Department of Arts Administration, Education, and Policy

UNIT PLAN OVERVIEW

(Revised 2016)

Teacher Candidate Trinity Arend

School Jones Middle School
Grade Level 7th

UNIT TITLE Candy Crushing-it

Length of Class Period 40
Approximate Number of Students in Each class 25
Beginning Date for this Unit Jan 22
Ending Date for this Unit Feb 11

ENDURING UNDERSTANDINGS
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
D. Produce artworks that express and represent their experiences, imagination and ideas using
a range of media including new technologies

CRITICAL ISSUE / BIG IDEA

Anticipatory Set (what do the students already know, why is this lesson relevant?)
In 6th grade, most children should have a basic understanding of color mixing as they have
practiced this throughout their elementary art years. At this age they should be exploring new art
making techniques and refining their skills. By creating giant painted candy wrappers, the
children will be a part of the art making decisions they choose their favorite candy to represent a
part of themselves. This assignment will also allow the children to practice using their fine motor
skills as there has been a drastic decline in these abilities since technology is evermore present
in their lives at younger ages than ever before.

Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
For this unit, the children will be creating a giant, graphed painting of their favorite candy
wrappers. This is an exciting way to get children involved in their artwork and it also shows the
children that their artistic ability is advanced enough to create realistic looking artwork at such a
young age. Sixth graders are beginning to enter a “realism crisis”, where they feel their artwork
must resemble life or they deem it unsuccessful, using a grid to create an art work breaks down
a large task and allows them to focus on each individual square. This concept can relate back to
many tasks they may face in life which seem daunting, so knowing that they possess the ability
to break the task down into manageable sections will become a valuable lesson.

Essential Questions (provocative, engaging, critical)

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What are primary colors?

What are secondary colors?

How do you make black when black is not present?

Possible Integration
N/A

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title Intro to color mixing
Lesson Description this section of the unit is set to introduce the assignment of creating a
large scale painting of the student’s favorite candy wrappers. In this
portion, I will show sample works of past student’s work, and break down
how to accomplish such a large task. I will also be demoing paint mixing,
how to create black out of blue and brown, and proper paint stroke
technique using brushes. The children will then practice these new skills
by painting small graffiti print outs.

Lesson Two
Title Gridding can be Great
Lesson Description Students will be creating a grid on a 2 ft by 3 ft sheet of paper which they
will then use to draw their candy box design onto, going square by square.
Their reference image will be a photocopied image of their candy wrapper
or box.

Lesson Three
Title Putting it all together
Lesson Description Finally, once the students have sketched out their entire candy image,
they will then begin to mix and apply paint to their image, rendering it as
close to their wrapper as possible.

Explain how technology has been used in this unit

Students will utilize technology in this unit as they will have a photocopied image of their candy
wrapper or box that they will be gridding and working off of to render their large paintings.

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LESSON PLAN

Teacher Candidate Trinity Arend

School Jones Middle School
Grade Level 7th

LESSON NUMBER 1
Lesson Title Intro to color mixing
Length of Class Period 40
Approximate Number of Students in Each class 25
Beginning Date for this Lesson Jan 22
Ending Date for this Lesson Jan 22

CONTENT STATEMENT – PERCEIVING/KNOWING

1PE Describe how art and design elements and principles are used in artworks to produce
certain visual effects and create meaning.

CONTENT STATEMENT – PRODUCING/PERFORMING

1PR Demonstrate technical skill and craftsmanship in the use of materials, tools and technology
to solve an artistic problem

CONTENT STATEMENT – RESPONDING/REFLECTING

5RE Assess personal progress to improve craftsmanship and refine and complete works of art.

Performance-based Assessment Objectives

students will analyze advertising techniques and describe how elements and principles are used
to capture an audience's attention with candy wrappers and boxes.

Students will demonstrate technical skill through precision and experimentation when painting
their lettering on the graffiti practice sheets provided as a class exercise.

