Osu Lesson Template 1

Department of Arts Administration, Education and Policy
UNIT PLAN OVERVIEW

(Revised 2017)
Teacher Candidate Joanna Junkans

School Alton Darby Elementary (4th)
UNIT TITLE Superyou

Length of Class Period 45 Minutes
Approximate Number of Students in Each class 20
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.
Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to
imagine, create, realize and refine artworks in conventional and innovative ways. Authentic
PROGRESS POINTS (FROM ODE STANDARDS)

The student will at the appropriate developmental level:
C. Connect making art with individual choice and understanding personal cultural identity.
D. Produce artworks that express and represent their experiences, imagination and ideas
using a range of media including new technologies.
CRITICAL ISSUE / BIG IDEA

A).Anticipatory Set (what do the students already know)
B). Rationale (why is this lesson relevant?)
A).These students are already very familiar with the notion of a superhero. Superheros have
been beloved by our culture for generation, and are the forerunners in television, movies, and
comics. More children are superheros for halloween every year than any other character. They
understand that superheroes have super powers (unless you are batman), and that
superheroes use those powers for good rather than evil. They already understand that having a
superpower comes with the responsibility to use it to help people, otherwise you turn into a
super villian. A common misconception that the students may have about superheroes is that a
person must have a super power that no other people have like being able to fly or read minds.
During the lesson the goal will be show the students that any strength of theirs can be a
superpower that they can use to fight injustice.
B). This lesson is relevant because there is a power to beginning to reveal to children the
special ways in which they have been uniquely gifted to make a difference in the lives of other
people. In our world there is so much suffering and injustice. The weak need people to stand up
for them, the hungry need feed, and the sick need help. These students can play a role in
making the world a more kind and brave place through beginning to see themselves as
responsible for doing good with the gifts they have. This lesson is a fun way to bring this idea up
to them, and to let that take root. Since most of my students live in affluent families and an
Page| 1
affluent community with lots of resources, they have a lot of means to help other people. It is
important that from this young age they can see themselves as allies to the oppressed. They
need to see their strengths so that when they are faced with the reality of the suffering they feel
a responsibility to step in and help.
Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
Each Students is a superhero in plain clothing.
This unit is all about students viewing themselves as a superhero and creating logos, figurines,
and comic strips that focus on this.
Essential Questions (provocative, engaging, critical)
1. What makes a superhero?

2. How do people discover their strengths?
3. What impact can one individual make on a community? A country? A world?
4. What is worth standing up for?
Possible Integration
Reading/English: English teachers could teach lessons on narrative, characterization, or
dialogue. These will be helpful in crafting the comic strips in the third lesson.
History: History classes could be integrated in this lesson by highlighting figures in history that
have made a significant impact for good. Especially describing how those people found
themselves in positions where they could use their strengths to help other people.
DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title Interview and Personal Logo Design
Lesson Description To introduce this lesson, and this unit. I will tell the students what our goal
for this unit is (view themselves as a superhero) and what they are going
to make along the way (Logo, figurine, and comic strip) We will talk about
superheros and how every person has strengths that they can use to help
other people. Two of the students in my class have parents who are first
responders(Emergency Room Doctor, and Firefighter). They will come in
to talk to the class about why they decided to be a first responder and
what strengths they have that help them in their jobs.
For homework the students will take home a guided interview for them to
complete with an adult that they trust, where they will discuss together the
students strengths and an individual.
Next class students will decide what they want their superpower to be for
themselves as a superhero, based on their interview. We will discuss Line,
Shape, color, contrast, and balance as elements and principles of design.
On their ipads students will digitally create a logo for their superhero
Page| 2
selves that incorporates these elements and principles.
Lesson Two
Title Action Figure
Lesson Description At the beginning of this lesson we will look at the human form as it
appears throughout art history. Students will do a short research project
and share their findings with their tables.
We will introduce clay as a medium and have a demo of different tools that
can be used to create different effects in the clay. They will learn about
Needle tools, loop tools, and wooden tools. Students will then create a
clay figurine of themselves as a superhero. when they have been built and
become bone dry, we will fire them. The students will then paint the
bisqueware with acrylic paint. They will paint their logo that they designed
onto their figurine, and we will tie cloth on them if they want capes.
Through the lesson they will have a checklist that they will work from and
turn in at the end.
Lesson Three
Title POP! WHAM! POW! Comic Strip
Lesson Description As a class we will be looking at various panels of old comic books and
talking about the emotion and action that is portrayed through each panel.
We will talk about what drawing techniques could be used to achieve
those results.
Basing their characterization of their superhero selves on their figurine and
logo, students will draw an 8 panel comic strip. The students will show
through action and dialogue how their superpower could play out in real
life.
Explain how technology has been used in this unit

