Springfield College

Unit Plan Template

Teacher: Colleen Keeley
Subject: Art (Color Wheel)

Date: September 16,

2015
Grade Level: 6th

Brief Summary of the Unit:

In this introductory unit of the art education course, students will learn about the Color
Wheel, specifically the Primary, Secondary, Warm, and Cool Colors. They will complete a color
wheel after learning about the colors and color mixing through a PowerPoint. It is important for
students to learn the color wheel because color is an important element in the elements of design,
it adds to the composition of any art project by adding emotion and temperature.
Once the students have achieved an understanding of color and color mixing it will connect to
every lesson from there on, which includes color.
Students will explore and learn the concepts of color and color mixing through multiple
activities. The student will first learn about Color through a PowerPoint and fill out a color wheel
that will go along with what we went over on the PowerPoint. By the end of the unit they will
incorporate what they have learned into a final art project that will show their understandings.
They will also show their understandings through a pre and post assessment.
The techniques used throughout the unit plan are best for giving the student an
understanding by reaching visual, auditory, and kinesthetic learners. The PowerPoint will connect
with visual leaners because the colors and key words will be posted with pictures. The auditory
learners will connect because the key words will be read out loud and each step and detail of the
lesson and project will be explained thoroughly. The kinesthetic learners will connect because they
will get hands on experience with creating there color wheels and creating a accordion fold color
book that relates to things their interested in and the main propose of the lesson, the colors.

Stage One Desired Results

What do we want the students to learn?
Massachusetts Framework Standards:
Standard 1: Methods, Materials, and Techniques- Students will demonstrate knowledge of

the methods, materials, and techniques unique to the visual arts.

1.7 Maintain the workspace, materials, and tools responsibly and safely
Standard 2: Elements and Principles of Design- Students will demonstrate knowledge of the

Color wheel focusing on Primary, Secondary, Warm and Cool colors.

2.7 For color, use and be able to identify hues,values,intermediate shades,
tints, tones, complementary,analogous, and monochromatic colors
Demonstrate awareness of color by painting objective studies from life and

free- form abstractions that employ relative properties of color

Standard4:Drafting,Revising,andExhibiting Students will demonstrate knowledge of the

processes of creating and exhibiting their own artwork: drafts, critique, self-assessment,
refinement, and exhibit preparation.
4.4 Produce work that shows an understanding of the concept of
craftsmanship
4.5 Demonstrate the ability to describe preliminary concepts verbally; to
visualize concepts in clear schematiclayouts;and to organize and complete
projects

Enduring Understandings:
Big Ideas:
The students will understand that color is an important element in the elements of
design, because it adds to the composition of any art project by adding emotion and
temperature.
The students will understand the purpose of the color wheel
focusing on the Primary Colors, Secondary Colors, Warm Colors,
and Cool Colors.
Concepts:
Color,
Color wheel
Mixing
Primary Colors
Secondary Colors
Warm Colors
Cool Colors
Essential Questions:

What makes color important to a painting?

Where do we see warm and cool colors in real life?

How do we crate secondary colors?

Content: The element of: Color

 Key terms: Colors (Primary, Secondary, Warm, Cool), Color wheel, color mixing,

accordion book.

The Primary Colors

The Secondary Colors
The Warm Colors
The Cool Colors
The materials and methods included for Color mixing

The materials and methods used in creating an accordion fold color book.
Critical Thinking Skills:

Create a color wheel by mixing colors.

Create an Accordion Fold book having them correctly use the primary, secondary,
warm, and cool colors on each page.

The students will be able to identify, the primary, and secondary colors
The students will be able to list cool colors and the warm colors
The students will be able to combine the primary colors to blend and
create secondary colors.
The students will be able to correctly complete a color wheel using the
primary and secondary colors.

Stage Two Assessment Evidence

What will the students have to do in order to demonstrate their
understanding of the material?
Performance Tasks:

Color Wheel: Students will be given a color wheel and after learning about color mixing
they will need to fill it out on their own, showing their knowledge of Primary, and
Secondary colors.
Mixing Paint: Students will experiment with the primary colors by mixing them together
to create the secondary colors, creating a color wheel.
Accordion Fold Color book: The students will take what they learned from the color
wheel lesson and incorporate it into a color book, where each page has a specific topic and
color scheme. If the students successfully use the right colors on the specific page then that
shows me they have successfully learned and completed the objective of the lesson.
Post Assessment: Students will retake the same first pre assessment that first asked them
what they know about the color wheel and mixing. This will show the growth in knowledge
the student has developed throughout the lesson.

Other Evidence: quizzes, tests, prompts, etc.

Pre Assessment: Students will complete a worksheet asking them on

what they know about the color wheel and color mixing.

Self-Assessments and Reflection:

Post Assessment: Students will retake the same first pre assessment that first asked them
what they know about the color wheel and mixing. This will show the growth in knowledge
the student has developed throughout the lesson.
Reflection: On that same post assessment sheet there will be a new part at the bottom
asking them to reflection on the lesson and project.

