Lesson Plan Template

NEPF + Components of an Effective Lesson Hybrid

Name

Miranda Lopez

Grade Level

9 - 12

Subject Area

Art

Main Topic

Color

CCSD Standard

**Be sure to include any strategies, resources, and/or technology that will be used to answer the question where
appropriate. You should have a technology tool integrated into each effective lesson component.**
Standard 1: Learning Purpose and Connections
What will the students be learning?
What are the big concepts for the lesson?
How will students know the objectives for the lesson? [Daily Objective]
How will students know the purpose and relevance of the lesson?
What resources/technology will help students make connections to previous learning? [Daily Review]
How will students receive feedback for their review?
How will students build their current knowledge?

How will the lesson be introduced? [Introduction]

Students will learn basic concepts of primary and secondary colors, how to blend colors, balance and contrast.
Students will be given video lesson with information about colors and then use their acrylic paints to do exercises on
shading and moving from one
color to another by mixing colors.
Once students have practiced blending colors they will complete a project to develop a painting that uses technique
learned.
Student projects will progressively build on basic principals which are used as the foundation of each piece. Color charts are
available on line and video technique for blending color is available to watch on web-site
Each project will incorporate additional art techniques. Examples of others work will be demonstrated in class and posted
on line.
Students will build their current knowledge through practice.
Lessons will be introduced through short lecture, and video presentation of examples and techniques and then practical,

hands-on experience.

Standard 2: Learning Tasks and Cognitive Demands

How are students supported in achieving the learning goals?
What Depth of Knowledge levels will students experience in the learning tasks?
How will students be supported to experience deeper learning? Address any SPED, Gifted or ELL students [Concept and Skill
Development and Application]
How will students be challenged to advance their thinking and skills? [Concept and Skill Development and Application]

Basic concepts are introduced; students who grasp the concepts quickly can be given more challenging projects. For
example a basic student might
start with a color chart that displays 6 12 colors. More advance students will work on color charts that are on a scale
using one color to blend into
the next. Once blending techniques are learned a subject piece will be assigned where techniques learned will be used to
create the art piece (for example a sunset landscape).
Students at different levels will have success based on the set of skills they are mastering.

Standard 3: Engagement Strategies and Discourse

How will students engage in interactive dialogue and/or discussions? [Guided/Independent/Group Practice]
How will students develop their skills in argumentation, explanation, and critique, using logic/evidence to support or refute a claim or
position?
How will students use multiple representations of concepts in their thinking? (i.e., graphic organizers, visuals, drawings, concept maps,

videos, simulations, data formats)

What opportunities will students have to use their personal experiences and knowledge to connect to the new concepts and skills?
How will students collaborate with each other?

Students will learn to recognize through looking at a series of examples, the different techniques used to achieve
objectives. They will experiment with their own techniques to develop their own style. Pieces will be graded on balance,
creativity, students will also discuss with peers.

Standard 4: Student Understanding of and Responsibility for Learning

How will students reflect on their learning progress through structured metacognitive activities?
How will students reflect on the learning goals, the performance criteria and purpose of the lesson?

How will students share their progress?

How will students be supported in revising their learning strategies based on their progress?

Student will predict color outcomes when mixing two colors.

Student will perform color mixing and learn if prediction is true.
Students will be encouraged to continue to experiment with colors until the desired effect is achieved.

Standard 5: Assessment Integrated into Instruction

How will student progress be assessed?
How were student pre-assessments or work samples used to plan this lesson?

 What evidence of student learning will be generated during the lesson? (i.e., writing, one-to-one conferencing, discussions with peers,
instructional tasks)
How will students receive formative feedback?
How are instructional adjustments made based on student formative assessment results?
What homework will be issued to support the lesson. [Homework]
How will the lesson be closed? [Closure]
How will the lesson be reviewed? [Long-term Review]

Student s graded on their effort in experimentation. Minimum effort requires students to identify primary colors, and mix
colors to achieve
Secondary colors. Maximum effort included demonstration of a full spectrum of primary, secondary and tertiary colors in
different values.
Students may take work home to develop color wheel and explore inspiration ideas for project.
Students final project will be to create a piece of visual art that uses color blending, and principles of balance, shading and
value. Maximum effort involved a piece that displays all elements.