Paige Railey

TWS 499
Spring 2015
Instructional Strategies: Integrated Unit and Lesson Plans
Task: Develop instructional strategies and lesson plans that lead students to the goal/objective
of the unit.
5a: Lesson Plans Developed for Observation

Teacher Education Lesson Plan

Teacher Candidate___________Paige Railey____________________ Date/Time of
Lesson________2/9/2015 7:45__________
School_________Woodfields Elementary_______________________ Subject/Grade
Level________5th grade ACTS Art______
Description of Lesson: After an introduction and demonstration on color theory and mixing
colors, students will create their own color wheel using images that are radially symmetric.
Students will paint and cut out the same image six times and arrange them into a circle mocking
a color wheel.
This lesson will be broke up and taught over the course of week with 45 minutes classes each
day.
Lesson Title:

Color Theory

Curriculum Standards Addressed:

National Standard(s): NCAS
SC Curriculum Standard(s):
Organize and develop artistic ideas and work.
VA: Cr2.2.5a Demonstrate quality craftsmanship through care for and use of materials, tools, and
equipment.
Instructional Objective(s) Criteria:
Students should be able to create a color
wheel consisting of 6 colors (primary and
secondary) arranged in the correct order
using the same radial symmetric image.
Antecedent: When given primary colors,
students should be able to mix and create the
secondary colors.
Behavior: Students will create a color wheel
independently
Content: Art; 2 Demensional
Degree: efficiently, 100% success rate
VA: Cr2.2.5a
Materials/Resources:
Tempera paint (red, blue, yellow)
Paint brush
Cup of water
Paper towels
Paint palette (cardboard or poster board)

Assessment(s) of the Objectives:

Before beginning the lesson, students will be
pre-assessed with a KWL chart to discuss any
prior knowledge on color theory.
While students are working independently,
students will be assessed by observation and
discussion.

Paige Railey
TWS 499
Spring 2015
Reference image that is radially symmetric
Plain white paper (to trace image on and paint)
Black paper (to clue images to)
Scissors
Glue
Pencil
Prerequisites (Prior Knowledge):
Social: Students should be able to work quietly and efficiently while sitting in groups. Students
should be able
Cognitive: Students should be able to recognize that colors can be mixed to create new colors.
Physical: Ability to cut on the lines and paint within lines. Able to use scissors and glue
correctly. Follow instructions, stay on task and avoid excessive chatter.
Emotional: Take criticism positively and apply it to work.
References:
Brandon Winchester, Brewer Middle School
Procedures:
Day 1:
KWL Chart: Color Mixing

KNOW

WANT TO KNOW

LEARN

With the cart written and posted onto the board, students will be able to add things they already
know about color theory and color mixing. Once they have finished with what they know, they
will move on to things they want to know about color theory or color mixing.
This chart will be posted in the classroom for the remainder of the unit as a reminder and a
reference for students and the teacher.
Teacher will provide an introduction to color theory and color mixing. Students will have a
palette with blue, red and yellow once the KWL chart has been started. Students will follow along
and mix colors as the teacher instructs them.
When the lesson is finished, students will continue to practice and mix colors on their own.
As students are working, the teacher will ask questions relating to tinting and shading. Students
will be encouraged to try to tint/shade different colors.
Introduce project using radially symmetric imagesdiscussion on possible images.
Day 2-4:
Students will begin by choosing from the provide images (There will be a reference sheet at each
table that will be based on the students sitting at the table)
Once students have decided on their image, they will begin drawing it.
Once students have a drawing ready to use for the project, they will draw it 5 more times totally
6 drawings of the exact image.
Students will begin painting the images (each image will be one of the 6 colors for the color
wheel: blue, yellow, red, green, orange, and purple)
Once the paint dries, students will cut out the images and paste them onto black paper. The
images should be glued on the paper to represent a color wheel. Colors should be in the correct
order as discussed at the beginning of the lesson.
Day 5:

Paige Railey
TWS 499
Spring 2015
Once all of the color wheels are finished, or the majority are finished, the teacher will bring the
KWL chart back to the board.
There will be a discussion on what the students learned and then they will be able to post those
things in the L section on the chart.
Accommodations: Students who work at a slower pace will be encouraged to work quicker but
still efficiently. These students will be given a little bit of extra time but not too much as to
throw the rest of the class off. Students who finish before the majority of the class will be
allowed to free draw on their own or work on a previous project that isnt completed yet.
Students who have a hard time focusing or keeping on task will be placed in a location with
minimal distractions.