Stage Three Lesson Plans

Teacher: Colleen Keeley
Subject: Art (Color)
Title of Lesson: Day 1: Pre Ass. / PP/ Color
Wheel

Date: September, 3, 2015

Grade Level: 6th grade
Lesson Length: 45 mins

Overview of the Lesson

Lesson Summary:
In this lesson the students will learn about the Primary, Secondary, Warm, and
Cool color schemes through a PowerPoint. They will then learn how to color
mix and paint by practicing filling out a color wheel. The students will also be
given a pre assessment worksheet to fill out.
Massachusetts Framework Standards:

2.7 For color, use and be able to identify hues,values,intermediate shades,

tints, tones, complementary,analogous, and monochromatic colors
Demonstrate awareness of color by painting objective studies from life and
free- form abstractions that employ relative properties of color
1.7 Maintain the workspace, materials, and tools responsibly and safely
Lesson Objectives: The students will be able to
The students will be able to successfully crate a color wheel.
a) The students will be able to identify, the primary, and secondary colors
b) The students will be able to list cool colors and the warm colors
c) The students will be able to combine the primary colors to blend and
create secondary colors.
d) The students will be able to correctly complete a color wheel using the
primary and secondary colors.
Materials/Equipment to be Used in Teaching the Lesson:
Power Point
Pre assessment worksheet
Color wheel worksheet

Tempera paint (Red, Blue, and Yellow)

Pallet paper or pallet
Paint brushes
Water cup
Paper towels

Enduring Understandings: (Big Idea)

The students will understand that color is an important element in the elements of design,
because it adds to the composition of any art project by adding emotion and temperature.
Concepts: transferable big ideas expressed in one word
Color, Color wheel, Mixing, Elements of Design, Primary Colors, Secondary Colors,
Warm Colors, Cool Colors.
Essential Questions:
How do colors help a picture or painting look good or bad?
Content
Factual Content:
The students will learn about how color is an important tool used in art,
they will learn about the color wheel, color blending
Vocabulary: Primary colors, Secondary Colors, Warm colors, Cool Colors,
Pallet
Tier 1: Red, Blue, Yellow, Green, Purple, Orange,
Tier 2: Blending, Color wheel, Warm colors, Cool colors
Tier 3: Primary Colors, Secondary Colors, Tempera Paint, Pallet
Critical Thinking Skills Reading, Writing, Speech, Listening, Other
Critical Thinking Skills - What key skills will be taught or practiced in this
lesson?
The students will practice mixing colors.
The students will determine what colors mix together to make different colors.
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,
Informal/Formal)
Assessment: (Reading, Writing, Speaking, Listening) Pre assessment
informal worksheet asking them on what they know about the color wheel and
color mixing.
Performance tasks: They will be given a color wheel and after learning about color mixing they
will need to fill it out on their own.

Action/Instructional Procedures
Phase
Anticipatory Set
(Hook)

Explanation

-Have ready before lesson:

o PowerPoint up and ready
o Paint pre poured and ready
o Brushes
o Water cups
o Paper towels
o worksheet
-Attendance
-Pre Assessment Worksheet: (5 mins) Pass out Worksheet
Everyone has a worksheet asking questions about color, this
isnt for a grade or anything I just want you to answer these
questions as best as you can so I can see what everyone knows or
doesnt know about color.(5 Mins)
Once you are done with the worksheet you can bring it up to me
and I will give you a color wheel worksheet, but just put it to the
side for know until we get to it.
-PowerPoint on Color: (5 Mins)
I am going to show you a series of paintings and on the back of
the color wheel I just gave you I want you to write down as many
reasons as you can come up with as to how color makes a
impacting difference these pictures.
Show the class a series of paintings in black and white and then
show them in color. (Slides 1-7)
With a raise of hands ask the class what are some things that they
came up with.
o Answers Im Looking for:
o Adds emotion to the painting
o Gives you a better sense of what the painting is of
o Gives the overall painting a temperature
o Adds character/ creativity

Procedures/Transitio
ns

Procedures:
- Color wheel: PowerPoint (5 Mins)
o Does anyone know what the primary
colors are?
o Red
o Blue
o Yellow
o Does anyone know what the Secondary
colors are?
o Green
o Orange
o Violet
o How are secondary colors created?
o By combining 2 primary colors
What are the color combos?
Red+ Blue= Violet
Red+ yellow= Orange
Blue + Yellow= Green
Does anyone know what warm colors
are?
o Red, Yellow, Orange
o Think about fire and things that are hot
they are usually the same as warm
colors.
o Does anyone know what Cool Colors
are?
o Blue, Green, and Violet
o Think of winter of things that are cold,
they tend to be blue, violet, and green
-Demonstration at a table: (10 mins)
(Have ready: Red, Blue, and Yellow Tempera Paint, Pallet
Paper, Brush, Water Cup and Paper Towels.)
o Demonstrate how to mix the paint
properly and how to use your
paintbrush /washing it while filling in the
color wheel.
o As I fill in each color keep asking
questions like
o What are my primary colors again?
o And if I want to get _________ color what
do I mix together?
o
o
o
o
o

o Do this for every color until the color

wheel is filled up.
-The color wheel worksheet: The students will have
shown what they learned by completing the color wheel
-Clean up: (5 mins)
o Your color wheels will go over on the drying rack,
make sure your names are on it.
o One person will grab all the brushes and put them
in the water cup to bring over to the sink. All you
do at the sink is rinse off the brushes and put them
in the big white bucket to be cleaned later by
myself.
o Other students at your table can grab a rag and
wipe up any paint that got on the table, and put the
folders away in the cabinets.
o Once you are finished cleaning have a seat at your
table.
Closure

Reflection
The Lesson Plan

5 new things you learned today: 5 students

with a raise of hands need to tell me something
new they learned today.

What did I learn today about:

What went well?
The students were really into the power point, they
liked seeing the pictures in black and white first and
then how color made a huge difference. A lot of the
students have never painted before so they were
really engaged when it came to color mixing and
creating different colors.
What areas of weakness need addressing?
In art timing is always an issue because some
students work faster then others, so when it came
time to paint our colors wheels, some students
finished right away and others didnt couldnt even
finish it in the remaining class time. So I think if I were
to teach this lesson again I would trim some pictures
on my PowerPoint and leave more time for the color
wheel.
What could have been done to improve this
lesson?
I think I could improve this lesson buy showing the