The students used graphic design apps on their Ipads to construct their superhero logos. We
then printed them off to be viewed with the rest of the artwork.
LESSON PLAN

School Alton Darby Elementary
LESSON NUMBER 1
Lesson Title Interview and Personal Logo Design
Length of Class Period 45 min.
Beginning Date for this Lesson
Ending Date for this Lesson
CONTENT STATEMENT – PERCEIVING/KNOWING (FROM ODE STANDARDS)
6PE - Identify and Name the sources for artmaking (e.g. Self, environment, and other people)
CONTENT STATEMENT – PRODUCING/PERFORMING (FROM ODE STANDARDS)

5 PR - Combine the Elements and principles of art and Design to create visually effective
compositions in original works of art
Page| 3
CONTENT STATEMENT – RESPONDING/REFLECTING (FROM ODE STANDARDS)
1 RE - Identify qualities that contribute to the design and meaning of their artworks and the
works of others
Performance-based Assessment Objectives
Students will be able to point out and recognize where the ideas for the design of their logo
came from (e.g. themselves, the media, their culture, art class, etc.)
Students will utilize line, shape, color, contrast and balance to compose a logo for their
superhero on Procreate on their Ipads.
Students will locate the elements and principles of design that help them to interpret their own
logo design and also the designs of their classmates.
Performance-based Assessment Strategies

(attach assessment documents if applicable)
Students will fill out and turn in an accompanying artist’s statement with their logo. In this
statement will cite 3 aspects of their logo with a description of where their idea came from.
The Superhero Logo will feature the use of Line, shape, Color, Contrast, and and Balance along
with an accompanying artists statement describing their decision making process.
A halfway peer check worksheet will show evidence of correctly pinpointing Line, shape, Color,
balance, and contrast in the work of their peers.
Academic Language
Vocabulary (define each)
Line - An element of art defined by a point moving in space. Line may be two-or three-
dimensional, descriptive, implied, or abstract.
Shape - An element of art that is two-dimensional, flat, or limited to height and width.
Color - An element of art made up of three properties: hue, value, and intensity. Focusing on
Hue which is the name of the color
Balance - A combining elements in a way that adds stability to a work of Art
Contrast - Using elements to show difference
Digital Art - Art that is made on an electronic device can include photo manipulation, digital
drawing and many other things
Pixel - One unit of a color on a screen
Layer - In digital artmaking when you adjust some of the content without jeopardizing the rest
Additional Language Demands (specific communication task)

Students will verbally participate in a discussion about superheros. Allowing them to talk about
what kinds of things need stood up against, and how people can know their strengths.
Students will complete a short worksheet during a halfway peer check day where they will write
about the elements that their partner decided to use to compose their logos. This will require the
Page| 4
ability to use class vocabulary in complete sentences.
At the end of the lesson students will write an artist statement about the sources for their ideas
and their decision making process for designing their logo.
Accommodations for Special Populations

Accommodation for a student with Behavioral and Language Disabilities
I will have a list of simple directions taped to every table for any student to refer to as needed. I
will mention to this student that i will be walking around to check on him and make sure he is on
task. I have partnered him up with a student that he works well with and he responds well to
who can act as a helper if this student is off task. I have also placed him in the classroom where
there are the least distractions and with quiet tablemates.
Art/Visual Culture Examples (list all artists, artwork or media used)

Green Lantern Logo
Black Panther Logo
Wonder woman Logo
Spider Man Logo
Preparations
Materials/Resources for Teacher
Projector
IPad
Apple Pencil
Nice Printer
Materials for Students

