University

of Wisconsin-Stout Lesson Planning Template

Name: Sara Sampson

Grade level(s)/Course: Second My Project Student

Grade Sample Project
Unit Title: Wayne Thiebauds Sample
Cakes

Lesson One: Students will create

an understanding on Wayne Time Frame:
Thiebaud during 1963 as they # of class periods 3 ; 45 minutes each
dive into a world of pop art, color
theory, and three dimensional drawing.

Lesson Two: Students focus on color theory and the application of opaque oil pastels as they
start start to put the icing on the cake to their project by using complementary colors for the
cake and the background.

Lesson Three: Students reflect on their work as they take part in a critique with peers to
discuss what they like about the composition and what they would change. Students will take a
short quiz so I can grade their understanding of the project.

INFORMATION ABOUT THE UNIT

Enduring Understanding and/or Essential Question

How can I create an oil pastel drawing that demonstrates an understanding of drawing a three
dimensional object on a two dimensional surface, the successful execution of complementary
colors, and the use of layering oil pastels to make make opacity?

National Core Arts Standards

A.4.1. Develop a basic mental storehouse of images
A.4.2. Students will learn basic vocabulary related to their study of art
C.4.2. Explore what makes a quality design
C.4.6. Students will use sketching to develop ideas for their artwork
C.4.7. Develop basic skills to produce quality art
D.4.5. Learn basic language used in art
G.4.3. Talk and write about the meanings of artworks and design
H.4.3. Students will show differences among colors, shapes, textures, and other qualities of
objects in their artwork
H.4.5. Be able to read simple maps, charts, and plans
J.4.7. Begin to understand and apply the role of art criticism and aesthetic knowledge in art
and design
J.4.10. Talk about basic art terms
K.4.1. Connect their knowledge and skills in art to other areas, such as the humanities,
sciences, social studies, and technology
L.4.6. Understand that artists develop a personal style that reflects who they are
L.4.7. Exhibit imagination by interpreting situation from more than one point of view

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Objectives
The student will practice drawing three dimensional by sketching. (C.4.2), (C.4.6)
I can illustrate a three dimensional object on a two dimensional surface by using an ellipse and
parallel lines.(H.4.3), ( J.4.10)
The student will need to use complementary colors to translate their understanding of color
theory and demonstrate that complementary colors create a sense of connectivity throughout
the composition. (A.4.2), (H.4.3), (H.4.5)
I can use academic language related to Wayne Thiebaud. (A.4.2), (J.4.10)
I can create an opaque drawing with the use of oil pastels by the method of layering. (H.4.3)
The student can reflect on his or her work along with the ability to inspect others. (J.4.7), (L.4.6)

1. Developing works of art/design:

A. Students will use the technique of layering the oil pastels to be opaque. The layering
and opaque technique is used to replicate the use of frosting on a cake. The opaque technique
will be used to make the cake come off of the paper and have a larger connection to Wayne
Thiebauds Cake painting from 1963.
B. Students will spend twenty minutes practicing drawing three dimensional cake. They
will use a method that is shown in steps to help the students create an understanding of how to
successfully compose the cake. The experimentation of this process will give the first hand
experience on what works and what wont. It is a trial and error with leads them to the execution
of the object.
C. Students will be given an in depth investigation on Wayne Thiebauds life to create
an understanding on how pop art influences art and the viewers. Students examine a bit of pop
art by looking through many of Wayne Thiebauds paintings of diners and deli settings,
landscapes, cityscapes, people, and even commercialized products. This investigation shows
through as students start to create their own pop art.

Incorporating student choice within Objective 1: I can choose my favorite color for the
frosting of the cake if I choose to complementary color as the background or underpainting. I
can use any tint or tone to create the complementary color of paper being used. I can use any
color I choose to color either the foreground or background from the horizon line. I can
incorporate Wayne Thiebauds style from his painting Cakes from 1963 by cutting any size of
cake to eat. (students are able to choose how big of piece is being cut from the cake.) I can
choose what type of cake I draw

2. Interpreting art:
A. Students will put their own interpretation on pop art. They will decide if the cakes that
they color, design, and interpret will result in a successful pop art piece.
B. Students will interpret different genres of pop art. They investigate and talk about
different forms of pop art and decide why Wayne Thiebauds Cake has different aspects that
attract the views eye compared to Andy Warhol. They will decide with their interpretation on
pop art is what they have produced on their own.
C. Students will decide what is successful in pop art and what they would change.