Teaching
Skills

student the pictures in black and white and then in

color and giving them time to work as a group to
discuss how color improves the composition of the
picture.
Which objectives were met? What is the
evidence? Which students did not meet
objectives? Why?
The students met all of the objectives, the evidence is
in the post assessment, and in the project they
completed its self. By filling out the post assessment,
which was the same questions about the color wheel
that I asked them on the pre-assessment, every
student made improvements. To further show that the
students met the objectives they had to create a color
book that had a specific color scheme on each page.
To show their understandings they had to use and mix
the colors that fall into each color scheme and use it
appropriately in each box.
What did you do well in this lesson?
I think something that went well was the students really understood
the main purpose of the lesson, which was to learn about the
primary, secondary, warm, and cool colors. I taught it using a
PowerPoint that asked questions that made them think about why
color is important, followed by questions specifically about the
colors. They then had to show what they learned through painting a
color wheel. The students were fully engaged the whole time and
focused on the activity. I think this strength impacted my students
learning because I presented the material of the lesson in a fun,
hands on way and really met all the different learning needs of each
student.
What areas of weakness need addressing?
Timing, I got through everything in my lesson but it
didnt leave the students with a lot of time to
complete their color wheels.
If I could teach this lesson again I would give the students the pre
assessment the day before, the lesson was too ambitious for the
amount of class time we had. By do the pre assessment a day before
it would have given the students more time to work on their color
wheels, even though most of them did complete them, I just think
the pacing would have been better and the lesson would have flowed
more smoothly.
What could be done to provide better
instruction in the future?
Instead of writing the steps of the project on the white
board I think if I were to give the students a checklist

The Students

in order of what steps they take, then every student

would know exactly what to be doing and no mistakes
would be made. For example some students drew the
wrong image in their boxes, which isnt a big deal but
its still not following directions.
Were you pleased with the performance of the
students?
Yes, every student was eager to start creating their
color books and they all came out really well.
What did they do well? What did they struggle
with?
Something they all did really well was they had really
unique interesting pictures for their books, and really
took the time to make theirs unique to themselves.
Something that they struggled with was painting,
some of the students had never painted before so
when I did a demonstration I explained how to draw
out their images BIG so that it will be easier for them
to paint and make it look neat.
What can be done to help them do better in the
future?
I think the extra step of having them color in their
rough drafts with either colored pencils or makers
would have eliminated any room for error with their
projects. By adding that step it would have allow them
to plan out each different part and what color it is
going to be.

Teacher: Colleen Keeley

Subject: Art (color)
Title of Lesson: Day 2: Rough Draft/ Fold/
Draw

Date: September 8, 2015

Grade Level: 6th Grade
Lesson Length:45 mins

Overview of the Lesson

Lesson Summary:
The students will continue to work toward their objective of creating a color
book showing what they learned about Primary colors, Secondary colors,
Warm Colors, Cool Colors, and how to color mix. The lesson today is the first
step in working toward completing their objective, students will work today to
set up their rough draft paper and start drawing their images.
Massachusetts Framework Standards:

2.7 For color, use and be able to identify hues,values,intermediate shades,

tints, tones, complementary,analogous, and monochromatic colors
Demonstrate awareness of color by painting objective studies from life and

free- form abstractions that employ relative properties of color

1.7 Maintain the workspace, materials, and tools responsibly and safely
Lesson Objectives: The students will be able to
The students will be able to.
e) The students will be able to identify, the primary, and secondary colors
f) The students will be able to list cool colors and the warm colors
g) The students will be able to combine different primary colors to blend
and create secondary colors.
h) The students will be able to correctly complete a color wheel using the
primary and secondary colors.
Materials/Equipment to be Used in Teaching the Lesson:
Color wheel worksheet
Acrylic paint (Red, Blue, and Yellow)
Pallet paper or pallet
Paint brushes
Water cup
Paper towels
Enduring Understandings:
The students will understand that color is an important element in the elements of design,
because it adds to the composition of any art project by adding emotion and temperature.
Concepts: transferable big ideas expressed in one word
Color, Color wheel, Mixing, Elements of Design, Primary Colors, Secondary Colors, Warm
Colors, Cool Colors.
Essential Questions:
Where do we see warm and cool colors?
How do we crate secondary colors?
Content
Factual Content:
The students will learn about how color is an important tool used in art,
they will learn about the color wheel, color blending
Vocabulary: Primary colors, Secondary Colors, Warm colors, Cool Colors,
Pallet
Tier 1: Red, Blue, Yellow, Green, Purple, Orange,
Tier 2: Blending, Color wheel, Warm colors, Cool colors
Tier 3: These are domain-specific, low frequency words that appear in specific fields or content
areas. We anticipate that students will not be familiar with them (ie: isotope, mitosis, carcinogen).
Critical Thinking Skills Reading, Writing, Speech, Listening, Other
Critical Thinking Skills

What are some things that you like or like to do for fun?
What color are those things you like in real life?
How will I draw my image?
What makes me unique?

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,

Informal/Formal)
Assessment: (Reading, Writing, Speaking, Listening)
Performance tasks: The students will develop a successful accordion book incorporating,
Primary, Secondary, Warm and Cool Colors on a different page in the book.

Action/Instructional Procedures
Phase
Anticipatory Set
(Hook)

Explanation

Attendance
Review: the color schemes, asking the student to
explain each.
o Primary
o Secondary
o Warm
o Cool
o Class Overview/ White Board: Explain to the
class the step we will be taking today to work
towards creating our color book.
o Go over objectives again
o An example of the 4 boxes is drawn out as a
reference to the class on what goes into the 4
boxes.
o Activity
o Food
o Animal
o Place

Discussion / Demonstration: Gather the class

around one table.
o 1st: Everyone is going to get a piece of white
paper, this is your rough draft copy. The first
thing your going to do is fold it into 4 equal
boxes. (Fold in half equally, and then fold that

o
o
o
o
o

o
Procedures/Transitio
ns

in half again equally) show demo)

2nd: Think about what makes you unique think
about your favorite things. (Refer back to white
board) in each of the 4 boxes we have created I
mapped out each theme of the box.
Box 1: Favorite Activity
Box 2: Favorite Food
Box 3: Favorite Animal
Box 4: Favorite Place
3rd: Drawing out your image: (show my
example) When drawing out your rough draft
something to remember is to DRAW BIG! It is
going to look way more interesting if your box
is filled with your image. Dont be afraid to
have to go off the page at all. Also remember
when we get to our final copy you will be
painting your images in, so be sure to plan it
out how you will paint it.
Pass out the Accordion Book handout that
explains whats expected of the project.

