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Lesson Plan
ED 3501 2012
Gradations of tone are useful to show depth or the effect of light on objects.
By increasing details in the foreground the illusion of depth and reality can be enhanced.
A narrative can be retold or interpreted visually.
LEARNING OBJECTIVES
Students will:
1. Demonstrate knowledge of gradient tones to create the illusion of depth.
2. Create a visual based on a short story.
3. Use the techniques we have learned previously to finish their pieces.
ASSESSMENTS
Observations:
Key Questions:
I will watch the students process as they draw
How does shading affect an image?
and colour. I am looking for students to be
What is a visual narrative?
thinking about the concepts and using them in
their colouring and drawing.
I am also looking for evidence of visualizing a
sequence of events.
Written/Performance Assessments:
Performance assessments will be the drawing they create from the story they listen to/read.
PROCEDURE
Introduction (__min.):
Hook/Attention Grabber: I will have an image on the board.
Assessment of Prior Knowledge: I will ask them about their shading and what they remember from last week.
Expectations for Learning and Behaviour: Students will be expected to finish their colouring carefully. (So scribbles
or white spaces), They will finish the shading sheet, and they will finish their visual in a timely manner.
They will also be expected to abide by the class rules.
Advance Organizer/Agenda: Organizer is on the powerpoint.
Body (__min.):
Learning Activity #1: Shading exercise: Students will create a gradient for various colours and demonstrate
their ability to control the pressure of their pencils crayons to create colour gradients. They will be finishing this
before the next activity.
Assessments/Differentiation: All students will be doing the same activity, but I will work personally with students who are
struggling with this concept. I will have visuals, and I will explain the easiest way to shade and colour.
My assessment is observing how they colour, and their performance based on their finished product.
Learning Activity #2: Finishing their drawings using the colouring techniques we discussed.
Assessments/Differentiation: Performance assessment, Can all the students colour without scribbles and white spaces?
ED 3501 2012
I will continue my observational assessment of their ability to shade and understand middle ground, foreground and background.
Learning Activity #3: Creating a visual: Students will create a visual sequence of the story we have read. This is
expected to be completed before the end of the period.
Assessments/Differentiation: Observational assessments as they work. Are students working? Are they creating visuals from the
story? Conversational assessment: Ask students to explain what part of the story they are creating.
Closure ( __min.):
Consolidation/Assessment of Learning: I will review that material we have covered. (what is lighting, how does it
work etc.)
Feedback From Students: I will ask for thumbs up, thumbs down from the students. Did they like it? Are they
confused in anyway. I will address questions and confusion here.
Feedback To Students: I will be giving students feedback during my conversational and observational asessments
Transition To Next Lesson: