Blue = Lit Strategy, Yellow = Vocab, Green = Writing, Purple = Technology, Red = Text Set Day 1 Day 2 Day 3 Day 4 Day 5 Goals: Goals: Goals: Goals: Goals: To recognize the To understand the To gain a deeper To recognize the To identify Monets change of artwork over effects of photography understanding of the connections between paintings and time based on style and on painting. To explore meaning behind the the impressionist artists understand the process subject matter, and to the origins behind the term impressionism. and gain a deeper of plein-air painting. To sort art styles modern camera. To To analyze the strokes understanding of the review photography chronologically. To recognize the shift and of the impressionists. context of the time. To and painting and their understand the change in aesthetics To defend an opinion practice impressionist relationship to historical context that during the impressionist on the works of the painting techniques. impressionism. led to the impressionist movement. impressionists. Standards: Standards: style. Standards: Standards: 6-8.WT.9, 6-8.RT.3 8.1.1, 8.6.1 Standards: 8.1.1, 8.4.1, 8.8.4, 6-8.WT.1, 8.4.5 8.7.4 Objectives: 8.2.3, 6-8.WT.9 Objectives: ISTE 1c Objectives: The student can Objectives: The student can discuss Objectives: The student can make identify Monets The student can arrange the relationship The student can reflect connections between environment in his river postcard artworks between camera upon the art critique the historical context of scene studies. The according to style and technology and art article, Exhibition of impressionism and the student can practice chronology. The student during the late 1800s. the Impressionists. writings of Manet. The making observations can understand the The student can discuss The student can defend student can follow a from life like Monet. context of time the art philosophy of the side of the art critics step-by-step handout of Materials: surrounding the the impressionists or the artists during the impressionist painting Drawing paper, impressionist compared to previous impressionist techniques. internet, projector, movement. The student artists. The student can movement. The student Materials: pencils, project can infer how an artist reflect through writing can use technology to Painting handouts, handouts, would feel about being on the innovation of the observe artwork up sketchbooks, acrylic Anticipatory Set: rejected from the Salon. camera and how close to understand paint, paintbrushes, 1800s French music Materials: photography has impressionist water jars, paper playing as students Postcards, post-its, changed. brushstrokes. towels, pencils, Manet enter classroom with paper, sketchbooks, Materials: Materials: letter slips, Google arts Monet painting on pencils, computer, prints of early photos, Exhibition of the & culture close-up screen. Review Monets projector, Internet, sketchbooks, Internet, Impressionists image, vocab paint Impression: Sunrise vocab paint swatches projector, vocab paint handouts, Google Arts swatches from yesterday. Anticipatory Set: swatches, post-its, and Culture slides, Anticipatory Set: Purpose: Postcard Activity- pencils. sketchbooks, pencils, Read from The Secret To recognize the (Frontloading with Anticipatory Set: tablets. Lives of Artists about change in color and images) arranging Art criticism: Table- Anticipatory Set: Manet. perspective at different images according to talk-quick discussion Video clip of the Purpose: times and to understand style and time period using post-its over Impressionists BBC To make connections and practice using post-its to assign some of the first film. between historical observation techniques adjectives that describe photographs, focusing Purpose: context and the of Monet. each style. on describe and To read a real text from impressionist painters Body: Purpose: initial evaluation. an art critic from the and to practice their Monets studies of To understand how and Purpose: 1800s and understand style. haystacks and why art has changed To understand how the the negative meaning Body: Parliament building and over time. To gain an camera affected the behind the world B-D-A: Manet letters haystacks. Explain the understanding of the way artists painted and impressionism. B-Introduce Manet and environmental background of the art to see how aesthetics Body: show picture of him background on world prior to changed from the Impressionism: A Dirty and one of his industrial smog. impressionism. technical to the Word- Lesson about paintings. Present three choices Body: emotional. how the artists put on D-Make connections for next weeks projects Read and sketch Body: their own show after between the letters and and discuss what each through the text in Present lesson over being rejected from the infer what is happening one includes. sketchbook about the photography and the Salon because their by annotating the text. Activities: Royal Academy: Art first camera created in style was changing. A-Discuss the reading -Watch Monets Hierarchy. Presentation the 1800s. Introduce the fact that and the questions technique video. and discussion on The Activities: art critics mocked their students have. -Paintings still life with Academy and the Salon Compare early photos Emphasize that these tablets using Monets and the Salon de to photos from today at artwork. artists were very technique. Refuse. Introduce top 5 tables. Post-its to Activities: connected to each other. Closure: impressionist painters: describe, compare, and -Read-aloud of Transition to their Exit slip: Which Manet, Degas, Monet, contrast. Exhibition of the general techniques: project sounds Cassatt, Renoir. Closure: Impressionists while Talk about the formal interesting to you and Activities: Add to vocab card: showing the artwork and technical aspects of why? Ranking paintings plein air. Exit Slip: critiqued in the article. impressionist paintings Homework: according to French How has photography -(if one-to-one using Google Arts & 1. Bring an outdoor Academy and Salon changed from the first classroom) Students Culture. Zoom in close scene photo from jurors. photo to now? will look up google arts to brush strokes of home. Closure: Assessment: & culture to zoom in on these artists. 