20 Ipads
20 Apple Pencils
20 Peer Check worksheet
20 Pencils
Artist’s Statement Google Sheet
Interview with a trusted Adult Google Sheet
20 sets of Markers
20 Big sheets of paper
Safety Procedures
N/a
LEARNING ACTIVITY
Getting the Classroom Environment Ready
For this activity the classroom will need set up to use the projector. For this assignment students
will bring their ipads with them so all other art materials should be put away. I will make a
slideshow that includes the logos of different superheroes and bring my examples of all three
lessons of this unit.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Page| 5
Day Duration Application Resources
1 Minutes Students come into the classroom and sit down. ppt. slide with the
0-3 Greet them. day’s agenda on it
Insert funny anecdote about the past week here
1 Minutes Introduce the unit: Super-You Teacher example

4-15 Over the course of the next few projects you will be action figure,
making your own superhero logo, figuring out what logo,and comic strip.
your superpower might be, creating a superhero
action figure of yourself and designing a comic strip
showing you using your super powers.
**Display the teacher examples**
Here is an idea of what you guys will be making.
But before we do all that, who wants to tell me what
comes to mind when you think of a superhero?”
1 Minutes But before we go too far i wanted to introduce some

16-18 very special visitors who help people every day in
their jobs and are kind of like real life superheroes.
The first one is Alice’s Dad. Mr. Anthony is a
fireman in columbus and he is going to talk about
how he decided to become a firefighter
1 Minutes Mr. Anthony presents Mr. Anthony

19-27
1 Minutes Everybody give a big round of applause for Mr.

28-30 Anthony and next we have Shelby’s mom Dr.
Raymond from the hospital.
1 Minutes Dr. Raymond talks about why she became a doctor Dr. Raymond
31-40 and how she helps people at her job
1 Minutes Over the weekend, you are going to interview an

41-45 adult that you trust. It can be your parent,
grandparent, or a teacher here at school. I put the
link to the google form on Carmen. It’s very
important that you complete this before next class
because the answers to those questions will be very
helpful for you completing this project. It’s in 3 parts.
You do the first and last part on your own and
interview for the middle part.
2 Minutes Ask: How did your strengths interviews go? What

4-15 happened? Did anything surprise you?
Page| 6
Ask: Who wants to share what they chose as their
super power?
2 Minutes Get out ipads and open procreate 20 Ipads

16-20
2 Minutes Students will have free art exploring procreate with

20-40 their ipads and apple pencils
2 Minutes Next Class we are going to learn about elements

40-45 and principles of design which is a fancy way of
talking about how to make things look really good.
3 Minutes Okay open up your ipads to procreate as I get this 20 ipads

4-25 slide show about the elements and principles of
design.
Explain principle and elements. Have students
practice them or take notes on procreate
3 Minutes Assign a different element or principle covered to a 5 large sheets of

26-35 different table. pass out big sheets of paper and paper
markers. Have them work together to display that 5 packs of Markers
principle as best as they can.
3 Minutes You can use the next few minutes to get a head 20 ipads
36-45 start on your logo. Think about what shape you
want it to be and start drawing. Get as far as you
can. You will have the whole class next time to work
on them
4 Minutes I want to give you guys as much time as possible 20 ipads

3-40 today to work. I will be walking around talking to
people about their ideas and how it is going. If you
have a question you are welcome to ask someone
at your table or to come find me. You should be
most of the way finished by the end of class today.
4 40-45 I want everyone to think of one thing in their logo

that they want to fix next class.
Encourage them on their progress so far.
Next class we will be fixing that one thing and
moving on to your artist's statements.
Page| 7
5 Minutes This is your final work time in class for this project. 20 Ipads.
4-20 Finish up your final work on your logos and we will
complete your artist’s statements. If you finish early
go ahead and grab some free-draw per from the bin
or open a new workspace on procreate.
5 Minutes Okay now everyone open up Carmen on their ipads

21-30 and on our class page under modjules there is a link
to a google form for your artist's statement. Go
ahead and fill that out. When you are done we will
talk about the next part of the project.
5 Minutes For our next lesson we are going to be using clay

31-40 and making action figure self portraits of yourselves
as superheroes. You can be thinking about what
pose you might want to be in. If your action figure
needs a special object.
5 Minutes Clean up!

41-45
Clean-up Procedures (Room, Materials & Work Storage)
Students will take their School issued Ipads with them at the end of every class. They will sit
quietly until they are ready to be dismissed by table.
Luckily there are not very many physical materials involved in this lesson.
Closure, Review & Anticipation (what’s next?)

