TEXAS CTE LESSON PLAN

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Lesson Identification and TEKS Addressed

Career Cluster Information Technology

Course Name Digital Media

Lesson/Unit Title Color Theory – Digital Media

130.307. (c) Knowledge and Skills
TEKS Student
(5) The student analyzes and applies design and layout
Expectations
principles in digital media.

(F) The student is expected to identify and apply color

theory

(G) The student is expected to create and improve

digital products by applying the appropriate design and
layout principles

(6) The student designs and creates digital graphics.

(A) The student is expected to compare and contrast

the characteristics of raster-based bitmap graphics and
vector-based graphics
Basic Direct Teach Lesson
(Includes Special Education Modifications/Accommodations and
one English Language Proficiency Standards (ELPS) Strategy)

Upon completion of this assignment, the student will be able to

Instructional
create a color scheme using appropriate color theory and RGB
Objectives
setting and CYMK values for each color.

Specific Objectives:
 Define terminology related to color theory
 Identify types of color schemes
 Develop a color scheme
 Identify the RGB values for drawing objects
 Design a color wheel using RGB values
 Establish the CYMK values for drawing objects

Rationale This Digital Media lesson introduces students to color theory and
use.

* Special Education Modifications or Accommodations, if applicable

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 Duration of Lesson 8 hours
Word Wall/Key
Vocabulary
(ELPS c1a,c,f; c2b;
c3a,b,d; c4c; c5b) PDAS
II(5)
Instructional Aids:
Materials/Specialized
Equipment Needed
 Color Theory Presentation
 Color Theory Notes Organizer
 Color Theory Notes Organizer Answer Key
 Activity #1: Color Scheme Sheets
 Activity #2 Instructions: Create a Color Wheel
 Activity #3 Instructions: Recreate a Paint Chip Sample
 Color Theory Test
 Color Theory Test Answer Key
Materials Needed:
 Copies of notes organizer, instruction sheets, and exam
 Colored pencils, color scheme coloring sheet
 Paint chip samples (students can obtain these from local
stores that sell paint)
Equipment Needed:
 Computer and projector for presentation
 Computers with desktop publishing software capable of
switching from RGB mode to CYMK mode for individual
student use
Anticipatory Set Take a poll of the class on each student’s favorite and least
(May include pre- favorite colors. Ask them “If the walls of the room were painted
assessment for prior that color, what other colors should be used to decorate the rest
knowledge) of the room?” Write some of the color schemes on the board. Take
a poll on the favorite scheme of the class.
Introduction:
Direct Instruction *
SAY: “Have you ever printed something and the color on the
printout wasn’t anywhere near the color on your computer screen?”
SAY: “Did it make you wonder if your printer ink cartridges needed
to be replaced?”
SAY: “Did it make you wonder if the monitor settings were off?”
SAY: “It’s probable that neither the ink cartridges nor your monitor
is at fault. By the end of this unit on Color Theory, you will
understand why there is a difference in the color output of the
monitor and the printer.”
Use a computer and projector to
I. Students define display part one (slides 1-18) of
terminology related to the presentation: Color Theory.
color theory (slides #5-11)
Use the speaker notes in the
II. Students identify types of presentation to aid with the
color schemes (slides #12- content of the slides.
* Special Education Modifications or Accommodations, if applicable
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 18)
Hand out the Color Theory
Notes Organizer—1 per student
—to aid them in note taking
during your presentation.

Provide the students with a

III. Students will develop a version of a color wheel (printed
color scheme or electronic) and cutouts of a
rectangle, square, equilateral
Activity #1: (Also listed in triangle, and an isosceles
guided practice below) Students triangle (to help them locate
will obtain a color wheel; then colors for a scheme).
they will use their notes
organizer to choose colors from Find color wheel images on the
the color wheel that represent internet
analogous, split-compliment,
triad, harmonious pair, and Hand out the Activity #1 Color
tetrad color schemes; then they Scheme sheet—1 per student—
will color a given graphic and review the instructions with
according to those schemes. the students.

