Unit Plan Overview: Grade Level 4 Grade

Department of Arts Administration, Education and Policy
UNIT PLAN OVERVIEW

(Revised 2017)
Teacher Candidate Joseph Kern

School Tremont Elementary School
Grade Level 4th Grade
UNIT TITLE What do you value?
Length of Class Period 1 hour 20 minutes
Approximate Number of Students in Each class 24
Beginning Date for this Unit 10/17/2018
Ending Date for this Unit 10/26/2018
ENDURING UNDERSTANDINGS (FROM ODE STANDARDS)
Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to
imagine, create, realize and refine artworks in conventional and innovative ways.
PROGRESS POINTS (FROM ODE STANDARDS)

Produce artworks that express and represent their experiences, imagination and ideas using a
range of media including new technologies.
Connect making art with individual choice and understanding personal cultural identity.
CRITICAL ISSUE / BIG IDEA

A). Anticipatory Set (what do the students already know)
B). Rationale (why is this lesson relevant?)
A). Coming into this lesson, students should know the basic elements of art: Line, shape, form,
and texture. I will be teaching them color and value during this lesson. They will know the basics
on how to handle and maneuver pens and colored pencils. Students will also be familiar with
watercolor on a basic level. Students will bring into class an object which they are familiar with
as well, and so they will be familiar with the shape and general form of their object.
B). During this phase of their education students will have a basic grasp on the elements of art
that makeup the artworks and objects around them, though they will have yet to grasp the value
scale and color that actually make up said artifacts around them. This lesson will continue to
build the foundations of their artistic knowledge which they will have moving forward. In order to
make this lesson more relevant than just a basic study of value via crosshatching and
watercolor mixed media I will have students take objects from their home to draw. I will integrate
objects which they themselves value, so they don’t feel like they need to draw arbitrary imagery
or items that are around the classroom. If they do not feel comfortable taking something from
home I will have a selection of items in the classroom as well. This will also act as a way of
bridging their home life and their school life, both brining art home and bringing some comfort
from home to the classroom. Students will be able to learn sound, technical skills while still
being themselves and showing their individuality.
Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
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In order for students to fully understand, reproduce, and create artwork in the world around them
they need to have a solid understanding of value and color. With my instruction I will guide them
through the technical side of beginning to master these two elements of art. I will teach them to
consider a range of media when creating value and color within a piece and connect it to their
personal lives by giving them the choice on what they draw. By allowing them to bring objects
from home that they personally value, or by letting them pick their own object out of the
classroom, they will be more invested in the lesson as a whole. This will help provide students
with a form of autonomy, which will lead to motivate them further to put their most into the
project and thusly fully understand and process the technical side of the lesson.
Essential Questions (provocative, engaging, critical)
How are everyday items in your life art?
How do tints, shades, and values make up everything around you?
What can be art?

Possible Integration
Possible integration with this lesson can include language arts. This lesson could be integrated
with a discussion about what different characters in stories value. This would less be about
value in the sense of an element of art and more about value in the sense of what the character
holds dear to them. This would open up the possibility of talking about different aspects of value.
It would also tie into their lesson, because I am asking them to bring in things they value (hold
dear to them) to practice value (the element of art).
DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title How do you value?
Lesson Description Students will be introduced to the idea of value and color within an art
piece via a PowerPoint presentation. This presentation will show examples
of hatching, crosshatching, shades and tints of colors, and how all of these
elements can be incorporated into a single art piece. The teacher will
guide a discussion with the teacher in order to fully assess the student’s
understanding, which will be supplemented by the students taking notes in
their Journals. Alongside these vocabulary words, students will be asked
to make a value scale, broken down into 6 values with the value scale
being 1”x6”. Students will then be presented with a worksheet with shapes
that the students will be asked to add shade, tint, and crosshatching or
hatching to. The teacher will assess these worksheets, making sure that
the concepts presented are understood, after which students will be
prepped for their main project.
Lesson Two
Title What do you value?
Lesson Description Students will be refreshed on the lesson that came prior, and then told to
take out their objects which they brought from home. If students chose to
not bring an object from home, they will select one from objects in the
classroom. Students will then be instructed for their final project. They will
be drawing their object using at least 4 different values in pen and ink and
4 different shades and tints via watercolor pencil on an 6x9. sheet of
watercolor paper. Students will finish by activating the pencil with water to
turn it to watercolor paint.
Lesson Three
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Title What do we value?
Lesson Description Students will mount their pieces on black paper, afterwards they will look
at everyone’s drawings/paintings and discuss what is depicted as well as
the techniques that were used in order to build proper usage of visual arts
vocabulary.
Explain how technology has been used in this unit

