Name: Julia Elliott

Class: Freehand Drawing/ Color and Design

Grade: 9-12 grade
Content: Printmaking
CCSS:
CCSS.ELA-LITERACY.SL.11-12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
CCSS.ELA-LITERACY.L.11-12.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
CCSS.ELA-LITERACY.L.11-12.6
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
CCSS.ELA-LITERACY.W.11-12.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
CCSS.ELA-LITERACY.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of content.
Visual Art Standards:
VA:Cr1.2.HSI
Shape an artistic investigation of an aspect of present-day life using a contemporary practice of art or design.
VA:Re7.1.HSI
Hypothesize ways in which art influences perception and understanding of human experiences.
VA:Re8.1.HSI
Interpret an artwork or collection of works, supported by relevant and sufficient evidence found in the work and its various contexts.
VA:Cn10.1.HSIII

Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches to create meaningful works of art
or design.
VA:Cr2.2.HSIII
Demonstrate understanding of the importance of balancing freedom and responsibility in the use of images, materials, tools, and
equipment in the creation and circulation of creative work.
Materials:
Scratchfoam
Watercolor Paper
Pencils, Erasers
White Computer paper
Sketchbook
Watercolor paints
Tape
Linoleum soft cut blocks
Sharpies
Gouges/ Carving Tools
Brayers
Barens
Water soluble Printmaking Ink
Inking Trays
EQs:
How does knowing the contexts, histories, & traditions of art forms help us create works of art & design?
How does knowing and using visual art vocabularies help us understand and interpret works of art as well as make us better artists?
What conditions, attitudes, and behaviors support creativity and innovative thinking?
How do artists and designers create works of art or design that effectively communicate?
How does art help us understand the lives of people of different times, places, and cultures?
How do artists and designers care for & maintain materials, tools, & equipment?
What role does persistence play in revising, refining, and developing work?
How does engaging in creating art enrich people's lives?

How can we create movement, texture, value and contrast by using various art-making materials?
How does knowing the contexts histories, & traditions of art forms help us create works of art & design?
How can the viewer "read" a work of art as text?
Why is it important for safety & health to understand & follow correct procedures in handling materials & tools?
Lesson Objectives: Students will be able to
- identify different kinds of printmaking techniques and processes
- use the elements of art and principles of design to create a visually pleasing design
- transfer their design onto a piece of scratch foam and create a printing plate by carving the design into the scratch foam
- use watercolor paints to create a series of backgrounds for their original design
- print their original design onto their watercolor backgrounds, using printmaking ink and a brayer/ roller
- use negative and positive space to create a logo or basic design
- transfer this design onto a small soft-cut linoleum block
- follow proper carving procedures to carve the negative space out around their basic design
- Write a journal entry about an experience they had in nature and how they felt about this experience
- use negative and positive space, texture, emphasis and composition to create a larger, more design inspired by nature
- transfer this design onto the linoleum
- follow proper carving procedures to carve the negative space out around their third design
- follow proper printing procedures to make multiple prints of their image
- create texture, movement, value, and contrast in their carving process
(if time permits)
- identify elements of art and principles of design in their classmates artwork, as well as their strengths and weaknesses, by
participating in a gallery walk and informal critique/ review
Assessment and Monitoring Strategies:
Formative, informal: I will make my way around the classroom during studio time to monitor students progress and helping them
out if I see that they are struggling or need inspiration or additional instruction. I will check for understanding by clarifying questions
they might have and commenting on the progress they are making.
Summative, formal: I will grade this summative project based on their performance, effort and attention to detail (based on a rubric I
will create) and present them with the rubric I have created close to the beginning of the lesson.

Differentiation Strategies (accommodations/modifications):

I have paired my three EL students with other students who will be able to help them out if they are having a hard time
understanding. I also will check in with them after the demonstration to monitor comprehension/ check for understanding, speaking
to them in Spanish if necessary. I have placed my Special Education student near students who will be very helpful to her. She is
very creative and loves art so she is thoroughly engaged in the processes. I let her take some creative liberties with her work while
making sure she is following the general guidelines of the project. Her aid is seated at the back of the classroom to observe her and
be there as an extra support, enforcing the rules and encouraging her. There are students who finish tasks quickly and I allow them
to start another project of the same nature if theyd like, possibly for extra credit. I will let them do some free drawing when they are
done with their main project, or go back and work on other projects that we started but havent finished yet. Many students are still
not done with the previous project and I will let them continue on them outside of class, encouraging them to come in during Royal
Time if they need extra support.
Strategies for Student Engagement:
I will engage the students by showing a powerpoint presentation of this project. I will model how to complete each step of the
process on the document camera. I will play calming music during studio time, and encourage students to not talk so others can
concentrate. I will also be taking participation points on ClassDojo.com that rewards students for good behavior and study/ work
habits and takes away points for inappropriate or distracting behavior. I will plan pair-share activities for students to dialogue with
each other. Additionally, I will have the students to participate in a gallery walk and art critique, giving specific suggestions to their
peers as well as specific praises and encouragement.