Procedures:

Closure

Pass out: the Accordion Book handout that explains

whats expected of the project. And the white piece
of paper for their rough drafts.
The students will have the remaining class period to
work on their rough draft drawings.
While students are working I will pass out their
folders.
Clean Up: Students will put their rough drafts and
handout into their folders and return them to the
cabinets. Then return to their seats until the bell rings.

Homework/Extensio
n Activities
Reflection
The Lesson Plan

What

did I learn today about:

What went well?
What areas of weakness need addressing?
What could have been done to improve this lesson?
Which objectives were met? What is the evidence?
Which students did not meet objectives? Why?

Teaching
Skills

The Students

What did you do well in this lesson?

What areas of weakness need addressing?
What could be done to provide better instruction in
the future?
Were you pleased with the performance of the
students?
What did they do well? What did they struggle with?
What can be done to help them do better in the
future?

Teacher: Colleen Keeley

Subject: Art
Title of Lesson: Day 3: Drawing Rough Draft
Cont..

Date: September 8, 2015

Grade Level: 6th Grade
Lesson Length:

Overview of the Lesson

Lesson Summary: (Work Day)
The students will continue to work toward their objective of creating a color
book showing what they learned about Primary colors, Secondary colors,
Warm Colors, Cool Colors, and how to color mix. The lesson today is the first
step in working toward completing their objective, students will work today to
set up their rough draft paper and start drawing their images.
Massachusetts Framework Standards:

2.7 For color, use and be able to identify hues,values,intermediate shades,

tints, tones, complementary,analogous, and monochromatic colors
Demonstrate awareness of color by painting objective studies from life and
free- form abstractions that employ relative properties of color
1.7 Maintain the workspace, materials, and tools responsibly and safely
Lesson Objectives: The students will be able to
The students will be able to develop a successful accordion book
incorporating the primary, secondary, warm, and cool colors.
i) The students will be able to identify, the primary, and secondary colors
j) The students will be able to list cool colors and the warm colors
k) The students will be able to combine the primary colors to blend and
create secondary colors.
l) The students will be able to correctly complete a color wheel using the
primary and secondary colors.
Materials/Equipment to be Used in Teaching the Lesson:
Color wheel worksheet
Tempera paint (Red, Blue, and Yellow)
Pallet paper or pallet

Paint brushes
Water cup
Paper towels
Strips of paper

Enduring Understandings:
The students will understand that color is an important element in the elements of design,
because it adds to the composition of any art project by adding emotion and temperature.
Concepts: transferable big ideas expressed in one word
Color, Color wheel, Mixing, Elements of Design, Primary Colors, Secondary Colors, Warm
Colors, Cool Colors.
Essential Questions:
Where do we see warm and cool colors?
How do we crate secondary colors?
Content
Factual Content:
The students will learn about how color is an important tool used in art,
they will learn about the color wheel, color blending
Vocabulary: Primary colors, Secondary Colors, Warm colors, Cool Colors,
Pallet
Tier 1: Red, Blue, Yellow, Green, Purple, Orange,
Tier 2: Blending, Color wheel, Warm colors, Cool colors
Tier 3: Primary colors, secondary colors, Tempera Paint, Accordion
Critical Thinking Skills Reading, Writing, Speech, Listening, Other
Critical Thinking Skills
Where do I see warm colors in nature?
Where do I see cool colors in nature?
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,
Informal/Formal)
Assessment: (Reading, Writing, Speaking, Listening)
Performance tasks: The students will develop a successful accordion book incorporating,
Primary, Secondary, Warm and Cool Colors on a different page in the book.

Action/Instructional Procedures
Phase
Anticipatory Set
(Hook)

Explanation

Attendance
Pass out Folders

Review (Same thing as last class): the color

schemes, asking the student to explain each.
o Primary
o Secondary
o Warm
o Cool
o Class Overview/ White Board: Explain to the
class the step we will be taking today to work
towards creating our color book.
o Go over objectives again
o An example of the 4 boxes is drawn out as a
reference to the class on what goes into the 4
boxes.
o Activity
o Food
o Animal
o Place

Procedures/Transitio
ns

Closure

Reflection
The Lesson Plan

Teaching
Skills

Work Class: The students will use the class time

today to continue drawing out their rough draft
examples,
Remind the class: to draw their images BIG and fill
up the box.

Clean Up: Students will put their rough drafts and handout
into their folders and return them to the cabinets. Then return
to their seats until the bell rings.

What

did I learn today about:

What went well?
What areas of weakness need addressing?
What could have been done to improve this lesson?
Which objectives were met? What is the evidence?
Which students did not meet objectives? Why?
What did you do well in this lesson?
What areas of weakness need addressing?
What could be done to provide better instruction in

The Students

the future?
Were you pleased with the performance of the
students?
What did they do well? What did they struggle with?
What can be done to help them do better in the
future?

