Full Unit Plan 1 1

Department of Arts Administration, Education and Policy
UNIT PLAN OVERVIEW

(Revised 2017)
Teacher Candidate Daniel Higuera

School Elementary School
Grade 3-5
UNIT TITLE Home Party

Length of Class Period 45 Minutes
Approximate Number of Students in 20
Each class
Beginning Date for this Unit
Ending Date for this Unit
ENDURING UNDERSTANDINGS (FROM ODE STANDARDS)

Personal Choice and Vision: Students construct and solve problems of personal
relevance and interest when expressing themselves through visual art.
Authentic Application and Collaboration: Students work individually and in groups

to focus ideas and create artworks that address genuine local and global community
needs.
PROGRESS POINTS (FROM ODE STANDARDS)
The student will at the appropriate developmental level:
Identify and apply universal themes and processes to communicate meanings, moods
and visual effects in personal and collaborative artworks.
Express personal responses to artistic works giving reasons for their interpretations and
preferences.
Demonstrate technical skill, craftsmanship and reasoning abilities in solving visual art
problems using appropriate tools, media and technologies.
CRITICAL ISSUE / BIG IDEA

A).Anticipatory Set (what do the students already know)
B). Rationale (why is this lesson relevant?)
A. At this age, students should be familiar with essential arts and crafts. This includes
painting, drawing, gluing, pasting, and cutting out. They should have a good grasp on simple
shapes in 2-D and 3-D. At this point in their education, they should have had many
experiences with group activities/projects. I suspect that they will also have an established,
yet expanding, sense of family. I assume that they might not have a sense of how art is
integrated into, and affects, family life.
Starting the lesson, I will attend to ideas of what a modern family looks like, and where
to find art in the family. I will present new perspectives that will challenge the students
to expand their definitions of family. Doing this I can help to create an open
atmosphere in the classroom. This is key to the success of this unit. The students
must respect each others home lives. Doing this might help them question their ideas,
and accept other students.
B). This theme is extremely relevant to young children, because family is something that they
already know a lot about. Not only that, this is a topic that they absolutely love talking about.
This topic is not to negate any students that are homeless. Actually, I intend to have an
atmosphere that not only embraces students with harsh living conditions, but helps them
develop a sense of community/support system. The fact is that students with families have a
much higher success rate in education. Only 2% of families that live below the poverty line
are complete families. This meaning that there are two parental figures at home, if they even
have a home. Thats less than 30,000 couples with children. Students that live below the
poverty level have a much harder chance to succeed in schools. This suggest that families
help to foster success in children for many different reasons. Support being one of the leading
reasons. My contention is that if we can change how our children and society define family
through expression in art then we might be able to effectively improve the self-perception our
students will have. This will also expand their sense of community, and widen the number of
resources that students have access to. Exploring this through art will help students think
creatively, critically, and consciously about what and who their family is. Along with this, they
can learn to construct a support system unique to them that will help them take ownership
over their success.
Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
Exploring, and Expanding Family Through Art.
There are so many ways to define family, and thatll be great for discussion. There are also so
many different elements of art that speak to the topic of family; Both fine art, and more
commercial art- in the form of television shows, cartoons, and animations- open up
discussions about this. Exposing the students to that art, and having them think critically in
how they interpret it is a very important part of this unit. Exploring this idea through art is just
as important. Students have to create and express something that reflects their sense of
family, as well as responds to how others view family. Hopefully expanding their ideas in
creative ways, such that it has a positive effect on their self-efficacy.
Essential Questions (provocative, engaging, critical)
What is family?
Do all families look the same?
What role do you play in your family?
Is there art about family?
What are some examples of art in your family?
Possible Integration
Literature: Read books about fictional families that also incorporate art into the stories.
Learn about character development.
Write simple character roles.
History: Examples of what families did, and looked like in the past.
DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson
One
Title Modern Family
Lesson I will introduce the lesson with a presentation that includes art discussing
Description families. Opening a dialogue, and creating a safe/brave space for the
students. I probably will share about my family here too.
Students will work independently on their definition of family, and examples of

art in their family. Students will gather in small groups afterwards and share
with each other. Students will continually change groups sharing ideas they
got from their old group in order to create a jigsaw classroom. This will create
a deeper learning experience for the students.
The children will produce three paintings.

