I Do We Do You Do

Overview

In this final lesson, students create a polished pencil-only sketch artwork inspired by Hugo: a storyboard-based scene translated into a finished drawing with strong line, perspective, character design, shading, value and texture. The lesson uses a clear I Do / We Do / You Do structure: teacher modelling, class checks, then independent artwork with peer support.

Learning intentions

Students will:

• synthesise pencil sketch techniques from the unit to complete a final graphite artwork
• transfer a storyboard plan into a polished composition with correct perspective and clear character features
• use shading, value and texture intentionally to communicate mood and meaning
• document their process through quick planning notes and a brief self-check against success criteria

Success criteria

I can:

• integrate line, perspective, character design, shading, value and texture using pencil only (HB and 2B, optional blending stump)
• show my storyboard idea clearly in the final artwork (a readable narrative moment inspired by Hugo)
• use at least 2 shading methods (e.g. cross-hatching and blending) to create believable form
• demonstrate thoughtful effort through a neat, complete submission and a final self-check

Curriculum links

• Visual arts: experiment with, document and reflect on ways to use a range of visual conventions, visual arts processes and materials
• Visual arts: use visual conventions, visual arts processes and materials to plan and create artworks that communicate ideas, perspectives and/or meaning
• Visual arts: select and present documentation of visual arts practice, and display artworks in informal and/or formal settings

Lesson structure (45 minutes)

1. 0–5 min · Launch (I Do overview). Teacher displays the unit “final checklist” visuals (line, perspective, character, shading, value, texture) and reads the LO for today; students open their storyboard sheet to the final scene choice.
2. 5–18 min · Modelling (I Do: teacher thinking aloud). Teacher demonstrates transferring the storyboard plan onto fresh paper:

• lightly blocks in framing and horizon line for perspective
• sketches character proportions first, then details and expression
• adds line hierarchy (thicker/darker lines for foreground, lighter lines for distance)
• layers shading to build value (light mid dark), modelling how to blend or cross-hatch, and where texture appears (clothing folds, ground, walls) Teacher explicitly “thinks aloud” about decisions: “What should be darkest? What should feel closest? Where is texture needed to avoid flat shapes?” Students do the same on scrap paper using one corner of their final frame.

3. 18–25 min · Shared check (We Do: class decisions). In whole-class discussion, teacher uses a “Technique Decision” board:

• Where is the light source?
• Which characters are in the foreground?
• Which areas need cross-hatching vs blending?
• What texture marks will make the scene feel real? Students vote using thumbs and teacher records 3 class “must-do” reminders on the board. Students update their own plan with 3 quick notes.

4. 25–40 min · Independent creation (You Do: final artwork). Students complete their final pencil artwork. Teacher circulates with a short conferencing routine (1 minute per group): “Show me your perspective guide” and “Point to your lightest and darkest values.” Peer feedback is used as students trade only within a “feedback lane” (2 students at a time) to check one focus area each.
5. 40–45 min · Closing and submit. Students finish a 2-part self-check at the bottom: (1) tick boxes for LO success criteria, (2) write one sentence: “Next time I would improve…” Teacher collects artwork and quickly counts submissions.

Resources

• Storyboard sheets and thumbnail plan for each student’s final scene
• A4/A3 final drawing paper (pencil only), one per student
• HB and 2B pencils for each student
• Erasers (soft eraser preferred if available)
• Optional blending stump (small set)
• Visual technique reminder cards: line hierarchy, horizon/vanishing point, value scale (light–mid–dark), texture mark examples
• Dyslexia-friendly choice: printed prompts with large font and reduced text for the final self-check
• Scrap paper for transfer practice
• Peer feedback “focus strip” cards (Line/Perspective/Value/Texture)

Assessment

• During the lesson: teacher observation checklist (line hierarchy, perspective placement, character proportion, evidence of value range, presence of texture)
• In-process quick check: students point to lightest/darkest area and describe the shading method they used
• Exit/self-check: 2-part tick box + one sentence reflection collected with the final artwork

Differentiation

• Support for all: modelling uses step-by-step visuals; students copy only the “next step” at a time during I Do
• Support for learners needing structure: provide a “frame guide” overlay (lightly drawn rectangle + horizon line template) and sentence starters for the final self-check (“My light source is… because…”)
• Dyslexia-friendly reading options: fewer words per prompt, larger font, and teacher reads the final self-check directions aloud
• Support with tools: pencils pre-sharpened; allow a soft eraser for controlled corrections
• Extension for advanced learners: add one extra layer—background texture detail (e.g. brick, foliage, smoke) or a stronger focal-point contrast (make the focal character the darkest value area)
• Extension challenge: improve one design feature inspired by Hugo (e.g. unique accessory, more expressive facial line work) while keeping pencil-only requirements

Success criteria for each lesson (today)

• Integrates techniques: line + perspective + character + shading/value + texture
• Pencil-only compliance: graphite materials used, no colour mediums
• Narrative clarity: storyboard moment is recognisable in the final composition
• Quality evidence: at least two shading methods and a clear value range visible in the artwork