Meghan Allen

Diversity 2020

Hatching and Cross Hatching, Version 1:

Date: ______________ Day of the Week and Class Period: ________________ Time: _________

Content: _____________ Total Number of Students: ______________ # of IEPs: _____________

# of Children with Special Needs: _________ # of Identified Language Learners: _____________

Standards/Performance Indicators/Skills
Identify the state and national standards, performance indicators, and skills addressed by the
lesson.
National Standards VA:Cr1.1.Ia :
Use multiple approaches to begin creative endeavors.

VA:Cr1.2.Ia:
Shape an artistic investigation of an aspect of present-day
life using traditional or contemporary practices of art or
design.

VA: Cr1.2.IIa:
Choose from a range of materials and methods of
traditional and contemporary artistic practices to plan
works of art and design.

VA: Cr2.2.IIa:
Demonstrate acquisition of skills and knowledge in a
chosen art form through experimentation, practice, and
persistence.

State Standards Standard L1.V.CR.1:

Use multiple approaches to begin creative endeavors.

Standard L1.V.CR.2:
Shape an artistic investigation of an aspect of present-day
life using traditional or contemporary practices of art or
design.

Standard L2.V.CR.2:
Choose from a range of materials and methods of
traditional and contemporary artistic practices to plan
works of art and design.

Standard L2.V.CR.3:
Meghan Allen
Diversity 2020

Demonstrate acquisition of skills and knowledge in a

chosen art form through experimentation, practice, and
persistence.
Skills Addressed in the Lesson Students will be skilled at…
-Using crosshatching, scumbling, blending, hatching,
stippling, and pattern as shading technique to give objects
the illusion of 3-Dimensionality on 2D surfaces.
-Creating the illusion of depth and volume using the value
scale in a black and white rendering.
Learning Objectives/Goals
Describe the lesson’s objectives and the learning outcomes that are appropriate for meeting
curricular/classroom needs.
Content Objectives Students will learn how to add hatching and crosshatching
marks to a flat shape to create the illusion of volume.
Students will learn how varying the weight of lines and
layering with hatching and crosshatching techniques will
create tonal value ranges and the illusion of volume on a
two-dimensional surface.
Learning Outcomes Students will produce a value scale rendered with hatching
and crosshatching marks.
Students will produce an image of an object of their choice
which uses crosshatching and value to create the illusion
of volume on a two-dimensional surface.
Language Objectives
Provide examples of the language (key vocabulary/concepts that are used in this lesson)
Hatching (new vocab term)
Crosshatching (new vocab term)
Value (previous lessons)
Shading (previous lessons)
Volume (previous lessons)
Highlight (previous lessons)
Reflected light (previous lessons)
Core shadow (previous lessons)
Cast shadow (previous lessons)
Midtones (previous lessons)
Assessment (the type[s] of assessment used throughout the lesson)
Identify the assessment that occurred before, during, and after the lesson.
ASSESSMENT BEFORE THE LESSON The learner will create a sketchbook starter which asks
(pre-assessment via starters, warm- them to draw a simple object, such as an apple, and add
ups and/or work done (homework, shading to it to the best of their ability using their value
classwork, discussion in previous scale (which was created at the beginning of the unit) and
class). reflections from the previous class.
Meghan Allen
Diversity 2020

The prompt will not tell them what kind of shading to add,
as I want to see what techniques students default to when
asked to shade an object, and what they
recall/comprehend from the previous lesson in shading,
where we covered the effects of light on an object:
highlight, core shadow, cast shadow, reflected light,
midtones.
ASSESSMENT DURING THE LESSON + Pair and Share with partners: Students have two minutes
(questioning, discussion (small to share with their neighbor what they remember the five
group and/or whole class) etc.) components of value we see while observing an object.
+ Group Share: One spokesman recollects their partner’s
explanation of the starter to the class.
+ Whole Group Questions with hand raises and thumbs up
thumbs down (large motor skills)
+ Whole Group pre-planned questions.
+ Product assessment of value scales in sketchbook
+ Behavioral observation

ASSESSMENT AFTER THE LESSON + Product Based assessment, utilizing rubric for gauging
(independent practice, homework, quality of work and understanding of the techniques of
exit ticket, reflection, discussion hatching and cross hatching.
(small group and/or whole class) + Teaching Assessment: reflection writing.
etc.)
Lesson Structure and Procedures
Describe the sequence of events of the lesson elements, including the before, during, and after of
the lesson (i.e., the engagement/opening, the procedures used, the activities for guided practice,
and the conclusion).
Examples for 1 through 3 below include launch/explore/debrief, I do/We do/You do,
Hook/verification/learning activity/assessment etc.
1(a) BEFORE THE LESSON 1A) Starter Prompt (ATB):
(Background - Students are asked to sketch a piece of fruit of their
information/Engagement/Opening) choice and add shading to it to the best of their
ability using their value scale (which was created at
1(b) INTRODUCING THE LESSON the beginning of the unit) and reflections from the
(Setting objectives, hooking previous class. (take roll)
interest, building background - 1 Minute mindfulness exercise: one minute
knowledge, establishing relevance listening to the sound of a chime. Students bring
and purpose) their attention to the bell, and sit unmoving with
eyes closed or not, listening only to the bell for
seven or so chimes. The class then takes a deep
breath, exhales, and the mindfulness minute is
over. (this is a classroom procedure which was
Meghan Allen
Diversity 2020

established at the beginning of the semester, and

developed over the course of several weeks.)
- Pair and Share: Students have two minutes to share
with their neighbor what they remember the five
components of value we see while observing an
object, and what the difference is between
blending and scumbling (learned last class.) The
value components are also listed in their
sketchbook from the activities in last class. They
may use their starter as a conversation assist.
- Group Share: I will ask one person to share what
their partner explained when we come back as a
group. As they share, I will show the components of
value on the projector from the prepared
powerpoint.
1B) Hatching and Crosshatching Introduction: transition to
PowerPoint
- Review Value Terms with powerpoint, review
scumbling
- Ask the classroom: By raise of hand, who knows
what hatching or crosshatching is in art? (check for
understanding).
- If anyone knows, ask one student to share with the
class their understanding of crosshatching. Repeat
back to them what they said (active listening,
repetition for English Learners)
- If no one knows, proceed to next part of lesson.