3. Art Context:
A. Students will learn about Wayne Thiebauds life and how he became an artist. They
will learn about his techniques as a painter and what was successful in them. Students will also
discover what pop art is and create a connection to his techniques to the techniques they
choose to use.

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B. Students will use previous knowledge which had been taught to them in math to
create a three dimensional cake. Students will have to use this knowledge of parallel lines to
convince the viewer that the object that they are drawing is three dimensional.
C. Students learn complementary colors to create a connection between the cake in the
foreground and the color in the background. Students will be given an option to choose their
color of paper based on the color that they want to draw and color their cake. Student develop a
sense of how a color theory works and benefits a composition.

4. Academic Language
Vocabulary
Opaque: The material being used is not transparent and does not allow light to pass through.
Translucent: It allows light to pass through but some times blurs the object.
Ellipse: Is a different perspective of a circle which is used to create a three dimensional object.
Underpainting: Under painting is normally used in painting a translucent coat over the white
gesso to create a connection throughout the painting and composition. In this case, the under
painting is used to describe the color of the paper instead of the use od white paper.
Parallel line: Parallel lines are two lines that run by each other that will never cross.
Complementary colors: Complementary colors are two colors that compliment each other.
One color is a warm color while the other is the cool compliment. (For example: Red is the warm
compliment to green, yellow is the warm compliment to purple, and orange warm compliment to
blue.)
Warm Colors: Warm colors are colors that come forward in a composition. They have a sense
of heat. (Example: Red, orange, and Yellow.)
Cool Colors: Cool colors are colors that recede in space. (Example: Blue, Green, and Purple.)
Pop art: Pop art is art that shows commercialized products or things that people see and
experience every day. I will tell students that this is something that is advertised on TV.
Tint: Any color mixed with white
Tone: Any color mixed with black
Syntax: I enjoy the way in which the complementary colors create space in my drawing.

Discourse: Repeat after me, opaque means a thick application.

Criteria for the Project:

The cake is the complementary color to the paper.
It is evident that there are many layers of oil pastel to create opacity.
There is a slice of the cake taken out to represent to piece that they have eaten.
There is a horizon line to demonstrate a foreground and background.

INSTRUCTIONAL CONTEXT

Prior Learning and Prerequisite Skills

Students will need a previous understanding of parallel lines. Students will be encouraged to
use around ten parallel lines to complete a three dimensional cake. Students will also need
experience and knowledge on oil pastels to be able to successful execute the skill of opacity.
Students will build on previous knowledge and lesson of design.

LESSON ONE:
Students will bring their knowledge and understanding of how parallel lines are used to create a
three dimensional form. Students have encountered this units content before by learning about
shape and form in the previous lesson on Leonardo da Vinci on how to build a car. Students will

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use that knowledge on how to draw and design a cake. Students also will look at cakes to
discover how to draw them. Students will draw from their experience of what a cake looks like.
Students will have a related content from the previous lesson because of they designed their
own transportation. They first had to draw a blue print of their car and then translated that into a
small clay replica. This lesson, students will take the next time and draw the sculpture three
dimensionally except the sculpture is going to be a cake.
1) Makes a connection to previous lessons by looking at an example or still life and then
drawing it three dimensional.
2) Students will build upon their previous knowledge of parallel lines to illustrate their
understanding of drawing a three dimensional object.

LESSON TWO:
1) Students will connect with the use paint done by Wayne Theibaud and illustrate how oil
pastels can be used to replicate this technique and style. Students will make a connection to
lesson one by showing a how Wayne Thiebauds Cake influences the cakes that we are
designing.
2) Students will build off of their practice of drawing three dimensional cakes to drawing a larger
three dimensional cake to fill the page. They will need to choose a color of paper to compliment
the color of cake and need to build on the new knowledge of color theory. They build on the
previous knowledge to create a new understanding of what oil pastels are capable of.

