CEP Lesson Plan Form

Teacher: Katelin Mills Date:11/16/17

School: Poudre High School Grade Level: 9/10 Content Area: Art

Title: Color Theory Lesson #: 1 of 1

Lesson Idea/Topic and Rational/Relevance: I get to introduce color theory! Students have already
What are you going to teach and why is this worked with color but not addressing it directly. They
lesson important to these students? What will have made collages and painted tiles but this will be
has already happened in this classroom an introduction to using color more intentionally. This is
surrounding the subject you will be occurring near the end of the semester because they will
teaching? What do students already know? be going into printmaking (and/or painting) and the
Why are you going to teach this topic now students will need to consider color more. I will be
(how does it fit in the curricular sequence)? introducing a color wheel project that they will be asked
What teaching methods/strategy will you to complete. I will be demonstrating it on a document
be use and why? camera and doing a bit of I do, we do, you do. I also
want to make the students interact with the
demonstration so I want to have a kahoot going on to
prompt questions as Im introing (these will ultimately
be pre-assessment questions).

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

1.1 Visual art has inherent characteristics and expressive features

1.3 Art and design have purpose and function

3.2 Assess and produce art with various materials and methods

Understandings: (Big Ideas)

Color theory covers the wide range of colors in our world

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

1.1: What are the ways to analyze and discuss works of art?

1.3: What is the purpose of art?

3.2: How are the characteristics and expressive features of art and design used to create art?

What problem-solving skills are employed in making works of art?

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

Colorado State University College of Health and Human Sciences Page 1

CEP Lesson Plan Form

I can: demonstrate understanding of color theory specifically concerning primary, secondary, and
tertiary colors, as well as color schemes

This means: I will accurately create a color wheel illustrating red, red-orange, orange, yellow-orange,
yellow, yellow-green, green, blue-green, blue, indigo, violet, red-violet as well as a tint and shade of
each of those colors.

List of Assessments: (Note whether the assessment is formative or summative)

Formative: kahoot

Colorado State University College of Health and Human Sciences Page 2

CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Color Theory: In this lesson we will be exploring the wide range of color that we
Should be a creative title for you and the students to encounter every day and learning some techniques to convey a wide range of colors.
associate with the activity. Think of the purpose as
the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials 12:25-1:45
acrylic paint:
red, yellow, blue, white, black
pencil
protractor
sketchbook
paintbrush
water cup
color pallet
paper towels
Anticipatory Set I am using a video and an interactive game to peak students interests and give them a
The hook to grab students attention. These are sneak peak to whats planned for the day. We will also be playing a Kahoot game, which
actions and statements by the teacher to relate the I am hoping will engage them.
experiences of the students to the objectives of the
lesson, To put students into a receptive frame of
mind.
To focus student attention on the lesson.
To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
How do you intend to engage your students in
thinking during the Anticipatory Set? The strategy I intend to use is a video paired with optical illusion

Why are you using it at this point in your lesson? I am using this strategy here because: I want students to think of color in a new way.

Colorado State University College of Health and Human Sciences Page 3

CEP Lesson Plan Form

Procedures Welcome to class! Please pick up your sketchbook, a protractor, a ruler, a pencil, and
(Include a play-by-play account of what students and head to your seat. Once there, please take out your laptop and go to Kahoot! It will
teacher will do from the minute they arrive to the work this time
minute they leave your classroom. Indicate the
length of each segment of the lesson. List actual Kahoot pre-assessment (10 minutes)
minutes.) During this I will be clicking through questions and students will be clicking in answers.
Indicate whether each is: They shouldnt be talking to their neighbors. I want to see what they know going into the
-teacher input lesson. Questions will be around: primary, secondary, and tertiary colors, tints, tones,
-modeling and shades.
-questioning strategies
-guided/unguided: Video: teacher input (7 minutes)
-whole-class practice This video touches on different components of color theory and I also want to show
-group practice them some optical illusions to allow them to see complimentary colors in action.
-individual practice
-check for understanding Demonstration (10 minutes) modeling
-other I will demonstrate how to make the color wheel in my sketchbook using pencil. Students
can begin this step with me. I will also be demonstrating where to place primary colors as
well as how to get started off of those. I will be doing all of this via the document camera
so that students can remain seated at the demonstration and see it on the screen. Some
things to keep in mind:

1. Students will mark the center of their circle with pencil

2. Students will make their outer circle as big as possible
3. Students will then make two smaller circles within that circle
4. Students will then split the circle into fourths with two lines (going through
center dot)
5. Students will then take the TWO right fourths and split each of them into thirds
6. Students will then draw these lines to the other side (circle should be split in 12)
7. Students will then label their color wheel with names of colors
8. Then start with primary colors
9. Then secondary+ tints and shades
10. Then tertiary+ tints and shades
11. Then tints and shades of primary colors

Colorado State University College of Health and Human Sciences Page 4

CEP Lesson Plan Form

Work time: (20 minutes) whole-class practice

During this time students will (ideally) be working silently. Mr. Moyer and I will be
walking around the room assisting and addressing differentiation.

Turn-and-talk: (5 minutes)
Students will take a brief break from working to give the person sitting next to them
feedback. What could they do better? What are they doing well? Did they do their
primary colors first? How are secondary and tertiary colors? How are tints and shades?

Work time: (15 minutes) whole-class practice

During this time students will (ideally) be working silently. Mr. Moyer and I will be
walking around the room assisting and addressing differentiation. Hopefully students
will have gotten something specific from the turn-and-talk to improve and/or work on.

Clean up: 1:30-1:40

Students will quickly clean up paint, clean brushes, wipe down tables, and put
sketchbooks away.

Kahoot: 1:40-1:46 check for understanding

Students will answer the same questions they answered in the beginning of class. But
now I will call on a few students to clarify/ explain/ dive deeper. I want this assessment
to feel a little less formal. This will go right up to the bell and students will leave.
How do you intend to engage your students in
thinking during the PROCEDURE? The strategy I intend to use is checking in with students individually AND having students
do a turn and talk to give feedback midway through work time.
Why are you using it at this point in your lesson?
I am using this strategy here because: I can scaffold individual road blocks as I walk
around and students usually work for the entirety of the work time but their productivity
goes down so Im hoping in splitting it with a turn and talk that students will then be
able to effectively use the rest of class.

Closure My closure will really be the closing kahoot, which will have the same questions they
Those actions or statements by a teacher that are answered in the beginning of class. In this way I am hoping to gauge understanding and I
designed to bring a lesson presentation to an WILL be able to address what the data reveals in the beginning of next class.

Colorado State University College of Health and Human Sciences Page 5

CEP Lesson Plan Form

appropriate conclusion. Used to help students bring

things together in their own minds, to make sense
out of what has just been taught. Any Questions?
No. OK, lets move on is not closure. Closure is used:
To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.
How do you intend to engage your students in
thinking during CLOSURE? The strategy I intend to use is calling on students during the closing kahoot game to
clarify answers/dive deeper as well as keeping students on their toes since they might
Why are you using it at this point in your lesson? get called.

I am using this strategy here because: I dont necessarily need this game to be silent and
I know the kids will be antsy because its so close to the end of class.

Most of the differentiation will be made by myself and Mr. Moyer as we walk around the
room during work time. I am including lots of visuals, a spoken demonstration, work
Differentiation: time in which we can talk to students one-on-one. Often times Mr. Moyers
Differentiation should be embedded differentiation in this class is simply allowing more time.
throughout your whole lesson!!
This is to make sure you have met the
needs of your students on IEPS or 504
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Assessment Reflection: (data analysis) I will have the data set from the kahoot games to test if they know the theories of color
How will you know if students met the learning theory. This set includes a before and after from the lesson. I will also have their color
targets? Write a description of what you were wheels as evidence of learning. Most-likely color wheels will not be finished in this class
looking for in each assessment. though so I may need to wait and see on those but what I will be looking for in those is:

Colorado State University College of Health and Human Sciences Page 6

CEP Lesson Plan Form

Primary, Secondary, and Tertiary colors positioned correctly on color wheel.

Each color has a tint and shade on either side of it.

Colorado State University College of Health and Human Sciences Page 7

CEP Lesson Plan Form

Colorado State University College of Health and Human Sciences Page 8