Technology will be used in this unit via the PowerPoint presentation in lesson one.
LESSON PLAN

LESSON NUMBER 1
Lesson Title How do you value?
Beginning Date for this Lesson 10/17/2018
Ending Date for this Lesson
CONTENT STATEMENT – PERCEIVING/KNOWING (FROM ODE STANDARDS)
2PE Notice and describe different visual effects resulting from artmaking techniques.
CONTENT STATEMENT – PRODUCING/PERFORMING (FROM ODE STANDARDS)
1PR Identify, select and vary art materials, tools and processes to achieve desired results in
their artwork.
CONTENT STATEMENT – RESPONDING/REFLECTING (FROM ODE STANDARDS)
1RE Identify qualities that contribute to the design and meaning of their artworks and the work of
others.
Performance-based Assessment Objectives

Students will notice and describe the various forms of value, tint, shades, and shading
techniques as described within a PowerPoint presentation. Students will be presented with a
worksheet in which they are to recreate the qualities of value by hatching and crosshatching,
and tint and tone by using appropriate materials.
Performance-based Assessment Strategies
(attach assessment documents if applicable)
Students will be handed a handout with 4 shapes which they must shade properly using
hatching and crosshatching, as well as colored pencil to show tint and shade. They will be
assessed for understanding and proper usage of the techniques and advised as necessary.
Academic Language
Vocabulary (define each)
Tint – A lighter variation of a color, often achieved by adding white to a color.
Shade – A darker variation of a color, often achieved by adding a darker color to an existing
color.
Value – How light or dark an object is, and the differences of light and dark present within an
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object or art piece.
Crosshatching – A style of shading to create value that involves interlocking and alternating
brush/pen strokes to build up shadow. There may also be a variety of line weight.
Hatching – A style of shading to create value that involves various lines from brush/pen strokes.
Lines do not intersect. There may also be a variety of line weight.
Additional Language Demands (specific communication task)
N/A
Accommodations for Special Populations

If need be, students will have access to notes from the teacher or be given the PowerPoint
ahead of time as dictated by the student’s paraprofessional. If it is deemed necessary, the
student may work on the worksheet after class and have it prepared for the next class period.
There will be examples on the board of the shapes fully shaded so that students have a point of
reference for how light travels around a form.
Art/Visual Culture Examples (list all artists, artwork or media used)
Preparations
Materials/Resources for Teacher
PowerPoint presentation prepared
24 copies of worksheet
Materials for Students
Fine point pens (Approximately 48)
Various water color pencils.
24 copies of worksheet
Wooden forms
Students’ journals
Safety Procedures
Students are to remain at their desks and not get up unless they are given permission. Materials
will be delivered to their table or will be there upon arrival.
LEARNING ACTIVITY
Getting the Classroom Environment Ready
Day Duration Application Resource
1 N/A Teacher will gather the appropriate materials Fine point pens
at the students’ desks, assuring that there are (Approximately 48)
enough pens and colored pencils for the Various water color
students when the time comes to work on pencils.
their assignment. The teacher will make sure 24 copies of
that they have enough copies of the worksheet.
worksheet. The teacher will make sure that PowerPoint
the students’ Journals are ready to be taken presentation.
by the students. The teacher will also make Students’ Journals
sure that the PowerPoint presentation is
loaded and displays correctly.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
1 Approximat The teacher will introduce the idea verbally to PowerPoint
ely 30 students of value, shade, tint, hatching, and presentation
minutes. cross hatching. This will get students thinking Students’ Journals
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of these terms as the presentation begins.
Students will be shown various visual
examples by artists as well as examples from
the teacher’s own works for how to use and
display hatching, cross-hatching, value, tint,
and shades within a work of art. There will also
be close-up examples to show a detailed view
of how far lines should be apart depending on
what value you are going for. This will highlight
hatching, crosshatching, line quality, thickness,
and how these relate to value. As the
presentation finishes the teacher will ask if
there are any questions about the presentation,
and if not will present questions to the students
themselves to review the material such as:
“What is a tint? What are some examples?”
“What is a shade? What are some examples?”
“What is the difference between hatching and
cross hatching? When would you use one or
the other?” and “What is value in artistic
terms?” During this time students will also be
asked to take down notes about these terms
within their Journal in order to keep a handle
on these terms and to reinforce their learning.
Students will then be asked to create a value
scale in their journal showcasing 6 values, the
scale being 1”x6”. This will help them show
further understanding.
1 Approximat Students will be handed a worksheet with 4 3D Fine point pens
ely 40 shapes drawn onto it. There will be instructions (Approximately 48)
minutes. given orally as well as written onto the sheet Various water color
itself to inform the students what they should pencils.
do: fill in the worksheet’s shapes with value, 24 copies of
shades, and tints by using appropriate worksheet.
materials provided at their desks. I will give a
demonstration on how the lines being further
apart result in a different amount of value on a
shape as opposed to lines being closer
together. I will also demonstrate to them how
different tints and shades can be created by
applying color over top of the cross-hatched
shapes. I will demonstrate this on top of the
shapes that I want them to fill in. This way they
will have a better grasp on harder shapes such
as the sphere and cylinder. If they need to get
up they are to raise their hands and only do so
when permitted by the teacher. The teacher will
be moving around the classroom to check in on
progress as well as answer questions and
comment on the worksheet when it is finished.
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Clean-up Procedures (Room, Materials & Work Storage)
1 Approximate Students will be asked to gather their pieces Fine point pens
ly 5 minutes to be taken by the teacher and put into their (Approximately 48)
class folder for the end of the day. Students Various water color
will be told to put the materials that they’ve pencils.
used (pens, watercolor pencils) back where 24 copies of
they have found them and in the condition worksheet.
that they have found them.
Closure, Review & Anticipation (what’s next?)

