Lesson Plan Template 1

Caitlin Jones / Lawrence Schaedler-Bahrs / Monica Alcazar

Visual Art Unit Plan: Overview of Lessons

Big Idea: Key Element & Principle of Value & Form via Portraits Medium(s): Graphite on Paper Grade Level: Art 1

Essential Questions Visual Art & NCAS & VAPA Standards Procedures Summary Modifications for IEPs
Multicultural & English Language
Objectives Learners

Lesson 1: How does an artist Students will be able to VAPA: Pick the correct graphite pencil to use Graphic Organizers
Value, Form turn a 2D shape into a identify form vs shape.
& Space 3D Form? 1.1, 1.2, 1.5, 2.1, 2.4, 2.5 for beginning-end of project Guided step-by-step
Students will be able to instruction written on
How can you create define what value NCAS: create value scale w/grid & w/o grid white board
the illusion of Space? represents in Art Creating: (HS
What is plane of language. Proficient Identify four shapes and their
surface?
Students will be able to VA:Cr1.1.1a) alternate forms
What type of graphite identify how Form and
pencil is needed for a Value create Space. Presenting: (8th Grade Apply Value to create shape into
thin line? A bold line?
VA:Pr4.1.8a)
Form

Responding: (HS Combine Value and Form to

Proficient
illustrate Space
VA:Re9.1.Ia )

Connecting: (HS
Proficient
VA:Cn10.1.1a)
 Lesson Plan Template 2
Caitlin Jones / Lawrence Schaedler-Bahrs / Monica Alcazar
Lesson 2: How can you use Form Students will be able to VAPA: Pick the correct graphite pencil to use Graphic Organizers
Portrait of to create a Portrait? bring a person of
Your Hero relevance to life in a 2.1, 2.4, 2.5, for beginning-end of project Guided step-by-step
What is Monochrome? Monochromatic Portrait. 3.1,3.3, 3.4, 4.1
How does an artist show
instruction written on
Gender, Age & Ethnicity
Grid or Map out a Portrait Draft white board
NCAS:
in their portrait without Students will be able to
color? successfully apply Creating: (HS Lightly sketch preliminary lines in HB Studio Day
Form, Value and Space Accomplished Guidance*
How does Value work to a person of Apply Value using softer Graphite
on the planes of importance in a VA:Cr2.1.IIa)
surfaces of someones monochromatic Portrait. Create highlights with an eraser
face? Presenting: (HS
Accomplished
VA:Pr6.1.IIa)

Responding: (6th Grade

VA:Re7.2.6a )

Connecting: (HS
Accomplished
VA:Cn10.1.1a)
Lesson 3: Can you read Gender, Students will be able to VAPA: Verbal Direction Sentence Starters
Studio Day Ethnicity & Age in verbally analyze and for grammar & key
your portrait? In your identify the Elements 2.1, 2.6, 3.3, 4.1 & 4.4 Written Direction Vocabulary Written on
peers portrait? and Principles of Art in white board
their portrait. NCAS:
Table group mock-through
Can you see good use Peer Discussions
of Value by a correct Students will be able to Creating: (HS Class Discussion
Light Source? verbally analyze and Accomplished
identify the portraits VA:Cr2.1.IIa)
Studio Work Time
Gender, Ethnicity &
Age.
 Lesson Plan Template 3
Caitlin Jones / Lawrence Schaedler-Bahrs / Monica Alcazar
Presenting: (HS
Accomplished
VA:Pr4.1.IIa)

Responding: (HS
Accomplished
VA:Re8.1.IIa)

Connecting: (HS
Proficient VA:Cn10.1.Ia )

Lesson 4: Can you read Gender, VAPA: Verbal Direction & Sample Critique Verbal Direction &
Critique Day Ethnicity & Age in Sample Critique
your portrait? In your Students will be able to 1.1, 1.5, 4.2, 4.4, 4.5 Self-Critique (Written)
partners portrait? write and verbalize art Prompts using
criticism of their own NCAS: Peer-Critique (Written) Vocabulary from Unit
Can you see good use Portrait and a peers Creating: (HS
of Value by a correct Portrait using Accomplished Partner Discussion Partner Discussion
Light Source?
appropriate academic VA:Cr2.1.IIa)
language. Class Discussion
Is there good
representation of Form Presenting: (HS
and Space?
Accomplished
VA:Pr4.1.IIa)

Responding: (HS
Proficient
VA:Re9.1.Ia )

Connecting: (5th Grade

VA:Cn10.1.5a)
 Lesson Plan Template 4
Caitlin Jones / Lawrence Schaedler-Bahrs / Monica Alcazar