2) DURING THE LESSON 2) Define Hatching and Crosshatching, then lay out the
(Procedures/Activities for Classroom activities for the day.
exploration) - Hatching and Crosshatching are ways of shading that use
a series of line and line weights (remember when we
2(a) INTERACTING WITH NEW learned about different line weight last month?) to create
KNOWLEDGE (Teacher modeling, the value scale. Hatching uses lines that go in the same
demonstration, questioning, direction. Crosshatching uses layers of lines that go in
discussion, direct instruction) different directions to create different value tones.
(Demonstrate the difference between the exemplars using
2(b) PRACTICE (Examples include the PowerPoint. Notice how the artists use space between
exploring, class practice, learning lines to create lighter values, and close lines and layering
activity, application, inquiry to create darker tones.
projects, presentations and/or - (explanation of schedule)
workshops) I’ll “Today, we are going to:
Meghan Allen
Diversity 2020

a) I will give a little demo on how to create hatch marks

and crosshatching marks on a flat shape and explain the
new project guidelines.
b) The learner will create two value scales on their own, in
their sketchbook, using only hatching or crosshatching
marks (studio time)
c) When the value scales are completed, raise your hand to
check it off and then I will ask you to pick up a piece of
paper for your assignment that will be due at the end of
next class period.

2A) Demonstration of Crosshatching & Project

Explanation/Instructions
- On the white board, demonstrate hatching vs.
crosshatching techniques, creating a value scale on
the board. Be sure to remind students about how
spacing the lines out creates a lighter value, while
placing them close together, and layering densely
creates darker values.
- Pre-Questioning: Think back to our lessons on
contour lines. Who can tell me how Elizabeth
Catlett is using contours lines in this drawing? What
does the direction of the lines do to the form of the
shape?
- Demonstrate how to use contour lines in the
hatching & crosshatching, as the example from
Michelangelo or Elizabeth Catlett
- Checking for understanding, ask students to give a
thumbs up if they understand how to use hatching,
thumbs down if they don’t. Remind them that they
will have a lot of time to practice on their value
scale before they start on the project.
- Planned Questioning: What do you think an artist
might find challenging when working with this kind
of shading?
- Repeat any necessary instruction if there was lack
of understanding.
- Explain the new project guidelines. After you create
your value scale, choose 2-3 objects from our
object bin. Set up a still life (remember the simpler
the better!) and create an observational line
drawing of the still-life. Then, using your new
understanding of hatching AND/OR crosshatching,
you will shade your still life using ONLY hatching OR
Meghan Allen
Diversity 2020

cross hatching techniques. Explain to students

what the rubric’s level 4 is for this project. Show
examples on the projector of level four hatching
examples. Check for understanding:
o How are these value scales different from
the one’s we created last time?
o How many objects do we need in our still
life?
o What is one thing we don’t want to see in
this project? What are two things we do
want to see?
o When is this due?
- Transition: explain to students that they will now
be creating their own value scale using hatching
and crosshatching. Ask one student to explain the
steps to creating a value scale which we talked
about last time:
o Draw a rectangle
o Create 7 equal squares in the rectangle
o Use the greyscale handout we have in our
sketchbooks as a reference to create the
scales
- Repeat procedure details, then, give students the Q
to start: “I want to see everyone working on their
hatching and crosshatching value scales in their
sketchbooks in two minutes. You should have your
value scales completed in no more than 20
minutes. I’ll start the timer now.”
2b) Studio Practice
- Transition: start music, turn off projector, begin
walking around to observe students work, check for
continued understanding, keep students on task etc
- As students complete their crosshatching value
scales and I check them off, I will guide them
individually to pick up a sheet of regular paper, two
objects from the object bin, and the project rubric
and get started on setting up their still life and
observational drawing and remind them to put
their name on the back of the paper before starting
their project.
- When the timer goes off at the end of 20 minutes if
there are still students working, ask them to finish
up their value scales at home.
Meghan Allen
Diversity 2020

- Explain to the group how to pick up the materials

laid of for them: pick up a sheet of paper, 2-3
objects, and a rubric. If you do not like your
objects, you and a neighbor can share a still life.
- Time students with 5 minutes to pick up materials
and have a still-life set up.
- As the timer goes off remind students how much
time is left in class and let them know that at the
five minute bell, they will need to place their
project in their portfolio, replace their objects, and
clean up. Prompt students to engage in productive
studio time. As they work, check for understanding
and engaged behavior by walking around, inciting
conversations, asking questions.
3) Conclusion (Debrief, review, Conclusion
recap, assess, link to previous - At the ten-minute bell, bring the classroom back
content) together. Check for project specific understandings
whole group, with raised hands for answering:
when is the project due, what kind of shading are
we using? What kind of shading are we not using?
- Tell the students to take a picture of their still life
so that they know how to set It up for the next
class and remind them to put their name on the
back of their drawings with their own phone or, if
unavailable, I will take a picture of their still life for
them and upload it onto my computer for safe
keeping.
- Remind students of the clean up procedure, and
then tell them they have x amount of time to clean
up and if they have any questions about anything
that now is the time to ask.
Strategies
Describe the teacher’s approach to achieving the learning objectives and meeting the students’
needs.
- Scaffolding techniques using backward design
- Guided practice
- Pre and planned questioning
- Repetition
- Modeling
- Kinetic responses and prompts
- Visual guides
- Time and content blocking
- Curriculum adaptations: see accommodations
Learning Activities
Meghan Allen
Diversity 2020

