Name: Nicole Howard

Subject: ELA
Grade Level: 5
1. STANDARDS
Writing
1.4 Create simple documents by using electronic media and employing
organizational features (e.g., passwords, entry and pull-down menus,
word searches, a thesaurus, spell checks).
Written and Oral Language Conventions
Capitalization 1.4 Use correct capitalization.
Spelling 1.5 Spell roots, suffixes, prefixes, contractions, and syllable
constructions correctly.
2. OBJECTIVES
Content: The students will summarize what they learned in an art lesson by
writing a grammatically correct, well-structured paragraph.
Key Vocabulary
a. Color Theory: a body of practical guidance to color mixing and the visual
effects of a specific color combination
b. Primary Color: Colors in their own right; can not be made by mixing (red,
yellow, blue).
c. Secondary Color: Colors produced by mixing two primary colors.
d. Shades: Used to darken or lighten a color (black, white)
e. Color Wheel: A tool artists use to determine which colors and shades to
mix to achieve a desired effect.
f. Blending: Smoothly mixing colors to achieve a desired effect.
g. Shading: Using gradients of light-to-dark color to give the impression of
three dimensions.
h. One-Point Perspective: Using one vanishing point on the horizon line of a
drawing.
3. ASSESSMENT
Informal or Formative:
Formal or Summative:
4. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
I. ANTICIPATORY SET
Motivation: Remind students of the art lesson we had; tell them we are going to
include a journal entry in our portfolios so we remember what we did in
the future
when we go to do art.
Activate Prior Knowledge: Ask students to talk in groups for 1 minute about what
we learned that day.

II. INSTRUCTION AND MODELING:

We will review as a group the key vocabulary and the technique sheets from the wall.
We will review our basic color formulas on a sheet of paper with the oil pastels.
III. GUIDED PRACTICE:
We will make a list of topics we may include in our summary to be shown on the
document camera as a class.
IV. CLOSURE: N/A, this lesson is closure for a previous art lesson.
V. INDEPENDENT PRACTICE: Students will take time on their own to write their
journal entry on their iPads for their portfolio.
Questions to answer in the journal entry:
What is color theory?
What is one-point perspective in your own words? OR How do you make sense of onepoint perspective?
What techniques did I practice on my scratch paper?
How did I apply what I learned in this art lesson to draw Aguascalientes?
5. DIFFERENTIATION STRATEGIES: To support learning differences, English
Learners, IEPs, 504, GATE, etc.: The review of key vocabulary, use of visuals, and
discussion in groups will engage learners of all levels. Students who complete the
assignment early will be able to work on other entries for their portfolio.

6. INSTRUCTIONAL RESOURCES AND MATERIALS

Color Wheel
Sheet of paper for color formulas
Technique sheets from wall
Oil pastels
Paper
Sharpie