Teacher Candidate: Paige Railey

Lesson # ______
Subject/Grade:
5th Grade Art
Date and Time of Lesson: 3/23/2015 7:45am
Topic: Painting Clay
Objective(s) (or Learning Target):
Use previous knowledge on painting to effectively apply paint to clay projects in an effective way.
Context of Lesson: Students have used various types of paints in previous lessons so they know the expectation and how
the paint is to be used.
Alignment with Standards:
VA:Cr1.1.5 Combine ideas to generate an innovative idea for art-making.
Developmental Appropriateness or Cross-curricular connections:
Assessment(s) of the Objectives:
Lesson Objective(s)
Assessment(s) of the
Objective(s)
(Identify as formative or
summative)
Use previous knowledge
Students are assessed by
on painting to effectively
observation.
apply paint to clay
Formative.
projects in an effective
way.

Activities

Painting clay projects using

tempera paint

How will you use the

assessment data to
inform instruction?
Based on previous
lessons using paint,
students have a very
high expectation and
standard set for working
with the paint.

Accommodations:
Students who work slower have the extra time added by having today. These students should be able to finish painting
their project in time. Students who work faster will be able to finish any projects that even been finished. Students who
have a hard time staying on task are placed throughout the room to help minimize distractions.
Materials:
Clay projects
Tempera paint
Paint brushes
Paint pallets
Water buckets
Procedures:
Students will take their project back to their seat.

Paige Railey
TWS 499
Spring 2015
There will be a brief demonstration on applying paint to cla.
Students will begin painting, they will have all the colors they need (primary and secondary) to save time. Students will
work independently until they are done.
If students finish early, they will either work on unfinished projects or free draw.
Activity Analysis:
Students will use paint to add color to their clay projects. Students are expected to work quietly to get the most effective
paint job done.
Teacher Candidate: Paige Railey
Lesson # ______
Subject/Grade:
6th Grade Art
Date and Time of Lesson: 3/19/2015 10:00am
Topic: Magazine Collage Drawing
Objective(s) (or Learning Target):
Use clippings from magazines to begin brainstorming a story line to later collage and draw.
Context of Lesson: Students will be using magazines to find images to use to write a story. This first part of the lesson
will include finding those images and writing the short story. Later in the lesson, they will collage the images and finish
the drawing to match the story.
Alignment with Standards:
VA: Cr2.1.6a Demonstrate openness to trying new ideas, materials, methods, and approaches in making works of art and
design.
Developmental Appropriateness or Cross-curricular connections:
Students will use an English Language Arts component to take the collaged drawings to a new level. Students will write a
short story (1 paragraph at minimum) that will tell the story of what is happening in the image they will later collage and
draw.
Assessment(s) of the Objectives:
What assessment(s) will you use to determine student learning? Each objective should be aligned with an assessment.
Lesson Objective(s)

Use clippings from

magazines to begin
brainstorming a story line
to later collage and draw.

Assessment(s) of the
Objective(s)
(Identify as formative or
summative)
Students will turn in their
rough draft of the story to
count as a part to their
finished work of art. The story
is a part of the criteria for the
entire project so the story must
be included and turned in
prior to starting the collaged
drawing.

Activities

Students will look through

magazines to find interesting
images.

Students completed
previous projects that
included a writing
component so based on
their efforts from
previous projects, this
project was tailored to
fit them.

Using those found images,

students will write a short
story (1 paragraph at least)
to later illustrate.