Describe the opportunities provided for the students to develop the skills of the objective.
- Sketchbook prompt for recollection of previous knowledge
- Peer discussion for recollection of previous knowledge
- Classroom discussion to assess student content knowledge
- Small teacher demo to develop understanding of hatch work techniques
- Sketchbook value scales using hatching and crosshatching
- Rendering a still-life using hatching and cross hatching technique
Resources and Materials List
the materials used to plan and deliver the lesson.
- 8 x 11 sheet of white paper
- Graphite pencils
- Rubric for hatching/ crosshatching drawing assignment
- Student sketchbooks
- Objects for still-life’s
- level four hatching examples
Technology
Describe the instructional and/or assistive technology that you will incorporate into the lesson to
enhance instruction and student learning.
- Projector / smartboard
- PowerPoint document with review of value scale, hatch work/crosshatch work
exemplars, a crosshatching and hatching value scale
- Music (for studio time)
- Phone cameras to take pictures of the still life’s

Differentiation/Accommodations/Modifications/Increases in Rigor
Describe the modifications made to meet the needs of all learners and to accommodate
differences in students’ learning, culture, language, etc.
DIFFERENTIATION/INTEGRATION + visual presentation, to provide visual elements and cues
(How will you differentiate your + visual demonstration- teacher led
lesson for diverse learners in your + direct instruction: explanation of vocabulary words, task
classroom?) expectations and instructions
+ group questioning
+ individual response time for review and assessment
+ repetition of instructions and vocabulary
+ written and spoken expectations
+ think, pair, share groups
ACCOMMODATION/MODIFICATION + increased repetition of vocabulary and instruction for ELL
(Keeping in mind your student with + increased graphic support sheets with Spanish
special needs, what will you include definitions for ELL learners
as accommodations/modifications + individualized support time from instructor for SPED and
for this lesson?) ELL during studio practice
+ lengthened time for completing project for SPED
students where necessary
Meghan Allen
Diversity 2020

+ increased checks for group understanding and

opportunity for questioning
+ strategic think-pair-share groups for EL learners that give
opportunity for translanguaging

INCREASES IN RIGOR For All Students:

(How will you maintain rigor in this - In my observations of the classroom work, I will
lesson?) offer suggestions for students to move more slowly
and deliberately with their mark making. Students
who rush through the value scales will be asked to
re-do them with more attention to detail.
- I will continuously monitor student achievement
throughout the class period and provide moments
that challenge learners, such as asking students to
pay close attention to the way light is striking a
particular area of an object.
For Advanced Learners:
- The learner will be challenged to render more than
one object in their still life using shading and value
techniques learned in the class. If students have
chosen only simple objects, I will suggest replacing
one or both objects with more complex items.
- Learners will be challenged to render more than
one perspective of their still life when they have
works completed earlier than peers.
- Highly advanced learners will be asked to choose
one or more of their still life renderings and create
a background for their still life, either observed or
imagined.
Classroom Management
Identify the strategies that are consistent with the learning objectives of the lesson and that meet
student behavior needs to keep students on task and actively engaged. Strategies include but are
not limited to positive reinforcement, contingencies for redirections, and ongoing evaluation of
student behavior.

+ ongoing evaluation of student behavior: walking around room, engaging in conversation and
tactical questioning
+ group expectations presented at beginning of class
+ timing tasks
+ repetition of expectations as a group
+ re-establishing classroom expectations when necessary via questioning: “Jordan, how does
what you just said not meet our classroom expectations?”
+ redirecting off-task behavior by assessing student challenge level and providing opportunity for
rigor adjustment
Meghan Allen
Diversity 2020

Extensions
Describe the activities for early finishers that extended the students’ understanding of and
thinking about the learning objectives/goals by having them apply their new knowledge in a
different way.

+ The learner will be asked to return to their still life on a new sheet of paper, from an entirely
different perspective. IE, physically moving their body to the backside of the object, rather than
the front, etc.
+ The learner will be asked to add a background into their images if they have finished more than
one rendering (unlikely).
(can be observed or imagined) with the same or a different technique (they may choose to use
blending or scumbling from the last lesson if they desire.NO FLAT/MONOTONE SURFACES
Follow-Up Activity to the Lesson
Describe a quick activity for review or for building on the lesson that will deepen student
understanding and interconnect concepts. (The activity may be incorporated into the next day or
throughout the unit.)
The next class period will be a continuation of the still-life cross hatching project. After the
starter prompt, students will think-pair-share with their partners their hatching project. Their
partner will start by saying:
1) Two things they think are working well in the still-life
2) One area they think might use improvement
They will then share with their partner:
1) What has been challenging
2) What has worked well
3) What are the next steps in their drawing.

The unit will then transition to stippling and other pattern techniques.
The unit’s final project will be a culmination of student understanding of value through a larger
scale black and white photo, shaded with techniques of their choosing from the unit.
Additional Information
Identify any area or lesson component that was not covered by this lesson plan format but that
you feel is vital to include in a description of the lesson.
This plan is for a non-hybrid, in-person approach to learning.
Meghan Allen
Diversity 2020

Hatching and Cross Hatching, Version 2:

Date: ______________ Day of the Week and Class Period: ________________ Time: _________

Content: _____________ Total Number of Students: ______________ # of IEPs: _____________

# of Children with Special Needs: _________ # of Identified Language Learners: _____________

Standards/Performance Indicators/Skills
Identify the state and national standards, performance indicators, and skills addressed by the
lesson.
National Standards VA:Cr1.1.Ia :
Use multiple approaches to begin creative endeavors.

VA:Cr1.2.Ia:
Shape an artistic investigation of an aspect of present-day
life using traditional or contemporary practices of art or
design.

VA: Cr1.2.IIa:
Choose from a range of materials and methods of
traditional and contemporary artistic practices to plan
works of art and design.

VA: Cr2.2.IIa:
Demonstrate acquisition of skills and knowledge in a
chosen art form through experimentation, practice, and
persistence.

State Standards Standard L1.V.CR.1:

Use multiple approaches to begin creative endeavors.

Standard L1.V.CR.2:
Shape an artistic investigation of an aspect of present-day
life using traditional or contemporary practices of art or
design.

Standard L2.V.CR.2:
Choose from a range of materials and methods of
traditional and contemporary artistic practices to plan
works of art and design.