“ Now that they have a logo, a super power, and theme colors for your superheros, the next step
is to make a self-portrait action figure. Next class we will be learning how to use clay and the
tools that you will need to make your action figures, so come ready to learn!”
Supplemental Activity
If students finish early they should write their artist’s statement and then they can get free-draw
paper and draw.
Teacher reflection focused on the lesson after it has been taught
N/A
LESSON PLAN
Page| 8
School Alton Darby Elementary (4th Grade)
LESSON NUMBER 2
Lesson Title SuperYou Action Figure
CONTENT STATEMENT – PERCEIVING/KNOWING

1PE - Use sensory details and descriptive language to identify and describe universal
themes, subject matter and ideas expressed across arts disciplines.
CONTENT STATEMENT – PRODUCING/PERFORMING

1 PR - Identify, select and vary art materials, tools and processes to achieve desired
results in their artwork.
CONTENT STATEMENT – RESPONDING/REFLECTING

5 RE - Refer to criteria and use art vocabulary when discussing and judging the quality
of artworks.

Students will be able to locate and discuss the human form across art mediums and across time
based on what they see and feel.
Students will choose clay tools and ceramic methods that were demonstrated in class to create
the desired outcome.
Students will use the terms we learned in class and check their figurine with the checklist of
requirements as they work.

Students will be randomly assigned a famous art figure from history or contemporary art and
after researching it on their ipads they will share what medium and time period the art is from.
Students will use the checklist to make sure they use each tool at least once on their figurine, as
they use tools they will check it off on their list.
When students turn in their figurines they will turn in a filled out checklist where they note that
they have completed the requirements. I will check their list with the figurine when I grade them.
Academic Language
Vocabulary
Clay - a stiff, sticky fine-grained earth, typically yellow, red, or bluish-gray in color and often
forming an impermeable layer in the soil. It can be molded when wet, and is dried and baked to
Page| 9
make bricks, pottery, and ceramics.
Leather Hard - dried and hardened enough to be trimmed or decorated with slip but not hard
enough to be fired.
Bone Dry - Dry clay ready to be fired
Kiln - a furnace or oven for burning, baking, or drying, especially one for calcining lime or firing
pottery.
Glaze - a vitreous substance fused onto the surface of pottery to form a hard, impervious
decorative coating
Loop tool - a tool used for trimming pottery
Rib tool - A rib tool is a wide, flat handheld tool used to shape, smooth, and/or scrape
clay surfaces; usually wood, rubber, plastic, or metal, either rigid or flexible, with straight,
curved, or profiled edge.
Needle Tool - Needle Tools are long, needles set into wooden, metal, or plastic handles.
Wooden Tool - A flat wooden or metal tool used to smooth wet or leather hard clay
Slip and score - to scratch hatch marks into it as part of joining clay pieces togethe

Students will need to be able to read the board, and the checklist and comprehend information
and respond to it by reporting it or by checking the boxes.

I will have a list of simple directions taped to every table for any student to refer to as needed.I
will read every direction out loud so that he can understand even if he has trouble reading it. I
Art/Visual Culture Examples

Kehinde Wiley - The Annotated Llama
The Thinker sculpture - Auguste Rodin
Statue of Liberty - Frédéric Auguste Bartholdi
Arnold Statue - Ralph Crawford
Preparations
Powerpoint for figures in art
Demo materials (one of every tool, water, and clay)

20 Ipads
20 loop tool
20 wooden tools
20 needle tool
20 rib tool
10 water cup
Page| 10
clay
many Paper Towels
20 Grocery bags
Safety Procedures
Before any student gets to use any of the tools, they will get a demo as well as a safety demo.
Students will wear smocks and tie their hair up if it is long.
I will clean the needle tools at the end of the lesson, so that students will not hurt themselves.
LEARNING ACTIVITY
For the intro day: Students will bring their ipads with them to their seats. I will have my
powerpoint up. There will be a stack of worksheets to pass out at the beginning of the
classroom.
For clay work days - there will be a bin of clay in the middle of each table. As well as a little cup
of water on each table corner. There will be a tray in the middle of each table as well that has
the clay tools on it.
D Duration Application Resources

a
y
1 0-3 Students come into the classroom and sit down. ppt. slide with the
Minutes Greet them. day’s agenda on
Insert funny anecdote about the past week here it
1 4-20 Figures in art Slideshow and discussion Ppt Presentation

