Date submitted: 7/14/2008 

Learning Targets: What you want students to know and be able to do as a result of learning process	Assessment Criteria: The observable traits and dimensions of meeting the learning target—what it looks, sounds, or feels like when the student demonstrates this newly acquired knowledge or skill.
Students will demonstrate proper hatching, crosshatching and value techniques.	Teacher observation. Teacher will walk around the room applauding correct technique and helping those who need more practice.
Students will be able to represent in their work light coming from a specific area.	Teacher observation. Teacher will walk around the room applauding correct technique and helping those who need more practice.
Students will be able to explain their art work with correct art vocabulary.	Teacher will listen for the words "hatching, crosshatching, form, value and shading" when the student discusses his/her work.

Responding/Reflecting: Guiding Questions before, during and after the lesson activity that help students build critical thinking skills, link big ideas with historical/cultural resources, and reflect on and assess their own and other’s art.
1. Describe	2. Analyze
Describe what you see in Rembrandt's "Self Portrait as a Young Man."	Why is this side of the portrait dark and the other light?
Tell the class about your art work.	Do you like how your art turned out?
What form are you drawing today? (sphere)	Which direction was the light coming from in this picture?
3. Interpret	4. Evaluate
What would you name your art work and why?	Would you do anything differently next time?
Tell me the proper care and use of your ebony pencil.	Is one side of his face really darker than the other?
Is their another piece of student work you like?	What part of this activity was the hardest?

Learning Sequence: Indicate steps needed to achieve learning targets Note Idaho Humanities Content Standard/student artistic process element addressed in each step
1.                                                                                                      CreatePerform/ExhibitRespond/Reflect Students will observe Rembrandt's use of light, value, and shading in several of his paintings/drawings. Rembrandt's name will be put on the "Art Timeline" hanging in the room. 4-5.VA.1.1.2 Identify specific works as belonging to a particular era in art history.   Check for understanding by: In-process assessment of student learning through questions, self reflection, teacher scan, peer sharing, checklist, or other assessment tools
2.                                                                                                     CreatePerform/ExhibitRespond/Reflect Students will practice proper hatching, crosshatching, and shading on a piece of scratch paper with an ebony pencil. 4-5.VA.3.1.2 Demonstrate safe and proper use, care, and storage of media, materials, and equipment. 4-5.VA.3.1.3 Apply the elements of color, shape, line, value, form, texture and space in artwork  Check for understanding by:
3.                                                                                                      CreatePerform/ExhibitRespond/Reflect Students will observe a basketball with a light shining on it. The student will draw the basketball with the light coming from the correct direction. Students will use hatching, crosshatching, value and shading to create the correct artistic effect. They will use white drawing paper and ebony pencil. 4-5.VA.3.1.2 Demonstrate safe and proper use, care, and storage of media, materials, and equipment. 4-5.VA.3.1.3 Apply the elements of color, shape, line, value, form, texture and space in artwork. 4-5.VA.3.1.4 Demonstrate skills of observation through rendering of objects and subject matter from life.  Check for understanding by:
4.                                                                                                      CreatePerform/ExhibitRespond/Reflect Students will share their piece of work with the class. They will discuss how they created light and dark areas within the same picture using appropriate art vocabulary.  Check for understanding by:
5.                                                                                                      CreatePerform/ExhibitRespond/Reflect Check for understanding by:
6.                                                                                                      CreatePerform/ExhibitRespond/Reflect Check for understanding by:
Responding: Closing Reflection with Students Did you achieve the learning targets? How effectively did you meet each assessment criteria for the lesson? Did you like this activity? Tell me what you learned about art. Did you learn any new art vocabulary today? Would this be something you would like to do again with a different subject matter? Do you see a piece of art in the class that is really well done?