1 Approximately Students will be told to think about what they N/A
5 minutes have completed in class today, the terms
Value, Tint, Shade, Hatching and Cross
Hatching will be used to further enforce
proper visual arts vocabulary. Students will
be asked to bring an item from home that
they value which they would like to draw and
feel comfortable bringing to class. Students
will be reassured that if they do not have
something or do not feel comfortable
bringing something from home that there will
be materials available in the classroom for
them to draw. Students will wait to be
dismissed and called upon by table to line
up at the door for dismissal.
Supplemental Activity
1 N/A If a student should finish their worksheet early Fine point pens
they will be asked to continue to experiment (Approximately 48)
with hatching, crosshatching, and ways of Various water color
depicting tints and shades. They will be pencils.
allowed to take objects from the classroom Wooden forms
and draw them either on the back of their
worksheet or on other paper available
throughout the classroom. These include
wooden forms which they can use (blocks,
cones, cylinders, pyramids, spheres, etc.). If
each student finished early and enough time is
allotted the students will be briefed on the
upcoming project which they will be working
on during the next class period.
Teacher reflection focused on the lesson after it has been taught
LESSON PLAN
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LESSON NUMBER 2
Lesson Title What do you value?
Ending Date for this Lesson
CONTENT STATEMENT – PERCEIVING/KNOWING
2PE Notice and describe different visual effects resulting from artmaking techniques.
CONTENT STATEMENT – PRODUCING/PERFORMING
5PR Combine the elements and principles of art and design to create visually effective
compositions in original works of art.
CONTENT STATEMENT – RESPONDING/REFLECTING
2RE Develop and share their ideas, beliefs and values about art.

Students will be create an original work of art using the artmaking techniques of hatching and
crosshatching in order to combine the elements and principles of art of line, shape, form, and
value, with a focus on value. Students will be asked to pick an item that they value, or that they
connect with from home or the classroom.
Students will create an original work of art using pens and watercolor pencil on an 6x9sheet of
paper. Students will be assessed based upon the usage of hatching and/or cross hatching
showing at least 4 different values within their piece, and the presence of at least four tints and
four shades of a color. Students will be asked to write 3-4 sentences on their rubric describing
the object that they chose to draw and why they value it and/or how they relate to it.
Academic Language
Vocabulary
color.
Students will be asked to fill out a portion of the rubric which asks them to describe their object
and how the item that they chose to draw is valuable to them and/or how they relate to it using
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3-4 sentences. Students will be asked to take notes in their Journal over the vocabulary words
discussed in the PowerPoint presentation.