Teacher: Colleen Keeley

Subject: Art
Title of Lesson: Day 4: Final Copy/
Fold/Draw

Date: September 8, 2015

Grade Level: 6th Grade
Lesson Length:45

Overview of the Lesson

Lesson Summary:
The students will continue to work toward their objective of creating a color
book showing what they learned about Primary colors, Secondary colors,
Warm Colors, Cool Colors, and how to color mix. The lesson today is the 2 nd
step in working toward completing their objective, students will work today to
set up their final copy paper and start drawing their images again.
Massachusetts Framework Standards:

2.7 For color, use and be able to identify hues,values,intermediate shades,

tints, tones, complementary,analogous, and monochromatic colors
Demonstrate awareness of color by painting objective studies from life and
free- form abstractions that employ relative properties of color
1.7 Maintain the workspace, materials, and tools responsibly and safely
Lesson Objectives: The students will be able to
The students will be able to develop a successful accordion book
incorporating the primary, secondary, warm, and cool colors.
m) The students will be able to identify, the primary, and secondary colors
n) The students will be able to list cool colors and the warm colors
o) The students will be able to combine the primary colors to blend and
create secondary colors.
p) The students will be able to correctly complete a color wheel using the
primary and secondary colors.
Materials/Equipment to be Used in Teaching the Lesson:
Color wheel worksheet
Tempera paint (Red, Blue, and Yellow)
Pallet paper or pallet
Paint brushes
Water cup

Paper towels
Strips of paper

Enduring Understandings:
The students will understand that color is an important element in the elements of design,
because it adds to the composition of any art project by adding emotion and temperature.
Concepts: transferable big ideas expressed in one word
Color, Color wheel, Mixing, Elements of Design, Primary Colors, Secondary Colors, Warm
Colors, Cool Colors.
Essential Questions:
Where do we see warm and cool colors?
How do we crate secondary colors?
Content
Factual Content:
The students will learn about how color is an important tool used in art,
they will learn about the color wheel, color blending
Vocabulary: Primary colors, Secondary Colors, Warm colors, Cool Colors,
Pallet
Tier 1: Red, Blue, Yellow, Green, Purple, Orange,
Tier 2: Blending, Color wheel, Warm colors, Cool colors
Tier 3: Primary colors, secondary colors, Tempera Paint, Accordion
Critical Thinking Skills Reading, Writing, Speech, Listening, Other
Critical Thinking Skills
Where do I see warm colors in nature?
Where do I see cool colors in nature?
How can I plan out my drawing so I will be successful when it
comes to painting.
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,
Informal/Formal)
Assessment: (Reading, Writing, Speaking, Listening)
Performance tasks: The students will develop a successful accordion book incorporating,
Primary, Secondary, Warm and Cool Colors on a different page in the book.

Action/Instructional Procedures
Phase
Anticipatory Set
(Hook)

Explanation

(Work Day)

Review: Review with them all the things we are doing in

the project.
o Sketching out our boxes
o Coloring our boxes according to a specific theme
and color scheme
o Folding the final paper strip into boxes
o Name and class period on the back in pencil
o Then re-sketching out their drawings onto a final
strip of paper that I have precut.
Materials they need out:
o Color wheel
o Accordion book handout
o Rough sketch paper
Procedures/Transitio
ns

1: Pass out strips of paper to everyone.

2: DEMO: As a whole class I am going to instruct how to
fold the accordion book and then they will do the same.
o To get your four boxes you first need to fold your
strip of paper in half then take one side and fold it
back so its half of a half. Do the same thing on the
other side. (demo)
3: They are going to start re-drawing (IN PENCIL) their
sketches from their rough draft on their final copy.
o GO OVER BOXES!
o Remind them that the first box going left to right is
number 1 and then moves in order to the right
o Also remind them the theme and color scheme of
each box and that they have their handout that
tells them again which box is which.
4:The students should take the remaining class time to
draw out their pictures, neatly, and BIG.

Closure

Reflection

Clean Up:
Everyone will need to return colored
pencils or paint to the box / sink, and return their work
to the drawer or drying rack.

What did I learn today about:

The Lesson Plan

Teaching
Skills

The Students

What went well?

What areas of weakness need addressing?
What could have been done to improve this lesson?
Which objectives were met? What is the evidence?
Which students did not meet objectives? Why?
What did you do well in this lesson?
What areas of weakness need addressing?
What could be done to provide better instruction in
the future?
Were you pleased with the performance of the
students?
What did they do well? What did they struggle with?
What can be done to help them do better in the
future?

Teacher: Colleen Keeley

Subject: Art
Title of Lesson: Day 5: Final Copy Drawing /
Painting

Date: September 8, 2015

Grade Level: 6th Grade
Lesson Length:

Overview of the Lesson

Lesson Summary:
The students will continue to work toward their objective of creating a color
book showing what they learned about Primary colors, Secondary colors,
Warm Colors, Cool Colors, and how to color mix. The lesson today is the third
step in working toward completing their objective, students will work today to
continue to draw out their final copy images. Once students are finished
drawing they will begin painting their boxes according to the color scheme.
Massachusetts Framework Standards:

2.7 For color, use and be able to identify hues,values,intermediate shades,

tints, tones, complementary,analogous, and monochromatic colors
Demonstrate awareness of color by painting objective studies from life and
free- form abstractions that employ relative properties of color
1.7 Maintain the workspace, materials, and tools responsibly and safely
Lesson Objectives: The students will be able to
The students will be able to develop a successful accordion book
incorporating the primary, secondary, warm, and cool colors.
q) The students will be able to identify, the primary, and secondary colors
r) The students will be able to list cool colors and the warm colors
s) The students will be able to combine the primary colors to blend and
create secondary colors.

