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Planning Step 1: Lesson Curriculum: What are the Learning Goals for this lesson?

Lesson Standards

Always include a writing standard.

2.A: Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work.
1.B: Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas.
WHST.6-8.2.D: Use precise language and domain-specific vocabulary to inform about or explain the topic.

Students Will Be Able To… (Do)

  • Skills from standards including thinking (cognitive verbs).
  • This is not activities.
  • One or more goals should be Higher Order Thinking (Levels of Learning 3 or 4), and/or Reading Comprehension.
  • Sequence these goals in the order in which they should be learned.

Identify color schemes
Analyze relationships among color, size, feelings, and moods

Students Will Know

Knowledge from standards such as vocabulary, facts, formulas.

Analogous colors
Warm colors
Cool colors
Triadic colors
Color scheme

Lesson Essential Question

  • A question that communicates the Learning Goals.
  • Reflect the Higher Order Thinking and/or Reading Comprehension Learning Goal(s).

How does color scheme affect how others interpret my work?

Planning Step 3: Lesson Instruction: How will students learn?

Activating Strategy

  • Plan this after you plan your Learning Activities. How will you introduce the Lesson Essential Question?
  • How will you draw attention to important vocabulary in the Lesson Essential Question?
  • How will you build/link background knowledge?
  • What prerequisite content might students need to know before the lesson?
  • >Which key vocabulary from the Learning Goals needs to be explicitly taught?
  • Are there other vocabulary words that you think need to be taught?
  • Which vocabulary strategy will you use?
  • Previewing:
    • Advance Organizer
    • Prerequisite Content
    • Vocabulary

Quick Write: How has color made an impact on your life? Write for two minutes, then share responses with Collaborative Pairs partners and elaborate on each other’s statements.
Key Vocabulary (for explicit instruction):
Color scheme

Vocabulary Strategy:
Word Map
Color Scheme Matrix

Graphic Organizer

  • How will students store and organize information as they learn during this lesson?
  • Base the organizer on the Higher Order Thinking or Reading Comprehension in the Will Be Able To… (Do) Learning Goals.
  • Determine how the organizer will be previewed for struggling students.
  • Determine how the organizer will be scaffolded for struggling students.

Color Scheme Matrix

Learning Activity 1

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Explain that color is a large part of our lives, and give examples of feelings and moods elicited by colors. For example, how would you feel if someone gave you a bouquet of black roses versus red roses? What might you predict about someone who is wearing black lipstick and nailpolish versus someone who is wearing light pink lipstick and nailpolish? Would you be more likely to drink brown milk or green milk?

Play The Spectrum Song by Disney. In Numbered Heads, 1’s tell 2’s the big idea or main point of the song. 2’s tell 1’s what it means when it says, “color has its harmony.”

Introduce the color chart, and point out the primary, secondary, and intermediate colors. Hand out color wheels to students, and discuss the history of colors. For example:
Colors are often symbolic
In China, yellow is a “religious” color
Purple was restricted for use by nobility
Egyptian tombs were covered in bright colors
Christians colored stained glass windows with mostly primary colors
The Victorian era is often referred to as the “Mauve Decades”
The monochromatic room was introduced in the 20th century
1920s – people preferred all-white rooms in their homes
1950s – people liked light colors in their homes
1990s – people liked gold, blue, and red in their homes

Explain that cool colors are based on blues, greens, pinks, purples, blue-greens, magentas, and bright reds. Because these colors can feel like they are receding (backing away from you), cool tones are used to make things appear bigger or more open (as in when painting a room).

Explain that warm colors are based on yellows, oranges, browns, yellow-greens, and orange-reds. The warmth of these colors make things seem warm and cozy and inviting. These colors are associated with happiness and comfort (think Thanksgiving).

Explain that analogous colors are a cluster of colors, usually 3-5 colors, that are adjacent to each other on the color wheel. One color is used as a dominant color and the others are used to enrich the scheme. Have partners find analogous colors on their color wheels and share.

Explain that triadic colors are three colors evenly spaced from one other on the color wheel. The triadic scheme is known to make things look more balanced and harmonious.

Think-Ink-Share: How are analogous colors and triadic colors alike and different?

Assessment Prompt for Learning Activity 1

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Ticket Out the Door: Pretend you are a color scheme (choose either cool colors, warm colors, analogous colors, or triadic colors). Write a quick bio of yourself.

Learning Activity 2

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

In Collaborative Pairs, students will create color scheme collages (one per color scheme) using items found in an envelope at their desks. Give pairs about six minutes to put together their collages, the Pairs Square to check and discuss.

Give each student a Color Scheme Matrix. Through discussion facilitated by the teacher, students write descriptions of each color scheme in the “Description” column of the matrix. Students will be given three minutes to add to their organizer in the “What feelings or moods does this color scheme evoke?” column. For example, cool colors make me feel refreshed, calm, etc. Students then do a Give One, Get One to add to that column. Teacher then facilitates students filling in the column “What size might be depicted by this color scheme?” For example, a bathroom painted black will feel small, but when painted white or light blue will feel much larger. Ask a student to choose a number between 4 and 8 and call on that many students to share what they wrote in their columns.

Assessment Prompt for Learning Activity 2

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Review Cards: Students create test review cards by describing a room in a home with a particular color scheme (walls, furniture, paintings, accessories, etc.) on one side of an index card, and the name of the color scheme on the other side. This is done for all four color schemes.

Planning Step 2: Lesson Assessment: How will students demonstrate understanding of the Learning Goals for this lesson?

Assignment

  • Plan this before planning Lesson Instruction.
  • How will students demonstrate their knowledge of the Will Know Learning Goals and the skills in the Will Be Able To… (Do) Learning Goals (especially the Higher Order Thinking and/or Reading Comprehension)?
  • How will the Assignment be differentiated for support and challenge?
  • Which students receive differentiation?
  • For students who struggle with the Assignment, how will you remediate this lesson?

You are an interior designer who has been hired to decorate the governor’s mansion. The governor is a busy lady who wears many hats, and wants to be able to both work and play at the mansion. She has specifically requested a warm feeling office, a relaxing and open bedroom, a cozy library, and a comfortable and inviting living room. Use various media to sketch a design for each of the requested rooms. Then, write a letter to the governor explaining how your design meets her needs.

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