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Essential Questions: How can you create a background that represents yourself?
How does value impact a drawing?
Learning Objective Students will create a self-portrait using the gridding process. They will
then create a background that best represents them.
Anticipatory Set (Hook) Teacher will present the gridding process. Teacher will then have the students create a value scale. Teacher will show a presentation of ideas for a
background.
Procedures:
Modeling- What examples will be provided for the student? Teacher will demonstrate gridding/value/value scale and have a presentation for background ideas.
Guided Practice- Teacher will walk around and support the students as needed.
Check for Understanding- Students should be able to understand different ways a background can represent the self. They should also understand how to create value using lines
instead of smudging.
Independent Practice- What will students do to independently practice the concept or skill? Student needs to come up with different ideas on their own for their self-portrait.
They understand that the background can reflect on culture, native roots, expression, political views, music, and other inspirational ideas.
Closure- How will the lesson be summarized? Students will grade their own work to self-assess how successful their self-portrait was.
Evaluation/Assessment- How will you measure the students success? The self-portrait will be graded on craftsmanship, 5 levels of value, creative and clean background, successful
placement on paper based on grid, and finally showing NO grid for the end result.
Suggestions for Differentiation-How will you scaffold the lesson up or down to support
student learning throughout instruction? I will be sure to have another assignment to help
students understand what they learned from the value scale and transition that knowledge
onto their self-portrait.