Minutes about figures in
art history
1 21-24 Students draw a famous artwork of a person out of a Slips of paper

Minutes hat with 20 famous
artworks that
have to do with
human form
1 25-35 Students research the art on the ipads looking for who Ipads
Minutes the figure is, how much of the figure is shown ( just the Lined Paper
face, bust, waist up, full body, etc.), what is the Pencils
medium, and when was it created.
1 35-43 Students take turns at their tables sharing the artwork

Minutes and what they found with their peers.
1 44-45 Clean Up!
Page| 11
2 4-5 “Today we are going to be learning about clay. It is a

Minutes little different than a lot of other ways to make art so
today we are going to spend the day learning how to
use it!”
2 6-20 Demo where all the students gather around me at a Ball of clay
Minutes table. I will have a ball of clay, one of each tool (rib tool, rib tool
wooden tool, wire tool, needle tool, sponge) and a cup Needle tool
of water at the table with me as a mock workstation. I wire tool
will take the clay and show them what effects you can wooden tool
get with each tool and what you would use them for. I sponge
will explain how too much or too little water effects the cup of water
clay and makes it more difficult to use. I would then go plastic shopping
about making the beginnings of an action figure. bag
paper towels
2 21-35 Each student will get a smallish ball of clay. I will show 20 Balls of clay
Minutes them how to wedge the clay. And then walk around 20 rib tools
until they are getting the ram’s horn technique. 20 needle tools
Students who get it faster than others will be 20 wire tools
encouraged to help the people at their table who are 20 sponges
having a harder time. 10 cups of water
20 plastic
shopping bags
Paper towels
2 36-45 Practice cleaning up after the clay. Make sure to

explain each step.
3 4-8 We will re-go over safety precautions again - Refer to

Minutes the slide that is up on the projector
3 9-40 Work Time!!!! Pass out tools, Clay, checklists etc. I will 20 Balls of clay
walk around and offer help as needed. 20 rib tools
20 needle tools
20 wire tools
20 sponges
10 cups of water
20 plastic
shopping bags
Paper towels
Page| 12
3 41-45 Clean Up!
4 4-8 We will re-go over safety precautions again - Refer to

the slide that is up on the projector
4 9-40 work time!
4 41-45 Clean up!
5 4-8 Today you should be finishing up the body. Be thinking 20 Balls of clay
about if your want to tie a fabric cape on or if you want 20 rib tools
to make one out of clay. Start thinking about the 20 needle tools
smaller details. Let me know if you need help with 20 wire tools
anything I will be walking around. You should be ready 20 sponges
to fire it by the end of class today 10 cups of water
20 plastic
shopping bags
Paper towels
5 9-40 Students work on the details of their action figure.

When they are done they will not put wet paper towel
on them but let them begin to dry.
5 40-45 Clean up!
7 4-8 Pass out fired clay action Figures and acrylic paint and Acrylic paint
Minutes checklists. red blue yellow
white and black
small fabric
pieces
7 9-40 Students paint their action figures. When they are done
minutes they will put them on the drying rack and turn in their
checklists with their names on it.
7 40-45 Clean up!

Remind students about the art show this week and
encourage them to talk to their parents about coming to
it.
Page| 13
Each student will get damp paper towels and a grocery bag and wrap up their project. They will
put them on the shelf. One student from each table will gather the excess clay, one will wipe
down the table and the other 2 will take peoples smocks and put them away.
Excess clay will be stored in an airtight container to help prevent drying out.

“Nice Job Guys you are more than 2/3rds of the way through this lesson! You have already
started your comic strips! I can’t wait to get to show off this awesome work at out art show!
Choice of
1) Free-Draw Paper - Students can use pencils or markers to draw whatever their hearts
desire
2) Mini Figurines - Do you have a sidekick? Make them in the clay! Do you have a special
tool? Make that!
*** Students are also always encouraged to see if any of their classmates need help.

