UNT COMMON LESSON PLAN INSTRUCTIONS

Teacher Candidate: Rhiannon Laxalt

Grade Level and or Subject: 9th, Art 1
Date: 9-9-2020
Unit Topic (if applicable): Color Theory
PART I. DEFINE THE GOALS/S FOR THE LESSON
What is the focus of this
lesson? This lesson is about color theory, and how colors become tints,
shades and tones, along with the types of colors, and other color-
related art knowledge.

National / State Learning

Standard/s: §117.203. Art, Level I (One Credit), Adopted 2013.
. (c) Knowledge and skills.
**Your instructor will tell (B) identify and apply the elements of art, including
you which standards to use in line, shape, color, texture, form, space, and value, as the
addition to TEKS and ELPS. fundamentals of art in personal artworks;

(C) identify and apply the principles of design,

including emphasis, repetition/pattern,
movement/rhythm, contrast/variety, balance, proportion,
and unity in personal artworks

Goal/s of the lesson The students are going to understand color theory and all it’s
unique parts and types of colors, etc and how to use them.

PART II: WRITE THE OBJECTIVE/S FOR THE LESSON

Specific learning target(s) / After the class participates in a color theory lecture, students will
objectives: independently complete a color wheel cutout using colored
*** Objectives have a formal pencils.
structure and differ in that
way from the Goals you stated All students will actively and independently participate in the
above. color theory lecture using their fill in the term notes to complete
their sheet.
For example:
“After viewing the video Bill
Nye: Doin’ Science with the
whole class, the learner will
independently list in writing
the 6 steps of the Scientific
Inquiry Method accurately
and in the correct order”
PART III TEACHING THE LESSON

The Common Lesson Plan Format is a CAEP EPP-Wide Assessment

8/21/18 pg. 1
This is the body of the lesson plan. Here you explain the instructional and learning
activities/actions that will best ensure all learners will successfully achieve the objective/s?
****For this section only, you may use the format prescribed by your course instructor,
cooperating teacher, or what is required in your field placement. (e.g.: 5E, Madeline Hunter,
Inquiry Cycle, etc.)
Regardless of format selected, you MUST address components A-F:
A. Opening/Introduction
(also referred to as a “motivator” In order to engage students in my color theory lesson, we build
or “hook”)
on the art knowledge they already have. The students learn how
Prior knowledge Explain how you
to do visual practices in color that they can already complete in
will assess, activate, and/or add to graphite or charcoal.
the Prior Knowledge necessary for
learners to be successful in the
The intro includes a colorful and visual aid-giving powerpoint, as
lesson.
well as fill-in-the-blank notes for engagement and participation as
Anticipatory Set Identify how you well as learning. This lesson is relevant to student life because it
will gain the students’ attention assists in artistic skill building and procuring visual literacy and
and engage them with the lesson using color.
content. How this lesson is
meaningful to the students and
connects to their lives. Though I can make an effort to engage the class through open-
ended questions to the group, I will focus on individual
conferences and check-ins with students throughout the class
period as they complete their color wheel.

B. Procedures 1. The teacher will make sure students are seated and have
** Include enough detail so that fill-in-the-notes paper.
someone else could replicate your 2. The teacher will begin the color theory lecture with the
lesson. Unless your instructor powerpoint presentation.
directs you otherwise, this section
should read almost like a script. 3. The teacher will discuss the terms and definitions
provided on the powerpoint and ensure students are
following along with their notes.
4. The teacher will pass out the color-wheel paper to all
students.
5. The teacher will provide colored pencils to those who did
not purchase an art pack with the materials needed in it.
6. The students will complete their color wheel and place it
with their color theory notes.

C. Formative
assessment The learner’s progress is initially based on their active note-taking
methods/tools: and completion of their color wheel sheet.
Since this lesson is primarily introductory to color theory as a
whole, it is mainly participation based.

The Common Lesson Plan Format is a CAEP EPP-Wide Assessment

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 D. Grouping structure/s: Students are socially-distanced and working independently.

E. Accommodations/ There aren’t any modifications to make.

Modifications
Accommodations or modifications for art are primarily made on
tests, especially now, students are given the notes word for word
and all class materials are made available online.

F. Instructional Fill in the term note sheet

Materials, Equipment Pencil or pen
and Technology: Colored pencils
Circle of paper for color wheel
Projector
PowerPoint

IV. SUMMATIVE ASSESSMENT

THINK: HOW WILL I ENSURE THE LEARNERS HAVE MET THE OBJECTIVE/S FOR THE LESSON?
Summative There is not a summative assessment for this lesson, because it is an
Assessment: introduction for a larger color unit.

Assessment I would follow the instructions of the provided paperworks. Using images
Accommodations alongside descriptive words, buddy tutors, increasing text size, recording
& lectures, providing extra help, verbal explanations, etc.
Modifications

V. REFLECTION ON THE EXPERIENCE

Reflection Write a brief reflection on what worked in the lesson and what you could
improve upon for the next lesson. (If you did not actually get to teach it,
reflect on your planning experience. What challenged you? What do you still
need to know? How could you find out?)
TEKS: Texas Essential Knowledge and Skills
ELPS: English Language Proficiency Standards
CCRS: College Career and Readiness Standards
IEP: Individualized Education Plan
BIP: Behavior Intervention Plan
ELL: English Language Learner

The Common Lesson Plan Format is a CAEP EPP-Wide Assessment

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