Standard L2.V.CR.3:
Meghan Allen
Diversity 2020

Demonstrate acquisition of skills and knowledge in a

chosen art form through experimentation, practice, and
persistence.
Skills Addressed in the Lesson Students will be skilled at…
-Using crosshatching, scumbling, blending, hatching,
stippling, and pattern as shading technique to give objects
the illusion of 3-Dimensionality on 2D surfaces.
-Creating the illusion of depth and volume using the value
scale in a black and white rendering.
Learning Objectives/Goals
Describe the lesson’s objectives and the learning outcomes that are appropriate for meeting
curricular/classroom needs.
Content Objectives Students will learn how to add hatching and crosshatching
marks to a flat shape to create the illusion of volume.
Students will learn how varying the weight of lines and
layering with hatching and crosshatching techniques will
create tonal value ranges and the illusion of volume on a
two-dimensional surface.
Learning Outcomes Students will produce a value scale rendered with hatching
and crosshatching marks.
Students will produce an image of an object of their choice
which uses crosshatching and value to create the illusion
of volume on a two-dimensional surface.
Language Objectives
Provide examples of the language (key vocabulary/concepts that are used in this lesson)
Hatching (new vocab term)
Crosshatching (new vocab term)
Value (previous lessons)
Shading (previous lessons)
Volume (previous lessons)
Highlight (previous lessons)
Reflected light (previous lessons)
Core shadow (previous lessons)
Cast shadow (previous lessons)
Midtones (previous lessons)
Assessment (the type[s] of assessment used throughout the lesson)
Identify the assessment that occurred before, during, and after the lesson.
ASSESSMENT BEFORE THE LESSON -Students will have had a group zoom session in the first
(pre-assessment via starters, warm- class of this unit (last session) where comprehension was
ups and/or work done (homework, assessed using break out group discussions in zoom.
classwork, discussion in previous -Student value sphere assignment worksheet from the last
class). class will be uploaded into canvas prior to moving on to
this portion of the lesson. Students will post this value
Meghan Allen
Diversity 2020

sphere into their pre-assigned cohort on canvas for the

value unit for peer feedback. (I will assign groups of five or
so students per unit to do peer and group activities on
canvas.)
-Students will engage in a self-assessment one question
check on the canvas page which reminds them of the key
terms: scumbling and blending we learned in the last class,
as they move to the introduction presentation. [this will be
included in grade for the final rubric for the project]
ASSESSMENT DURING THE LESSON Students will use a pre-created self assessment process
(questioning, discussion (small sheet as they work through the lesson.
group and/or whole class) etc.) This self assessment sheets probes the following
questions:
4) What is challenging about this shading technique
5) What is working well
6) Where is the biggest weakness in my piece?
7) How have other artists solved this problem? (Gets
them to look back at exemplars!)
8) What are the next steps in my drawing.

I will ask students to submit as a JPG upload with

their assignment, so that I can see their
understandings developing as they moved through
the lesson.
Students will share two insights from their process studio
time with their peer groups. [group and peer reviews will
be included in grade for the final rubric for the project]

ASSESSMENT AFTER THE LESSON + Product Based assessment, utilizing rubric for gauging
(independent practice, homework, quality of work and understanding of the techniques of
exit ticket, reflection, discussion hatching and cross hatching.
(small group and/or whole class) + Teaching Assessment: reflection writing.
etc.) + Pre-assigned student feedback group for assignment.
+ Final unit discussion
+ Final project assessment at end of unit for total
comprehension check of student understanding of value
and shading techniques.
+ Final sketchbook value scale check.
Lesson Structure and Procedures
Describe the sequence of events of the lesson elements, including the before, during, and after of
the lesson (i.e., the engagement/opening, the procedures used, the activities for guided practice,
and the conclusion).
Examples for 1 through 3 below include launch/explore/debrief, I do/We do/You do,
Hook/verification/learning activity/assessment etc.
Meghan Allen
Diversity 2020

1(a) BEFORE THE LESSON 1A) Previous Session Scaffolding:

(Background - In the last session, students will have met with me
information/Engagement/Opening) in person or over zoom. Comprehension of value
and the five components will have been assessed in
1(b) INTRODUCING THE LESSON this session.
(Setting objectives, hooking - Pair and Share: Students will have been asked to
interest, building background complete a value worksheet which would have
knowledge, establishing relevance been submitted to canvas for peer review.
and purpose) Students will have posted the value sphere into
their pre-assigned cohort on canvas for the value
unit for peer feedback. (I will check in on these
discussions)
- Students will see the following on the lesson home
page: Shading Continued: Hatching and
Crosshatching
- Recall what we discussed in the last PowerPoint
about value, shading, blending, and scumbling.
- Knowledge Check! (self assessment using
interactive quiz button on canvas)
- Question: What is the difference between
scumbling and blending?
2) DURING THE LESSON 2) As students move through the module, they will see:
(Procedures/Activities for The technique vocabulary terms we will go over today are:
exploration) 1. Hatching: shading with closely drawn parallel lines.
2. Crosshatching: shading with intersecting sets of parallel
2(a) INTERACTING WITH NEW lines.
KNOWLEDGE (Teacher modeling,
demonstration, questioning, What We Will Create:
discussion, direct instruction) • Two more value scales in your value hand out sheet
or sketchbook: hatching, and cross-hatching
2(b) PRACTICE (Examples include • A still life re-creation using cross-hatching OR
exploring, class practice, learning hatching technique
activity, application, inquiry You Do:
projects, presentations and/or 1. Watch the video presentation on cross-hatching
workshops) I’ll and hatching. This will be hyperlinked, with an
embedded video directly below the link so students
watch before proceeding to the next section.
2. Create two more value scales on your value scale
handout, or in your sketchbook. Stay consistent:
use whatever version you used in the last lesson.
1. The first value scale will be a hatching value
scale. That means there should be no
intersecting lines. Refer back to the video if
you need clarification.
Meghan Allen
Diversity 2020

