Central Unified School District Arts Every Day Grade 2 Lesson 1 Lesson Title: Exploring Parks with Ranger Docket Theme 2 Selection 2 Integrated Learning Objective: Students will use warm and cool colors in a landscape which includes foreground, middle ground, and background at a Practitioner level on a rubric. Reading/Language Arts Visual Art Standard(s) WR 1.7 Understand and explain common antonyms and AP 1.2 Perceive and discuss differences in mood created by warm and synonyms. cool colors. RC 2.5 Restate facts and details in the text to clarify and CE 2.3 Depict the illusion of depth (space) in a work of art, using organize ideas. overlapping shapes, relative size, and placement within the picture. LS 2.1a. Recount experiences or present stories: Move through CE 2.4 Create a painting or drawing, using warm or cool colors a logical sequence of events. expressively. Common Core Standards RI 2. 2.1 Ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of key ideas in a text. L 2.2 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Resources HM Anthology: Exploring Parks with Ranger Docket Smithsonian Lesson Plan: Art to Zoo: Landscape Painting: Artists Who Love the Land http://www.smithsonianeducation.org/educators/lesson_plans/landsca
pe_painting/index.html Powerpoint -­‐ Antonyms Assessment of Students will create a landscape drawing or painting that demonstrates opposites through foreground and background and warm/cool Student Performance colors). Students ask and answer what and why questions and describe facts and details about their landscapes in terms of fact or opinion. Materials Vocabulary Word Cards/ Signs, Student Journals Pencils, watercolors and brushes or markers, white paper (9X12), crayons, photographs of varying landscapes Physical Space Requirements Prior Knowledge Students may work in pairs or groups at tables for writing and creating artwork. Color names, following directions, types of lines and shapes, overlapping. How to “Picture Walk” through a story Written in collaboration with Fresno County Office of Education and Central Unified School District For questions contact [email protected] or [email protected] Page 1 of 10 Central Unified School District Grade 2 Visual Art Lesson 1 Direct Instruction Materials Introduce I Do Drawing a Landscape Antonyms Color wheel, Image of Warm/ cool colors; Georgia O’Keefe landscapes as examples of warm and cool Powerpoint – Antonyms Antonym Worksheet T177I-­‐T177J Opposites by Eric Carle (or other books about antonyms) Students will be able to identify the word antonyms of listed vocabulary words and images (illustrations or landscapes). Final Project: Landscape with Warm and Cool Colors Sample landscapes , drawing paper, water colors, brushes, markers, crayons, or colored pencils Students will participate in a nature picture walk looking at pictures and landscapes from nature. Students will be able to identify warm and cool colors on the color wheel, in nature, and in the environment around them. Prior Knowledge Color names, following directions, types of lines and shapes, how to “Picture Walk” through a story, horizon, foreground, middle ground, background T conducts S to use imaginary binoculars to look around the room for different colors. Example: “Look for things that are red, now look for yellow objects, do you see anything that is orange?” Primary colors, secondary colors, color names (hues) Vocabulary and story line from Ranger Dockett; Nature Walks, overlapping, horizon line, foreground, middle ground, and background warm colors, cool colors, antonyms Antonyms (see list), vocabulary from selection T reads Narrative Pantomime of Ranger Dockett to reinforce vocabulary from story T/S tour the playground using “binoculars.” T guides S in locating the horizon line and overlapping items in the landscape, foreground, middle ground, and background. T uses color wheel to show opposites, then shares PowerPoint with Antonym guessing game T uses art work from Handout: Sample Landscape 1 to point out the horizon line, foreground, middle ground, background, shapes, lines, colors, etc. T models folding the landscape in half vertically or horizontally and painting or coloring landscape with warm and cool colors. Warm-­‐Up Teacher Modeling Warm and Cool Colors Objective Vocabulary I Do/We Do Nature/Picture Walk Introduction to Landscapes HMH Theme 2 TE and anthology pp. 160-­‐173 T models a picture walk of story pp. 160-­‐162 pointing out what is happening, lines, shapes, colors, horizon line, foreground, middle ground, and background. T shows S color wheel. Use Handout: Color Wheel, Warm and Cool Colors T asks S to identify colors that make them feel warm or hot (yellow, orange, red) and why they feel that way. T repeats discussion for cool colors (green, blue, and violet). T points out that ½ of color wheel has warm colors and the other half cool colors. T uses artwork from PowerPoint or illustrations from story selection to point out warm and cool colors and conducts a Think Aloud about the feelings the colors convey. T identities horizon line foreground, middle round, background. Page 2 of 10 Students will identify foreground, middle ground, and background in a landscape and begin drawing their own landscape. Students will use warm and cool colors in a landscape which includes foreground, middle ground, and background at a Practitioner level on a rubric. PRACTICE We Do APPLY You Do Guided Practice T/S conduct picture walk for pp. 163-­‐167 identifying what is happening, lines, shapes, colors, horizon line, foreground, middle ground, and background T/S continue activity modeled by T using another piece of artwork from the artist. T/ S brainstorm a list of antonyms.. S work in pairs – draw examples of opposites (option – pantomime antonyms) Independent S work in pairs to picture Practice walk the rest of the story S identify what is happening, horizon line, foreground, middle ground, and background. T conducts random response to CFU. S label horizon line, foreground, middle ground, and background in a landscape Use Handout: Sample Landscape 2 or art work from websites PB 102 “Match the Opposites” T observes student work to see that landscapes which include foreground, middle ground, and background at a Practitioner level on a rubric. Assess Next steps: Read and review selection. Close Revisit objective T models drawing a basic landscape. See Handout: Drawing a Landscape using warm and cool colors T guides S in drawing own landscape based on T sample. T reviews parts of landscape. Use Handout: Landscape Guided Practice Directions and Handout: Sample Landscape 4 Page 3 of 10 S divide their landscape drawings in half and color one side with warm colors and one side with cool colors. (Optional) S label the two sides of the painting with additional antonyms. S share their art work with a partner and describe in detail how they used lines, shapes to show foreground, middle ground and background and where the warm and cool colors are. T – monitor S’s work S share their art work with a partner and describe in detail how they used lines, shapes, warm and cool colors. S complete Handout: Self-­‐
Reflection T uses use Handout: Scoring Rubric for a Landscape to assess S art work