Secondary Lesson Plan Template

Topic: Grade Level: Length of class:

Value Tint and Shade Intro. Level 50 minutes
High School
Course
LEARNING GOALS to be addressed in this lesson (What goals for
learning to you hope to accomplish and/or national or state standards will
you address?):

Students will understand the impact of tint and shade on

artwork.
- More than one class will be needed to reach the goal fully.

LEARNING OBJECTIVES (What will students know or be expected to do

in this lesson? Use verbs from Blooms Taxonomy):

Students will be able to define value, tint, and shade.

Students will be able to identify tint and shade.
Students will know how to make tints and shades.

CONTENT (What specific REASONING/SKILLS: (What types of

concepts, facts, or academic reasoning/skills will students
vocabulary will be taught in this practice?) (e.g. comparative
lesson?): reasoning, analytical reasoning,
analyzing, applying, evaluating,
Gradation solving two-step equations, defining
Value in context, classifying information.)
Tint
Shade Identify tints and shades
Chiaroscuro - Analysis and Defining in
- This word will be context
introduced while Explain how to make tints
discussing content, and shades
but students will not - Evaluation
be required to know Explain reason and
the term yet. It is importance of tints and
important to use this shades in design
term in the context - Evaluation
we are discussing, Making of tints and shades
since it is an - Application / Creation
academic term used Making values scales using
in this content area. tints and shades
 - Comparative reasoning

STANDARDS (What national or state standards will you address?):

Content Standard #1: Students will understand, select, and

apply media techniques and processes
Content Standard #2: Students will understand and apply
elements and principles of design and other art structures.

RESOURCES/MATERIALS NEEDED (What materials and resources will I

need?):

Color Wheel
Color Wheel w/ Tint and Shade
Black and White Value Scale
Black and White Painting
Monochromatic Painting
Monochromatic Value Scale
Supplies
- Canson 300 paper
- Tempra paint
- Brushes
- Ruler
- Staedtler drawing pencils

LEARNING PLAN (How will you organize student learning in this lesson?

LESSON PLAN SEQUENCE & PACING (How ACTIVATE

will I organize this lesson? How much time will /ENGAGE/EXPLORE
each part of the lesson take?)
Capture student
attention, activate
student prior knowledge,
1. Activate prior knowledge. The two stimulate thinking, raise
classes before we learned about the key questions, Allow
color wheel and mixing of colors to students to observe,
create secondary and tertiary colors. design and plan
I will show a new version of the color experiments, etc.
 wheel that includes tints and shades. ACQUIRE/EXPLAIN
(3 min)
Introduce laws, models,
2. In table groups ask students to theories, and vocabulary.
Guide students toward
discuss how they think the tints and
coherent generalizations,
shades were created for each color. and
Groups will write down their ideas help students understand
and share with the whole class. (5 and use scientific
min) vocabulary to explain the
results of their
explorations
3. Show class value scale of black to
white. Then show them the black and APPLY/ELABORATE
white painting example. Ask them to
have a discussion with their shoulder Provide students
opportunity to apply their
partner. (think-pair-share) How does
knowledge to new
the artist use black and white in the domains, raise new
portrait? What does black and white questions, and explore
do for the picture? Does it help or new hypotheses. May
hurt the composition and effect of the also include related
portrait on the viewer? Do you see all problems for students to
values gradations of black and white? solve.
(5 min)
ASSESS/EVALUATE
4. Show monochromatic photo next.
Describe the use of tint and shade in Administer assessment
(although checking for
the portrait. Next, have students
understanding should be
compare as a whole group, the black done throughout the
and white to the monochromatic lesson)
picture. This idea of black and
white, or chiaroscuro for shadow and
highlight can also be used for colors.
Shadow and light create the illusion
of forms being 3 dimensional in an
artwork. Make this statement if the
point has not already been made by
students. If it is made, reiterate the
important of this concept. (5 min)

5. Individually student will be asked to

draw 3 values scales. Each scale will
be made up of 2 in. by 2 in. squares,
with 7 points of color transition. The
first scale the students are to
complete is a black and white value
scale. The other 2 scales are to be
color. The students may choose any
 colors they would like. Hand out
supplies. (30 min)
- This will take more than one class to
complete. Student will be told this and
understand that I expect high quality
and careful transition of values. I will
have you correct individual swatches if
gradation is too distinct or not distinct
enough. Take your time! Instruct them
that they may use their shoulder
partners opinion if they need help
determining if their values are correct.