2. The second value scale will be a cross-

hatching scale. That means there should be
sets of layered, interesting lines.
3. Remember that each value scale will be
turned in at the end of the value unit with
your sketchbook check-in. You can
complete these scales anytime before that
date.
3. Proceed to the Project -------->

2A) Demonstration of Hatching and Cross hatching &

Project Explanation/Instructions (VIDEO)
- At the start of the video, ask students to think
about their time in our contour lessons. Show how
Elizabeth Catlett and Michelangelo use the curves
of the lines over forms.
- In the pre-recorded PowerPoint presentation,
demonstrate hatching vs. crosshatching
techniques, modeling a value sphere using
screensharing. Be sure to remind students about
how spacing the lines out creates a lighter value,
while placing them close together, and layering
densely creates darker values.
- Demonstrate how to use contour lines in the
hatching & crosshatching, as the example from
Michelangelo or Elizabeth Catlett
- Checking for understanding, ask students pause the
video and take some time with their self-
assessment sheet to answer the following
questions:
o What looks challenging about this method
of shading?
o How is this method of shading different
than scumbling?
- Resume video: Explain the new value scale
guidelines and model their creation (repetition,
modeling) using screenshare. The value scales are a
part of a sheet which has been downloaded and
printed for students at the beginning of the unit OR
IF students do not have access to a printer they
may re-create the scales and spheres in their
sketchbook. Remind students that value scales
should only take them about 10-15 minutes each,
Meghan Allen
Diversity 2020

and not to overwhelm themselves trying to perfect

them and forget about the larger project.
- Explain the new project guidelines. After you create
your value scales on your scales handout or in your
sketchbook, you will use a black and white photo
from the photos provided on the canvas page. (I
will have 3-4 simple black and white photos for
students.) Using EITHER cross hatching OR
Hatching, you’ll re-create this image.
2b) Studio Practice – self guided
Students will work on their projects on their own.
Note: Ask students to time themselves working on
their project after one hour. At the end of that
hour, ask students to complete the following self-
assessment on their self-assessment sheet:
1) What is challenging about this shading technique
2) What is working well
3) Where is the biggest weakness in my piece?
4) How have other artists solved this problem? (Gets
them to look back at exemplars!)
5) What are the next steps in my drawing.

Student will submit project to the peer-review

group in three days.
I will be available for feedback and questions
throughout the project.
3) Conclusion (Debrief, review, Conclusion Will be a part of the video, before the studio
recap, assess, link to previous practice.
content) Show what shading we are NOT using: scumbling and
blending.
Show what shading we ARE using: Recap exemplars and
definitions of terms.
Re-define project goals: value scales, then still-life photo
Reiterate my availability for questions, peer-review.
Define any due dates again
Remind students to fill out self-assessment.
Strategies
Describe the teacher’s approach to achieving the learning objectives and meeting the students’
needs.
- Modeling
- Visual presentation
- Peer-led discussions
- Scaffolded content
- Establishment of self-guided studio practices throughout the semester
Meghan Allen
Diversity 2020

- Repetition
- Online accessibility
- Providing accommodation for technology related issues (ie, no printer)
Learning Activities
Describe the opportunities provided for the students to develop the skills of the objective.
- Watching presentation
- Creating two value scales using hatching, cross-hatching techniques
- Re-creating a still-life photo using hatching, cross-hatching techniques
- Peer-review of still life
- Self-assessment during process to develop skills in problem solving and process
understandings
Resources and Materials List
the materials used to plan and deliver the lesson.
- 8 x 11 sheet of white paper
- Graphite pencils
- Rubric for hatching/ crosshatching drawing assignment
- Student sketchbooks
- Student value scales handout
- Photo’s for still life’s
- level four hatching examples
Technology
Describe the instructional and/or assistive technology that you will incorporate into the lesson to
enhance instruction and student learning.
- PowerPoint video recording with review of value scale, hatch work/crosshatch work
exemplars, a crosshatching and hatching value scale
- Canvas/internet access
- printer

Differentiation/Accommodations/Modifications/Increases in Rigor
Describe the modifications made to meet the needs of all learners and to accommodate
differences in students’ learning, culture, language, etc.
DIFFERENTIATION/INTEGRATION + visual presentation, to provide visual elements and cues
(How will you differentiate your + visual demonstration- teacher led
lesson for diverse learners in your + direct instruction: explanation of vocabulary words, task
classroom?) expectations and instructions
+written instruction
+ peer discussion group
+ repetition of instructions and vocabulary
+ written and spoken expectations
+ modeling
ACCOMMODATION/MODIFICATION + increased repetition of vocabulary and instruction for ELL
(Keeping in mind your student with during video
special needs, what will you include
Meghan Allen
Diversity 2020

as accommodations/modifications + increased graphic support sheets with Spanish

for this lesson?) definitions for ELL learners
+ individualized support time from instructor for SPED and
ELL (zoom)
+accommodations for materials for technology related
issues
+ lengthened time for completing project for SPED and ELL
students where necessary
+ increased individual chat/email contact with ELL and
SPED students where needed
+ strategic online groups for EL learners that give
opportunity for translanguaging

INCREASES IN RIGOR For All Students:

(How will you maintain rigor in this - Learners will be asked to engage in online group
lesson?) discussion/critique to engage their problem solving
and critique skills
- Learners will be consistently reflecting using the
“self assessment” worksheet throughout the unit,
which will engage them in specific questions about
their process to develop problem solving skills and
critical thinking during process work.
For Advanced Learners:
- The learner will be challenged to create a still life
using objects in their home, using shading and
value techniques learned in the class.
- Learners will be challenged to create a dynamic
still-life in a home studio space. For many students,
this is a practice that must be cultivated and
refined throughout their artistic journeys.
- Highly advanced learners will be asked to choose
one or more of their still life renderings and create
a background for their still life, either observed or
imagined.
Classroom Management
Identify the strategies that are consistent with the learning objectives of the lesson and that meet
student behavior needs to keep students on task and actively engaged. Strategies include but are
not limited to positive reinforcement, contingencies for redirections, and ongoing evaluation of
student behavior.