LESSON THREE:
1) Lesson three connects to lesson two because they now that the work is done students are
going to reflect on it. Students will decide what makes the composition work and what they
would change.
2) Lesson three builds on lesson two because it is takes the knowledge that they have learned
from the last class to todays lesson. Students will be asked to write down what they like and
what they would changed based on what that student learned from this unit and their
experience.

How do you expect to build upon this UNIT in subsequent UNITS?

Day one I am going to teach students on pop art. Wayne Theibaud will be the artist that we
focus on. I will give a background biography on Wayne Thiebaud and where his inspiration
came from. I will then show students how to draw three dimensional on a two dimensional
surface. Students will practice this on their own. Day two we will build upon that lesson by
drawing the cake same cake from the day before only on a larger scale. Day two student will
also start to work with oil pastels. I will teach students about color theory and they will choose
paper based off of the color they want to color the frosting on the cake. The color of the paper
will be called the underpainting. Students will learn about a new application of oil pastels. Day
three will be the reflection of the work. Student will reflect the work that had taken place on day
one and day two. They will reflect on their work and three of their peers work by using
vocabulary works from the unit. They need to use one word for the what they like and would
change about the cake.
Misconceptions: Students will have problems with with the ellipse. It is a hard concept to for
students to grasp because they want to to make a circle verse more of an oval shape. I will use
a circle cut out to show them how the ellipse works. I will show them the circle flat to them and
then turn the circle down to an angle so that they see the circle from a new perspective making
the circle an ellipse. Students may also have problems with making the oil pastels opaque. It is
a physical process that students need to apply very thick with many layers. If I have students
start by doing a base coat with the oil pastels, they will need to add another layer. Make sure

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students take their time.
List any other special features of your school or classroom that will affect the teaching of
this lesson.
Limited white board space so most of the teaching will have to be done over the smart board.
The presentation needs to go through google docs and it has to be through the schools HP
computer.

INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS

Total students 22 Males 11 Females 11

Diverse Student Number Accommodations and/or pertinent IEP Objectives
Needs Category of
Students
Students with IEPs 1 Refer to IEP plan:
The students IEP goal is to keep him busy in class.
Dakota Steven Dakota enjoys taking part in projects and works well with
the directions given. He is not able to execute all of the
directions due to his motor skills, but he does show
evidence that he understands what is being asked of him.
Dakota receives the same instructions as other students.
He struggles with communicating fluently though he is
able to answer questions. I will be able to judge his
knowledge through questions and helping him with his
work. I will be able to understand what knowledge he has
retained through his art work. I will slow down while
working with Dakota to make sure that he isnt distracted.
I will also make the information that I give him more direct
and to the point so that I keep him engaged.

English Language
Learners

Gifted
Kenny retains information very quickly. Kenny works well
Kenny in class and does not disrupt other students.

Ava Ava is very creative. She always goes above and beyond
what is being asked of her. She takes her time on her
projects and wants to do well.
504 Refer to 504 plan:

Other special needs

LESSON ONE: Wayne Thiebauds Cake (Art History and Three Dimensional drawing)

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Unit: Wayne Thiebauds Cake

Enduring Understanding/Essential Question: How do
artists convey a three dimensional shape on a two
dimensional surface? Students will learn terms to develop a
better understanding of three dimensional forms by learning
new academic language.

Lesson One: Students will create an understanding on

Wayne Thiebaud during 1963 as they dive into a world of pop
art, color theory, and three dimensional drawing.
Central Focus: Students will learn how to draw a three
dimensional form through the use of parallel lines and an
ellipse.

Time Frame:
# of class periods__1_ ; __45__minutes
each)

LESSON ONE OBJECTIVES: (

Students will draw a three dimensional form (A.4.1), (C.4.7), (4.6)
Students will use parallel lines (A.4.2), (K.4.1), (D.4.5)
Students will translate the steps into a larger shape to fill the paper. (C.4.6), (H.4.5)

Language Function
Who can compare and contrast a three dimensional form from a two dimensional shape?
A three dimensional form creates space while a two dimensional shape sits flat on the paper.