n/a
LESSON PLAN

School Alton Darby Elementary
LESSON NUMBER 3
Lesson Title Pop! Wham! Pow! Comic Strip
CONTENT STATEMENT – PERCEIVING/KNOWING
5PE Link ideas in and design of works of art to the emotions and moods
expressed in them.
CONTENT STATEMENT – PRODUCING/PERFORMING
4PR Demonstrate motivation, independence and persistent during

studio practices to complete artworks.
CONTENT STATEMENT – RESPONDING/REFLECTING
1RE Identify qualities that contribute to the design and meaning of their artworks and the works
of others.
Page| 14
Students will be able to look at examples of comic strips together as a class and discuss what
emotions are being conveyed in a particular panel and what design aspects convery those
emotions.
Students will be able to use class time to efficiently and conscientiously use their class time to
create comic strips about their superhero and superpower.
Students will be able to discuss their comic strips with the emotions and meanings in their comic
strips.
Students will discuss as a class what emotions they think are conveyed through selections of
comic stips on a powerpoint.
Students will be observed during class time for their time on task and it will be reflected in their
final grade for the project.
Students will complete an artist's statement and will discuss 2 elements in their comic strips that
convey emotions.
Academic Language
Vocabulary
Onomatopoeia - the formation of a word from a sound associated with what is named (e.g.,
cuckoo, sizzle ).
DIalogue - conversation between two or more people as a feature of a book, play, or movie.
Characters - A person in a book, play, or movie
Panels - one of several drawings making up a comic strip.
Students will have to write an artist's statement along with their cartoon.
Short Dialogue and Onomatopoeia within the cartoon strip

I will have a list of simple directions taped to every table for any student to refer to as needed.I
will read every direction out loud so that he can understand even if he has trouble reading it. I
Art/Visual Culture Examples
Various Comic books
Page| 15
Preparations
Powerpoint of Comic Book Frames
30 Sheets of White Drawing Paper 18”x 20”
30 Sheets of white drawing paper 8 ½” x 11”
20 Pencils - sharpened
20 Packs Crayola 20 Count Markers
20x notebook paper for artist’s statement
20 18” Rulers
Safety Procedures
n/a The only danger I can forsee is students stabbing each other with Pencils, so this shouldn’t
be an issue
LEARNING ACTIVITY
For this lesson students will be aloud to have their printed superhero logo and figurine on their
tables to use as a reference. They will each have a pencil and the 18”x 20” piece of paper.
During later days in the lesson they will get to go over lines with Markers and fill in their comic
strip.
Day Duration Application Resources
1 Minutes Students come into the classroom and sit down. ppt. Slide of the tasks
1-3 Greet them. of the day
Insert funny anecdote about the past week here.
1 Minutes Introduce Project PPt of selections of

4-20 - “ To finish out our Super hero unit we are panels of superhero
going to use your designs of superhero comics
self portraits to show you using your super
power. To do this you are going to make
comic strips.
- Show powerpoint of selections of comic
panels with characters in them
**Ask**
- What is happening in this panel?
- What emotions might be shown in this
panel?
- How can you tell?
1 Minutes Demo Dividing up the page into 8 panels. Giving 1 18”x20” piece of
21-30 room for a title. paper
1 Pencil
Page| 16
1 Ruler
1 Minutes Students will start working on dividing up their 20 18”x 20” pieces of
31-40 papers using the pencils and the rulers. paper
20 Pencils
20 Rulers
1 Minutes Clean up!

41-45
2 Minutes Students come into the classroom and sit down. ppt. slide of the tasks
1-3 Greet them. of the day
2 Minutes Today you are going to finish drawing in the

4-8 panels. When you finish that you can go ahead
and move on to planning out what you are going
to put into your panels
2 Minutes Passer outers passing things out 20 Pieces of paper

8-12 20 pieces of lined
paper
20 Pencils
20 rulers
2 Minutes Students work on those things. I will walk around

13-40 and talk to them and be ready to answer any
questions
2 Minutes Clean up!

40-45
3 Minutes Students come into the classroom and sit down. ppt slide of the
1-3 Greet them. agenda for the day
3 Minutes You should have already finished planning what

4-10 is going to happen in each of your panels. Today
you are going to draw in pencil each of your
panels. In your comic strip you should use 2
onamonapias, and make sure you are
showcasing your superpower.

11 - 40 and talk to them and be ready to answer any
questions
3 Minutes Clean up!

40-45
4 Minutes Students come into the classroom and sit down.
Page| 17
1-3 Greet them.
4 Minutes Today we will be finishing your pencil drawings Projects

4-8 and around 15 minutes in you should be Pencils
transitioning to using markers to fill them in. Markers

9-40 and talk to them and be ready to answer any
questions
4 Minutes Clean up!!!!