1. What does your family look like?
2. Pick three people outside of class to add to your family.
3. Self-portrait. (I will collect all the self-portraits to make a family portrait
displayed in the class)
Lesson
Two
Title Your Role
Lesson Students reflect on their family and what their own role is.
Description They will journal and take notes on their reflections.
Students will get into small groups and discuss their reflections. In that same
group students will discuss what role they want to fill in their adopted extended
family. By this I mean their friends, teachers, classrooms, and anything that
they might want to consider family. Each student in the group has to make two
different sketches of characters that they would like to play in a skit. Each
drawing should be different from anybody in their group.
All the students will get together to learn about each others sketches through
a very short presentation done by each student. This could be digital or on
paper. The students should have a small friendly critique. Of course, I will be
supervising and guiding the critique and presentations.
Students will pick one of the sketches, and make a clay model based on it.
Along with this, they will write a short description of responsibilities that their
character has in the family.
Lesson
Three
Title Build A Home
Lesson Ill introduce the final lesson to the unit.
Description In this unit, I task the students with the responsibility of building their idea of a
home using cardboard, scissors, glue, and paint.
The classroom will decide together on 10 elements of a home. Each student

should have at least one idea to contribute. Once everybody has contributed
an idea then we will vote on the 10 that we want.
The class will be divided into 5 groups of 4. Each group will take ownership of
building 2 elements of the home. First, theyll start with a sketch. Once I
approve it then they can start building it.
After all the elements of the home are finished then we can assemble our
constructed home. After the kids assemble the home, then I will just let them
have a fun indoor recess. The catch is that they have to act as their character
from lesson 2 would act in a family. It would be nice to take photos and video,
so that they have memories to take home with them.
Explain how technology has been used in this unit

I have used technology for introducing each lesson through the use of some sort of
PowerPoint. Also, I have used a camera for documentation. The painting and drawing
projects are open to students working in digital media. Especially since schools are gradually
jumping on the one I-pad per students bandwagon.
Lesson

School Elementary
Grade 3-5
LESSON NUMBER 1
Lesson Title Modern Family
Length of Class Period 45 minutes
Approximate Number of Students in Each class 20-25
Beginning Date for this Lesson
Ending Date for this Lesson
Content Statement Perceiving/Knowing (From ODE Standards)
1PE Observe and compare similar themes, subject matter and images in artworks from
historical and contemporary eras.
5PE Provide examples of how we encounter art and artists in everyday life.
Content Statement Producing/Performing (From ODE Standards)
3PR Experiment with various ideas and visual art media to solve a
problem that addresses a contemporary social issue.
5PR During collaborative artmaking experiences, demonstrate respect
and support for peer ideas and creativity.
Content Statement Responding/Reflecting (From ODE Standards)

3RE Recognize and describe the relationship of artworks to their social and
cultural contexts.
5RE Express what was learned and the challenges that remain when assessing their
artworks.
Performance-based Assessment Objectives
1. Students will talk about relationships and experiment with different media to produce three
different art works addressing the contemporary role of the family.
2. Students will collaborate respectfully and work productively in groups to come up with new
definitions of family and how they can be represented visually.
3. Students will collaborate to teach each other different perspectives on family as well as
different art techniques available.
Performance-based Assessment Strategies

(attach assessment documents if applicable)
1. I will assess students oral responses and group discussions for whether they
demonstrate an understanding of the contemporary family and the role it has in visual media.
2. I will visually assess students collaborative working skills demonstrated through
purposeful conversation and respect.
3. I will visually assess students works to confirm they have attempted different media
experiments and successfully created three different pieces of art.
Academic Language
Vocabulary (define each)

Collaboration- Working with somebody to create or produce arts and crafts.
Experimentation- Trying new things to come up with new solutions to your artwork.
Media- different materials used by artists to create a work of art.
Safe/Brave Space- a space where everyone can feel supported and strong enough to say
what they believe.
Contemporary Family- A modern day support system that looks different for everybody.
Additional Language Demands (specific communication task)
Students will participate mostly in small group discussions lead by themselves, and facilitated
by the teacher. They will have to communicate their self-reflections and media ideas to their
groups. They will also be tasked with changing groups, and sharing something that they
learned in their previous groups. Once their art is made they will also be asked to open a
dialogue on the pieces they all made.
Accommodations for Special Populations
For students with increased frustrations in social settings, I will provide the option to work
alone or with a teacher aid. To avoid singling out the student with needs, I will offer this
option to everyone but I will stress the importance of group work. I will be sure to offer
whatever accommodations necessary for my specific students, and will employ universal
design principles to avoid singling out.
Additional time will be given for any students who need more time with processing and
collaboration
Adapted drawing utensils will be available for students with motor needs
Teacher aids will be present for students who need additional attention
Additional seating will be provided for students who cannot sit in stool
Art/Visual Culture Examples (list all artists, artwork or media used)

Phineas and Ferb
The Simpsons
Zhang Xiaogang- A Big Family
Pissarro Family Bliss
Answered Stewart Priceless
Sidney Goodman Figures in a Landscape
Preparations
Materials/Resources for Teacher
Blackboard
Projector
Smart board
PowerPoint Presentation
Materials for Students
IPads (25)
Water color paints (25 packs)
Acrylic paints (100)
Colored pencils (100)
Graphite (25)
Pens (50)
Ink (25 bottles)
Markers (100)
scissors (25)
Notebook paper (100)
11x14 Mixed media paper (75)
Safety Procedures
The main safety procedure for this lesson will be oriented around the scissors, because they
are the most dangerous item on the materials list. I will tell the students not to run with the
scissors. I will also inform them how to hold and pick up the scissors, as well as what direction
they should cut. Although I should have toxic free materials for the kids, its important to keep
them away from the habit of putting things in their mouths. Another thing that should be
addressed is no stabbing. There should be no impaling of any kind with the class materials.
Learning Activity
Getting the Classroom Environment Ready