Accommodations:
Students who work at a slower pace will be encouraged to focus and try to stay on task. There will be only 1 day allowed
for looking through magazines so this will serve as an incentive to work quickly. Students who work quickly will be
encouraged to find more images than the requirement and see how they can incorporate them into their finished collage.
Students who chose to be off task will be moved separately from the group.
Materials:
Scissors

Paige Railey
TWS 499
Spring 2015
Drawing paper
Notebook paper
Pencil
Glue sticks.
Procedures:
After an introduction and brief demonstration of the project, students will head back to their seats and begin searching
through magazines. Each table will have a stack of magazines, scissors for each student, glue stick for each student, a
sheet of notebook paper and a piece of drawing paper.
Students will begin looking through magazines for:
adds, words, small images, parts of images
Students will use these found images (at least 2) to begin brainstorming a story line.
Students will write a short story (at least 1 paragraph) describing what will be happening in their scene.
For the remainder of the period, students who finish finding their images and writing their short story, they will be able to
begin brainstorming the drawing they will start next class.
Activity Analysis:
Students use magazines to find images. This opens the boundaries to find images that could range from adds to parts of
an add to small pictures or designs. This will allow students to take this in a creative direction.
Students will work independently.
Teacher Candidate: Paige Railey
Lesson # ______
th
Subject/Grade:
6 Grade Art
Date and Time of Lesson: 3/12/2015 11:30pm
Topic: Perspective Looking Down
Objective(s) (or Learning Target):
Students will continue working to create a drawing using 1 point perspective showing a view of a city from above with an
incorporated theme.
Context of Lesson: Students were previously introduced to the lesson with a demonstration on drawing using 1
vanishing point. Students were involved in a discussion on different themes to use for the drawing. Students were
instructed to come up with a shoe that fits the theme for the entire drawing. The shoe is featured on top of one building to
appear as if someone is taking a step into the city scene.
Alignment with Standards:
VA: Cr2.3.7a Apply visual organizational strategies to design a produce a work of art, design, or media that clearly
communications information or ideas.
Developmental Appropriateness or Cross-curricular connections:
Students will use prior knowledge from the introduction of the lesson to develop a concept for the drawing. Students will
use prior knowledge on drawing using 1 point perspective to correctly execute the final city view drawing. Students will
need guidance and encouragement throughout the lesson due to the high requirement of cognitive thinking.
Assessment(s) of the Objectives:
Lesson Objective(s)

Students will continue

working to create a
drawing using 1 point
perspective showing a

Assessment(s) of the
Objective(s)
(Identify as formative or
summative)
Students will be observed as
they work on this final
drawing.
Formative.

Activities

Students will use supplies to

continue their drawing and
work individually.

Due to the students

showing their level of
understanding from the
previous days working
on this lesson, I will be
sure to continuously
observe students as they
work to ensure they are

Paige Railey
TWS 499
Spring 2015
view of a city from above
with an incorporated
theme.

on the right track.

Accommodations:
For students who are struggling with the concept or development part of this lesson, I will provide an extra explanation of
the project and different variations of explaining the entire concept of the lesson. Students who work quicker than others
will be encouraged to add more details and try to expand on their concept for the finished drawing. Students who work
slower will be encouraged to work more efficiently and possibly spend some extra time on the project outside of class.
Materials:
Pencil
Ruler
Drawing paper (drawing paper, practice paper)
Colored pencils
Research device (usually a cell phone or tablet for referencing)
Procedures:
There will be a brief lecture reminding students of what they should be doing. The teacher will also give students a
timeline of when things should be finished and how far they are expected to be in the project
Students then continue to work on their concept brainstorming/practice drawing
Students will be encouraged by the teacher to expand on their concept and take it to the next level
Students will work independently for the remainder of the class period.
**If students are ready to move onto the final drawing paper, they will present their idea and concept to the teacher.
Activity Analysis:
Students working independently on their work will help students reach the objective for the day. Students will be
encouraged to fully develop their theme and concept before starting on the final drawing.
Students who may struggle with the speed of the class will be encouraged continually to work quietly to get caught up
with the class.
Students who will work quicker than the other students will be encouraged to take their work to another level.
Students will be allowed to use their cell phones, tablets or classroom computers to reference images needed for their
drawing. Students are aware that their devices are strictly used for educational purpose only. If this rule is broken,
they know that the privilege will be taken away.
References:
Pinterest

5b: Learning Plan and Lesson Plans for Unit