40-45

1-3 Greet them.
5 Minutes Today you should be finishing up your comic

4-8 strips. When you finish you can grab a piece of
paper and complete your artist’s statement. What
to write on in is on the powerpoint on the board.
5 Minutes Students work on those things. I will walk around Projects

9-40 and talk to them and be ready to answer any Pencils
questions Markers
5 Minutes Clean Up!!!

40-45

1-3 Greet them.
6 Minutes Today if you have already finished your artists

4-8 statement then you can get out a piece of free-
draw paper. One idea is you could brainstorm
another smaller comic strip or draw whatever you
want. If you haven't finished your artist’s
statements you need to do that, and then you can
free draw.

9- 40 and talk to them and be ready to answer any
questions
6 Minutes Clean up!

40-45
Page| 18
Comics go into the tray at the front of the room.
Pencils go into the bin underneath the cabinets.
Marker packs go into the bin underneath the cabinets.

ask: You guys did a great job with this unit! We learned a lot over the last couple months! What
are some things you learned?
Have the set of 3 pieces on display at the art show where parents can come pick up the artwork.
Have the artist Statements on display with the art.
Free-Draw Paper

N/A
Page| 19

Osu Lesson Template 1

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Osu Lesson Template 1

Caricato da

Copyright:

Formati disponibili

Department of Arts Administration, Education and Policy

UNIT PLAN OVERVIEW

Teacher Candidate Joanna Junkans

UNIT TITLE Superyou

ENDURING UNDERSTANDINGS (FROM ODE STANDARDS)

PROGRESS POINTS (FROM ODE STANDARDS)

CRITICAL ISSUE / BIG IDEA

Essential Questions (provocative, engaging, critical)

1. What makes a superhero?

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Explain how technology has been used in this unit

Teacher Candidate Joanna Junkans

CONTENT STATEMENT – PERCEIVING/KNOWING (FROM ODE STANDARDS)

CONTENT STATEMENT – PRODUCING/PERFORMING (FROM ODE STANDARDS)

Performance-based Assessment Objectives

Performance-based Assessment Strategies

Additional Language Demands (specific communication task)

Accommodations for Special Populations

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

Materials for Students

1 Minutes Introduce the unit: Super-You Teacher example

1 Minutes But before we go too far i wanted to introduce some

1 Minutes Mr. Anthony presents Mr. Anthony

1 Minutes Everybody give a big round of applause for Mr.

1 Minutes Over the weekend, you are going to interview an

2 Minutes Ask: How did your strengths interviews go? What

2 Minutes Get out ipads and open procreate 20 Ipads

2 Minutes Students will have free art exploring procreate with

2 Minutes Next Class we are going to learn about elements

3 Minutes Okay open up your ipads to procreate as I get this 20 ipads

3 Minutes Assign a different element or principle covered to a 5 large sheets of

4 Minutes I want to give you guys as much time as possible 20 ipads

4 40-45 I want everyone to think of one thing in their logo

5 Minutes Okay now everyone open up Carmen on their ipads

5 Minutes For our next lesson we are going to be using clay

5 Minutes Clean up!

Closure, Review & Anticipation (what’s next?)

Teacher reflection focused on the lesson after it has been taught

CONTENT STATEMENT – PERCEIVING/KNOWING

CONTENT STATEMENT – PRODUCING/PERFORMING

CONTENT STATEMENT – RESPONDING/REFLECTING

Performance-based Assessment Objectives

Performance-based Assessment Strategies

Additional Language Demands (specific communication task)

Accommodations for Special Populations

Art/Visual Culture Examples

Materials for Students

D Duration Application Resources

1 4-20 Figures in art Slideshow and discussion Ppt Presentation

1 21-24 Students draw a famous artwork of a person out of a Slips of paper

1 35-43 Students take turns at their tables sharing the artwork

1 44-45 Clean Up!

2 4-5 “Today we are going to be learning about clay. It is a

2 36-45 Practice cleaning up after the clay. Make sure to

3 4-8 We will re-go over safety precautions again - Refer to

4 4-8 We will re-go over safety precautions again - Refer to

4 9-40 work time!

4 41-45 Clean up!

5 9-40 Students work on the details of their action figure.

5 40-45 Clean up!

7 40-45 Clean up!

Closure, Review & Anticipation (what’s next?)

Teacher reflection focused on the lesson after it has been taught