Instructional Resources: Students will start by watching a short video describing the life
of Wayne Thiebaud. I will then show them a power point incorporating pop art, Wayne
Thiebauds life, and the famous Cake painting. I received all of my information from the
video and the National Gallery of Art.
Sources:
National Gallery of Art. (n.d.). Retrieved April 12, 2017, from
http://www.nga.gov/content/ngaweb/education/teachers/lessons-activities/counting-art/thiebaud-
elem.html

Art Materials needed: Every student will need a piece of white computer paper, a pencil, and a
sharpie marker.

INSTRUCTION: LESSON ONE

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Anticipatory Set/Elicit Prior Knowledge: Who here loves cake? Did you know that there is a
famous painter who paints cakes that are good enough to eat! In our last unit, we learned about
Leonardo da Vinci and invested our own three dimensional model. Today, we are going to learn
how to take our previous knowledge and build on that by drawing in a three dimensional way.
(Show students Cakes by Wayne Theibaud) Does anyone know have to draw in a three
dimensional way?
Central Focus for this lesson
Today we will learn about Wayne Theibaud and pop art. As we learn today, keep in mind our
big question: How do artists illustrate something 3-dimensional on a 2-dimensional surface?
You will be able to create your favorite type of cake by drawing a three dimensional form on a
two dimensional surface.
Procedure
Time Learning Tasks Purpose
DAY ONE: It will be important
2 1. Anticipatory Set: Who here loves cake? What is that students are
Minutes your favorite desert? What would be a good medium able to use their
to replicate what a cake or ice cream looks like? knowledge of
2. Introduction of Assignment Today we are going to parallel lines to
3 learn about a pop artist named Wayne Thiebaud who create a three
Minutes painted many things such as landscapes, cityscapes, dimensional form.
people, but most famously painted food! This is where they
3. Demonstration part 1: I am going to start by drawing will learn about
two parallel lines. I am going to connect those two what an ellipse is
15 lines with an ellipse. At the bottom of those two lines, I and why a circle
Minutes will connect them with a rounded line. Next, I am turns into an
going to place two parallel lines in between the first ellipse. The circle
two lines that I had drawn. I will put a dot in the middle turns into an
of the ellipse. I will connect my last two parallel lines ellipse as the view
to the dot. Then, I will erase the two lines between sees it from a
those parallel lines. I will draw a line from the bottom different
of one line to the middle of the other. perspective.
4. Introduce Grading Criteria:
Differentiate
2 The cake is the complementary color to the paper. instruction.
Minutes It is evident that there are many layers of oil pastel to create I will ask a lot of
opacity. questions during
There is a slice of the cake taken out to represent to piece this time to asses
that they would eat. where all students
There is a horizon line to demonstrate a foreground and are as far as their
background. understanding
goes. I will also
5. Student practice: Students will start by writing their keep an eye on
13 name on the back of the piece of the computer paper. Dakota to make
Minutes They will then start to follow the instructions that had sure that he is
been given to then in the demo. There is also a understanding
reference on the board if the student forgets any every. Dakota will
steps. (Drawing two parallel lines with an ellipse be working with a
connected to the top and a curved line following the para at this time.
bottom. Then cut out a piece with two parallel lines Stop by Dakota to
which are connected to the dot placed in the center of make sure that he