t) The students will be able to correctly complete a color wheel using the
primary and secondary colors.
Materials/Equipment to be Used in Teaching the Lesson:
Color wheel worksheet
Tempera paint (Red, Blue, and Yellow)
Pallet paper or pallet
Paint brushes
Water cup
Paper towels
Strips of paper
Enduring Understandings:
The students will understand that color is an important element in the elements of design,
because it adds to the composition of any art project by adding emotion and temperature.
Concepts: transferable big ideas expressed in one word
Color, Color wheel, Mixing, Elements of Design, Primary Colors, Secondary Colors, Warm
Colors, Cool Colors.
Essential Questions:
Where do we see warm and cool colors?
How do we crate secondary colors?
Content
Factual Content:
The students will learn about how color is an important tool used in art,
they will learn about the color wheel, color blending
Vocabulary: Primary colors, Secondary Colors, Warm colors, Cool Colors,
Pallet
Tier 1: Red, Blue, Yellow, Green, Purple, Orange,
Tier 2: Blending, Color wheel, Warm colors, Cool colors
Tier 3: Primary colors, secondary colors, Tempera Paint, Accordion
Critical Thinking Skills Reading, Writing, Speech, Listening, Other
Critical Thinking Skills
Where do I see warm colors in nature?
Where do I see cool colors in nature?
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,
Informal/Formal)
Assessment: (Reading, Writing, Speaking, Listening)
Performance tasks: The students will develop a successful accordion book incorporating,
Primary, Secondary, Warm and Cool Colors on a different page in the book.

Action/Instructional Procedures
Phase
Anticipatory Set
(Hook)

Explanation

(Work Day)
Review: Review with them all the things we are doing in
the project.
o Sketching out our boxes
o Painting our boxes according to a specific theme
and color scheme
o Name and class period on the back in pencil
o Painting boxes
Materials they need out:
o Color wheel
o Accordion book handout
o Rough sketch paper
o Paint trey
o Brushes
o Water cup
o Paper towels
o Pallet paper
o

Procedures/Transitio
ns

1: Demonstration: (gather the class around one table)

o Introducing painting our boxes.
o Have a discussion with the class on how before
they start painting, they are going to plan out what
part of their drawings are going to be what color.
o Have them decide what sections I should paint
mine for the demonstration.
o Once you have your colors planned out you can
start painting. (Reminders for painting)
Dont contaminate the paint: everyone
is sharing at your table and even the
other classes so make sure you wash

your brush in your water cup before

grabbing a new color.
Proper way to paint: you want to go
slow, choose an appropriate size brush
( you can have multiple at your table)
and go back and fourth with your brush
strokes, your not pushing down supper
hard and not having any control over
your brush / paint. (So demonstration
on my example of what Im talking
about.)
o Remind them to follow the handout about the color
schemes while they are painting.
2. Students will return to their seats and wait to be called
up by table to get folders and supplies.
o The students will continue to work on their final
project for the remaining class period.
Closure

Reflection
The Lesson Plan

Teaching
Skills

The Students

Clean Up:
o Everyone will place his or her color books onto the
drying rack.
o One person at each table will grab all of the
paintbrushes and water cup and bring it up to the sink
to rinse off and place the brushes in the bucket.
o One person will grab a rag and wipe up any paint that
got onto the tables.
o One person will put away the paint trays
o And then the last person will put away any remaining
supplies.
o Everyone will return to their seat until the bell rings.

What

did I learn today about:

What went well?
What areas of weakness need addressing?
What could have been done to improve this lesson?
Which objectives were met? What is the evidence?
Which students did not meet objectives? Why?
What did you do well in this lesson?
What areas of weakness need addressing?
What could be done to provide better instruction in
the future?
Were you pleased with the performance of the

students?
What did they do well? What did they struggle with?
What can be done to help them do better in the
future?

Date: September 8, 2015

Teacher: Colleen Keeley
Subject: Art
Title of Lesson: Day 6: Painting Continued

Grade Level: 6th Grade

Lesson Length: 45mins

Overview of the Lesson

Lesson Summary:
The students will continue to work toward their objective of creating a color
book showing what they learned about Primary colors, Secondary colors,
Warm Colors, Cool Colors, and how to color mix. The lesson today is the third
step in working toward completing their objective, students will work today to
continue to draw out their final copy images. Once students are finished
drawing they will begin painting their boxes according to the color scheme.
Massachusetts Framework Standards:

2.7 For color, use and be able to identify hues,values,intermediate shades,

tints, tones, complementary,analogous, and monochromatic colors
Demonstrate awareness of color by painting objective studies from life and
free- form abstractions that employ relative properties of color
1.7 Maintain the workspace, materials, and tools responsibly and safely
Lesson Objectives: The students will be able to
The students will be able to develop a successful accordion book
incorporating the primary, secondary, warm, and cool colors.
u) The students will be able to identify, the primary, and secondary colors
v) The students will be able to list cool colors and the warm colors
w) The students will be able to combine the primary colors to blend and
create secondary colors.
x) The students will be able to correctly complete a color wheel using the
primary and secondary colors.
Materials/Equipment to be Used in Teaching the Lesson:

Color wheel worksheet

Tempera paint (Red, Blue, and Yellow)
Pallet paper or pallet
Paint brushes
Water cup
Paper towels
Strips of paper

Enduring Understandings:
The students will understand that color is an important element in the elements of design,
because it adds to the composition of any art project by adding emotion and temperature.
Concepts: transferable big ideas expressed in one word
Color, Color wheel, Mixing, Elements of Design, Primary Colors, Secondary Colors, Warm
Colors, Cool Colors.
Essential Questions:
Where do we see warm and cool colors?
How do we crate secondary colors?
Content
Factual Content:
The students will learn about how color is an important tool used in art,
they will learn about the color wheel, color blending
Vocabulary: Primary colors, Secondary Colors, Warm colors, Cool Colors,
Pallet
Tier 1: Red, Blue, Yellow, Green, Purple, Orange,
Tier 2: Blending, Color wheel, Warm colors, Cool colors
Tier 3: Primary colors, secondary colors, Tempera Paint, Accordion
Critical Thinking Skills Reading, Writing, Speech, Listening, Other
Critical Thinking Skills
Where do I see warm colors in nature?
Where do I see cool colors in nature?
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,
Informal/Formal)
Assessment: (Reading, Writing, Speaking, Listening)
Performance tasks: The students will develop a successful accordion book incorporating,
Primary, Secondary, Warm and Cool Colors on a different page in the book.