Anticipatory
Set: Hook
Into the
Lesson
(_8_minutes)

Day 1

Day 2

Day 3

Day 4

Day 5

Do Now:
Students will
respond to a
quotation by John
Updike, writing in
2 sentences what
they think the
quotation means

Do Now:
Students will write
the Rose and
Thorn of their
spring break

Do Now:
Students will get
out their designs
and continue to
work on them

Do Now:
Students will look
at an image of a
print on the screen
and describe
which elements of
art/ principles of
design it uses to
create a visually
pleasing piece

Do Now:
Students will get
out their linoleum
block prints and
continue to work on
their designs

Instruction:
Dive Into
and Through
the Lesson
( 30_minutes
)

- Students will

pair share
responses and
share with class
I will tell
students that we
will be starting a
new unit on
printmaking
I will present a
slide show
presentation
about the first
step of the
printmaking
project/ process
we will be
working on.
I will
demonstrate
how to create a
basic design for
their scratch
foam print
including an
area of
emphasis and a
pattern in the
background

- Students will pair - I will

share responses
and share with
class
I will review
classroom
policies for
upcoming term
I will review
principles of
design pattern
and emphasis
and ask
students to
identify what
kind of pattern is
being shown in
images on the
screen
I will
demonstrate
creating a
design for my
scratch foam
print as well as
how to create a
watercolor
background

demonstrate
how to use
scratch foam to
create a print by
taping their
drawing to
scratch foam,
tracing the lines
with a dull
pencil by
pressing hard,
and after
removing the
original paper to
retrace the lines
I will
demonstrate
how to ink their
scratch foam
plate and print
onto their
watercolor wash
paintings.

- Students will

pair share and

share with the
class
I will give a
powerpoint
presentation on
woodblock and
linoleum prints,
including many
of my own
designs, prints
and materials I
have printed
onto (coasters,
towels, tshirts,cards,
etc)
I will tell them
that later we will
be doing larger
scale carvings
but the first one
we will do will
be small scale
and more along
the lines of a
logo design
I will show
examples of
basic designs

- I will show a

series of images
of basic designs
and ask if the
examples are
abstract or
representational
shapes. I will
also ask the
students which is
the positive
space and which
is the negative
space
Students will
respond,
identifying which
shapes are
representational
or abstract and
which areas are
the negative and
positive spaces

Guided
Practice: Go
Beyond the
Lesson
(_48_minute
s)

- Students will
create a basic
design in
sketchbook
adding pattern
in the
background

- Students will

create basic
design in
sketchbook
Students will use
watercolor to
create a series
of watercolor
wash
backgrounds to
print onto

- Students will

proceed with
the printmaking
process and
making a series
of prints onto
their watercolor
paper
I will
demonstrate
how to do a final
drawing for their
linoleum block
print

- I will ask

students for
ideas of what to
draw
I will model how
to draw a basic
design that
incorporates
negative and
positive space
Students will
continue
working on their
scratch foam
printing and
begin
brainstorming a
basic design in
their
sketchbooks,
using images
online if they
want/ need to
since they
havent had a
drawing class
before

- I will

demonstrate how
to transfer their
small block
designs onto a
piece of linoleum
by flipping it over
and rubbing the
graphite into the
linoleum.
I will
demonstrate how
to then trace
over these lines
with sharpie to
make the areas
they want to
keep darker
If there is time I
will explain how
to use the
carving tools
I will model how
to carve out the
negative space,
the space
around the
shapes that are
emphasized.
Students will
carve out their
designs using
the carving tools

Anticipatory
Set: Hook
Into the
Lesson
(_8_minutes)

Day 6

Day 7

Day 8

Day 9

Day 10

Do Now:
Students will get
out their linoleum
block prints and
continue to work
on their designs,
either drawing or
carving designs

Do Now:
Students will get
out their linoleum
block prints and
continue to work on
their designs,
either drawing or
carving designs

Do Now:
Students will write
a journal entry
about a memory
they have
spending time
outdoors and
enjoying nature.
They will describe
their experience
and how they felt
in 3 to 5 complete
sentences. If they
get done early
they can draw a
picture that goes
along with the
writing entry.