The classroom will be dived into 5 tables with 5 seats at each table. I have left some extra
seats just in case students transfer in the middle of the year, or switch classes. However, to
start off we will have 4 students per table. There will be a rug at the front of the class that I
want the students to sit at to start off the class. The rug will help with an open dialogue, and it
will help me quickly determine which kids can sit next to each other and which students have
a hard time sitting next to each other. The tables will encourage small group discussions on
the topic of art and the contemporary family. The seat assignments are predetermined, but if I
notice some challenges I will make some changes.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
The class will spend approximately 2 days introducing the topic and setting a baseline for
critically conscious dialogue before starting lesson 1.
Day Duration Application Resources
1 5 Start with a short conversation about what the students

minutes know about family, and the art that accompanies this topic.
Questions to ask:
Where do you see family in art?
1 10 Self-reflection on what family is. They will right their

Minutes reflections in a notebook that will be kept in the class bin.
Each class will have their own bin.
1 20 The students will be watching an episode of Phineas and Notebook

Minutes Ferb. I will ask them to take notes about the family, and paper
who the characters spend time with.
A couple questions that can be used as a guide for this
video are:
- Who do the characters spend their time around?
- Are they considered family?
- Do they like spending time with their friends as
much as spending time with their family?
Additionally, I will be observing the students during the
video and making sure they are paying attention to
thecontext of the questions in the episode.
1 5 The students will get out their notebooks to reflect on the

minutes episode and respond to the questions.
I will walk around the room to make sure the students are
on task.
1 3 Students will put away their notebooks in the classroom

minutes bin, and quietly sit down ready for dismissal.
1 2 I will line up the students for the end of class, so that they
minutes can be ready for their teachers to pick them up.
2 3 minutes We will start the class with a small refresher of the previous day.
Students will get out their notebooks and get ready to form groups.
2 2 minutes The students will introduce themselves to their groups because these
groups will be assigned ahead of time. I will ask them to share one quick
fun fact about themselves.
2 10 Students will be given a prompt to discuss what they believe about

minutes family, and where they see family in an art perspective. They can freely
talk about this, or they can use their notebook entry from last class as a
reference. They can also talk about different art forms that theyve tried.
Students will also take notes on one other kids perspective.
2 5 minutes I will have students in a jigsaw format classroom, where they switch
groups to explain something that they learned in the previous group. So,
they will be teaching each other about different perspectives. The
students will once again take some notes to share in one more group.
2 5 minutes Once again, the students will share with each other a new perspective
that they learned in the last group.
I will walk around during these group meetings to help move the dialogue
along.
2 5 minutes I will introduce the three projects that the kids will complete for this
lesson.
- One self Portrait
- One Family Portrait
- One family portrait, adding 3 people that you want to be in your
family.
The students will be asked to complete sketches on their ipads so that
they dont waste class materials. Once I approve the sketches and their
media choices, they can use the mixed media paper in the materials list.
2 10 Students will work on their sketches through an I pad art app.

