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Lesson Plan Format (an adaptation of the MoPTA lesson plan format for KCAI students)

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Name of Lesson :
Tennis shoe color wheel/ Color Theory
Name of Teacher Candidate :
Maja Andersen

4-

Class :
Rebecca Troyer
Grade :
9
School Placement :
Wyandotte H.S.

Rationale : (2-3 sentences why this topic is important and relevant to this age group) KCAI addition
The students will observe an overview of color theory through the PPT presentation that the students will apply to
their color wheel worksheet.
The color wheel and color theory is the foundation of all color work that students will apply to their future artwork
projects.
By completing the color wheel, the students will have a personal understanding of color relationships.
Learning Objectives (the lessons objectives and learning outcomes for meeting curricular and student needs;
bulleted)
The students will:
*The students will demonstrate their knowledge of the color wheel by applying the correct color combinations in
the correct order on their color wheel tennis shoe worksheet. The students will also have understanding of warm
and cool colors, and analogous colors by completing this color wheel exercise.
*the students will blend the oil pastel colors in color order on their worksheet.
*The students will document the color wheel theory by completing the color wheel on the worksheet from the
beginning of the wheel to the completion of the wheel.
Missouri Visual Art Standards (bulleted)
*Identify and use color theory including color value, and color schemes (analogous, monochromatic, and
complementary) VA2 FA2
*Mix tempera/acrylic paints to create different hues Blend one color/value smoothly into another VA1 FA1
National Core Visual Art Standards (bulleted)
* Document the process of developing ideas from early stages to fully elaborated ideas. VA:Cn10.1.Ia
Studying Artists / Understanding Art (Learning outcomes includes artists, historical and cultural context; can
include books for elementary)
The students will: (bulleted)

*Pop culture illustrations and photos will be shown in the PPT to represent different aspects of color theory.
Creating (Instructional Strategies; HOW it will be
Expressing (Learning Activities; WHAT the
taught ):
students will do):
List and bullet sequentially the strategies used in Lesson Structure and Procedure including direct instruction, oral
or written directions, modeling, guided practice, independent practice,etc
The teacher will present a PPT describing and informing
The students will begin watching a PPT on color
students the breakdown of color theory: Primary,
theory. The students will participate in Q&A
Secondary, Tertiary, Analogous, Monochromatic & black and throughout the PPT, demonstrating, or not, their prior
white value scale. The students will be assessed through
knowledge of color theory. At the conclusion of the
questioning at the beginning of the presentation of their
PPT, there will be an informal assessment in which
prior knowledge, as well as during the PPT presentation of
students will be asked to identify the specific color
their knowledge of color theory. At the conclusion of the
theory by looking at slides which represent the color
presentation, the teacher will show un-titled slides and ask theory shown at the beginning of the PPT, for
the students to identify the color scheme that is presented, example a slide showing a monochromatic color
assessing their understanding/comprehension/knowledge of scheme, the students will be asked to identify the
the first half of the PPT.
slide as monochromatic, this might be one student, or
the class.
The teacher will hand out copies of a line drawing of a
striped black and white line work tennis shoe for the
The students will each have a piece of black line
students color wheel work. The teacher will have a
tennis shoe line art to color in their color wheel. The
completed tennis shoe sample, and will demo how to fill in students will also have a color spectrum oil pastel set
the color wheel spectrum using oil pastels and a pointy
and a paper towel for applying the oil pastel to the
tipped paper towel, in an abbreviated sample, modeling the tennis shoe worksheet to complete their color wheel.
how to technique, but not completing the entire art
sample in an effort to move at a brisk pace.
Students that need assistance will work with the
teacher, one on one if needed with concepts of the
The teacher will hand out a sheet of the black and white
color wheel or technique.
tennis shoe line art to each student. The teacher will pass
out a color spectrum set of oil pastels to each student, as
well as a paper towel for applying the oil pastel color to the
artwork.
The teacher will model the process by starting the students
with yellow, and then yellow orange, and so on, while
walking around the students tables to check for
understanding, and seeing that the students are

demonstrating understanding of the color wheel exercise,


assisting students one on one that need help.
Evaluating Artworks : (the overarching things that you will grade; the rubric in the assessment section will be
more specific) (bulleted)

Exhibiting Artworks (be thoughtful) : (bulleted)


The successfully completed color wheel tennis shoe worksheets will be displayed next to the color wheel poster in
the art room to be of color assistance in the upcoming classes.
Assessment Procedures : (assessments used before, during, and after the lesson) (bulleted)
Before : The teacher will ask/assess the students before presenting the PPT if they know what the 3 primary colors
are.
During: The students will have the opportunity to answer questions pertaining to color theory during the PPT.
The teacher will assist any students one on one, that need guidance during the completion of their color wheel.
After : (please attach assessment tool to end of this lesson plan)
The teacher will assess the students one on one of their individual color wheel worksheets once the students have
finished.
Lesson Structure and Procedures: The sequence of events of the lesson elements. Please list each sequence
by day or class period.
Consider: * Four Studio Structures * Eight Studio Habits of Mind * Procedures should be linked to objectives *
Materials Management
Day / Class #1
Preparation Before Class (materials management):
*Oil pastels
*tennis shoe line work worksheets
*paper towel
Engagement / Opening :
The teacher will present a Color Theory PPT. The teacher will involve and encourage the students to participate in
the PPT discussion.
Connection to Prior Learning:
The students prior knowledge of color theory may vary.

