Lesson Plan/Common Board�Commercial Art 1 - WEEK 8
Project 12a- Sonic Coloring�Project 12b-Yearbook Cover
DUE 10/3
Project Summary: �Colorize a drawing of Sonic with details like shading/highlights/gradients + Design a yearbook cover.
Key Tasks: �Learn how to select and shade with darks and lights using a variety of brushes + Create a cover for yearbook
Learning Goals: �Students will learn how to use hard/soft brushes, how to choose colors and make shading, make selections for coloring, use the eraser tool + How to use a template with margins for yearbook design; how to apply what’s learned so far to make a yearbook cover design.
Essential Questions: �How do hard and soft brushes differ in their application? What is the process selecting areas of a drawing to make painting easier? How to do shading in a color block? How can I erase areas outside the lines? How do I use a template for yearbook? What are margins?
Vocabulary: �Hard vs. Soft Brushes, Eye dropper tool, Opacity, Margins
Assessment: �Review student submitted project published in One-Note with a self-grading rubric and reflection.
How learned / materials: �Our class website has slide decks with instructions, screenshots, diagrams, videos of project being completed, and inspirational examples. Teacher circulates and answers questions as they arise.
Standards: �1.05 Demonstrate a basic understanding of photo-editing / photo-manipulation programs.�1.07 Utilize tones, hues, and values.�1.09 Mix and apply colors to produce desired hues, tints, and shades.�1.12 Demonstrate 2-D design capabilities.�1.23 Begin developing a professional portfolio (to be updated as the student progresses through the program).�2.08 Draw a cartoon
For IEP Students: �Differentiated instruction is built into daily lessons to ensure all students, including those with ESE services and 504 accommodations, have equitable access to the curriculum. Lessons include multiple entry points with strategies such as small-group instruction, one-on-one support, visual aids, and hands-on activities. Teachers scaffold content, chunk material, and modify assignments when needed, maintaining high expectations for every student.Accommodations for ESE and 504 students are seamlessly integrated through supports such as extended time, preferential seating, assistive technology, and the use of notes or graphic organizers. Teachers also check for understanding frequently and offer alternative ways for students to show mastery, such as oral responses, projects, or modified assessments. Please reference the provided accommodation documentation forms for specific student supports.
Lesson Plan/Common Board�Commercial Art 2 - WEEK 8
Project 9 - Menu/Brochure
DUE 10/3
Project Summary: �Create a tri-fold brochure or menu using Adobe Illustrator
Key Tasks: �Design a logo, include six items with photos and descriptions, and apply background design.
Learning Goals: �Students will demonstrate proficiency in margins, visual hierarchy, and text formatting.
Essential Questions: �How does visual hierarchy enhance readability? Why are margins crucial in design?
Vocabulary: �Visual hierarchy, margins, clipping mask, tagline.
Assessment: �Review student submitted project in Canvas with a self-grading rubric and reflection.
How learned / materials: �Our class website has slide decks with instructions, screenshots, diagrams, videos of project being completed, and inspirational examples. Teacher circulates and answers questions as they arise.
Standards: �5.09 Produce an industrial brochure and/or consumer brochure.�5.1 Design a consumer brochure.�6.02 Use software and hardware to manipulate and adjust various drawings, photos, and graphic material by computer.�2.02 Make computations for centering, spacing, and scaling drawings.�3.08 Demonstrate mixing of families of type.�3.06 Identify and select typographic styles.�3.09 Identify and select lettering styles.
For IEP Students: �Differentiated instruction is built into daily lessons to ensure all students, including those with ESE services and 504 accommodations, have equitable access to the curriculum. Lessons include multiple entry points with strategies such as small-group instruction, one-on-one support, visual aids, and hands-on activities. Teachers scaffold content, chunk material, and modify assignments when needed, maintaining high expectations for every student.
Accommodations for ESE and 504 students are seamlessly integrated through supports such as extended time, preferential seating, assistive technology, and the use of notes or graphic organizers. Teachers also check for understanding frequently and offer alternative ways for students to show mastery, such as oral responses, projects, or modified assessments. Please reference the provided accommodation documentation forms for specific student supports.