6. EXIT TICKET Ask students to write

down what they think the definition is
for value, shade, and tint. (2 min)

7. ASSESSMENT: Formatively assess

students understanding of tint and
shade when talking about the
monochromatic portrait. This will
happen after the group as already
discussed tint and color with the
black and white portrait. This will
give me the opportunity to correct or
clarify students definitions if it is
unclear.

8. ASSESSMENT: Formatively assess the

product of their value scales. They
will not be graded until complete, but
it will help to understand if students
are understanding the concepts of
tint and shade.

9. ASSESSMENT: Exit ticket will

formatively assess if students know
the definition of value, shade, and
tint. Did my lecture, group work, and
individual assignment help with their
understanding?
How did you/How might you differentiate for student READINESS,
INTEREST, or LEARNING PROFILE in this lesson? Explain.

- Making sure that students understand the color wheel and

mixing of colors to create secondary and tertiary colors, before
moving onto tint and shade. If they dont understand, assign a
different assignment dealing with pure color mixing rather than
creating tints and shades of pure colors.
- Only one color value chart instead of 2 value scales, if a student
typically takes longer or gets stressed about the magnitude of
assignments.
- 5 variations instead of 7 for the value scales. This is easier
because the difference between colors is more visible.
- Different shape than a square for the value scales. If they are
bored with the idea of geometric shapes and have demonstrated the
ability to handle a more complex project.
- Use different pictures as examples, which cater to the interests of
the students.
- Allow them to use something other than paint, if they prefer a
different medium. The texture may affect some students with sensory
issues.
- I used pictures, scales, and a wheel to show tints and shades.
By providing different kinds of visuals, there is a greater chance of
students understand tint and shade from one of them.

What educational learning theories did you incorporate into this

project plan (e.g., Social Learning Theory, Scaffolding, Vygotskys,
Zone of Proximal Development, etc.) and how did you incorporate
them?

Social Learning Theory: The students work together to solve a

problems. What is tint and shade? How do we think they are made?
How do artists use them in their work? How can we use them to
improve the impact of our work? The answer to these questions
become more important when they are personally discovered, rather
than just merely being told by they should matter.

ZPD with Scaffolding: By cover color wheel and how colors being mixed
together to create new colors, it sparks the idea of other ways to
create with colors. The next step taken is to analyze someone elses
work. What impact the light and dark details has on the rest on the
work. Students build on knowledge given and discovered to help
understand the importance of tint and shade on a work. Finally,
students must use metacognition to created their own tints and
shades. This requires them to self-evaluate the values scales they are
creating. It also will help them to self-evaluate their future pieces in
terms of tint and shade.

Scaffolding takes place by building on prior knowledge, discovery,

group discussion, lecture (kind of), and individual creation and
application of what is learned.
LESSON PLANNING CHECKLIST:
Do I hook my students or get them excited about the topic?
Do I activate my students prior knowledge?
Do my learning objectives accurately describe what I plan to
do in this lesson?
Do my learning objectives align with national or state
standards?
Did I choose an instructional strategy/activity aligned with
the purpose(s) of the lesson?
Did I assess my students learning (formative or summative)?
Did I organize my lesson clearly?
Did I account for any downtime and/or transitions?
Do I model or provide guided practice (if necessary)?
Do I scaffold for student learning (if necessary)?
Can I accomplish the objectives of my lesson plan in the allotted
time?
Did I successfully bring the lesson to a close within the allotted
time?
Did I provide a bridge to the next lesson in my unit sequence?
Did I provide enrichment activities to extend learning for
students who complete the lesson early (if necessary)?
Did I differentiate for student readiness, interest, or learning
profile needs in this lesson plan?
INTRODUCTION COLOR WHEEL

SHADE COLOR WHEEL

TINT COLOR WHEEL

 BLACK AND WHITE VALUE SCALE

EXAMPLE OF VALUE USE TO CREATE ILLUSION OF 3 DIMENTIONAL FORM

 COLOR VALUE SCALES

BLACK AND WHITE PAINTING

MONOCHROMATIC DRAWING
ASSIGNMENT EXAMPLE OF SCALES

White Gray Black

Most White Pure Red Most Black

Most White Pure Blue Most Black