Action/Instructional Procedures

Phase
Anticipatory Set
(Hook)

Explanation

(Work Day)
Review: Review with them all the things we are doing in
the project.
o Painting our boxes according to a specific theme
and color scheme
o Going slow and using the paint properly
Materials they need out:
o Color wheel
o Accordion book handout
o Rough sketch paper
o Final Strip of paper
o Paint
o Water
o Brushes
o Paper towels

Procedures/Transit 1: The students will have the whole class period to work
ions
on painting their color books.
2: Warn the students they will only have 2 more days to
work on this project after this class.
3: I will be circulating the room to help with any
questions, and make sure the students stay on task.

Closure

Clean Up:
o Everyone will place his or her color books onto the
drying rack.
o One person at each table will grab all of the
paintbrushes and water cup and bring it up to the sink
to rinse off and place the brushes in the bucket.
o One person will grab a rag and wipe up any paint that
got onto the tables.
o One person will put away the paint trays
o And then the last person will put away any remaining
supplies.
o Everyone will return to their seat until the bell rings.

Reflection
The Lesson Plan

Teaching
Skills

The Students

What

did I learn today about:

What went well?
What areas of weakness need addressing?
What could have been done to improve this lesson?
Which objectives were met? What is the evidence?
Which students did not meet objectives? Why?
What did you do well in this lesson?
What areas of weakness need addressing?
What could be done to provide better instruction in
the future?
Were you pleased with the performance of the
students?
What did they do well? What did they struggle with?
What can be done to help them do better in the
future?

Date: September 8, 2015

Teacher: Colleen Keeley
Subject: Art
Title of Lesson: Day 7: Painting Continued /
Cover

Grade Level: 6th Grade

Lesson Length: 45mins

Overview of the Lesson

Lesson Summary:
The students will continue to work toward their objective of creating a color
book showing what they learned about Primary colors, Secondary colors,
Warm Colors, Cool Colors, and how to color mix. The lesson today is the third
and fourth step in working toward completing their objective, students will
work today to continue to draw out their final copy images. Once students are
finished drawing they will begin painting their boxes according to the color
scheme. If students finish painting out all their boxes they can move onto

creating the cover of their book.

Massachusetts Framework Standards:

2.7 For color, use and be able to identify hues,values,intermediate shades,

tints, tones, complementary,analogous, and monochromatic colors
Demonstrate awareness of color by painting objective studies from life and
free- form abstractions that employ relative properties of color
1.7 Maintain the workspace, materials, and tools responsibly and safely
Lesson Objectives: The students will be able to
The students will be able to develop a successful accordion book
incorporating the primary, secondary, warm, and cool colors.
y) The students will be able to identify, the primary, and secondary colors
z) The students will be able to list cool colors and the warm colors
aa)
The students will be able to combine the primary colors to blend
and create secondary colors.
bb)
The students will be able to correctly complete a color wheel using
the primary and secondary colors.
Materials/Equipment to be Used in Teaching the Lesson:
Color wheel worksheet
Tempera paint (Red, Blue, and Yellow)
Pallet paper or pallet
Paint brushes
Water cup
Paper towels
Strips of paper
Enduring Understandings:
The students will understand that color is an important element in the elements of design,
because it adds to the composition of any art project by adding emotion and temperature.
Concepts: transferable big ideas expressed in one word
Color, Color wheel, Mixing, Elements of Design, Primary Colors, Secondary Colors, Warm
Colors, Cool Colors.
Essential Questions:
Where do we see warm and cool colors?
How do we crate secondary colors?
Content
Factual Content:
The students will learn about how color is an important tool used in art,
they will learn about the color wheel, color blending
Vocabulary: Primary colors, Secondary Colors, Warm colors, Cool Colors,
Pallet

Tier 1: Red, Blue, Yellow, Green, Purple, Orange,

Tier 2: Blending, Color wheel, Warm colors, Cool colors
Tier 3: Primary colors, secondary colors, Tempera Paint, Accordion
Critical Thinking Skills Reading, Writing, Speech, Listening, Other
Critical Thinking Skills
Where do I see warm colors in nature?
Where do I see cool colors in nature?
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,
Informal/Formal)
Assessment: (Reading, Writing, Speaking, Listening)
Performance tasks: The students will develop a successful accordion book incorporating,
Primary, Secondary, Warm and Cool Colors on a different page in the book.

Action/Instructional Procedures
Phase
Anticipatory Set
(Hook)

Explanation

(Work Day)
Review: Review with them all the things we are doing in
the project.
o Painting our boxes according to a specific theme
and color scheme
o Going slow and using the paint properly
Materials they need out:
o Color wheel
o Accordion book handout
o Rough sketch paper
o Final Strip of paper
o Paint
o Water
o Brushes
o Paper towels

Procedures/Transit 1:DEMO: Gather the class around one table to explain

ions
the cover of their books.
o Ok so with your covers you are all going to have a
little freedom with what you put on the cover and
what colors you want to paint it.
o The only things that need to be on the cover are
Title: My Cover Book
Name: ________________
o And you need to draw it out in pencil first and then
go over it in paint, just like we did in the rest of
your books.
2: The students will have the whole class period to work
on painting their color books.
4: Remind the students that they only have one more
day after this to work on their books.
3: I will be circulating the room to help with any
questions, and make sure the students stay on task.

Closure

Reflection
The Lesson Plan

Clean Up:
o Everyone will place his or her color books onto the
drying rack.
o One person at each table will grab all of the
paintbrushes and water cup and bring it up to the sink
to rinse off and place the brushes in the bucket.
o One person will grab a rag and wipe up any paint that
got onto the tables.
o One person will put away the paint trays
o And then the last person will put away any remaining
supplies.
o Everyone will return to their seat until the bell rings.

