. OBJECTIVE CONTENT (NOUN) SKILLS (Verb) UNIT NAME / Describes what the student will Instructional material and media Key abilities or processes length of time learn / BIG IDEA to be used during the unit that students will develop, related to specific content, written beginning with a verb 1st day of art How the art room works Entering, School rules, sharing, cleaning up, lining up Character education Collaborative Heart Mural A little bit of Oomph Art is everywhere and apart of our everyday lives. Working together/collaborate Grit and Character Nebraska by Heart, https: //nebraskabyheart.org/projectinformation/, crayons, heart print outs, art in our community and building A Little Bit of Oomph by Barney Saltzberg, What Gritty Kids Do by Jim Grant, The Dot Peter Reynolds, Abstract and Realistic Visuals, PowerPoint on Abstract/Realistic Write name, share and work together TSW discuss what oomph is and how it is like Grit School Superheros Pumpkin Field Trip or Personal Experience Pumpkin Drawings Symbols are all around us Art tells a Story Second Step Unit 1: School Rules. What Gritty Kids do sketch of their pumpkin patch field trip or personal experience TSW know what actions and strategies Superflex uses to help students with social skills and relationships AND know the characteristics and expectations of Maxey students TSW recall details of their pumpkin patch field trip by thinking of the setting and what their favorite part of the field trip was. TSW create a drawing of this experience and describe their experience - using the drawing as a prompt. Nature pumpkins Observation skills Self Portraits Observation, Hardwork and Effort Realistic Portrait Examples TSW learn the observation skills of an artist and how important effort and hardwork is to the character of a successful student
STRATEGIES ACTIVITIES STANDARDS Media/Technique Genre Key teaching strategies that lead to acquisition of knowledge and skill Key activities that lead to acquisition of knowledge and skill Power Standard Model and demonstrate Students will model after the teacher Work Study habits crayon / drawing student choice Model and demonstrate Cooperative Learning Students will use a heart template, write their name on it and add their own design. Students will also identify art within their own school and make connections with art in their community. Using choice, students change a basic circle into a work of art, adding oomph Connect 1.2 Cr 1.5 Practice with a variety of techniques and materials. marker or crayon mixed media Student choice abstract or realistic Visual Thinking Strategies (VTS) of Marvel Comics AND GOAL SETTING TSW draw a portrait and/or comic of their school superhero, based on their school goal, symbolize this goal on the super heroes suit Create 1.1 Creativity, Cr 1.2 Art communicates ideas marker or crayon Portrait K Writing TSW describe their work of art R 1.1: Describe works of art color pencils genre scene VTS, Social Studies Observation skills TSW examine a reali pumpkin and look for details for their own drawing Cr 1.5 Apply craft using Oil pastels and drawing technique Oil Pastels still life Visual Thinking STrategies (VTS) Mona Lisa, compare/contrast examples of coloring with crayon, categorize self-porttraits according to a 4,3,2,1. TSW draw a realistic self-portrait Create 1.5 marker or crayon self-portrait
INTEGRATION How will the art unit connect to in other curricular areas Character Education PBiS, Character Education, School, Community Character Education LA 0.2.1 Plan, Draft, Revise, Edit, Publish https://docushare. lps. org/docushare/dswe b/get/document- 2008033/0.% 20Quarter%201% 20Launching% 20and% 20Patterns% 20Pacing%20Chart. pdf S.S Days 6-9 Symbols of our Country LA 0.2 https: //docushare.lps. org/docushare/dswe b/get/document- 1974893/Kindergart en% 202014_ELA_Stand ards%20complete. pdf Science Unit: Q4 Plants or Social Studies Unit