PowerPoint
attention to the PowerPoint which stated with the
project title. I will them ask them a series of questions
and we engage in a class discussion.
1 4 Minutes Questions to discuss: PowerPoint
1. How might an artist try to communicate an
idea to their viewers?
2. What might be the purpose of art?
3. How can you research art?
4. Can color make your see anything or a help
you guess the meaning of a piece of artwork?
1 2 Minutes I will talk about the ideas that they have came up with PowerPoint
and point out how color is a great way to
communicate ideas or themes. I will then talk about
two artist who use color to their advantage.
1 4 Minutes I will first talk about Josef Albers and show some of PowerPoint
his work on the slide. We will then have a discussion
on what we think of his work and some emotions and
visuals we get from it.
1 4 minutes I will next talk about Vincent Van Gogh and how his
works color just off emotions or feelings.
1 5 Minutes I will then introduce the project:
I will put the students in groups of 3-4 students. I will
tell them in that group students will come together and
pick an emotion or theme they agree on and work
together to create a collective work. They will draw
out the objects and color them and they can rearrange
them how they choose. I will tell them to remember to
focus on the colors they are choosing and how they
relate to each other.
1 24 Minutes Students will get into their groups and begin working. Paper
I will be around if anyone had questions or concerns. Crayons
Pencils
1 2 Minutes I will then tell students to wrap it up and they will
have some time the next class to finish before
presentations. They will clean up.
2 25 Minutes The next class I will remind them of their assignment Paper
and give them more time to work. Crayons
Pencils
2 20 Minutes Presentations will begin and I will call each group to PowerPoint
the front to talk about their work and have the
PowerPoint up so they can remember what they need
P a g e | 14
to touch on. I will then thank the class and have them
clean up.

Student will put their names on artworks and put them in their class bin. They will put all crayons
back in their bucket and put the bucket on the material table. They will throw away any trash
from their tables or floor. They will return to their seats quietly and wait to be called to line up. I
will wipe off tables and sweep the room.

I will tell the students to remember the tips on collaborating with others well and to focus their
next assignments on the emotions and themes they may be conveying.
Students who finish early or chose to create two works will have the opportunity to use later
work time to create and incorporates more work individually or together for more points. They
will also have time to finish what they started if they didnt have enough time to finish the next
day before presentations.

N/A
P a g e | 15

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Department of Arts Administration, Education and Policy

UNIT PLAN OVERVIEW

Teacher Candidate Brea Berry

UNIT TITLE Color Concepts

ENDURING UNDERSTANDINGS (FROM ODE STANDARDS)

PROGRESS POINTS (FROM ODE STANDARDS)

CRITICAL ISSUE / BIG IDEA

Essential Questions (provocative, engaging, critical)

Does color make you feel anything?

How can we nderstand art because of their colors?

Why do we need color in the world?

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Explain how technology has been used in this unit

CONTENT STATEMENT PERCEIVING/KNOWING (FROM ODE STANDARDS)

CONTENT STATEMENT PRODUCING/PERFORMING (FROM ODE STANDARDS)

CONTENT STATEMENT RESPONDING/REFLECTING (FROM ODE STANDARDS)

Performance-based Assessment Objectives

Performance-based Assessment Strategies

Additional Language Demands (specific communication task)

Art/Visual Culture Examples (list all artists, artwork or media used)

Day Duration Application Resources

Closure, Review & Anticipation (whats next?)

Teacher reflection focused on the lesson after it has been taught

Teacher Candidate Brea Berry

CONTENT STATEMENT PERCEIVING/KNOWING

CONTENT STATEMENT PRODUCING/PERFORMING

CONTENT STATEMENT RESPONDING/REFLECTING

Performance-based Assessment Objectives

Performance-based Assessment Strategies

Additional Language Demands (specific communication task)

Accommodations for Special Populations

Art/Visual Culture Examples

Materials for Students

Day Duration Application Resources

Clean-up Procedures (Room, Materials & Work Storage)

Closure, Review & Anticipation (whats next?)

Teacher reflection focused on the lesson after it has been taught

CONTENT STATEMENT PERCEIVING/KNOWING

CONTENT STATEMENT PRODUCING/PERFORMING

CONTENT STATEMENT RESPONDING/REFLECTING

Performance-based Assessment Objectives

Performance-based Assessment Strategies

Accommodations for Special Populations

Art/Visual Culture Examples

Materials for Students

Day Duration Application Resources

Clean-up Procedures (Room, Materials & Work Storage)

Closure, Review & Anticipation (whats next?)

Teacher reflection focused on the lesson after it has been taught

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