Students will visually and informally assess their own craftsmanship and technique during the
painting of their practice sheets, altering and improving technique as deemed necessary.

Performance-based Assessment Strategies

(attach assessment documents if applicable)
students will describe three ways in which businesses use the elements and principles of design
to create advertisements which will capture their goal audience’s attention for candy buying.

students will display craftsmanship and experimentation through their ability to create smooth
and even painted line work on their graffiti practice pages as well as showing color mixing skills
by creating at least one new color.

Students will demonstrate physical improvement with their painting technique as they continue
to fill out their practice sheet. Each letter should refine and improve on its quality of line work so
that the last letter displays competent brush stroke technique creating smooth and unwavering
lines.

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Academic Language
Vocabulary
Primary colors- red blue yellow. Colors that cannot be made through color mixing.
secondary colors- colors created through mixing primary colors. (Green, orange, purple)

Additional Language Demands (specific speaking or writing activity)

while introducing color mixing I will ask the students various questions such as “What is a
primary color?” “How are secondary colors formed?” “What are ways that we can make black
when black isn’t present?”

Accommodations for Special Populations

I will offer adaptive tools such as a paint brush in a tennis ball or a hand strap for harry to use
while painting his piece of the mural. I will also have a pencil/paintbrush in a tennis ball that he
can use if he is struggling holding the pencil/paintbrush on its own. This will be available for
each step of the process. If extra assistance is needed during the making part of this lesson, I
will be available to Harry as well as his group members will be available.
-Adapted from previous lesson plan until I receive another IEP

Art/Visual Culture Examples

Chuck Close (book from school library)

Preparations
Materials/Resources for Teacher
-Various Graffiti Print-outs (30+)
-Printer
-Paint (primary colors + white and brown)

Materials for Students

-Various Graffiti Print-outs (30+)
-Paint Brushes (30)
-Plastic cups for paint (60+)
-Plastic plates for paints (30+)
-Water cups (30)

Safety Procedures
Students will be warned to not eat the paint though it is non-toxic as well as its ability to stain
clothing.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
Before the students enter the room I will have all materials set out on the prep counter as well

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as a station set up at a desk in order to give a quick painting demo to the students.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
time student
5 min students will enter the class and set
their belongings on the designated
table then take their seats awaiting role
call and instruction.
5 min students will gather around as I
introduce the day’s topic and
assignment. They will quietly watch the
demo and ask questions whenever
they arise.
25 min students will take this time to
experiment with color mixing by
painting printed off graffiti words. They
should be creating a variety of colors
and practicing dragging the paint brush
to create a smooth and even edge on
their words.
5 min students will begin to clean up their
work areas, placing all wet papers onto
the drying rack and washing all
painting materials. They should also
take a wet sponge and wipe down their
work areas to clear any accidental
paint from the table tops.
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teacher
as the students enter the class I will
greet them and begin taking attendance.
I will begin to demo paint mixing, asking
the students what the three primary
colors are as well as what primary colors
mix to make what secondary colors. as
they answer I will demo how to mix the
colors (dark colors into light colors)
explaining that it would take too long and
use too much paint to mix light colors
into dark colors. I will also demo how to
create black using brown and blue to
create a “black” that offers more depth.I
will also demo how to drag the brush to
create a smooth and consistent edge on
their paintings.
As students work on their pieces I will be
walking around the room to answer any
questions the students may have. I will
also offer suggestions on how to create
specific ranges of color and keeping an
eye out on students “scribbling” with their
paint brushes rather than dragging the
paint along the edges to create a smooth
finished look.
During this time I will be walking around
the class assisting students in cleaning
up and placing their paintings on the
drying rack. I will also be checking that
their work areas have been properly
cleaned and all materials are returned to
their proper bins.
Clean-up Procedures (Room, Materials & Work Storage)
Once five minutes are remaining in class I will ask the students to pick up their art pieces to
bring them to the drying rack where they will hang until their next art class. The students will
also be expected to rinse off all paint brushes and plastic trays with cool water and soap, until
the water runs clear. If there is any paint on their desks they will be required to take a wet
sponge and wash it off in preparation for the next class.

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

At this point in time, I will instruct the students that Mrs.Cloern will be teaching the following
classes involving this project but they should remember to bring in a candy wrapper for the next
class as they will be graphing and drawing their wrappers for the final project in this unit.

Supplemental Activity
If students finish up their first practice painting, they will be asked to complete another, though
one piece should take up the vast majority of the class period if done correctly.

Teacher reflection focused on the lesson after it has been taught

N/A

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 LESSON PLAN

Teacher Candidate Trinity Arend

School Jones Middle School
Grade Level 7th

LESSON NUMBER 2
Lesson Title Gridding can be Great!
Length of Class Period 40
Approximate Number of Students in Each class 25
Beginning Date for this Lesson Jan 23
Ending Date for this Lesson Jan 24

CONTENT STATEMENT – PERCEIVING/KNOWING

4PE Connect selected ideas, concepts and processes used in visual art with those used in other
academic disciplines

CONTENT STATEMENT – PRODUCING/PERFORMING

1PR Demonstrate technical skill and craftsmanship in the use of materials, tools and technology
to solve an artistic problem.

CONTENT STATEMENT – RESPONDING/REFLECTING

5RE Assess personal progress to improve craftsmanship and refine and complete works of
art.

Performance-based Assessment Objectives

Students will demonstrate technical skill by creating life-like renderings of their chosen candy
wrappers through sight observation and gridding techniques

Students will connect selected ideas ( the use of grid work and ruler skills) to previous or current
skills found in the mathematics field through measuring 2 inch increments on their 2ft by 3ft
papers.

Students will improve craftsmanship of their rendered drawings through self assessment
halfway through creating their drawings, making adjustments as needed.
Performance-based Assessment Strategies
(attach assessment documents if applicable)
students will demonstrate an understanding between mathematics and art through their ability to
create a 2ft by 3ft grid with equal 2 inch intervals vertically and horizontally as well as through
their ability to create accurate proportion.

Students will demonstrate technical abilities by creating accurate proportions through visually
measuring their drawings going square by square.

Students will self assess and improve their artworks by hanging up their images and stepping
back, they will adjust their works as necessary through this, judging their work close up as well
as from a distance.

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Academic Language
Vocabulary
Grid- a series of parallel vertical and horizontal lines which cross each other to create a series of
squares.

Proportion- The relative size and scale of parts in relation to each other in any design piece.

Additional Language Demands (specific speaking or writing activity)

N/A

Accommodations for Special Populations

I will offer adaptive tools such as a paint brush in a tennis ball or a hand strap for harry to use
while painting his piece of the mural. I will also have a pencil/paintbrush in a tennis ball that he
can use if he is struggling holding the pencil/paintbrush on its own. This will be available for
each step of the process. If extra assistance is needed during the making part of this lesson, I
will be available to Harry as well as his group members will be available.
-Adapted from previous lesson plan until I receive another IEP
Art/Visual Culture Examples
N/A

Preparations
Materials/Resources for Teacher
photocopier
Extra candy wrappers or boxes (10)
Stapler

Materials for Students

candy wrappers or boxes (individual)
Cut tennis balls (100)
2ftx3ft paper (30)
Pencils (30)
Standard printer paper (30 sheets)
Rulers (30)

Safety Procedures
Students will be told not to throw the tennis balls provided or any objects they are provided for
this lesson. Bandaids will be provided if paper cuts occur.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
before the students enter the class I will have the 2ftx3ft paper cut and set on the supply desk
along with rulers pencils and the basket of tennis ball halves.

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Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
time Student
Day 1 students will enter the room and place
5 min their belongings on the designated table.
5 min students will gather around my table and
answer or ask questions as the demo is in
progress.
25 min students will begin by gathering a ruler,
four tennis ball halves, a 2ft by 3ft sheet of
paper, and a pencil. They will sit at their
desk and place one half tennis ball on
each corner of the paper. They will then
begin to measure out and mark their two
inch intervals on each of the four edges of
their paper. Once they have each side
marked completely, they will use the ruler
to create perfectly straight perpendicular
lines which will become their grid.
5 min students will clean up all supplies they
have gotten out. Rulers should be placed
back into the rightful bin and tennis balls
should be placed (not thrown) back into
their container. Drawing papers should be
neatly stacked on the table they were set
on at the beginning of class and the
students should check around to see if
anything has been knocked onto the
ground or missed. After this they may sit in
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Instructor
I will greet the class and
begin taking attendance.
I will ask the students to
gather around the table as I
begin my demo. I will ask the
students what it means for
something to be parallel and
to define a grid. After they
have answered this I will
correct any improper
descriptions. I will then begin
my demo of creating two inch
intervals and how to hold a
ruler to create a straight line. I
will then show them how to
visually measure each square
to properly translate the
image onto their larger
drawing.
as students begin to work on
their grids, I will walk around
and offer assistance to
students struggling with the
assignment. Some students
may need help holding the
ruler to draw their lines, I will
hold the ruler down as they
draw the lines on the page.
I will be checking to see if the
students have properly picked
up their areas. And that all
supplies have been placed in
proper bins. I will also remind
the students to not throw the
tennis ball halves.
 their seats and chat with each other.
Day 2 As students enter the room they will place
2 Min their belongings on the designated table
and gather their grids.
28 Min students will begin by gathering a ruler,
four tennis ball halves, a 2ft by 3ft sheet of
paper, and a pencil. They will sit at their
desk and place one half tennis ball on
each corner of the paper. They will then
begin to measure out and mark their two
inch intervals on each of the four edges of
their paper. Once they have each side
marked completely, they will use the ruler
to create perfectly straight perpendicular
lines which will become their grid.
10 Min students will clean up all supplies they
have gotten out. Rulers should be placed
back into the rightful bin and tennis balls
should be placed (not thrown) back into
their container. Drawing papers should be
neatly stacked on the table they were set
on at the beginning of class and the
students should check around to see if
anything has been knocked onto the
ground or missed. After this they may sit in
their seats and chat with each other.
Day 3 Students will enter the class and place their
2 Min belongings on the designated table.
5 Min Students will gather around the demo table.
28 Min Students will gather a pencil, an empty grid,
and a practice image. they will spend their
10
While the students enter the
room I will begin taking
attendance. I will also let
them know that their grids
should be completed by the
end of the class period as we
move on to the next step the
following day.
as students begin to work on
their grids, I will walk around
and offer assistance to
students struggling with the
assignment. Some students
may need help holding the
ruler to draw their lines, I will
hold the ruler down as they
draw the lines on the page.
I will be checking to see if the
students have properly picked
up their areas. And that all
supplies have been placed in
proper bins. I will also remind
the students to not throw the
tennis ball halves.
As students enter I will greet
them and begin taking
attendance.
We will review how to transfer
and enlarge a printed image
to the grid they have created
through working square by
square. I will demo how to do
this on a practice sheet.
I will be walking around
offering feedback on the
 time transfering the drawing to the practice student’s practice projects,
grid and working square by square to create making sure everyone is
the image.
5 Min Students will begin to clean up their
projects, stacking practice images and
practice drawings in two seperate areas.
They will return any supplies borrowed.
Day 4/5 Students will enter the class and place all
2 Min belongings on the designated table.
28 Min Students will gather four tennis ball halfs,
their candy box, their 2’ x 3’ grids and a
pencil and begin working square by square
on transferring the images.
10 Min Students will begin their clean up process,
placing all tennis balls back in the bin,
replacing any rulers, pencils and piling their
large grids as well as their candy boxes.
Day 6 Students will enter the class and place all
2 Min belongings on the designated table.
28 Min Students will gather four tennis ball halfs,
their candy box, their 2’ x 3’ grids and a
pencil and begin working square by square
on transferring the images.
10 Min Students will begin their clean up process,
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understanding the
assignment checking to see if
there are any technical things
i need to go over again.
I will ask the students if they
are understanding the project
and walking around the room
to make sure all areas are
properly cleaned up.
I will begin taking attendance.
I will be walking around
offering feedback on the
student’s practice projects,
making sure everyone is
understanding the
assignment checking to see if
there are any technical things
i need to go over again.
I will ask the students if they
are understanding the project
and walking around the room
to make sure all areas are
properly cleaned up.
I will begin taking attendance.
I will be walking around
offering feedback on the
student’s practice projects,
making sure everyone is
understanding the
assignment checking to see if
there are any technical things
i need to go over again. I will
also let them know that these
drawings should be done by
the end of class and that we
will begin the painting portion
tomorrow. If they need a flex
pass I will use this time to
write them.
I will ask the students if they
 placing all tennis balls back in the bin, are understanding the project
replacing any rulers, pencils and piling their and walking around the room
large grids as well as their candy boxes. to make sure all areas are
properly cleaned up.

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

students should neatly stack their papers on the desk where they first retrieved them. They
should create a separate pile for their candy boxes or wrappers. All supplies should be returned
to their rightful bins. Everyone will be expected to clean up after themselves unless physically
hindered or incapable.

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

As the period comes to an end I will let the class know that they will pick up where they left off
the previous class period. Most students should finish up their grid early into class 2 of the
lesson. I will let them know that if they are not close to finishing at this time then they will need
to come during their free period to catch up.

Supplemental Activity
If the students finish up with their grids early I will ask that they begin rendering the outlines for
their candy wrapper paintings.

Teacher reflection focused on the lesson after it has been taught

N/A

LESSON PLAN

Teacher Candidate Trinity Arend

School Jones Middle
Grade Level 7th

LESSON NUMBER 3
Lesson Title Putting it all together
Length of Class Period 40
Approximate Number of Students in Each class 25

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 Beginning Date for this Lesson Nov 12
Ending Date for this Lesson Nov 12

CONTENT STATEMENT – PERCEIVING/KNOWING

5PE Use observations, life experiences and imagination as sources for visual symbols, images
and creative expression.

CONTENT STATEMENT – PRODUCING/PERFORMING

3PR Generate ideas and engage in thoughtful planning when solving a visual art problem.

CONTENT STATEMENT – RESPONDING/REFLECTING

1RE Explain what makes an object a work of art using a range of criteria.

Performance-based Assessment Objectives

students will create well rendered paintings through the use of observation techniques and grid
work.

Students will self assess their work and alter or change the proportions of objects through
thoughtful planning with the assistance of a grid for reference.

students will explain what makes an image artwork and how Turing an everyday object such as
a candy wrapper into a painting can alter its context.

Performance-based Assessment Strategies

(attach assessment documents if applicable)
students will match their mixed color to their candy wrappers color through observation and
experimentation of color mixing.

Students will demonstrate problem solving through their ability to replicate the colors found on
their candy wrappers.

Students will verbally explain during group discussion what it means for something to be artwork
and the difference between everyday items and art.

Academic Language
Vocabulary
primary color-red blue yellow. Colors that cannot be made through color mixing.
Secondary color-colors created through mixing primary colors. (Green, orange, purple)
Grid- a series of parallel vertical and horizontal lines which cross each other to create a series of
squares.
Proportion- The relative size and scale of parts in relation to each other in any design piece.

Additional Language Demands (specific speaking or writing activity)

Students will be asked to write a one paragraph (3-5 sentences) essay covering their artwork

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and assessing the work they have produced. They should think about the color likeness in their
image compared to their candy wrapper as well as the neatness and proportions found in the
work.