IV. Students identify RGB Use a computer and projector to

values for drawing objects display part two (slides 19-24)
of the presentation: Color
Theory.

Have the students continue

completing the Note Organizer
given out previously.

V. Students design a color Demo how to draw shapes,

wheel using RGB values rotate and move objects, and fill
with color using RGB values.
Activity #2: (Also listed in
guided practice below) Students Hand out the Activity #2
will use their software of choice instruction sheet—1 per student
to draw shapes; then they will —and review the instructions.
fill the shapes with color by
setting RGB values to create a
color wheel.

VI. Students establish CYMK Use a computer and projector to

values for drawing objects display part three (slides 25-31)
of the presentation: Color
Activity #3: (Also listed in Theory.
independent practice below)
Students will use software to Have the students continue
draw shapes and fill the shapes completing the Note Organizer
* Special Education Modifications or Accommodations, if applicable
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 with color by setting CYMK given out previously. Note: Prior
values to recreate paint chip to beginning this activity, obtain
sample colors. paint chip samples from a local
hardware store that sells paint.

Students will complete the Place the students in pairs or

review activity listed below in groups of three for this
the Summary section. activity.
Students will complete the Have the students do this
exam activity listed below individually.
in the Evaluation section.
Use the answer key provided
in the lesson documents.
Guided Practice * Students will obtain a color wheel; then they will use their notes
organizer to choose colors from the color wheel that represent
analogous, split-compliment, triad, harmonious pair and tetrad color
schemes; then they will color a given graphic according to those
schemes.
Independent  Students will use their software of choice to draw shapes;
Practice/Laboratory then they will fill the shapes with color by setting RGB values
Experience/Differenti to create a color wheel.
ated Activities *  Students receive a paint chip sample with 3-4 paint colors on
it, and they will use software to create drawing shapes filled
with color that match the paint samples.
 Students will record both RGB values and CYMK values for
each of the colors. They will print the document and staple
the paint sample to it.
Have students in pairs ask questions of each other from the lesson
Lesson Closure
note organizers they filled out at the beginning of the lesson.
 Discussion comments during introduction activity
Summative/End of
 Observation of note-taking during lesson presentation
Lesson Assessment *
 Guided practice activities
 Activity #3: Students set CYMK values and compare to RGB
values of same color
 EXAM: Questions over Color Theory

Individualized Education Plan (IEP) for all special education students

must be followed. Examples of accommodations may include, but
are not limited to:
NONE
Individualized Education Plan (IEP) for all special education students
References/
must be followed. Examples of accommodations may include, but
Resources/
are not limited to:
Teacher Preparation
NONE

Additional Required Components

English Language
Proficiency Standards
* Special Education Modifications or Accommodations, if applicable
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 (ELPS) Strategies

College and Career

Readiness
Connection1

Recommended Strategies

Reading Strategies

Quotes
Multimedia/Visual
Strategy
Presentation Slides +
One Additional
Technology
Connection
Graphic
Organizers/Handout

Writing Strategies
Journal Entries + 1
Additional Writing
Strategy

Communication
90 Second Speech
Topics

Other Essential Lesson Components

Enrichment Activity  Have the students create a continuum of color from a tint to a
(e.g., homework shade using water colors, colored pencils, or drawing objects in
assignment) an electronic document.
 Have the students create a color scheme using computer
software while incorporating at least 4 different shapes. Student
should list RGB or CYMK values for each color used in the scheme
and write a justification/description of the type of color scheme it
is.
Family/Community
Connection

CTSO connection(s) Skills USA

Technology Student Association (TSA)

1
Visit the Texas College and Career Readiness Standards at
http://www.thecb.state.tx.us/collegereadiness/CRS.pdf, Texas Higher Education Coordinating Board
(THECB), 2009.
* Special Education Modifications or Accommodations, if applicable
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Service Learning
Projects

Lesson Notes

* Special Education Modifications or Accommodations, if applicable

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