Extra time will be given if it is deemed necessary, and the student may be given a smaller
canvas to work on while still needing to show the same understanding of other students.
Art/Visual Culture Examples
Various examples from the teacher using the media that the students themselves will be using
via PowerPoint presentation
Preparations
Various objects for students who have not taken an object from their home.
Teacher sample
Desk lamp
Fine point pens (Approximately 48)
Various water color pencils.
24 pieces of 6x9 paper
Various objects gathered from their home.
Water cans
brushes
Safety Procedures
Students are to remain at their desks and not get up unless they are given permission. Materials
will be delivered to their table or will be there upon arrival.
LEARNING ACTIVITY
1 N/A The teacher will make sure that the various Various objects for
objects available to students are spread out at students who have
an accessible table so that students who need not taken an object
them can see, select, and gather them as from their home.
quickly as possible. The teacher will ensure that
all materials are ready and waiting at the Fine point pens
student’s desks. The teacher will also make sure (Approximately 48)
that their sample is ready to be shared and
explained. Various water color
pencils.
24 pieces of 6x9
paper
Techer sample
Various objects
gathered from their
home.
Water cans
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Brushes
1 Approximately The teacher will ask the students to Various objects for
10 minutes. remember what was discussed in the last students who have
class period: concepts of value, hatching, not taken an object
cross-hatching, tint, and shade. The teacher from their home.
will then introduce the project via a quick
demo. The students will gather as the teacher Teacher sample
takes their own object and a sample of the
project. The teacher will start by drawing the Various objects
object which they have in front of them, and gathered from their
then move onto shading via hatching and home.
crosshatching. While the teacher
demonstrates the techniques to their 24 rubrics
students, they will explain out loud as they do:
the variation in how far apart and how bold Water cans
lines are, when to use hatching vs
crosshatching, and their placement and Brushes
direction of the lines. Afterwards the teacher
will point out the 4 different values present
within the piece, adding the 4 different tones
and tints via watercolor pencil, pointing out
how they are created/bolstered by the
hatching and crosshatching. I will then go
over the final steps of signing the piece and
completing the rubric, as well as writing out
my 3-4 sentences on the back while I am
writing it down. In this way the students will
have a visual demonstration of each and
every step that I expect them to do. The
students will be instructed to do the same with
the object which they have brought from
home or will then be given time to select an
object from the classroom. The students will
be handed a rubric before working on their
final project.
1 Approximately The teacher will guide students by making Fine point pens
65 minutes themselves accessible throughout the (Approximately 48)
classroom as they work on their pieces. The
teacher will check in on students individually Various water color
as well as addressing issues which can be pencils.
brought up by the student raising their hand.
The teacher will clear any misconceptions or 24 pieces of 6x9
missteps taken by the students and help paper
encourage the students if they are frustrated.
The teacher will also remind the students Various objects
towards the final quarter of this time period gathered from their
that the students are to write 3-4 sentences home.
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on the back of their rubric describing their
object and why they chose their object (why 24 rubrics.
they value it and/or how they connect with it).
Water Cans
Brushes
1 Approximately Students will be asked to sign their names on N/A
3 minutes the back of their piece as well as place their
names on the top of the rubric and have them
prepared to be gathered by the teacher.
Students will be told to put all of their
materials back where they found them
originally and in the condition in which they
were found.

1 Approximately Students will be told to think about what they N/A
2 minutes have completed in class today, the terms
Value, Tint, Shade, Hatching and Cross
Hatching will be used to further enforce
proper visual arts vocabulary. Students will
be told that the next time we gather that they
will be doing a critique and discussing their
work with their peers. Students will wait to be
dismissed and called upon by table to line up
at the door for dismissal.
1 N/A If a student ends up finishing their final piece Various objects for
early they will be encouraged to draw another students who have
object from the table, or to draw the same not taken an object
object which they had brought in with from their home.
different lighting, provided by the teacher, in
order to show a more dramatic range in Fine point pens
values in their object. (Approximately 48)
Various water color

pencils.
24 pieces of 6x9
paper
Techer sample
Various objects
gathered from their
home.
P a g e | 10
Desk lamp.
LESSON PLAN

LESSON NUMBER 3
Lesson Title What do we value?
Length of Class Period 1 hour 20 minutes.
Ending Date for this Lesson 10/31/18
CONTENT STATEMENT – PERCEIVING/KNOWING
6PE Identify and name the sources for artmaking ideas (e.g., self, environment and other
people).
CONTENT STATEMENT – PRODUCING/PERFORMING
3PR Generate ideas and employ a variety of strategies to solve visual problems.
CONTENT STATEMENT – RESPONDING/REFLECTING
2RE Develop and share their ideas, beliefs and values about art.
Students will start the class by mounting their work on a sheet of black construction paper.
Students will identify and name the object which they have either brought in from home or
selected from the classroom and give a reason why they chose that item. Students will then
generate ideas to describe and present their piece while classmates share their ideas as well as
observations to contribute towards the description of their piece.
Students will have mounted their work on black construction paper. Students will discuss their
subject matter for the class in 3-4 sentences so that they may describe the object as well as why
they picked it. Students will present their piece to the class and students will use appropriate
visual arts vocabulary (crosshatching, hatching, value, shade, tint) when discussing their peers’
work as well as their own.
Academic Language
Vocabulary
color.
P a g e | 11
Students will be asked to describe their work in 3-4 sentences which will show their
understanding of the prompt as well as their work in general.

