Lesson Plans for Sharon Hoogendoorn, Schulenburg ... - txed.net

Lesson Plans for Sharon Hoogendoorn, Schulenburg Secondary
Week of Monday, October 17, 2011
Monday, October 17, 2011
Day 41
Tuesday, October 18, 2011
Day 42
Wednesday, October 19, 2011
Day 43
Thursday, October 20, 2011
Day 44
Friday, October 21, 2011
Day 45

Monday, October 17, 2011
Day 41
The student is expected to...
» illustrate ideas for artworks from direct
observation, experiences, and
imagination.[A1.1A]
» compare and contrast the use of art
elements (color, texture, form, line, space,
value) and art principles (emphasis,
pattern, rhythm, balance, proportion,
unity) in personal artworks and those of
others, using vocabulary accurately.
[A1.1B]
» create visual solutions by elaborating on
direct observation, experiences, and
imagination.[A1.2A]
» interpret, evaluate, and justify artistic
decisions in personal artworks.[A1.4A]
» interpret visual parallels between the
structures of natural and human-made
environments.[A2.1A]
» compare suitability of art materials and
processes to express specific ideas
relating to visual themes, using precise art
vocabulary.[A2.1B]
» apply design skills in creating practical
applications, clarifying presentations, and
defining choices made by consumers.
[A2.2B]
» select from a variety of art media and
tools to communicate specific ideas in
drawing, painting, printmaking, sculpture,
ceramics, fiberart, jewelry,
photography/filmmaking, and electronic
media-generated art.[A2.2C]
» select and critique artworks in progress,
making decisions about future directions
in personal work.[A2.4A]
» analyze visual characteristics of natural
and human-made subjects in a variety of
ways, illustrating flexibility in solving
problems, creating multiple solutions, and
thinking imaginatively.[A3.1A]
» analyze visual qualities to express the
meaning of images and symbols, using
precise art vocabulary.[A3.1B]
» solve visual problems by planning and
attempting a variety of solutions.[A3.2A]
» solve visual problems and develop
multiple solutions for designing ideas,
clarifying presentations, and evaluating
consumer choices, using design skills.
[A3.2B]
» select from a variety of art media and
tools to express intent in drawing,
painting, printmaking, sculpture, ceramics,
fiberart, jewelry, photography/filmmaking,
and electronic media-generated art.
[A3.2C]
» select artworks for a personal portfolio
based on evaluation of developmental
progress, competency in problem-solving,
Tuesday, October 18, 2011
Day 42
The student is expected to...
» illustrate ideas for artworks from direct
observation, experiences, and
imagination.[A1.1A]
» compare and contrast the use of art
elements (color, texture, form, line, space,
value) and art principles (emphasis,
pattern, rhythm, balance, proportion,
unity) in personal artworks and those of
others, using vocabulary accurately.
[A1.1B]
» create visual solutions by elaborating on
direct observation, experiences, and
imagination.[A1.2A]
» interpret, evaluate, and justify artistic
decisions in personal artworks.[A1.4A]
» interpret visual parallels between the
structures of natural and human-made
environments.[A2.1A]
» compare suitability of art materials and
processes to express specific ideas
relating to visual themes, using precise art
vocabulary.[A2.1B]
» apply design skills in creating practical
applications, clarifying presentations, and
defining choices made by consumers.
[A2.2B]
» select from a variety of art media and
tools to communicate specific ideas in
drawing, painting, printmaking, sculpture,
ceramics, fiberart, jewelry,
photography/filmmaking, and electronic
media-generated art.[A2.2C]
» select and critique artworks in progress,
making decisions about future directions
in personal work.[A2.4A]
» analyze visual characteristics of natural
and human-made subjects in a variety of
ways, illustrating flexibility in solving
problems, creating multiple solutions, and
thinking imaginatively.[A3.1A]
» analyze visual qualities to express the
meaning of images and symbols, using
precise art vocabulary.[A3.1B]
» solve visual problems by planning and
attempting a variety of solutions.[A3.2A]
» solve visual problems and develop
multiple solutions for designing ideas,
clarifying presentations, and evaluating
consumer choices, using design skills.
[A3.2B]
» select from a variety of art media and
tools to express intent in drawing,
painting, printmaking, sculpture, ceramics,
fiberart, jewelry, photography/filmmaking,
and electronic media-generated art.
[A3.2C]
» select artworks for a personal portfolio
based on evaluation of developmental
progress, competency in problem-solving,
Wednesday, October 19, 2011
Day 43
The student is expected to...