minutes I will walk around to make sure that no one is confused, and to answer
any questions that they might have
In the middle of these 10 minutes, I will alert the class of a 10-minute
warning for the end of class.
2 5 minutes I will give the final 5-minute warning urging the kids to put away their
notebooks, and iPads, since the class session will end soon.
After the kids are cleaned up. Ill line them up for their teachers to come
and get them.
3 5 minutes The class will start and I will give the students a quick reminder of the
things they need to complete.
I will also write it on the blackboard, just in case they forget again.
- One self Portrait
- One Family Portrait
- One family portrait, adding 3 people that you want to be in your
family
They have to finish these on their Ipads first.
3 20 The students will work on their IPads during this time. I will walk around
minutes to make sure the students are working on their projects. Sometimes they
can get distracted by the other apps that they have. Also, if they have any
one on one questions I can answer them during this time. If any kids
finish early, they can start experimenting with real materials.
3 10 I will go around to approve all of the finished ipad art. If they are not done
minutes yet, they can keep working. Most students will be done by this point.
notebooks, and iPads, and any other materials since the class session
will end soon.
and get them.
4 2 minutes Greet the class, and remind them of the projects. Also, remind them that
they can look at the board if they forget.
4 3 minutes Students should get out their Ipads if they are still working on that.
However most the students should be working with class materials at this
point. I will pass that out to them during this time.
4 30minutes Students will progress through their works and strive to complete as
much as they can. I suspect some kids will finish faster than others.
Towards the middle of this 25-minute period all the kids should be done
with the Ipad sketches. I will be walking around to help any students that
may be stuck, and also seeing if I can challenge some students to do a
bit more.
4 5 minutes I will announce the 10-minute cleanup routine. I will collect their works
during this time to store in their classrooms art shelf. At this point
students should start to put away their ipads and other materials.
will end soon.
and get them.
5 5 minutes I will greet the class and pass out the projects to all the students.
5 30 This is the last class to work on the projects. The students should be
minutes done by the end. For those students who are already done, I will offer a
period for them to make a drawing of whatever they want. I will collect
these drawings to put it on the Family Gallery wall that Ill make for the
class. At this time, I will also go around to help the students finish up.
5 5 minutes I will announce the 10-minute cleanup routine. I will collect their works
during this time to store in their classrooms art shelf.
I will organize all the self-portraits so that I can attach them to a
classroom Family Tree that will serve as the centerpiece for the Family
Gallery.
At this point students should start to put away their ipads and other
materials.
will end soon.
and get them.
Clean-up Procedures (Room, Materials & Work Storage)
All materials should be put back in their rightful places. I will organize and label bins for all
materials. This will make it easy for the students to get themselves together and cleaned up.
We will always have a 10-minute warning time for clean-up. At 5 minutes, I will really
emphasize that the class is almost over and that they should have all their stuff away ready
for dismissal.
Closure, Review & Anticipation (whats next?)
Closing we will evaluate the art work of the students, and review the good things to take away
from this lesson. The main point of this lesson is to expand the way students think about
family. Hopefully they can reflect on a bigger sense of support than they had before they
entered this lesson. The second and third lessons are building on top of this one, so they
work closely together. The anticipation can come in a form of a question.
Who do you want to be for your family?
This question will have them pondering for a while, and can serve as a great transition to the
next lesson.
Supplemental Activity
If the students want, there will be an option to write a poem for one of their pieces. This could
serve as extra credit if they need it. Also, for students who finish early there will be paper for
drawing whatever they want. They can take this home, or add it to the family art gallery that I
will set up in the room.
Teacher reflection focused on the lesson after it has been taught
N/A
LESSON PLAN
School Elementary
Grade 3-5
LESSON NUMBER 2
Lesson Title Your Role
Approximate Number of Students in Each 20-25

class
Content Statement Perceiving/Knowing (From ODE Standards)
1PE Observe and compare similar themes, subject matter and images in
artworks from historical and contemporary eras.
Content Statement Producing/Performing (From ODE Standards)
1PR Demonstrate skill and expression in the use of art techniques and processes
4PR Demonstrate motivation, independence and persistent during studio practices to
complete artworks
Content Statement Responding/Reflecting (From ODE Standards)

5RE Express what was learned and the challenges that remain when assessing their
artworks
Students will observe and compare techniques during the art process in order to showcase
their skill, and their ability to express.
Students will show their drive through the patience of executing their own individual original
ideas during this project.

1. I will assess students oral responses and group discussions for whether they
demonstrate an understanding of enduring motivation and originality.
2. I will visually assess students works to confirm they have shown their best skill and
expression through the execution of art techniques.
Academic Language
Vocabulary (define each)
Role- The part you play in life.

Reflect- to think about your situation, and what you need.
Ownership-To claim things that are yours, or to take responsibility for something.
Students will have to write reflections on their adopted (extended) family, and then verbally
share this with small groups of 4-5 kids. They also have to give a very short presentation on
the two characters they design.

For students with increased frustrations in social settings, I will provide the option to
work alone or with a teacher aid. To avoid singling out the student with needs, I will
offer this option to everyone but I will stress
the importance of group work. I will be sure to offer whatever accommodations
necessary for my specific students, and will employ universal design principles to
avoid singling out.
Additional time will be given for any students who need more time with processing
and collaboration
Art/Visual Culture Examples (list all artists, artwork or media used)
Phineas and Ferb

The Simpsons
Zhang Xiaogang- A Big Family
Pissarro Family Bliss
Answered Stewart Priceless
Sidney Goodman Figures in a Landscape
Preparations
Blackboard
Projector
Smart board
PowerPoint Presentation
. Kiln

