Secondary Lesson Plan

Name: Hannah Grace Pagtama

Cooperating Teacher: Stephanie Bray

Subject & Grade Level: ART I & 9-12th grade

Lesson Topic: Color Schemes

Date:10/18/2022

Estimated Time: 50 minutes

1. Standards:

VA: Cr1.HS.1I Use multiple approaches to begin creative endeavours.

(A) 2.2c Standard (A)2.2c- Demonstrate and create with color theory (e.g. primary,
secondary, intermediate, tertiary, color schemes, achromatic, monochromatic,
complementary, split complementary, analogous, and triadic) in works of art.

2. Teaching Model:

Direct teaching: Learning from the information provided by the teacher in the
presentation and videos.

3. Objective:

By the end of the 50-minute class, students will be able to use pencils and markers on
paper plates to express their understanding of color theory by connecting their interest in
food and expressing that by drawing their favorite meals on the paper plate and coloring
it in the color scheme of monochromatic, complimentary, analogous, split
complementary, triad, or tetrad, then label the food drawn, color scheme and the name of
the colors that were used on the back of the paper plates, the two questions on the back of
the rubric, and the one questions out of the three from the exit ticket.

4. Materials/Resources:

Google Slides, Sketchbook, Paper Plates, Colored Markers, and Pencil.

5. Instructional Procedures

a. Introduction:

Before the students enter the classroom, they will be given a sticky note and are
instructed to grab a paper plate and a rubric. Starting with the warm-up students will draw
their favorite breakfast food. Students will be given 5 minutes to finish their warm-up and
2 minutes to add it to their Google slides.

The teacher starts the lesson with a question to recall back from last week's lesson
on colors and asks the students about some of the color terms that they remember from
last week's color wheel assignment. The teacher will use the Lemov strategy of wait time
to allow students to answer.l After receiving some classroom feedback for 1 minute, the
teacher will define the definition of color scheme and instruct students to take note if they
find it helpful for them but also remind them that they can access all of the information
presented on Canvas, a color wheel, or their two worksheets from the previous week.
After introducing the definition of color schemes, the teacher will then ask the students to
discuss amongst their groups a color combination that they like and the feeling that those
colors convey. The students will have 1 minute to discuss within their groups and the
teacher will walk around to ensure active engagement. The teacher will use allow
students to participate and share but if there is not enough interaction, the teacher will ask
tables to share the colros that the students talked about.

After the discussion, the teacher then presents the color schemes presentation for
10 minutes reviewing 6 color schemes which are: Monochromatic, Analogous,
Complementary, Split Complementary, Triad and Tetrad. The teacher will share the
definitions of each color scheme and will provide an example for each one. Then the
teacher will occasionally ask the students to share a color scheme that they know of based
on the color wheels that are on their table. After sharing the definitions the teacher will
discuss Qing Han’s Night Light short animation and Julie Green’s ceramic plate painting
collection The Last Supper.

b. Activities or Learning Experiences:

After the presentation, the teacher introduces today’s assignment for students to
think of a memorable meal that they have had and to choose a color scheme that they
would like to work with. Students will then take 3-4 minutes to think of a meal to draw,
find a reference, and a color scheme that they would like to use. Students will have 20
minutes to draw a memorable meal on their paper plates, color it in with one of the six
color schemes, and answer their rubrics. Students will be recommended to test their
marker colors on their sketchbooks before coloring in their drawings on the plate. During
this time the teacher will facilitate and help students that need clarifications. c.
Closure

Students will stop drawing 7 minutes before the end of class and are asked to
place their artwork and rubrics inside their bins since they will be given time to finish
their drawings the following day. Students will be told to clean up their areas and
prepare to answer the exit ticket questions. At the last 3-4 minutes of class, the teacher
will instruct the students to write their name and class period on the back of the post-it
note. The teacher will use the Lemov strategy of an Exit ticket. Students will answer one
of the four exit ticket questions which are: What is a color scheme? In Julie Green's art
series, The Last Supper, What color scheme does she use? What was the surface she
painted on? What is the difference between Complementary and Split Complementary?
 All three questions will be on the board and will be read out loud by the teacher. The
teacher will also repeat any question as needed. The students will be instructed to place
their exit tickets by the sign-in sheets when the bell rings.

6. Accommodations/Modifications

There are a couple of students in my Practicum I classroom that do require modifications

7. Assessment/Evaluation of Learning

Formative assessment:

During the presentation, the teacher will ask students to recall prior knowledge of color
theory and to reflect on the color combinations that they like. Students will be asked questions
during the lesson to ensure student understanding.

Summative assessment:

During class, students are asked to present their understanding of color schemes by
choosing one color scheme monochromatic, complimentary, analogous, split complementary,
triad, or tetrad, then label the color scheme and the name of the colors that were used on the back
of the paper plates and answer the two questions on the back of the rubric. Along with answering
one more question on the sticky note for the exit ticket.

8. Homework Assignment

All the material will be covered during class time. Any work that is not completed by the
end of the class period will be for homework.

9. Reflection

Pre-Teaching: After I wrote this lesson, I felt that students will be interested in drawing
and coloring a topic of their interest. The materials for this lesson were familiar to the
students such as the pencil, marker and rubric. The paper plate was an interesting and
new material that I have not used in an art classroom but after I tested the paper plate
with blending and layering with markers it stood up well enough to not break during the
activity. I had instructions posted on the presentation slide which was presented in class
and posted on Canvas. Students also had a rubric that explains all the parts that they had
to do to get full points. Although I was worried that the students might use colors that are
not in any color scheme and choose colors that are the actual colors of their favorite
foods. I was also worried that there was too much information for the students to
remember and that they weren’t going to have enough time to finish their drawings. In
my discussion with my mentor teacher after writing the lesson plan said she liked the idea
of using paper plates for the students to draw on because it was a thicker material that
could hold up water-based markers. She liked how the lesson allowed students to draw
foods they liked which can make the artwork feel related to them. She also mentioned
that if the majority of the students cannot finish their drawings by the end of class that
she will allow them to work on them the following day.

Post-Teaching: After teaching the lesson my mentor teacher discussed with me to always
prepare materials that I might be needing as I had to take a few minutes to get all the
student's pencils to start drawing. She did help me out in getting out supplies and
occasionally including her own definitions in the fourth period. She also mentioned that I
should work on my pacing so that I am not just rushing through giving information to the
students and to take my time to let the students understand the material and to let them
read the slides or ask for examples. Throughout giving the lesson in three classes by the
fourth period I learned to let students give examples of the color scheme being discussed.
In the activity, I did see a lot of students drawing foods that were memorable for them
and some foods that they simply liked. I did like having a lesson that allowed students to
feel connected with their drawings so I will keep that in mind for future lessons. For
future rubrics, I plan to make them shorter with fewer words so students can easily follow
along with what is expected of them. In addition to my mentor teacher's comments, she
said that I should reflect on each class to improve my instruction for the following class
and for future lessons. She also mentioned how I should discuss my expectations and it
made me realize that I should lay out my expectations from the start of the lesson to the
end of class time and inform students in advance of the importance of labelling their
artwork. Overall, I think that through this lesson I learned a lot of what I could work on
such as my classroom management, material distribution, and classroom expectation. But
I did also see areas where it did work as the introduction of using paper plates in place of
construction paper, the activity of drawing food, and the information provided to the
students. I find that my lessons from here on out should not rely too heavily on the
rubrics and more on verbal and visual instructions as I observed that students best
responded to that kind of instruction.