» illustrate ideas for artworks from direct
observation, experiences, and
imagination.[A1.1A]
» compare and contrast the use of art
elements (color, texture, form, line, space,
value) and art principles (emphasis,
pattern, rhythm, balance, proportion,
unity) in personal artworks and those of
others, using vocabulary accurately.
[A1.1B]
» create visual solutions by elaborating on
direct observation, experiences, and
imagination.[A1.2A]
» interpret, evaluate, and justify artistic
decisions in personal artworks.[A1.4A]
» interpret visual parallels between the
structures of natural and human-made
environments.[A2.1A]
» compare suitability of art materials and
processes to express specific ideas
relating to visual themes, using precise art
vocabulary.[A2.1B]
» apply design skills in creating practical
applications, clarifying presentations, and
defining choices made by consumers.
[A2.2B]
» select from a variety of art media and
tools to communicate specific ideas in
drawing, painting, printmaking, sculpture,
ceramics, fiberart, jewelry,
photography/filmmaking, and electronic
media-generated art.[A2.2C]
» select and critique artworks in progress,
making decisions about future directions
in personal work.[A2.4A]
» analyze visual characteristics of natural
and human-made subjects in a variety of
ways, illustrating flexibility in solving
problems, creating multiple solutions, and
thinking imaginatively.[A3.1A]
» analyze visual qualities to express the
meaning of images and symbols, using
precise art vocabulary.[A3.1B]
» solve visual problems by planning and
attempting a variety of solutions.[A3.2A]
» solve visual problems and develop
multiple solutions for designing ideas,
clarifying presentations, and evaluating
consumer choices, using design skills.
[A3.2B]
» select from a variety of art media and
tools to express intent in drawing,
painting, printmaking, sculpture, ceramics,
fiberart, jewelry, photography/filmmaking,
and electronic media-generated art.
[A3.2C]
» select artworks for a personal portfolio
based on evaluation of developmental
progress, competency in problem-solving,
Thursday, October 20, 2011
Day 44
TEKS-see 10-17-11
Materials: See 10-17-11
Procedures:
Art I; 2nd, 4th & 8th:
1. Introduction to right brain drawing
theory-using book-"Drawing on the right
side of the Brain."
Students are working on using the 4
different methods you can use the 4
different shading elements.
ART II-III: 3rd-8th:
Students should be working on grid
drawings of their western artwork which
reflects the heritage and history of Texas
and the west.
Evaluation: oral and visual
Friday, October 21, 2011
Day 45
Art, All Levels Art, All Levels Art, All Levels Art, All Levels Art, All Levels
TEKS-see 10-17-11
Materials: See 10-17-11
Procedures:
Art I; 2nd, 4th, 8th Periods:
6th grade art: 5th period
1. Introduction to right brain drawing
theory-using book-"Drawing on the right
side of the Brain."
Students will be working on a still life set
up in the middle of the room with a light
highlighting it. They will draw the still life,
using the 4 shading techniques anywhere
on the drawing.
ART II-IIV: 3rd-8th:
Students will create a western artwork
composition using original photographs
that they have taken, or brought from
home.
Student artwork may be no smaller than
11x14 or larger than 18x24.
2nd year students will use a grid to
enlarge their drawing to the correct size.
Students should be working on the
transfer of their grid drawing onto a clean
sheet of paper.
Evaluation: Assessment grade given on
student's progress on their artwork.
Instructor will check everyone's photos
and grids for their western artwork.

Monday, October 17, 2011
Tuesday, October 18, 2011 Wednesday, October 19, 2011
Day 41
Day 42
Day 43
based on evaluation of developmental based on evaluation of developmental based on evaluation of developmental
progress, competency in problem-solving, progress, competency in problem-solving, progress, competency in problem-solving,
and a variety of visual ideas.[A3.4A] and a variety of visual ideas.[A3.4A]
See Teks-10-17-11
and a variety of visual ideas.[A3.4A]
TEKS-See Monday-10-17-11
Procedures:
Materials: pencil, paper, pen
Art II-IV: 3rd & 8th:
Obj.: to successfully blend the principles
of art to produce interesting and
successful Western compostitions.
Students should begin to enlarge the
photos that they took of western or
country heritage on our scanner.
They will then print an 8 x 10 color copy
to use to make a grid for their enlarged
drawings.
Students should beginning to work on
their grid drawings of their western art
work.
At this point students are working only
with paper and pencil.
Evaluation:Visual observation
Technology use: Elmo, smart board and
YouTube:
6th grade art: 5th period:
Art I: 2nd, 4th, 8th periods:
1.. Objective: Students will study the way
light reflects off an object and the use of
the 4 shading techniques on
objects: hatching, crosshatching,
stippling, blending.