IPads (25)
Clay
Glaze (50 bottles- 10 different colors)
Colored pencils (100)
Graphite (25)
Pens (25)
Ink (25 bottles)
Markers (100)
scissors (25)
Notebook paper (journal) -25 Journals
11x14 Mixed media paper (75)
. Poster board (50)
Safety Procedures
they should cut. Although I should have toxic free martials for the kids, its important to keep
Learning Activity
The classroom will be dived into 5 tables with 5 seats at each table. I have left some extra
a hard time sitting next to eachother. The tables will encourage small group discussions on
1 5 Students will come in and sit down on the rug in the Blackboard
minutes center of the room. We will start with a short conversation
about what family roles are. I will also introduce the topic
of ownership.
Questions to ask:
What do you do for your family, and friends?
What would you like to do for them?
1 10 The students will self-reflect on the conversational topic, Notebooks

minutes and right it down in their notebooks. These notebooks will Blackboard
be kept in the classroom bin, and each class should have
their own bin.
During this time, I will write the topic and reflection
instructions on the blackboard. I will also pay attention
and take notes on the students work flow.
1 10 The students will critique the work, A Big Family, by Art by Zhang
minutes Zhang Xiaogang. They will try to understand the role that Xiaogang
each character in the painting has. A couple of questions
that can be used to guide the critique of this piece:
- Why are all the characters so big?
- Can you tell who the Parent(s) is/are?
- What does the color mean about the relationship?
- Who seems to be the most important character?
- Do they all have a role?
For this time, they will talk amongst the class as a large
group.
1 10 The students will be put into small groups for quick notebooks
minutes discussions. They will read from their reflections as to
what role they want to fulfill in their relationships. They
should be thinking primarily about the three people from
the first lesson that they chose to be in their extended
family.
I will go around to make sure the conversations are
keeping a forward momentum.
1 5 Students will quickly jot down any side notes, notebooks

minutes clarifications, or adjustments that they wish to make to
their character roles.
At this time, I will give a 10-minute warning of the end of
class.
1 5 I will give the final 5-minute warning urging the kids to put
minutes away their notebooks since the class session will end
soon.
After the kids are cleaned up. Ill line them up for their
teachers to come and get them.
2 15 The students will come in and sit on the rug. Ipads

minutes I will give them a refresher of the last class we had, and Notebooks
introduce the end goal of this new assignment. Blackboard
The children will be tasked with accomplishing 3 things.
- Creating 2 drawings of the character roles that they
want to fulfill for their adopted extended family. These
drawings can be on their Ipads or in physical media.
- The students will have to create a small presentation
on their two characters, and talk to the entire class about
it.
- After the presentation feedback, they will choose one
character, and create a clay model of it.
I will write all these steps on the blackboard as I explain
them to the students.
After this I will hand them their notebooks, and then send
them off to work.
2 20 The students will start their drawings. Some will work on Projector
minutes the Ipads, and some will work with physical media, using
mixed media and collage if they please. They will have
their notebooks as a reference to the character that they
are making. They can express their roles through the
personality of the characters. This will depend on colors,
and facial expressions. On the projector, I will put up a
color to emotion chart, and meanings of facial
expressions.
2 5 I will make a quick round to make sure the kids are doing
minutes alright. By this time, they should have at least one
character drawn.
I will also give a 10-minute warning for the end of class.
minutes away their notebooks, and iPads, since the class session
will end soon.

minutes I will give them a refresher of the last class we had, and Notebooks
then I will pass out their notebooks, and artwork that we Student Art
kept in the class bins.
3 20 The students should be working on their character

minutes development drawings. By the end of this 20-minute
period, I expect the kids should be done with the two
drawings. However, I understand that some kids will not
be finished, and thats okay!
3 10 I will show the kids how to start making a small Ipads

minutes presentation. They could make a poster board one, or Poster board
they can make a digital presentation. The Ipads have
apps that make it easy for kids to make a presentation.
The only requirements, is that you have your two
characters, and the descriptions of them, and their roles.
will end soon.
4 5 The students will come in and sit on the rug. Notebooks

minutes I will give them a refresher of the last class we had, and Ipads
then I will pass out their notebooks, and artwork that we Artwork
kept in the class bins.
4 10 I will let the students finish up their character drawings,

minutes and make any adjustments that they need to make. They
should all be done after this time though.
4 25 The students should work on their presentations for this ipads

minutes time. They should all be done fairly quickly since its not
an extensive presentation.
I will be around to make sure the kids are focused, and to
help with any individual confusion.
will end soon.

minutes I will give them a refresher of the last class we had, and
then I will ask them to prepare their ipads for presenting.
5 30 Each student will give a short one minute presentation on
their characters. Im allotting some extra time just to be
safe. I feel that some students will most likely go over the
time.
During the presentations, I will give each student
feedback, and I will also take notes on all the characters
that the class has. This is also a great time to see the
self-directed motivation of the students.
The students are also encouraged to give some short
feedback here. This is a part of them comparing
techniques during the art process.
5 5 The students will take a quick reflection time to figure out notebooks
minutes which character they want to make a clay model of. They
will reflect on their personal motivation, as well as the
feedback the peers and I gave.
I will also give a 10 minute soft warning for the end of
class
will end soon.
teachers to come and get them
6 5 I will take 5 minutes to greet the class and orient them to A Smile
minutes the last stretch of this lesson, which is the clay model.
Each student already knows the character that they want
to do.
However, Im not sure what theyve done with clay before
so during this time, Im also getting ready for a demo.
6 15 I will give a 15-minute demo on how to make a clay Demo-table
minutes model. Clay
Its important to keep the students engaged with this, so I Blackboard
have to ask them questions during the demo. Ipads
Questions to as:
- Have you guys done clay before?
- Are you following along?
- Do you remember the steps that we have to take?
Its also good to keep steps on the blackboard, that way
the kids know what steps to follow.
I will also record myself during the demo, so that kids can
have visual reference accessible through their ipads.
6 20 I will let the students start their clay models reminding

minutes them that there are steps to follow on the blackboard,
and that there is a video guide through the ipad.
I dont expect the students to be done after this time.
They will probably be half way done when I give the 10
minute warning for the end of class
will end soon.