Modeling:
Demonstrating/Modeling how to apply oil pastel color with a paper towel to the tennis shoe line work worksheet.
Procedures:
The students will watch and be encouraged to participate in the Color Theory PPT, getting the students to
comprehend and evaluate the meaning and understanding behind color theory by seeing examples of visual
images/examples throughout the Color Theory PPT
Guided Practice:
The teacher will lead question throughout the PPT
The teacher will conference with students as the students are working on their worksheets.
Independent Practice:
The students will compete their oil pastel color wheel worksheets.
Clean-up:
The students will return their oil pastels to the oil pastel box, through away their paper towels, turn in their
worksheets to the teacher.
Conclusion:
The teacher will encourage a discussion about color theory among the students, letting the students give examples
of colors that they like and identifying the colors and if they can identify the color scheme.
Eliminate Class #2 if only one session is needed, repeat as many times as needed for multiple days / classes
Day / Class #2
Preparation Before Class (materials management):
Engagement / Opening :
Connection to Prior Learning:
Modeling:
Procedures :
Guided Practice:
Independent Practice:
Clean-up:
Conclusion:
Resources and Supplies : (include all supplies per student; be specific as to amount and size) (include hard copy
materials such as handouts, prints, PPTs, etc.)( plan for storage)(bulleted)

*Box of oil pastels


*1 set of oil pastels, 1 color oil pastel for the color spectrum per student.
*paper towel
*Tennis shoe line work worksheet hard copy, per student.
*Color Theory PPT
*Color Wheel chart posted in the art room to refer to.
Technology : (instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning)(bulleted)
*Projector to project Color Theory PPT from the teachers laptop.
Differentiation / Accommodations / Modifications / Increase in Rigor : (to help meet the needs of all
learners, learning differences, cultural and language differences, etc.) (include all listed below)
Differentiation:
The teacher will provide a visual example/hard copy for the students to look at for reference. The students will be
shown and have access to a color wheel in the room to reference. This will allow them to have nonverbal/visual
communication.
Accommodations:
Students can stand when answering questions related to the PPT. Student can stand when coloring in their oil
pastel color wheels.
Modifications:
The teacher will modify the expectation of the students worksheet; the student will need only to color fill small
section versus the entire section of each color stripe on the line work tennis shoe of their line work worksheet.
Increase in Rigor:
The teacher will provide a teacher example/sample of boarder art including marker line & oil pastels that the
students can experiment/create with illustration on the boarders of their worksheets.
Classroom Management: (strategies consistent with the learning needs of the lesson that also meet student
behavior needs to help keep students actively engaged) Includes: behavior management plan, time management,
transitions, and lesson/class wrap-up
Behavior Management Plan:
*The teacher will encourage the students to be involved in the PPT discussion, by being involved, this will cut down
on the passive viewing of the PPT which can result in disengagement. The teacher will make a best effort to model
the oil pastel demo in an abbreviated way as not to loose the students attention.

*Laptops will be closed and cell phones collected prior to the lesson.
Time Management /Transitions:
The PPT will take approximately 15 to 20 minutes. The balance of the class will be dedicated to the students time
to complete the color wheel worksheet. The students will turn in their completed worksheets at the end of class.
Lesson/Class Wrap-up (same as conclusion)
The students will turn in their worksheets. If time allows, the teacher will involve their students in an informal color
theory discussion.
Extensions : (activities for early finishers that extend students understanding of and thinking about the learning
objectives by applying their new knowledge in a different way)(bullet, minimum of 2)
*Students can free draw, stretch and explore blending techniques with oil pastels and marker-a teacher sample will
be provided.
*Student will evaluate find examples on their laptops of photos or illustration, and describe to the teacher the color
scheme that has been used.
*If the student finds an exceptionally good color scheme example, the example will be shared with the class-shown
from the students laptop, the student can explain the color theory shown in their example.

Follow-Up to Todays Lesson : (quick activity for review or building on todays learning that will deepen student
understanding and interconnect concepts; may be incorporated in next session as connection to prior learning or
throughout the unit)
Follow up will be applying what the students have observed from the color wheel, color theory lesson. The next
lesson might be painting studies that the students put their color theory observations into practice by creating a
design using monochromatic acrylic paints.

Reflection : If you had the chance to re-teach this lesson, what would you do differently ?)(complete this section
in final draft after lesson has been taught) (5 or more complete sentences)

Learning Statement: (Summary of what has been taught in this lesson and its purpose to be displayed with the

artwork; to inform the school community of the learning involved in the lesson.) (Bold or italicize 3 or more key
concepts or vocabulary.) KCAI Addition
The students displayed Color Wheel Tennis Shoe will inform the school of an illustrated example of color theory,
within the artwork, analogous colors will be a natural part of the color wheel color scheme.

Images of Student Work: (5 Examples) (Complete this section in final draft after lesson has been taught.) KCAI
Addition