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the ellipse. Then erase the two lines between the is understanding
parallel lines. Lastly, a line that connects the bottom everything.
of the parallel line to the middle of the other.) As a Grouping
teacher I will be walking around to make sure that Strategies:
everyone understands how to draw the three The only group
dimensional cake. I will stop and help students if they that students will
are having issues with the ellipse or the curved line at be divided up into
the bottom of the two parallel lines. During this time, I will be the groups
1 will ask students at this time what the ellipse is call. I that they are
Minutes will ask them what a parallel line does as a function. I places in based off
will help students work through the challenges that of the table spot.
come along with erasing the right lines. I will talk to The reason why
students about the size of the cake. Students will find students are
4 that the bigger they draw the cake the easier it is. divided up and
Minutes 6. Homework: Today there will be no homework. We assigned table
are going to focus 15 to 20 minutes in class on spots is because if
practicing to draw cakes which will be used as a they need help,
reference to for the following class. have or need
7. Clean Up: Clean up will start around 3 pm. Students opinion on
will stop when I say Mona and students say Lisa. something, or
Students who sit in seat C will put the caddy box confused a peer at
away. Students in seat A will put the papers in a pile the table can
at the end of the table and students at seat B will put assist.
the sharpies away. When Everyone is sitting at the
table quietly I will know that they are ready to line up. Be aware of
If students are being rowdy during this time given for Hannas, Avas,
5 clean up the students who are done the fastest and and Kennys ability
Minutes quietest will receive tickets for good behavior. to finish this task.
They will probably
8. Closure: I will start the closure by talking about pop be the first
art and that our goal for the next class will to finish the students to be
oil pastel drawings. I will then ask students questions finished. That
that they need to answer in order to line up. Who can means it is
name the artist of the painting Cakes? Who can name important to give
one of the other pop artist that we learned about? them another task
What are the complementary color we look at in to keep them
Wayne Thiebauds Sundae painting? What is the busy. If they finish,
shape at the top of the cake? What are two lines that have those
never cross? This will help to see which students students start to
understand understand the main points and what design patterns or
information they were able to retain. I will restate the have them start to
key points of the teaching by asking the important think about the
questions and making sure that the students hear the frosting and color
answers. If students are not able to answer the choices.
question being asked I will give them clues. Since
Waynes last name is a tricky one for young students, Informal
I will give clues. (His last name starts with a T) I will assessments: I
ask any student if they had any problems with will be asking
drawing three dimensional. If so, what was the most questions
challenging part. Did you learn any skills from this throughout the

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practice day that can be carried out to the next day? lesson to make
Lastly, I will tell students some tips on how they can sure that students
succeed. I will tell them that the curved line is the are all on the
same curve as that ellipse. I will tell them not to press same page and I
hard with their pencils while drawing the cake am. I will
because it will be harder to erase. constantly be
asking questions
to students to
restate the main
points and make
sure that students
are retaining
everything that will
be held as
important
throughout this
lesson. What is
shape that you
draw for the top of
the cake? Do you
use a straight line
to draw the bottom
of the cake or do
you use a curved
line to follow the
ellipse? If students
do not know this
answer draw what
to do and what not
to do on the
board. Ask, where
are the parallel
lines?

I will ask the entire

class questions
throughout the
lesson. If no one
knows the answer
of the the question
I will pull all
students up to a
table to have them
stop what they are
working on and
get the information
from me again. No
one can leave the
table until they are
all on the same

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page as I am.

Every student will

have a different
depth of
understanding so
meeting with every
student to make
sure that they
understand the
project will be
important so that I
can monitor their
understanding.

LESSON TWO: Color Theory and Oil Pastels

Unit: Wayne Thiebauds Cake

Enduring Understanding: Students will focus on a new
application of oil pastels by making them opaque.

Lesson Two: Color Theory and Oil Pastels

Central Focus: Students will develop an
Time Frame:
understanding of complementary colors and
why they are beneficial to a composition. # of class periods__1__ ; ___45__minutes
each)

LESSON TWO OBJECTIVES:

Students will color with oil pastels by making them very opaque. (C.4.2), (C.4.7)
Students will draw a three dimensional cake on a large scale (D.4.5), (H.4.2)
Students will use complementary colors. (A.4.1), (H.4.3)

Instructional Resources: Todays resource will involve the color wheel on the wall in the art
room near the smart board. I hang my demonstration up from last class in case a student needs
to reference it, but each student will have their own to reference. The students who were in
gone will meet with me so we can go over the PowerPoint that the had missed the day before.
Students will use the steps on how to draw a three dimensional cake that they made in the class
before as reference.

Art Materials needed: Students will need 12x 18 sheet of construction paper (Red, orange,
yellow, green, blue or purple.) They will need oil pastels one to five of the pastels need to be the
complementary color of the paper. Students will need a pencil and the practice sheet made the

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last class.

