EMBRACING CHANGE

Impressionism Block Plan

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
Goals:
To begin working on
the impressionist
projects.
Standards:
8.5.2, 8.6.1, 8.7.4
6-8.RT.3
ISTE 4a
Objectives:
The student can make a
hypothesis about the
process and steps of
their project. The
student can create an
authentic project based
on the Impressionist
time period using
photos and ideas from
their life. The student
can create a project
using a variety of media
and techniques. The
student can follow a
multi-step art technique
procedure. The student
can design a model of
original camera
technology.
Materials:
Post-its, Internet,
projector, plein-air
comic.
1.sketchbooks,
newspapers, pencils,
easels, paint, brushes,
water, paper towels,
painting paper,
handouts.
2. sketchbooks, pencils,
printer, tablets, Internet,
handouts, tracing paper.
3. sketchbooks, pencils,
handouts, supplies to
create a pinhole
camera: box, photo
paper, thin piece of
metal like a can or
brass shim, tape, xacto
knife, needle, sand
paper
Anticipatory Set:
Impressionists comics
on the board as students
come in. Post-it
anticipation hypothesis:
I wonder if Pass the impressionist
back sketchbooks at
this time.
Purpose:
To begin working on
the impressionist
Day 7 Day 8
Goals: Goals:
To continue working on To continue working on
the impressionist the impressionist
projects and gain projects.
deeper understanding Standards:
through reading a 8.6.1, 8.7.4
childrens book about 6-8.RT.3
impressionists. ISTE 4a
Standards: Objectives:
8.6.1, 8.7.4 The student can create
6-8.RT.3 an authentic project
ISTE 4a based on the
Objectives: Impressionist time
The student can create period using photos and
an authentic project ideas from their life.
based on the The student can create a
Impressionist time project using a variety
period using photos and of media and
ideas from their life. techniques. The student
The student can create a can follow a multi-step
project using a variety art technique
of media and procedure. The student
techniques. The student can design a model of
can follow a multi-step original camera
art technique technology.
procedure. Materials:
The student can design Internet, projector,
a model of original Instagram website.
camera technology. 1.sketchbooks,
Materials: newspapers, pencils,
Childrens book, easels, paint, brushes,
Internet, projector water, paper towels,
1.sketchbooks, painting paper,
newspapers, pencils, handouts.
easels, paint, brushes, 2. sketchbooks, pencils,
water, paper towels, printer, tablets, Internet,
painting paper, handouts, tracing paper.
handouts. 3. sketchbooks, pencils,
2. sketchbooks, pencils, handouts, box, photo
printer, tablets, Internet, paper, thin piece of
handouts, tracing paper. metal like a can or
3. sketchbooks, pencils, brass shim, tape, xacto
handouts, box, photo knife, needle, sand
paper, thin piece of paper
metal like a can or Anticipatory Set:
brass shim, tape, xacto Introduce Instagram
knife, needle, sand @impressionismart.
paper Show how each
Anticipatory Set: painting has a
Read-aloud of description in the
childrens book, Katie comments. Hand back
Meets the post-its.
Impressionists. Purpose:
Purpose: To continue working on
To continue working on the impressionist
projects that correlate Students will continue
projects that correlate with the impressionists
with the impressionists embracing change.
embracing change. Body:
Body: Students will continue
Students will continue working on their
Day 9
Goals:
To complete the
impressionist projects
and gain deeper
understanding through
a poem about
impressionism. Standards:
Standards:
8.6.1, 8.7.4
6-8.RT.3
ISTE 4a
Objectives:
The student can create
an authentic project
based on the
Impressionist time
period using photos and
ideas from their life.
The student can create a
project using a variety
of media and
techniques. The student
can follow a multi-step
art technique
procedure. The student
can design a prototype
of original camera
technology.
Materials:
Internet, projector,
1.sketchbooks, tablets, pencils,
newspapers, pencils,
easels, paint, brushes,
water, paper towels,
painting paper,
handouts.
2. sketchbooks, pencils,
printer, tablets, Internet,
handouts, tracing paper.
3. sketchbooks, pencils,
handouts, box
developer, fixer, water,
tongs, towels, and a
safe light in you dark
room
Anticipatory Set:
Read and annotate the
poem: Impressionism After the gallery walk,
Purpose:
To continue working on
the impressionist inspired projects around
projects that correlate
with the impressionists
embracing change.
Body:
Activities:
working on their
projects during the
majority of the class
period. Check in with
each table throughout
Day 10
Goals:
To write an explanatory
text using knowledge of
impressionism,
technical writing skills
and peer collaboration.
6-8.WT.2
8.3.2
8.6.6
Objectives:
The student can
develop a well-written
text using knowledge of
impressionism, art
vocabulary, and proper
formatting.
The student can
collaborate with peers
to discuss information
about their embracing
change writing piece.
The student can
demonstrate respect for
the work of their peers
and their personal
work.
Materials:
RAFT choice wkst,
Internet, projector,
sketchbooks, completed
projects
Anticipatory Set:
Mini-gallery: display
projects and do a
gallery walk to look at
each person/group/s
work.
Purpose:
To have choice,
personal connection,
and peer collaboration
in writing a text about
the impressionist art
movement.
Body:
have a group discussion
about the impressionist
the room.
After discussion,
review how a R.A.F.T
writing prompt works.
Table Talk: Group
brainstorming and
discussion about their
RAFT prompt.
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.