+ ongoing evaluation of student peer group behavior through frequent check in and my own
feedback.
+ group expectations presented at beginning of class
+ deadlines and due dates specified and repeated
Meghan Allen
Diversity 2020

+ repetition of expectations
+re-establish canvas etiquette when/where needed in peer groups
Extensions
Describe the activities for early finishers that extended the students’ understanding of and
thinking about the learning objectives/goals by having them apply their new knowledge in a
different way.

+ The learner will be asked to return to their still life using a different shading technique, and
extrapolating on the differences in their self-assessment worksheet
Follow-Up Activity to the Lesson
Describe a quick activity for review or for building on the lesson that will deepen student
understanding and interconnect concepts. (The activity may be incorporated into the next day or
throughout the unit.)
Students will upload their final piece to the pre-established unit peer-group. They will share two
insights from the lesson (I will provide example insights). They will then share their observations
and critiques with of two other members of the group’s pieces. Critique guidelines have been
established at the beginning of the year and will be re-iterated in the unit overview and rubric.

The unit will then transition to stippling and other pattern techniques.
The unit’s final project will be a culmination of student understanding of value through a larger
scale black and white photo, shaded with techniques of their choosing from the unit.
Additional Information
Identify any area or lesson component that was not covered by this lesson plan format but that
you feel is vital to include in a description of the lesson.
This plan is for an online, or hybrid approach to learning.
Meghan Allen
Diversity 2020

Hatching and Cross Hatching, Version 3:

Date: ______________ Day of the Week and Class Period: ________________ Time: _________

Content: _____________ Total Number of Students: ______________ # of IEPs: _____________

# of Children with Special Needs: _________ # of Identified Language Learners: _____________

Standards/Performance Indicators/Skills
Identify the state and national standards, performance indicators, and skills addressed by the
lesson.
National Standards VA:Cr1.1.Ia :
Use multiple approaches to begin creative endeavors.

VA:Cr1.2.Ia:
Shape an artistic investigation of an aspect of present-day
life using traditional or contemporary practices of art or
design.

VA: Cr1.2.IIa:
Choose from a range of materials and methods of
traditional and contemporary artistic practices to plan
works of art and design.

VA: Cr2.2.IIa:
Demonstrate acquisition of skills and knowledge in a
chosen art form through experimentation, practice, and
persistence.

State Standards Standard L1.V.CR.1:

Use multiple approaches to begin creative endeavors.

Standard L1.V.CR.2:
Shape an artistic investigation of an aspect of present-day
life using traditional or contemporary practices of art or
design.

Standard L2.V.CR.2:
Choose from a range of materials and methods of
traditional and contemporary artistic practices to plan
works of art and design.

Standard L2.V.CR.3:
Meghan Allen
Diversity 2020

Demonstrate acquisition of skills and knowledge in a

chosen art form through experimentation, practice, and
persistence.
Skills Addressed in the Lesson Students will be skilled at…
-Using crosshatching, scumbling, blending, hatching,
stippling, and pattern as shading technique to give objects
the illusion of 3-Dimensionality on 2D surfaces.
-Creating the illusion of depth and volume using the value
scale in a black and white rendering.
Learning Objectives/Goals
Describe the lesson’s objectives and the learning outcomes that are appropriate for meeting
curricular/classroom needs.
Content Objectives Students will learn how to add hatching and crosshatching
marks to a flat shape to create the illusion of volume.
Students will learn how varying the weight of lines and
layering with hatching and crosshatching techniques will
create tonal value ranges and the illusion of volume on a
two-dimensional surface.
Learning Outcomes Students will produce a value scale rendered with hatching
and crosshatching marks.
Students will produce an image of an object of their choice
which uses crosshatching and value to create the illusion
of volume on a two-dimensional surface.
Language Objectives
Provide examples of the language (key vocabulary/concepts that are used in this lesson)
Hatching (new vocab term)
Crosshatching (new vocab term)
Value (previous lessons)
Shading (previous lessons)
Volume (previous lessons)
Highlight (previous lessons)
Reflected light (previous lessons)
Core shadow (previous lessons)
Cast shadow (previous lessons)
Midtones (previous lessons)
Assessment (the type[s] of assessment used throughout the lesson)
Identify the assessment that occurred before, during, and after the lesson.
ASSESSMENT BEFORE THE LESSON -Students will meet with groups of 4-5 students at the
(pre-assessment via starters, warm- beginning of class to discuss the value-sheet assignment
ups and/or work done (homework, that was completed as homework in the last class. I will
classwork, discussion in previous monitor the group discussions while checking off value
class). sheet assignments by walking around the groups. I will give
Meghan Allen
Diversity 2020

students a starter discussion prompt which enables them

to answer:
1. The most difficult aspect of the assignment
2. One interesting thing they learned from the
shading assignment
ASSESSMENT DURING THE LESSON + Group Share: student conversations about exemplar
(questioning, discussion (small artists are constructive. Students are using new vocabulary
group and/or whole class) etc.) effectively and appropriately.
+Student Learning activity product assessment: value
spheres from the worksheet are being completed with
comprehension of the shading skill being learned
+Student group collaboration success: monitoring behavior
and effectiveness

ASSESSMENT AFTER THE LESSON + Product Based assessment, utilizing rubric for gauging
(independent practice, homework, quality of work and understanding of the techniques of
exit ticket, reflection, discussion hatching and cross hatching.
(small group and/or whole class) + Teaching Assessment: reflection writing.
etc.) + Final project assessment at end of unit for total
comprehension check of student understanding of value
and shading techniques.
Lesson Structure and Procedures
Describe the sequence of events of the lesson elements, including the before, during, and after of
the lesson (i.e., the engagement/opening, the procedures used, the activities for guided practice,
and the conclusion).
Examples for 1 through 3 below include launch/explore/debrief, I do/We do/You do,
Hook/verification/learning activity/assessment etc.
1(a) BEFORE THE LESSON 1A) Starter, ATB
(Background - Starter prompt, to focus creativity. Student’s wil
information/Engagement/Opening) respond in their sketchbook for five minutes to a
previously decided prompt. (I will take roll here.)
1(b) INTRODUCING THE LESSON - Mindfulness exercise. One minute listening to the
(Setting objectives, hooking sound of a chime. Students bring their attention to
interest, building background the bell, and sit unmoving with eyes closed or not,
knowledge, establishing relevance listening only to the bell for seven or so chimes.
and purpose) The class then takes a deep breath, exhales, and
the mindfulness minute is over. (this is a classroom
procedure which was established at the beginning
of the semester, and developed over the course of
several weeks.)
Meghan Allen
Diversity 2020

