UH COE Lesson Plan Template (Direct Instruction)
Name of Teacher Candidate Jessica Bui
Lesson Overview
Grade Level 8th
Estimated Time Needed 45 minutes
Students will learn about different painting techniques and how to use them.
They will watch a teacher demonstrate techniques and then create their
Lesson Description
own on watercolor paper with tempera cakes in sections made by masking
tape.
(2) Creative expression. The student communicates ideas through original
artworks using a variety of media with appropriate skills. The student
expresses thoughts and ideas creatively while challenging the imagination,
Content Area Standards fostering reflective thinking, and developing disciplined effort and
progressive problem-solving skills. The student is expected to:
(B) apply the art-making process to solve problems and generate design
solutions
Technology Standards N/A
The student will be able to know and use watercolor techniques to create
Objectives
different visual effects.
Resources/Materials/Tools
Watercolor Glazing
Tempera Saran Wrap
Pigment Blotting
Terms/Vocabulary Wet on wet Crayon/wax
Dry Brush Salt
Graded Wash Alcohol
Bleeding
Computer and projector for initial warm up and some presentation/recap if
Technology Resources
necessary
Masking tape
Watercolor paper
Tempera pans
Other Resources
Paintbrushes
Water cups
Paper towels
Lesson Procedures
A step-by-step description of the
Describe how each stage of Cite specifically what
scope and sequence of lesson
the lesson will be managed, resources for this activity
This template is built on the activities, with estimated time on task
including role of teacher and will be used, and describe
noted in parentheses for each step.
traditional “Madeline In other words, completely describe
learners (who is doing what in detail how they will be
Hunter” lesson structure. at each point), location (e.g., used.
the flow of the lesson-the content to
classroom, computer lab, Note who will be using the
be presented, and the strategies to
outside), and any special tool and in what ways. Note
be used. Include actual words you
UH COE Lesson Plan Template (Direct Instruction)
will use and questions you will ask considerations, such as for any safety considerations
students. Consider items such as: differentiated instruction. needed.
parts of the lesson that might be
difficult, and how you will know
whether you can go on; how to
ensure that students completely
understand directions before
releasing them to work
independently; and what students
will do if they finish their work early.
Students are in their Computer and
Student will complete their
Focus/Anticipatory Set seats and working in projector will be used
word of the day and daily draw
(motivational hook) their sketchbooks or a to display the warm
as their warm up (5 min)
blank piece of paper up slide
Give a short presentation with
pictures and video on
Content-input
techniques and how to do their At the beginning of Computer and
(Could include content
technique assignment. (7-10 presentation, students projector will be used
outline, presentation,
min) will be in their seats to to display the
questioning, modeling,
“How does a wet surface listen or take notes. presentation
examples)
compare to a dry surface?
How does it affect the paint?”
Have an already prepared During the Teacher will be using
Guided Practice watercolor sheet with tape for demonstration, gather a paintbrush, water
(identify students who demonstration purposes- show them around a table to cup, and the
failed to master lesson the students a few techniques watch the teacher prepared watercolor
objectives.) so they can see up close. (5 complete a few sheet to demonstrate
min) techniques techniques.
Give students their watercolor
paper and pass out rolls of
painters tape. Instruct them to
make sections with the tape, Students will be Students will be using
then when they’re done, label creating their technique tape and section off
Independent Practice each technique section. In that sheet in their seats. the paper,
(reteaching and section, they should use the Teacher will be walking paintbrushes, water
enrichment) tempera cakes to create the around classroom and cups, and tempera
corresponding technique, helping students who cakes for their
eventually completing the need it technique sheet.
entire paper. When they’re
done, pull off the tape. (15
min)
Ask students to explain how to
Students are in their
make a certain technique, take Areas to keep the
seats for the
volunteers or call on them. tempera cakes and
questioning, then for
“How do I make a graded paintbrushes. Sinks
Closure clean up they’re around
wash? Do I need a wet brush to clean the
the classroom and
or dry brush?” paintbrushes and
putting items where
“What could you make with a dump the paint water.
they belong.
bleeding technique?”
UH COE Lesson Plan Template (Direct Instruction)
“What are some things in real
life that can be created with
the straw blowing technique?”
“Can you think of another way
to create the effect of a
gradient without using the
bleeding method?”
“Describe the relationship
between water and paint”
Ask students to clean up (3-5
min)
Plans for Differentiated Instruction/Accommodations
Special Education If they are unable to get started, provide them with an already taped watercolor
Students sheet. They’ll need some extra monitoring to make sure they’re on task/
N/A
English Language
Provide them with more visuals or step by step photos of techniques or use
Learners
videos to demonstrate.
Have the students use pen to create designs on their finished watercolor, or
Gifted and Talented push them to experiment more with color combinations than a one-color
technique section.
Other:
Potential Challenges/Plan B
Students might struggle with getting the hang of the water to paint ratio- they can play around on some scrap
pieces of paper to adjust.
If students finish before others, they can use a scrap paper to experiment.
If students do not finish, allow them another day to finish.
Assessment
During the independent practice, I will be monitoring the room and watching as the students paint. If they
are struggling it might look like they’re working slowly or messing around with the supplies in an effort to
procrastinate. Most of the assessment will come from observation- how they do during the lesson and their
assignment with the material. Another assessment will come from their final product- did they meet all
requirements and demonstrate a mastery of techniques.
Notes and Credits
This lesson will most certainly have to be adjusted for bigger class sizes, especially the demonstration
portion. In smaller class sizes, it’s possible to do a teacher demonstration. For larger classes, showing them a
video and other visuals, like pictures, will have to do.