What

did I learn today about:

What went well?
What areas of weakness need addressing?
What could have been done to improve this lesson?
Which objectives were met? What is the evidence?

Teaching
Skills

The Students

Which students did not meet objectives? Why?

What did you do well in this lesson?
What areas of weakness need addressing?
What could be done to provide better instruction in
the future?
Were you pleased with the performance of the
students?
What did they do well? What did they struggle with?
What can be done to help them do better in the
future?

Date: September 8, 2015

Teacher: Colleen Keeley
Subject: Art
Title of Lesson: Day 8(Last Day): Painting
Continued / Cover/ Post Assessment

Grade Level: 6th Grade

Lesson Length: 45mins

Overview of the Lesson

Lesson Summary:
The students will continue to work toward their objective of creating a color
book showing what they learned about Primary colors, Secondary colors,
Warm Colors, Cool Colors, and how to color mix. This is the students last day
to finish up anything they are working on, they will also be given the post
assessment in the beginning of the class period since most of the class is
finished with their final project. For those still finishing up, they will have the
remaining class period to work. For students done they are given a one day
drawing assignment for fun.
Massachusetts Framework Standards:

2.7 For color, use and be able to identify hues,values,intermediate shades,

tints, tones, complementary,analogous, and monochromatic colors
Demonstrate awareness of color by painting objective studies from life and
free- form abstractions that employ relative properties of color
1.7 Maintain the workspace, materials, and tools responsibly and safely
Lesson Objectives: The students will be able to
The students will be able to develop a successful accordion book

incorporating the primary, secondary, warm, and cool colors.

cc)The students will be able to identify, the primary, and secondary colors
dd)
The students will be able to list cool colors and the warm colors
ee)
The students will be able to combine the primary colors to blend
and create secondary colors.
ff) The students will be able to correctly complete a color wheel using the
primary and secondary colors.
Materials/Equipment to be Used in Teaching the Lesson:
Color wheel worksheet
Tempera paint (Red, Blue, and Yellow)
Pallet paper or pallet
Paint brushes
Water cup
Paper towels
Strips of paper
Enduring Understandings:
The students will understand that color is an important element in the elements of design,
because it adds to the composition of any art project by adding emotion and temperature.
Concepts: transferable big ideas expressed in one word
Color, Color wheel, Mixing, Elements of Design, Primary Colors, Secondary Colors, Warm
Colors, Cool Colors.
Essential Questions:
Where do we see warm and cool colors?
How do we crate secondary colors?
Content
Factual Content:
The students will learn about how color is an important tool used in art,
they will learn about the color wheel, color blending
Vocabulary: Primary colors, Secondary Colors, Warm colors, Cool Colors,
Pallet
Tier 1: Red, Blue, Yellow, Green, Purple, Orange,
Tier 2: Blending, Color wheel, Warm colors, Cool colors
Tier 3: Primary colors, secondary colors, Tempera Paint, Accordion
Critical Thinking Skills Reading, Writing, Speech, Listening, Other
Critical Thinking Skills
Where do I see warm colors in nature?
Where do I see cool colors in nature?
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,

Informal/Formal)
Assessment: (Reading, Writing, Speaking, Listening)
Performance tasks: The students will develop a successful accordion book incorporating,
Primary, Secondary, Warm and Cool Colors on a different page in the book.

Action/Instructional Procedures
Phase
Anticipatory Set
(Hook)

Explanation

(Work Day)
Post assessment: The students will be given the post
assessment handout, I will give them 10 minuets to fill
the worksheet out as best as they can. Once they are
done with the assessment, they can grab their folders
and start working quietly or wait until everyone is done
and I give the instructions for the day.
Reflection Questions: Attached to the post assessment
there are 2 questions asking on the students to reflect on
their color book project.
Instructions for the day: Review that this is our last
day to work on the project.
o Painting our boxes according to a specific theme
and color scheme
o Going slow and using the paint properly
o Create a cover with title and name
Materials they need out:
o Color wheel
o Accordion book handout
o Rough sketch paper
o Final Strip of paper
o Paint
o Water
o Brushes
o Paper towels

Procedures/Transit 1:After

Post

Assessment:

After

everyone

has

ions

handed in their post assessment handouts to me I

will explain todays options for class:
o You can either continue to work on finishing up
your final project. (Boxes and cover) or..
o One day drawing assignment for those who are
finished with their projects. Students will have the
free draw theme of creating their own animal
species that no one has ever heard of before.
Example: Taking two different animals or mammals
and combining them into one, or also incorporating
a mythical creature. (My example: Squid- Cat)They
are able to use either colored pencils or markers to
create their drawing.
o The students will also have a 3rd option of being
able to work on any missed homework
assignments
2: The students will have the whole class period to work
on painting their color books.
3: I will be circulating the room to help with any
questions, and make sure the students stay on task.

Closure

Clean Up:
o Everyone will pass in their colors books to me at the
end of class
o For those students using paint: they will be
responsible for returning their supplies so grab the
paintbrushes and water cup and bring it up to the sink
to rinse off and place the brushes in the bucket.
o Grab a rag and wipe up any paint that got onto the
tables.
o Put away the paint trays
o Put away any remaining supplies. (Folders)
o Students working on the free draw: They will have
the option of bringing their drawing home or putting it
in the folder to work on when they get another free
draw period.
o Everyone will return to their seat until the bell rings.

Reflection
The Lesson Plan

Teaching
Skills

The Students

What

did I learn today about:

What went well?
What areas of weakness need addressing?
What could have been done to improve this lesson?
Which objectives were met? What is the evidence?
Which students did not meet objectives? Why?
What did you do well in this lesson?
What areas of weakness need addressing?
What could be done to provide better instruction in
the future?
Were you pleased with the performance of the
students?
What did they do well? What did they struggle with?
What can be done to help them do better in the
future?