then I will pass out their notebooks, and artwork that we Artwork
kept in the class bins
7 15 The students will be working on their clay models during Blackboard
minutes this time. Some of them will be done after this period of
time, and some wont. Thats just fine.
I will be preparing for a glazing demo, and answering any
current questions that the students may have.
I will also remember to write the steps to follow on the
blackboard, so that the students dont get lost.
7 10 I will do a quick glaze demonstration, and I will also make Blackboard

minutes sure to add the glazing steps to the blackboard. Glaze
7 10 The students will keep working on their models, and

minutes some will already start glazing.
At this point, I will give the soft 10-minute warning for the
end of class.
will end soon.

then I will pass out their notebooks, ipads, and artwork artwork
that we kept in the class bins
8 25 I will write out all the steps on the blackboard once more.
minutes During this time, the students will be making their final
choices on the clay models. I will put out a huge tray for
them to put all of their projects on.
During this period of time, I will be going around to make
sure that everyone is on track, having fun, and learning.
8 10 I will give the students that are done some free time here,
minutes and the kids who are a little behind have some time to
catch up.
At this point, I will give the e10 minute warning for the
end of class, and kids should start thinking about putting
away the materials.
will end soon.
for dismissal.
Closing we will evaluate the art work of the students, and review the good things to take away
from this lesson. The main point of this lesson is to help the students take ownership of their
relationships, and how they want to act inside of them. Hopefully they can reflect on the roles
that they have, and the ones that they want to fulfill. This builds on to the previous lesson, so
by this lesson they should start to have an expanding sense of family. The third lesson also
builds on these two. The anticipation can come in a form of a question.
If you had to create a family, what would it look like?
This question is simple, but it should keep them on their feet as we transition lessons.
If the students want, there will be an option to write a poem for one of their pieces. This could
serve as extra credit if they need it. Also, for students who finish early there will be paper for
drawing whatever they want. They can take this home, or add it to the family art gallery that I
will set up in the room.
N/A
PLAN
School Elementary
Grade 3-5
LESSON NUMBER 3
Lesson Title Build-a-Home
Approximate Number of Students in Each class 20-25
Content Statement Perceiving/Knowing
2PE Identify the relationships between and among selected elements and principles
of art and design.
3PE Investigate the role of cultural objects in our everyday environment.
Content Statement Producing/Performing
4PR Create artworks that demonstrate awareness of two- and three-dimensional

space.
5PR During collaborative artmaking experiences, demonstrate respect and support for
peer ideas and creativity.
Content Statement Responding/Reflecting
2RE Develop and share their ideas, beliefs and values about art.
3RE Recognize and describe the relationship of artworks to their social and cultural
contexts.
RE Describe how personal experiences can influence artistic preferences.

1. Students will construct artworks that demonstrate a deep understanding of 2-D and 3-D
spaces.
2. Students will collaborate respectfully during class decisions on the project layout. Once
decisions are made the students will support the ideas, and work to carry out that creativity.

I will assess the students by observing their progress on grasping 2-d and 3-d spaces. The
product should also line up with the progress that Ive seen in them.
I will observe the character/temperament of students during collaboration days to gauge the
respect. I will observe the amount of effort the students put in supporting each others ideas in
carrying out the art making process.
At the end of the lesson I will speak with them individually to re-ensure the assessments
above.
Academic Language
Vocabulary
Home- A persons chosen place to give and receive affection/love/friendship

Collaborate- to work and think together as a team where everybody has an equal say.
Respect- to honor or to show consideration of a person, place, or thing.
The students will have to communicate with each other in small groups on project ideas.
They are also tasked with organizing information within those groups that they will present to
me for approval.
Some reflection is called for after the main project is finished, and they will have to share
some of those reflections with me individually.
For students with increased frustrations in social settings, I will provide the option to work
alone or with a teacher aid. To avoid singling out the student with needs, I will offer this
option to everyone but I will stress the importance of group work. I will be sure to offer
whatever accommodations necessary for my specific students, and will employ universal
design principles to avoid singling out.
Additional time will be given for any students who need more time with processing and
collaboration
Art/Visual Culture Examples
Patty Shukla- Be Responsible