Procedures: An arrangement of shapes
such as a cone, square, or a sphere will
be set up in the middle of the classroom,
and students will divide their paper up into
4 squares, and practice drawing the
shapes and then showing the light and
dark areas using each of the shading
techniques.
Procedures:
Art I-: 2nd, 4th, 8th periods.
6th grade art, 5th period:
Obj. - exercises are specifically designed
to cause a mental shift from L-mode to
R-mode drawing skills.
2.Students will continue working on
shading techniques using the forms
arranged on middle table.
Evaluation: Students will turn in their
shaded drawings for an assessment
grade.later this week.
.
1. ART II-III-
Students should have started their grid
drawings for their western artwork.
They will continue working on this until
they have finished enlarging their
drawings to either 11x14 or 16x22.
Evaluation: Visual and phyysical
monitoring of art work.
Materials: pencil and paper
Procedures:
Art I- 2nd, 4th, 8th periods
Obj. - exercises are specifically designed
to cause a mental shift from L-mode to
R-mode drawing skills.
1.Students are doing exercises to help
them learn to draw the way light reflects
off an object using the four shading
techniques:of hatching, crosshatching,
stippling, and blending. Students will do a
value scale using their pencils.
Evaluation: Students should turn in their
value scales for an assessment grade
See Teks-10-17-11
1. ART II-IV-
Continue working on houston livestock
show grid.
They should be ready to transfer their
beginning drawing to a clean sheet of
paper.
Thursday, October 20, 2011
Day 44
Friday, October 21, 2011
Day 45

Monday, October 17, 2011
Day 41
The student is expected to...
» improvise, using emotional and sensory
recall.[Th1.1A]
» develop and practice theatre preparation
and warm-up techniques.[Th1.1B]
» employ stage movement and
pantomime consistently to express
thoughts, feelings, and actions.[Th1.1C]
» define and give examples of theatrical
conventions (time, setting, fourth wall,
visual elements).[Th1.1E]
» demonstrate safe use of the voice and
body.[Th1.2A]
» develop and practice stage-craft skills.
[Th1.3A]
» perform the roles of actor, ensemble
member, and director in production
decision making and collaborates with
others to produce theatre with a unified
production for public performance.
[Th1.3E]
» practice warm-up techniques.[Th2.1A]
» employ stage movement and
pantomime consistently.[Th2.1B]
» demonstrate effective voice and diction.
[Th2.1C]
» demonstrate safe use of the voice and
body.[Th2.2A]
» practice theatre preparation and
warm-up techniques effectively.[Th3.1A]
» employ stage movement and
pantomime consistently.[Th3.1B]
» demonstrate effective voice and diction.
[Th3.1C]
» practice appropriate safety measures.
[Th3.2A]
» portray believable characters in
improvised and scripted scenes of various
styles.[Th3.2C]
» construct and operate the technical
elements of theatre safely and effectively.
[Th3.3A]
» analyze characters from various genres
and media, describing physical,
intellectual, emotional, and social
dimensions.[Th2.2B]
» create and sustain believable
characters.[Th2.2C]
» construct and operate the technical
elements of theatre safely and effectively.
[Th2.3A]
» examine cultural, social, and political
aspects of a script to depict appropriately
technical elements.[Th2.3B]
» select one or more areas of theatre
production, demonstrating responsibility,
artistic discipline, and creative problem
solving.[Th2.3F]
» analyze historical and cultural influences
on theatre.[Th2.4A]
Tuesday, October 18, 2011
Day 42
Materials:The Stage & the School
Theatre-Art in Action
Christmas in the Land of Oz
Procedures:
TA I- 6th & 7th periods:
Theatre Production I-III:
Obj.: to develop a more effective speaking
voice, and more convincing
characterization.
Students will continue reading through
their Christmas plau
Evaluation: Check that everyone is paying
Wednesday, October 19, 2011
Day 43
See TEKS-10-17-11
Materials:
The Stage and the School
Theatre Production
Christmas in the Land of Oz
Procedures:
Theatre I: 6th & 7th period:
Theatre Production I-III:
Obj.: To learn habits of good diction in
order to develop distinctive effective
voices.
1. Students will begin practicing pages
1-6, walking through their blocking.
Memorization will be tested on Friday.
Thursday, October 20, 2011
Day 44
Friday, October 21, 2011
Day 45
Theater, All Levels Theater, All Levels Theater, All Levels Theater, All Levels Theater, All Levels
The student is expected to...
The student is expected to...