INSTRUCTION: LESSON TWO

Scaffolding the learning:

This lesson connects to the last lesson because we are perfecting the three dimensional cake.
We are using the cake practice sheets that each student made in pencil and sharpie to
reference as they create a large scale cake. This lesson builds on the last lesson as we start to
color the cake. Students will add the complementary color to the cake drawn.
Central Focus for this lesson Today we are going to learn about color. We need to keep in
mind what makes a complementary color? You will be able to choose two complementary colors
to design your cake which will be used when we share and critique our creations.

Procedure
Time Learning Tasks Purpose
DAY ONE of LESSON #2: Students start to
4 1. Review of yesterdays learning/Grading Criteria: form their
Minutes. Yesterday we learned about pop art and what type of understanding of
color and style that pop artist use. Who can tell me complementary
which pop artist we focus our time on learning about? colors. Students
Wayne Theibaud was famous for his opaque start to see which
paintings of food. We focus all of our work time on colors are cool
learning to draw three-dimensional. Our big goal was colors and which
to draw using parallel lines and an ellipse. Today we are warm.
are going to draw the cake that we practiced Students learn
yesterday and do it on a larger scale. that cool colors go
2. Demonstration part 2: I will start with a cake that is back further in
already half way done to show students what opaque space while the
5 looks like. Students will see how thick the oil pastels warm colors come
Minutes need to be to look thick like frosting. I will also show forward.
students where shadows are added to a cake and a
light source. I will use cool colors for the shadows and Formative
warm colors for the light source. This is an extra step Assessment:
for students have had exceed and understood color. Throughout this
3. Student practice: Students will be asked questions lesson, students
as they work on their projects and be asked if they will learn about
have any questions. Students will have the option to color and be
25 use any tint or tone of the complementary color of the asked questions
Minutes paper. Students will be supervisor to make sure that about
they are understanding color theory and making the complementary
frosting of the cake opaque. Students need to be colors. They will
aware of the extra time that it takes to make be asked about
something opaque and make sure that they take their cool colors, warm
time and do not rush. colors, and
4. Homework (if any:) Students will need to take home complementary
1 Minute their cakes to finish coloring them if they have a lot colors. Students
left. There will be given a short amount of time (10-15 will have the
Minutes) to finish next class. question on

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5. Clean Up: Clean up will start around 3 pm. Students whether or not
will stop when I say Mona and students say Lisa. using tints and
5 Students who sit in seat C will put the caddy box tones of the
Minutes away. Students in seat A will put the papers in a pile complementary
at the end of the table and students at seat B will put color is
the sharpies away. When Everyone is sitting at the acceptable. I will
table quietly I will know that they are ready to line up. reassure them it is
If students are being rowdy during this time given for okay. Drawing a
clean up the students who are done the fastest and horizon line may
quietest will receive tickets for good behavior. be confusing to
9. Closure: Today we focused a lot on color and students. I need to
application of oil pastels. The reason that we are talk about the
5 using many layers to color the frosting of the cake is horizon line verse
Minutes because it is a very think object. It also allows the a vertical line by
cake to come forward in the composition. In the cake, using the
you can and should use a cool color to show the metaphor that
shadow of the cake and a warmer color to show horizon is like a
where the light hits the cake. This part gets a little bit hamburger and
confusing for students because they are trying to vertical is like a
focus on the two complementary colors that they hotdog.
have originally chosen for the cake and the paper. Different depths of
Continue by asking if the students have any understanding will
questions from today. Who can tell me two be evident as
complementary colors? What is a warm color and some students
does it come forward in a composition or recede in work faster than
space? Does pop art use bright colors or dull? Finish others. I need to
the closure for the day by making asking if any be aware of the
students have any advice for getting an opaque students who
surface with oil pastels. need help making
the oil pastels
opaque.

Informal
Formative
Assessment:
Asking questions
about
complementary
colors and which
color is the cool
color and which is
the warm.

LESSON THREE: Critique and Assessment

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Unit: Wayne Thiebauds Cake

Enduring Understanding: Students will
show their knowledge through
communicating with other students using
their new academic language.