Playtivities.com
Cardboard house plans
Preparations
Blackboard (1)
Smartboard (1)
Ipad (1)
Cardboard House Plans
Rulers (25)
Cardboard
Glue (30 bottles)
Scissors (25)
Pencils (40)
Ipads (25)
Paint (50 bottles)-10 different colors, 5 of each
Markers (75)
Paper (100 sheets)
Notebooks (25)
Safety Procedures
they should cut. Although I should have toxic free materials for the kids, its important to keep
Learning Activity

The classroom will be divided into 5 tables with 5 seats at each table. I have left some extra
a hard time sitting next to each other. The tables will encourage small group discussions on
1 10 min. I will greet the students as they come in to sit at -Blackboard

the rug in the center of the room.
We will refresh on the two previous lessons, as

this lesson builds on those.
1 10 min. I will introduce the idea of building a home, and

emphasize that they have a say as to what their -Blackboard
home and home life looks like.
Some questions to ask:
-What is a home?
-Is home a choice?
-Can you have more than one home?
-Where do you like to spend your time?
-What do you like to spend your time doing?
1 10 I will give them their main objective during this -Pictures from
minutes period of time. the Playtivities
website
-Individually Draw at least one element of what
you consider home.
-In a group they must decide on two elements of
a home to draw, and then present to me for
approval.
-Build the approved home elements using
cardboard, scissors, glue, paint, and any other
media you see fit.
At this time I will show them some examples of

what their home might look like.
1 10 I will let the students draw their elements of their Ipads

minutes. home. This should be fairly quick since they are
only using their Ipads,and is mostly to get them
contributing in the group.
In the middle of this period of time i will give a 10
minute warning for the end of class to get the
students prepared to clean up.
1 5 minutes I will give the final 5-minute warning urging the

kids to put away their notebooks, and iPads, and
any other materials since the class session will
end soon.
After the kids are cleaned up. Ill line them up for
their teachers to come and get them.
2 5 minutes I will greet the students as they enter the room

and sit at the center rug.
I will also give a quick refresher of the previous
day.
2 5 minutes I will show the students a quick video that Patty Shukla- Be
teaches them about responsibility and Responsible
respectfulness in a catchy way.
This is to get them thinking about the

responsibility they have to their roles in this
project, and to prime them for the respectfulness
they need while working with other students.
2 10 At this time I will assign the students to their Blackboard

minutes collaborating groups. The groups will be 5 tables Paper
of 4 students each. Markers
Pencils
On the black board I will jot down what is
expected of each group:
-Decide on 2 elements of a home.
-As a group draw those elements with pencil,
markers, and paper.
-Present your drawings and ideas to me for
approval.
2 10 The students will share with each other the Ipads

minutes elements that they came up with.
Each student should get about two minutes to
explain what they had.
I will go around listening to the students and

paying attention to the amount of respect and
support they give each other.
2 10 After hearing all the ideas each group will decide Ipads
minutes on two elements of a home to work on. They will
take some time to talk it over, but they should
have it decided by the end of these 10 minutes.
In the middle of this period of time i will give a 10

minute warning for the end of the class.

end soon.

day.
3 5 minutes I will divide the students into their groups again, Blackboard
and then I will put the group objectives on the
blackboard once more.
-Decide on 2 elements of a home.

-As a group draw those elements with pencil,
markers, and paper.
-Present your drawings and ideas to me for
approval.
3 15 The students should start to draw their first Paper

minutes element of a home. This could be a house, a Markers
toilet, a table, or whatever they decide. pencils
All the students are working here on one piece,

so its very important for me to be aware of the
respect they have for each others ideas.
3 15 During this time the students should be working Paper

minutes on their second element of their home. Markers
pencils
I will be around walking to make sure that the
students are on task.
I will also give a 10 minute warning for the end of

class around this time.

end soon.

day.
At this point I will send the students off to their

groups.
4 10 The students will gather together to write in their notebooks

minutes journals reasons why their elements deserve to
be approved.
4 25 During this time I will go around and listen to

minutes every group's idea. Each group will get 5
minutes. I will listen and provide verbal feedback
to them.
At some point I will give a 10 minute warning for
the end of class.

end soon.

day.

groups.
5 5 minutes After all the groups are approved i will pass out Cardboard building
cardboard building plans for their ideas. plans
5 25 Its grind time. The students will be working on Cardboard

minutes their physical elements of a home. They will use Scissors
the materials listed in the resources section. Markers
I will be going around to make sure things are Paint
going smoothly, and to check if any students
need help with their tasks.
I will give a quick 10 minute warning for the end
of class.
5 5 minutes I will go around and ask the students
intentionally if they are in need of any
assistance, or if theres something i can do for
them

end soon.

day.

groups.
6 5 minutes I will take this time to pass out any extra

materials that the students may need.
6 25 The students will be working on their physical Cardboard

minutes elements of a home. They will use the materials Scissors
listed in the resources section. Markers
6 5 minutes I will give a quick 10 minute warning for the end

of class. Let the students keep working on their
projects.