- Group Share: I will ask students to take 2 minutes

to get into the groups they see on the board (see
below.)
- I will display groups of 4-5 students on the board at
the beginning of class to discuss the value-sheet
assignment that was completed as homework in
the last class. I will assign these groups beforehand
to strategically place various levels of ELL in each
group, allowing specific translanguaging and
coaching to occur.
I will move to the next slide, which lists the two
prompt questions:
1) The most difficult aspect of the assignment
2) One interesting thing they learned from the
shading assignment
- I will ask one student to read the prompts aloud,
and to check for understanding, I will ask another
student to summarize what the student just said.
- I will then give the groups 10 minutes to share their
responses, giving each member about two minutes.
I will tell the kids I will time them, and monitor the
group discussions while checking off value sheet
assignments by walking around the groups and
prompting engagement in conversation.
- For off-task, I will ask students to summarize what
another member in the group has said.
1B) Transition to Lesson: Move to next slide, where there is
a value sphere for students to view
- I will bring the group back to my attention and ask
planned questions:
- Who can tell me what the two kinds of shading are
we learned last time?
- What is the lightest light on a black and white value
scale?
- Who can give me the name of this component of
value? (I will point a section of the sphere.)
2) DURING THE LESSON 2) Group Learning:
(Procedures/Activities for - I will give each student group a packet of exemplar
exploration) images to look at closely which demonstrate exceptional
cross hatching and hatch work.
2(a) INTERACTING WITH NEW - on the next slide, I will provide questions for students to
KNOWLEDGE (Teacher modeling, refer back to
demonstration, questioning, 1) what is different about the shading you see in these
discussion, direct instruction) images from the one’s we saw last time?
Meghan Allen
Diversity 2020

2) What is the line quality like in the works (remind

2(b) PRACTICE (Examples include students to use the descriptive words from the word wall)
exploring, class practice, learning 3) How are these two artists using lines to shade similarly?
activity, application, inquiry 4) How are they using them differently?
projects, presentations and/or
workshops) I’ll -I will Give students 10 minutes to look and share the
works together. Time them.
-- monitor group discussion through proximity and
question probing

Bring Students Back Together For Review:

- Ask each group to choose one member to share one
of the answers to each prompt question.
- (recapping and checking for understanding)
Move to next part of slideshow, where we define hatching
and cross hatching terms. Tie it in to each exemplar and to
student responses.
“The kind of line work you see in Mary Catlett’s work is
hatching. Hatching uses lines that go in the same direction.
Crosshatching uses layers of lines that go in different
directions to create different value.

2A) Demonstration of Hatching and Cross hatching &

Project Explanation/Instructions
- demonstrate hatching vs. crosshatching techniques
on the board, modeling a value sphere. Be sure to
remind students about how spacing the lines out
creates a lighter value, while placing them close
together, and layering densely creates darker
values.
- Demonstrate how to use contour lines in the
hatching & crosshatching, as the example from
Michelangelo or Elizabeth Catlett.
- Planned Questioning Whole Group: What do you
think an artist might find challenging when working
with this kind of shading?
- Check for understanding:
- When we are cross hatching do we blend?
- When we are hatching, do we intersect lines?
- Repeat any necessary instruction if there was lack
of understanding.
- Explain the new project guidelines and what
materials to pick up at the front of the room. After
Meghan Allen
Diversity 2020

you create your value spheres, you and your group

will set up a still life collaboratively. You will have 7
minutes to choose 2-3 objects from our object bin
and work together to Set up a still life at the center
of your desks. (remember the simpler the better!)
and create an observational line drawing of the
still-life.
- Then, using your new understanding of hatching
AND/OR crosshatching, you will shade your still life
using ONLY hatching OR cross hatching techniques.
Explain to students what the rubric’s level 4 is for
this project. Show examples on the projector of
level four hatching examples.
- Pair and Share: Okay, now I will give you one
minute to share with your partner what we are
doing for this project.
o After timing for one minute, ask a student
to summarize what their partner said.
- Okay, now I will give you 7 minutes to work with
your group to create a still life and assign ONE
PERSON in the group to pick up your materials.
First:
- Planned Question: Who can remind me of the still-
life guidelines?
- What materials do you need for each person?
- time students.
- 2b) Studio Practice – self guided
- Tell students that they will now have the rest of the
class period to work individually on their value
spheres and projects. Give students 15 minutes to
create their value spheres and remind them to
complete those before moving on to the still-life.
When the timer goes off at the end of 15 minutes if
there are still students working, ask them to finish
up their value spheres at home.