Lesson Three: The Critique

Central Focus: Students will be able to
reflect on their work and the work of their
peers to develop an understanding for what
makes a piece of art successful. Time Frame:
# of class periods___1_ ; _45____minutes
each)

LESSON THREE OBJECTIVES:

Students are able to reflect on their work (C.4.2), (J.4.7), (L.4.6)
Students are able to use vocabulary successfully (A.4.2), (D.4.5), (J.4.10)
Students will be able to describe why they like something or would change it (H.4.3),
(L.4.7)
Instructional Resource: Today, we will be using Wayne Thiebauds Cake painting along with
our oil pastel drawing of cake. I will show students Wayne Thiebauds painting Cake and talk
about what is successful about the painting to show students what a critique is like.
Art Materials needed: Materials needed will be the the students finished projects. Students will
also need a pencil.

INSTRUCTION: LESSON THREE

Scaffolding the learning

This lesson connects to the last lesson because we are using the artwork that they created as
reference to show the knowledge and understanding in which each student developed. This
builds off of the last lesson because students are able to show their
Central Focus for this lesson Today we are going to learn about critique. As we learn today,
keep in mind the big question of how do artists convey something three dimensional on a two
dimensional surface? As you look through our peers work you will discover skills and
techniques that they have gained. Think about why they were able to do this skill successfully.
Procedure
Time Learning Tasks Purpose
DAY ONE: The cake is the
2 1. Review of yesterdays learning/Grading Criteria: complementary
Minutes Yesterday we finished our cakes. We learned a lot color to the paper.
about the use of color and how the viewer interrupts It is evident that

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color. Who can tell me what a complementary color there are many
is? Does anyone know which of those two colors is a layers of oil pastel
warm color? How do you know what reds to create opacity.
complementary color is? Today we are going to talk There is a slice of
about the criteria again. It is: The cake is the the cake taken out
complementary color to the paper. It is evident that to represent to
there are many layers of oil pastel to create opacity. piece that they
There is a slice of the cake taken out to represent to would eat.
piece that they would eat. There is a horizon line to There is a horizon
demonstrate a foreground and background. line to
5 2. Discussion: (I will hold the cake that I drew.) Today, demonstrate a
Minutes we are going to start the critique with the cake that I foreground and
drew. I really think the color choice that I made was a background.
good one. I think the frosting on the cake looks very Dakota
opaque and real. I like the frosting because it is objectivities are to
literally popping off of the page. Did anyone else use the papers
notice how thick the frosting is? I really enjoy the two complementary
colors that I choose for my cake but I would switch the color, draw a
colors around. Now that we know that cool colors cake, and choose
travel further back in space while warm colors come a color for the
forward, I think I would like my drawing better if the background.
cake was yellow and the background was purple.
Does anyone else see what they would change on my I will talk about
10 cake? aesthetics with
Minutes 3. Instructions: Is there anyone who was not here last students. What is
class or needs some extra time to finish coloring their beautiful and what
cake? Who every needs extra time to finish their cake is ugly. Every
will have free time to work right now. Those students student has their
have 10 Minutes to finish working on the cake. own opinion and
(Students finished have ten minutes to make the cake experience with
look more opaque or add extra details. When what they believe
students are finished coloring your cake, we are going is ugly or beautiful.
to start the critique. I want you to first start with a self
critique. Please write in pencil on the back of your Formative
5 drawing what you like, what you would change, and Assessment
Minutes why. When you are finished with your self critique, go Students will be
and find a partner who is also done to switch with and asked to write
follow the same questions for them. what they like and
4. Peer sharing: Students need to go to one other would change on
student and write what they like, would change, and the back of the
5 why. They can talk about the artwork out loud as they project for three of
Minutes write down their ideas and connections to the art. your peers.
5. Student practice: While students are working and Students must
finding other to write what they like and what they also explain why
would change on the back. I will be going around as they like or would
students start this process to see if they need any change that.
3 help. I will be there to answer questions but also to
Minutes ask them. It is important to ask students why they like
something or why they would change it. I will keep an Dakota has a
eye out for students who have worked fast or may para; it will be