For students who do not feel comfortable talking in front of a classroom of their peers or have
English as a second language, they may be allowed to discuss their piece with the teacher one
on one or present their description in a written format.
Art/Visual Culture Examples
N/A
Preparations
Students’ (24) finished pieces
24 rubrics to grade the student’s pieces.
Students’ finished pieces
24 rubrics to hand in along with their piece.
24 sheets of black construction paper
Clear Glue sticks
Safety Procedures
Students will be reminded to be respectful of their peers, not to interrupt one another when they
are talking and not to make fun of anyone’s opinion or piece. They will sit with enough room so
that no one is crowded or uncomfortable when discussing everyone’s piece, and so that
students may make it to their piece without pushing or shoving other students out of the way.
LEARNING ACTIVITY
1 N/A The teacher is to make sure that the 24 finished pieces.
student’s projects are ready in their folder for Table for final turn-in.
them to gather at the beginning of the class 24 sheets of black
period. The teacher is to make sure that the construction paper.
table is clear for the students to turn in their Clear glue sticks
projects at the end of the class period. The
teacher will also make sure that they have
enough sheets that are the proper size of
black construction paper and glue sticks.

1 Approximately The teacher starts by telling students to 24 finished pieces.
P a g e | 12
5 minutes gather their final pieces and mount them on Black construction
the black construction paper provided with paper
the glue sticks situated at the tables. After Clear glue sticks
this, students are instructed to place them
neatly at their desks as they walk around the
classroom, observing their peers’ pieces.
Quiet talking is allowed, but the students are
not to use their outside voice, as this is a time
to take in and appreciate their peers’ artwork.
1 Approximately The teacher guides discussion with 24 finished pieces.
70 minutes. approximately 3 minutes per student being 24 rubrics.
allowed. The students will be told to come up
to the front of the class when they are
discussing their piece with the other students
gathering around them for ease of
conversation. The student is to say 3-4
sentences about their piece, describing the
object they chose, why they chose it, and a
little bit about the piece that they made. After
this, other students are allowed to and
encouraged to raise their hand to discuss the
piece. They are asked to use proper
vocabulary when discussing peer’s pieces
(tint, shade, value, crosshatching, hatching)
and reminded before this segment to be
respectful of their peers’ feelings and works.

1 Approximately Students are directed to turn in their finished 24 finished pieces
3 minutes pieces with their name on it along with their 24 rubrics
rubric, on the table indicated prior at the back
of the room. After this student are to return to
their seats.

1 Approximately Students are told about their upcoming N/A
2 minutes project so that they may think on the ideas
that are going to be presented to them as
they are waiting to be dismissed by table.
As this portion is a guided activity there should be no need for supplemental activities.
Be sure to attach to the full instructional unit
P a g e | 13
Teacher Example
Bibliography in APA format
Any printed material that relates to the unit and/or the lessons
P a g e | 14

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Department of Arts Administration, Education and Policy

UNIT PLAN OVERVIEW

Teacher Candidate Joseph Kern

ENDURING UNDERSTANDINGS (FROM ODE STANDARDS)

PROGRESS POINTS (FROM ODE STANDARDS)

CRITICAL ISSUE / BIG IDEA

How do tints, shades, and values make up everything around you?

What can be art?

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Explain how technology has been used in this unit

Teacher Candidate Joseph Kern

CONTENT STATEMENT – PERCEIVING/KNOWING (FROM ODE STANDARDS)

Performance-based Assessment Objectives

Accommodations for Special Populations

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

Teacher reflection focused on the lesson after it has been taught

CONTENT STATEMENT – PERCEIVING/KNOWING

Performance-based Assessment Objectives

Accommodations for Special Populations

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

Various water color

Teacher reflection focused on the lesson after it has been taught

Teacher Candidate Joseph Kern

CONTENT STATEMENT – PERCEIVING/KNOWING

Performance-based Assessment Objectives

Accommodations for Special Populations

Day Duration Application Resource

Clean-up Procedures (Room, Materials & Work Storage)

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

Teacher reflection focused on the lesson after it has been taught

Be sure to attach to the full instructional unit

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