TEKS-see Monday, 10-17-11
TEKS-see Monday-10-18-10
» improvise, using emotional and sensory » improvise, using emotional and sensory
recall.[Th1.1A]
recall.[Th1.1A]
Materials:
» develop and practice theatre preparation » develop and practice theatre preparation Materials:The Stage & the School play script: Christmas in the Land of Oz
and warm-up techniques.[Th1.1B] and warm-up techniques.[Th1.1B] Theatre-Art in Action
Procedures & Evaluation:
» employ stage movement and
» employ stage movement and
Christmas in the Land of Oz
pantomime consistently to express pantomime consistently to express
Theatre Arts -I 6th & 7th period and
thoughts, feelings, and actions.[Th1.1C] thoughts, feelings, and actions.[Th1.1C] Procedures:
Theatre Production I-III-7th period:
» define and give examples of theatrical » define and give examples of theatrical TA I- 6th & 7th period:
conventions (time, setting, fourth wall, conventions (time, setting, fourth wall, Theatre Production:
Students should have memorized pages
visual elements).[Th1.1E]
visual elements).[Th1.1E]
Students will watch a video of The Wizard 1-6 and will be tested today on their
» demonstrate safe use of the voice and » demonstrate safe use of the voice and of Oz
memorization of their lines, and blocking
body.[Th1.2A]
body.[Th1.2A]
in preparation for their Christmas play and movement.
» develop and practice stage-craft skills. » develop and practice stage-craft skills. production, Christmas in the Land of Oz.
[Th1.3A]
[Th1.3A]
» perform the roles of actor, ensemble » perform the roles of actor, ensemble Evaluation: Question & answer to make
member, and director in production member, and director in production sure the students understand the content
decision making and collaborates with decision making and collaborates with and are paying attention.
others to produce theatre with a unified others to produce theatre with a unified
production for public performance. production for public performance.
[Th1.3E]
[Th1.3E]
» practice warm-up techniques.[Th2.1A] » practice warm-up techniques.[Th2.1A]
» employ stage movement and
» employ stage movement and
pantomime consistently.[Th2.1B] pantomime consistently.[Th2.1B]
» demonstrate effective voice and diction. » demonstrate effective voice and diction.
[Th2.1C]
[Th2.1C]
» demonstrate safe use of the voice and » demonstrate safe use of the voice and
body.[Th2.2A]
body.[Th2.2A]
» practice theatre preparation and » practice theatre preparation and
warm-up techniques effectively.[Th3.1A] warm-up techniques effectively.[Th3.1A]
» employ stage movement and
» employ stage movement and
pantomime consistently.[Th3.1B] pantomime consistently.[Th3.1B]
» demonstrate effective voice and diction. » demonstrate effective voice and diction.
[Th3.1C]
[Th3.1C]
» practice appropriate safety measures. » practice appropriate safety measures.
[Th3.2A]
[Th3.2A]
» portray believable characters in » portray believable characters in
improvised and scripted scenes of various improvised and scripted scenes of various
styles.[Th3.2C]
styles.[Th3.2C]
» construct and operate the technical » construct and operate the technical
elements of theatre safely and effectively. elements of theatre safely and effectively.
[Th3.3A]
See Teks 10-17-101
[Th3.3A]

Monday, October 17, 2011
Tuesday, October 18, 2011 Wednesday, October 19, 2011
Day 41
Day 42
Day 43
» analyze historical and cultural influences
1-6, walking through their blocking.
on theatre.[Th2.4A]
Evaluation: Check that everyone is paying Memorization will be tested on Friday.
» define the influence of American society attention and are ready to read their lines.
on live theatre and film.[Th2.4B] Make sure everyone has highlighted their
» analyze dramatic structure and genre.
[Th3.1D]
» analyze and evaluate dramatic texts as
a basis for technical discussions,
considering themes, settings, times,
literary styles, genres, and characters.
[Th3.3B]
» select one or more areas of theatre
production for study, demonstrating
responsibility, artistic discipline, and
creative problem solving.[Th3.3F]
» evaluate historical and cultural
influences on theatre.[Th3.4A]
papers.
Materials:The Stage & the School
Theatre-Art in Action
Christmas in the Land of Oz:
Procedures:
TA I- 6th & 7th period:
Theatre Production I-III:
Obj.:
To become familiar with the words of the
play in order to begin working comfortably
and efficiently onstage..
Students will be assigned roles in the
play, Christmas in the Land of Oz. They
will begin reading through the whole
script, and should highlight their lines for
their roles.
As a Theatre Production III student Grant
will begin to analyze each student and the
role that they have been assigned, to
make sure that they will be prepared for
practice.
Evaluation: Graded assessment
evaluation-grade given on progress on
memorization of lines,blocking, vocals,
dramatic interpretation and facial and
body gestures on Friday.
Thursday, October 20, 2011
Day 44
Friday, October 21, 2011
Day 45