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need help important that I go
5 6. Clean Up: Students at this time will need to return to to him to make
Minutes their table and clean up will start at 2:40 pm. Students sure he is
in seat A will place the projects at the end of the table understanding
so that I can pick them up to begin the assessment. what is asked. He
7. Assessment: I will hand out a one-page paper will need help
assessment. The assessment has eight questions writing down what
and one bonus question. I will read the questions out he is thinking.
10 loud or the students will read them out loud to the
Minutes other students. Students will follow along and I will Hanna, Ava, and
read the Bonus question. When they are done, Kenny will be able
students may place their assessment on the table to complete the
next to the smart board. When students are finished, worksheet fast.
we will start the closure. They may work
8. Closure: Today closure will start at 2:50 so we can ahead of the
have any student who wants to share their work with class. To keep
the class do so. Students will take turns coming to the them on task and
front and ask students what they like and what they with the rest of the
would change. Students will be able to line up at 3:05 class, call on them
to read the
UNIT Closure questions out loud
We will have a closure discussion that will involve questions to the class. This
that had been asked since the first day of the unit. Students way they need to
will be placed in a discussion verse a questionnaire and will be paying
need to take an active role as everyones voice needs to be attention.
heard. Before students line up, they need to reflect on one
students work and say something that they like about it out
loud and why. This give the students personal reflection
where everyone in the class is involved and engaged.

ASSESSMENT

Before the unit

Pre-assessment. Students will be asked to use knowledge from their math class involving shape
and parallel lines. I will ask students if they know what a parallel line is and if they have ever
drawn a three dimensional form. I will gather information from their last lesson which was
Leonardo da Vinci building a form of transportation. I will ask students to compare their clay
three dimensional model that they made of the transportation and compare it to a real cake.
This lesson we are working from the three dimensional object and working backwards by
drawing it. They will use previous knowledge by remember how a cake looks and is formed.

During the unit

Students will be asked questions when I met with them all individually throughout the class to
make sure that they are understanding the material and vocabulary. They will also be asked in
front of the class on questions of previous knowledge to make sure that all students are
understanding the process and information given. If students are not fully understanding the
project, I will stop in the middle of the work time and pull them all back for a repeat of the demo.
I will not leave the demo without being fully confident that each student is understanding what is
being asked of them and the knowledge at hand. I will be able to judge the students different

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depths of understanding by how fast they work and how much extra help they need. Students
who are working fast will be given extra tasks to do such as to add warm colors where the light
hits the cake while using the cool colors in the shadow.
Informal Formative Assessment
Informal Formative Assessment happens at the end of each lesson by asking them questions
about the artist that we had focused on throughout this project. I also will ask questions about
pop art and the materials, medium, and colors. Asking a lot of questions about complementary
colors and opaque color usage will be extremely important that they retain and understand due
to the large amount of time we will spend on it.
Formal Formative Assessment
The formative assessment will be that each student needs to find three peers to write something
that they like and something that they would change. They also need to write why they like or
would change something by using at least one vocabulary word.
At the End of the Unit
Summative Assessment: At the end of the project, each student will find one of his or her
peers and write something that they like about their cake and something that they would
change. The student will also do self reflection while answering the same questions, what do
you like about the cake and what would you change, as the peer of their choice. I will be able to
see whether or not my students understood each objective by what each student had written on
the back. I will also be able to see whether my students understood the objectives buy looking
at their work and making sure that time was spent on the project and not rushed. I will go
through each students project to make sure that they relate to what was asked from them in the
objectives. For students who were able to finish faster because of their ability the differentiate
assessments will result in their grade as they will receive a 4 which is equivalent to an A+. It not
necessarily better than an A, but it makes other teachers aware that that individual is talented/
gifted. Students who are gifted will be asked to add to their cake by adding in cool colors for the
shadows, warm for a light source, or more cake decorations. These assessments will be aligned
to the objective because it is based on what had been asked from them in the objectives. The
academic language will be used to throughout the time on working in this project but will be
assessed by the worksheet/quiz. The worksheet/quiz will be the third part of the assessment.
Not only will students be assessed on the work that they completed drawing and coloring the
cake and their reflection, but students will also fill out a worksheet/ quiz. The worksheet/quiz will
test their knowledge on the academic language which was taught throughout this lesson.

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