Accommodations for Special Populations

I will offer adaptive tools such as a paint brush in a tennis ball or a hand strap for harry to use
while painting his piece of the mural. I will also have a pencil/paintbrush in a tennis ball that he
can use if he is struggling holding the pencil/paintbrush on its own. This will be available for
each step of the process. If extra assistance is needed during the making part of this lesson, I
will be available to Harry as well as his group members will be available.
-Adapted from previous lesson plan until I receive another IEP

Art/Visual Culture Examples

N/A

Preparations
Materials/Resources for Teacher

Materials for Students

tennis balls (100)
paint brushes (30)
images (indiv.)
candy wrappers/boxes (indiv.)
paint (primary colors plus brown and white)
paint trays (30)
Sponges (5)
Paper towels

Safety Procedures
Students will be warned that though the paint is non toxic, it should still not be ingested or
brought anywhere near the eyes. all tennis balls should stay on the images and not be thrown
around as well as a caution warning that the paint will stain as it is acrylic.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
I will have the paints and brushes laid out on the supply table, all drawings will be brought to the
table at the back of the class where they will have room to sort through the sheets in order to
find their image. Tennis balls will be laid out near the image table for quick access for the
children.

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Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Time student
Day 1-3 students will enter the class
5 min and grab their supplies. They
will put a smock on and
gather their paints
35 min students will use this time to
paint their large candy
images. Each stroke should
be precise and clean in the
line work. The students will
match the colors they create
to those found on the box or
wrapper they have brought in.
5 min students should place their
papers on the drying wrack
and rinse out their paint trays
as well as their brushes using
cold water. Once their objects
are removed and taken care
of from their table they will be
asked to take a wet sponge to
15
instructor
I will greet the students, tell
them to remember to put a
smock on and begin taking
attendance.
I will walk around the room to
help solve any problems the
students face while color
mixing as getting an exact
color is challenging. I will be
correcting their stroke work
as they should be taking long
and precise strokes where as
many tend to scribble back
and forth with the brushes
from habit. I will ask the
students to redefine tint time
and shade as well as
proportion and grid. Then I
will ask the children how a
company marketing candy
may choose to design a
wrapper or container? What
parts are thought abou?
Font? Words? Color?
Layout? How it will be
packaged in terms of a box or
wrapper? Who might want to
buy the candy and why
because of all of these visual
choices? On the final day I
will be sure to let students
know that they should finish
up the project by the end of
class and hand out any flex
passes if needed.
I will be walking around to
make sure all supplies are
properly picked up as well as
assisting the students in
placing their paintings on the
drying rack. I will remind the
students to use cold water
while they rinse the brushes
 clean off any excess paint so that they will not destroy
from the table top. They will the glue that holds the paint
also be expected to dry the brushes together.
table with a paper towel. If all
of this has been completed
they may take off their
smock,place it in the bin and
take a seat to wait for the bell
to ring.

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

Students will return all materials to the proper bins. the paint trays and brushes should be
thoroughly rinsed as well as dried and put away. They should then move their paintings to the
drying rack and wipe off their desks with a wet sponge as well as dry the tables with paper
towels.

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

I will wrap up the unit by reviewing what was learned with the students. I will ask the students to
define the academic vocabulary gained throughout the lesson such as primary color, secondary
color, grid and proportion. I will also ask the students what they would like to change about the
lesson or what they with they would have spent more time on.

Supplemental Activity
If students finish with their projects early, they will be able to use paints and paper to continue
experimenting with said medium creating whatever image they desire (free paint).

Teacher reflection focused on the lesson after it has been taught

N/A

Be sure to attach to the full instructional unit

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Name:______________________________
Period:_____________________________

Needs Improvement To Standard Above and Beyond

Created a precise
2’’x 2” grid.

Final is on a 2’x 3’
sheet of paper.

Painting and details

are neatly done
with no streaks or
blemishes.

Colors have been

mixed and match
the original
candy wrapper
colors. No tube
colors used.

Drawing is rendered
precisely.

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Example:

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