Do Now:
Students will look
at an image of a
print on the screen
and describe
which elements of
art/ principles of
design it uses to
create a visually
pleasing piece

Do Now:
Students will look at
an image of a print
on the screen and
describe where
they see contrast,
movement and
texture in the print

Instruction:
Dive Into
and Through
the Lesson
( 30_minutes
)

- I will

demonstrate
how to use the
carving tools to
continue carving
out my design
on the small
linoleum block
Students will
carve out the
negative space
of their designs,
following proper
safety
procedures and
methods

- I will tell students - I will have

that today is the

last day to work
in class on these
small prints and
that tomorrow we
will start working
on a larger scale
block print,
inspired by
nature. I might
show images of
some block
prints to get
them excited
and inspired
I will tell those
students who are
finishing up on
the small prints
that they can
start looking for
images of nature
to use for their
larger print but
that we will be
doing this more
tomorrow

students share
their responses
in groups of 4. I
will call on
students to
share their
experiences
with the class.
Students will
share their
journal entries
and share with
the class
I will show a
powerpoint
presentation on
the final
printmaking
project: a nature
inspired
composition
incorporating
texture, value/
contrast and
movement and
encourage
students to
relate their time
outdoors with
the image they
chose to draw
and carve

- I will

demonstrate
again how to
draw my design
that I want to
use for my
linoleum
carving.
Students will
continue to work
on their nature
inspired
drawings

- I will model how

to transfer my
image onto a
larger linocut
block
I will
demonstrate how
to carve out the
positive and
negative areas,
creating texture,
movement, value
and contrast with
my carving tool

Guided
Practice: Go
Beyond the
Lesson
(_48_minute
s)

- If I see that

some students
are finishing up
their linocut
carvings I will
demonstrate
how to use the
brayer, ink tray,
baren, and
printmaking ink
to roll ink onto
their block,
pressing the
paper onto the
block with the
baren and
creating a print
of their design. I
will tell them that
they should do
at least 2 prints,
one as a tester
print and one to
turn in for credit.
Student will
continue carving
and printing
their designs
when they are
ready.

- Students will
continue carving,
printing, and
looking for images
for larger print

- I will model how - Students will

to trace a
drawing for their
final linoleum
block print on
the light box
letting them
choose an
image online to
trace if they
dont feel
comfortable
drawing (since
they havent
taken a drawing
class before)
Students will
look for images
online that are
related to their
experiences in
nature or
inspired by
nature in
general and
trace the lines to
create an
interesting
composition

- Students will
continue to work transfer their
on their nature
images onto a
inspired
linoblock and start
drawings
to carve shapes
away, considering
texture, movement,
value and contrast

Anticipatory
Set: Hook
Into the
Lesson
(_8_minutes)

Day 11

Day 12

Day 13

Day 14

Day 15

Do Now:
Students will
choose a painting
on the wall and
write about how
the artwork
demonstrates one
element of art and
one principle of
design they have
learned about (can
use sketchbook as
reference)

Do Now:
Students will get
out their linoleum
block prints and
continue to work on
carving their
designs

Do Now:
Students will get
out their linoleum
block prints and
continue to work
on carving their
designs

Do Now:
Students will get
out their linoleum
block prints and
continue to work
on carving their
designs

Do Now:
Students will write
down what they are
most proud of
regarding their
linocut designs and
what they would do
differently next time

Instruction:
Dive Into
and Through
the Lesson
( 30_minutes
)

- I will show a

brief powerpoint
presentation on
the art of
Japanese
woodcutting
Ukiyo-e
I will ask
students where
they see
movement,
texture and
balance in the
images
I will
demonstrate
how to use the
carving tools to
continue carving
out my design
on the larger
linoleum block
Students will
carve out
spaces and
shapes of their
designs
following proper
safety
procedures and
methods

- I will

demonstrate
how to use the
carving tools to
continue carving
out my design
on the larger
linoleum block
Students will
carve out
spaces and
shapes of their
designs
following proper
safety
procedures and
methods

- I will

demonstrate
how to make a
print of their
final design
following proper
printmaking
procedures
I will tell them
that they can
make a series of
test prints to see
how their
designs are
turning out,
wash their block
off again
continue
carving
Students will
carve out
spaces and
shapes of their
designs
following proper
safety
procedures and
methods and
printing their
blocks

- I will tell the

- I will tell students

students that
they should be
at the printing
stage of the
process today
and to make
sure that they
are printing their
designs today.
I will assign two
sink monitors
and model the
correct clean-up
procedures

that today we will

be doing a
gallery walk/
peer critique of
our linoprints. I
will explain the
gallery walk
procedures;
clear off your
space, take a
worksheet and
walk around the
room looking for
a print you would
like to critique.
Students will
participate in
gallery walk and
fill out worksheet

Guided
Practice: Go
Beyond the
Lesson
(_48_minute
s)

- Students will
carve out
spaces and
shapes of their
designs
following proper
safety
procedures and
methods

- Students will
carve out
spaces and
shapes of their
designs
following proper
safety
procedures and
methods

- Students will
carve out
spaces and
shapes of their
designs
following proper
safety
procedures and
methods and
printing their
blocks

- Students will

- I will ask

start printing
their natureinspired images

students to share
which prints they
wrote about. I will
bring those
prints up to the
front of the room
and we will
review them
together
Students will fill
out a rubric on
their final print
and turn them in.
Students who are
not done will
continue working
and those that
are can start
working on
another print of a
similar nature or
one of their
choice.