As they work, check for understanding and

engaged behavior by walking around, inciting
conversations, asking questions and checking their
value sphere comprehension.
3) Conclusion (Debrief, review, Conclusion
recap, assess, link to previous - At the ten-minute bell, bring the classroom back
content) together. Check for project specific understandings
whole group, with raised hands for answering:
Meghan Allen
Diversity 2020

when is the project due, what kind of shading are

we using? What kind of shading are we not using?
- Tell the students to take a picture of their still life
so that they know how to set It up for the next
class and remind them to put their name on the
back of their drawings with their own phone or, if
unavailable, I will take a picture of their still life for
them and upload it onto my computer for safe
keeping.
Remind students of the clean up procedure, and then tell
them they have x amount of time to clean up and if they
have any questions about anything that now is the time to
ask.
Strategies
Describe the teacher’s approach to achieving the learning objectives and meeting the students’
needs.
- Modeling
- Visual presentation
- Peer-led discussions and learning
- Pre and planned questioning
- Scaffolded content
- Establishment of self-guided studio practices throughout the semester
- Repetition
- Guided Practice
- Time and content blocking
Learning Activities
Describe the opportunities provided for the students to develop the skills of the objective.
- Group discussions
- Group co-teaching
- Group still-life set up
- Value sphere rendering
- Studio practice using life-drawing
Resources and Materials List
the materials used to plan and deliver the lesson.
- 8 x 11 sheet of white paper
- Graphite pencils
- Rubric for hatching/ crosshatching drawing assignment
- Student sketchbooks
- Student value spheres sheet
- Exemplar photos
- level four hatching examples
Technology
Meghan Allen
Diversity 2020

Describe the instructional and/or assistive technology that you will incorporate into the lesson to
enhance instruction and student learning.
- Projector / smartboard
- PowerPoint video recording with review of value scale, hatch work/crosshatch work
exemplars, a crosshatching and hatching value scale
- Music for studio time
- Phone’s/cameras
Differentiation/Accommodations/Modifications/Increases in Rigor
Describe the modifications made to meet the needs of all learners and to accommodate
differences in students’ learning, culture, language, etc.
DIFFERENTIATION/INTEGRATION + visual presentation, to provide visual elements and cues
(How will you differentiate your + visual demonstration- teacher led
lesson for diverse learners in your + direct instruction: explanation of vocabulary words, task
classroom?) expectations and instructions
+written instruction
+ group-led learning and teaching
+ repetition of instructions and vocabulary
+ written and spoken expectations
+ modeling
+group collaboration activity to increase learning for
predominantly collectivist based cultures
+individual studio practice time for individualist learners
ACCOMMODATION/MODIFICATION + increased repetition of vocabulary and instruction for ELL
(Keeping in mind your student with during video
special needs, what will you include + increased graphic support sheets with Spanish
as accommodations/modifications definitions for ELL learners
for this lesson?) + individualized support time from instructor for SPED and
ELL
+ specific groups strategically designed to support various
levels of sped and ell students that provide opportunities
for mentoring and translanguaging
+ lengthened time for completing project for SPED and ELL
students where necessary

INCREASES IN RIGOR For All Students:

(How will you maintain rigor in this - Teacher prompts as I walk through the room and
lesson?) listen to student discussions. I will try to probe with
questions that get to more critical thinking about
exemplars.
- In my observations of the classroom work, I will
offer suggestions for students to move more slowly
and deliberately with their mark making. Students
Meghan Allen
Diversity 2020

who rush through the value scales will be asked to

re-do them with more attention to detail.
- I will continuously monitor student achievement
throughout the class period and provide moments
that challenge learners, such as asking students to
pay close attention to the way light is striking a
particular area of an object.
- Learners will be challenged to create a
collaborative dynamic still-life. For many students,
this is a practice that must be cultivated and
refined throughout their artistic journeys.

For Advanced Learners:

- Learners will be challenged to render more than
one perspective of their still life when they have
works completed earlier than peers.
- Highly advanced learners will be asked to choose
one or more of their still life renderings and create
a background for their still life, either observed or
imagined.
- Students will be asked to return to the still life with
a highly contrastive color and render the
HIGHLIGHTS of the image using the same shading
technique
Classroom Management
Identify the strategies that are consistent with the learning objectives of the lesson and that meet
student behavior needs to keep students on task and actively engaged. Strategies include but are
not limited to positive reinforcement, contingencies for redirections, and ongoing evaluation of
student behavior.

+ ongoing evaluation of student behavior: walking around room, engaging in conversation and
tactical questioning
+ group expectations presented at beginning of class
+ timing tasks
+ repetition of expectations as a group
+ re-establishing classroom expectations when necessary via questioning: “Jordan, how does
what you just said not meet our classroom expectations?”
+ redirecting off-task behavior by assessing student challenge level and providing opportunity for
rigor adjustment
Extensions
Describe the activities for early finishers that extended the students’ understanding of and
thinking about the learning objectives/goals by having them apply their new knowledge in a
different way.
Meghan Allen
Diversity 2020

Students will have the choice between:

- render more than one perspective of their still life when they have works completed
earlier than peers.
- choose one or more of their still life renderings and create a background for their still life,
either observed or imagined.
- return to the still life with a highly contrastive color and render the HIGHLIGHTS of the
image using the same shading technique
Follow-Up Activity to the Lesson
Describe a quick activity for review or for building on the lesson that will deepen student
understanding and interconnect concepts. (The activity may be incorporated into the next day or
throughout the unit.)
The next class period will be a continuation of the still-life cross hatching project.
After the starter prompt, students will share with their groups their hatching project. The groups
will be guided to critique for 3 minutes each students works using the following questions:
3) Two things they think are working well in the still-life
4) One area they think might use improvement
The artist will share:
9) What has been challenging
10) What has worked well
11) What are the next steps in their drawing.

The unit will then transition to stippling and other pattern techniques.
The unit’s final project will be a culmination of student understanding of value through a larger
scale black and white photo, shaded with techniques of their choosing from the unit.
Additional Information
Identify any area or lesson component that was not covered by this lesson plan format but that
you feel is vital to include in a description of the lesson.
This plan is catered toward a more student-centered approach to highlight learners from
predominantly collectivist societies. Students do most of the talking and teaching in this class,
except for the brief demo and comprehension check that is the responsibility of the teacher.
Meghan Allen
Diversity 2020

References

Institute of Education Sciences, National Center for Education Statistics (2020, May) Conditions
of Education: English Language Learners in Public Schools
https://nces.ed.gov/programs/coe/indicator_cgf.asp
Institute of Education Sciences, National Center for Education Statistics (2020, May) Conditions
of Education: Students With Disabilities
https://nces.ed.gov/programs/coe/indicator_cgg.asp