2. Take three photos Add to vocab card: Students will turn in brushstrokes of specific Activities: from the same spot Academy, their sketchbooks at the artworks on their Practice brush strokes at different times Hierarchy Exit slip: end of the week. tablets. in sketchbooks of day. (each exit slip response (formative.) Closure: together. Then create a 3. Look up pinhole will be recorded in their Students will hand in Vocab Card: letter and small image camera and jot sketchbooks.) How their sticky notes with exhibition and like Manet. down one question would you have felt if initials (formative). impression. Exit slip: Closure: you have about the your artwork had been Adaptation: Were the art critics Add to vocab card: process. rejected from the salon Students with LD will right to mock the new tache. Also check for Assessment: multiple times? Why? be placed at a table style of art? Defend a with thumbs up, Students will turn in Assessment: with other students who side: Im with the art middle, or down. Ask if their sketchbooks for Students will put all will be sensitive to their critics because or anyone has questions. me to assess (in which post-its from postcard learning needs. Also be Im with the artists Assessment: will be in-class work, activity on a paper for sure to include think because Students will turn in sketches, and exit slips) their table (formative). time for students to Assessment: their sketchbooks at the Adaptation: Students will turn in process speech and Students will turn in end of the week. Students with ESL will their sketchbooks at the thinking. their sketchbooks at the (formative.) be given a handout of end of the week end of the week. Adaptation: the project overviews to (formative). (formative.) Students with ID will preview. Allow them to Adaptation: Adaptation: be given paintbrush use translation tools. Students with ADHD Students with dyslexia grips and larger sheets will be given content- will be provided aids of paper if needed. free stimuli if needed such as the dyslexia and may be asked to font or color overlays help hand out papers or for the reading. pick up supplies to provide appropriate movement and stimuli. Day 6 Day 7 Day 8 Day 9 Day 10 Goals: Goals: Goals: Goals: Goals: To begin working on To continue working on To continue working on To complete the To write an explanatory the impressionist the impressionist the impressionist impressionist projects text using knowledge of projects. projects and gain projects. and gain deeper impressionism, Standards: deeper understanding Standards: understanding through technical writing skills 8.5.2, 8.6.1, 8.7.4 through reading a 8.6.1, 8.7.4 a poem about and peer collaboration. 6-8.RT.3 childrens book about 6-8.RT.3 impressionism. Standards: ISTE 4a impressionists. ISTE 4a Standards: 6-8.WT.2 Objectives: Standards: Objectives: 8.6.1, 8.7.4 8.3.2 The student can make a 8.6.1, 8.7.4 The student can create 6-8.RT.3 8.6.6 hypothesis about the 6-8.RT.3 an authentic project ISTE 4a Objectives: process and steps of ISTE 4a based on the Objectives: The student can their project. The Objectives: Impressionist time The student can create develop a well-written student can create an The student can create period using photos and an authentic project text using knowledge of authentic project based an authentic project ideas from their life. based on the impressionism, art on the Impressionist based on the The student can create a Impressionist time vocabulary, and proper time period using Impressionist time project using a variety period using photos and formatting. photos and ideas from period using photos and of media and ideas from their life. The student can their life. The student ideas from their life. techniques. The student The student can create a collaborate with peers can create a project The student can create a can follow a multi-step project using a variety to discuss information using a variety of media project using a variety art technique of media and about their embracing and techniques. The of media and procedure. The student techniques. The student change writing piece. student can follow a techniques. The student can design a model of can follow a multi-step The student can multi-step art technique can follow a multi-step original camera art technique demonstrate respect for procedure. The student art technique technology. procedure. The student the work of their peers can design a model of procedure. Materials: can design a prototype and their personal original camera The student can design Internet, projector, of original camera work. technology. a model of original Instagram website. technology. Materials: Materials: camera technology. 1.sketchbooks, Materials: RAFT choice wkst, Post-its, Internet, Materials: newspapers, pencils, Internet, projector, Internet, projector, projector, plein-air Childrens book, easels, paint, brushes, 1.sketchbooks, tablets, pencils, comic. Internet, projector water, paper towels, newspapers, pencils, sketchbooks, completed 1.sketchbooks, 1.sketchbooks, painting paper, easels, paint, brushes, projects newspapers, pencils, newspapers, pencils, handouts. water, paper towels, Anticipatory Set: easels, paint, brushes, easels, paint, brushes, 2. sketchbooks, pencils, painting paper, Mini-gallery: display water, paper towels, water, paper towels, printer, tablets, Internet, handouts. projects and do a painting paper, painting paper, handouts, tracing paper. 2. sketchbooks, pencils, gallery walk to look at handouts. handouts. 