end soon.
their teachers to come and get them

day.

groups.
7 5 minutes I will take this time to pass out any extra
materials that the students may need.
7 25 minuts The students will be working on their physical Cardboard

elements of a home. They will use the materials Scissors
listed in the resources section. Markers
7 5 minutes I will give a quick 10 minute warning for the end

of class. Let the students keep working on their
projects. They should be done with their projects
at this point.

end soon.

day.
8 15 We take some time to assemble the home Cardboard home

minutes perfectly. So everything can be up. elements.
The students decide where to place the elements

of the home in the room.
8 20 I will let the students have an indoor recess with

minutes in their home.
While they're in their play time, they have to
remember to follow the classroom rules which
are H.O.M.E.
-Honest
-Open
-Mindful
-Engaging
They also have to take on the role of the

character that they made in the second lesson.
This should be fairly fun, because this character
is actually someone that they want to be.
I will give a 10 minute warning at some point
during this period of time.e

end soon.
8 10 The students will take some time to reflect on

minutes their experience with the lesson
Points of reflection:
What did you learn about what a home can be?
What do you consider a home?
How can you choose your home?
What did you learn about working with people?
Did you respect your friends ideas?
8 10 We will take some time to talk about this as a

minutes class. It would be nice to hear some testimonials
from the students that were really passionate
about the project.
8 15 I will speak individually with each student to see

minutes where they are at, and what they have learned
through this lesson.
During this time the students can free draw and

hang it up on the family art wall in the class
I will give a 10 minute warning at some point

during this time.
8 5 Minutes I will give the final 5-minute warning urging the

end soon.
for dismissal.
Closing we will evaluate the work of the students, and review the good things to take away
from this lesson. The main point of this lesson was to expand the way students thought of
home. Hopefully they can realize that they can really own what home is. The collaboration
process was really vital too, as it taught them how to respectively work with each other. This
is the last lesson in the unit. They can anticipate another unit that will challenge them to grow
in ways that, maybe, they werent expecting. I think, for some of these grades, Identity could
be a great follow up unit that can further help students to grow.
The students may decide to create an original cardboard house plan if they feel it better fits
their idea.
They must draw it first before my approval.
Be sure to attach to the full instructional unit

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Department of Arts Administration, Education and Policy

UNIT PLAN OVERVIEW

Teacher Candidate Daniel Higuera

UNIT TITLE Home Party

ENDURING UNDERSTANDINGS (FROM ODE STANDARDS)

Authentic Application and Collaboration: Students work individually and in groups

PROGRESS POINTS (FROM ODE STANDARDS)

The student will at the appropriate developmental level:

CRITICAL ISSUE / BIG IDEA

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Students will work independently on their definition of family, and examples of

The children will produce three paintings.

The classroom will decide together on 10 elements of a home. Each student

Explain how technology has been used in this unit

Teacher Candidate Daniel Higuera

Lesson Title Modern Family

Length of Class Period 45 minutes

Approximate Number of Students in Each class 20-25

Beginning Date for this Lesson

Ending Date for this Lesson

Content Statement Perceiving/Knowing (From ODE Standards)

Content Statement Producing/Performing (From ODE Standards)

problem that addresses a contemporary social issue.

5PR During collaborative artmaking experiences, demonstrate respect

and support for peer ideas and creativity.

Content Statement Responding/Reflecting (From ODE Standards)

Performance-based Assessment Objectives

Performance-based Assessment Strategies

Vocabulary (define each)

Additional Language Demands (specific communication task)

Accommodations for Special Populations

Art/Visual Culture Examples (list all artists, artwork or media used)

Materials/Resources for Teacher

Materials for Students

Getting the Classroom Environment Ready

1 5 Start with a short conversation about what the students

1 10 Self-reflection on what family is. They will right their

1 20 The students will be watching an episode of Phineas and Notebook

1 5 The students will get out their notebooks to reflect on the

1 3 Students will put away their notebooks in the classroom

2 10 Students will be given a prompt to discuss what they believe about

2 10 Students will work on their sketches through an I pad art app.

Closure, Review & Anticipation (whats next?)

Teacher reflection focused on the lesson after it has been taught

Teacher Candidate Daniel Higuera

Lesson Title Your Role

Length of Class Period 45 minutes

Approximate Number of Students in Each 20-25

Beginning Date for this Lesson

Ending Date for this Lesson

Content Statement Perceiving/Knowing (From ODE Standards)

Content Statement Producing/Performing (From ODE Standards)

Content Statement Responding/Reflecting (From ODE Standards)

Performance-based Assessment Objectives

Performance-based Assessment Strategies

Vocabulary (define each)

Role- The part you play in life.

Additional Language Demands (specific communication task)

Accommodations for Special Populations

Art/Visual Culture Examples (list all artists, artwork or media used)

Phineas and Ferb

Materials/Resources for Teacher

Materials for Students