3. sketchbooks, pencils, printer, tablets, Internet, each person/group/s 2. sketchbooks, pencils, 2. sketchbooks, pencils, handouts, box, photo handouts, tracing paper. work. printer, tablets, Internet, printer, tablets, Internet, paper, thin piece of 3. sketchbooks, pencils, Purpose: handouts, tracing paper. handouts, tracing paper. metal like a can or handouts, box To have choice, 3. sketchbooks, pencils, 3. sketchbooks, pencils, brass shim, tape, xacto developer, fixer, water, personal connection, handouts, supplies to handouts, box, photo knife, needle, sand tongs, towels, and a and peer collaboration create a pinhole paper, thin piece of paper safe light in you dark in writing a text about camera: box, photo metal like a can or Anticipatory Set: room the impressionist art paper, thin piece of brass shim, tape, xacto Introduce Instagram Anticipatory Set: movement. metal like a can or knife, needle, sand @impressionismart. Read and annotate the Body: brass shim, tape, xacto paper Show how each poem: Impressionism After the gallery walk, knife, needle, sand Anticipatory Set: painting has a Purpose: have a group discussion paper Read-aloud of description in the To continue working on about the impressionist Anticipatory Set: childrens book, Katie comments. Hand back the impressionist inspired projects around Impressionists comics Meets the post-its. projects that correlate the room. on the board as students Impressionists. Purpose: with the impressionists After discussion, come in. Post-it Purpose: To continue working on embracing change. review how a R.A.F.T anticipation hypothesis: To continue working on the impressionist Body: writing prompt works. I wonder if Pass the impressionist projects that correlate Students will continue Activities: back sketchbooks at projects that correlate with the impressionists working on their Table Talk: Group this time. with the impressionists embracing change. projects during the brainstorming and Purpose: embracing change. Body: majority of the class discussion about their To begin working on Body: Students will continue period. Check in with RAFT prompt. the impressionist Students will continue working on their each table throughout projects that correlate working on their projects during the the period, answering Closure: with the impressionists projects during the majority of the class questions and providing In sketchbooks, embracing change. majority of the class period. Check in with guidance. students will brainstorm Body: period. Check in with each table throughout Activities: ideas about their RAFT Hand out project each table throughout the period, answering Students will work on prompt. descriptions with steps the period, answering questions and providing their projects. Half way Assessment: and processes. Students questions and providing guidance, particularly through the class, have Collect sketchbooks will begin working on guidance. those who wrote issues everyone stop what (formative) and projects their projects during the Activities: on their sticky notes they are doing and take (authentic) at the end of majority of the class Students will work on that need to be 2 minutes to discuss at the class period. period. Check in with their projects. Half way addressed. their table what theyre Students will finish each table throughout through the class, have Activities: working on, struggling their RAFT writing the period, answering everyone stop what Students will work on with, and receive peer prompts as homework. questions and providing they are doing and take their projects. Half way feedback. (summative). guidance. 2 minutes to discuss at through the class, have Closure: Adaptation: Activities: their table what theyre everyone stop what Clean up! Sketchbook Set clear expectations Students will work on working on, struggling they are doing and take Exit Slip: How does for students with their projects. with, and receive peer 2 minutes to discuss at my project relate to the ADHD during the Closure: feedback. their table what theyre impressionist gallery walk. Set an Clean up! Then exit slip Closure: working on, struggling movement of example of how to be in sketchbooks: Why Clean up! Post-it exit with, and receive peer embracing the changes respectful of peers did I choose this slip: Self-Assess: feedback. that were happening in artwork when walking project? What is one thing I am Closure: the world in the around the room. Assessment: doing well on this Clean up! Sketchbook 1800s? Students will put their project? What is one exit slip: List one Assessment: sticky note in their thing I could improve challenge have you Students will turn in sketchbooks with their on tomorrow? faced with this project their annotated poem exit slip and turn in Assessment: so far and describe how (formative) their sketchbooks Students will turn in you overcame it. Adaptation: (summative) and their their post-its to me to Assessment: Be sure to read aloud projects at the end of review for any major Students will turn in the poem the week (authentic). issues and to pass back their sketchbooks at the Impressionism at the Adaptation: tomorrow. (formative). end of the week beginning of class to Students with ID will Students will turn in (formative) with their access understanding. be encouraged to their projects at the end impressionist project. As students annotate participate if they of the week. (authentic) their poems, check in choose the group (authentic). Adaptation: with students with ID project and will be Adaptation: Check in with students and ask them questions placed in a group with Meet one-on-one with with ADHD throughout about the poem. Also students who will students with LD to the class period. Set provide a condensed include him/her and be ensure understanding of clear expectations for version if needed. sensitive to their needs. steps and processes of their behavior and their chosen project. If learning outcomes. needed, help them write Focus specifically on out a check list. helping them overcome the issues they wrote about on their post-it exit slip from yesterday.