UNIT PLANNING TEMPLATE FORM D: DUPLICATE AS NEEDED

Lesson prepared by:___Rebecca Zastrow_____

Unit title/topic Jobs through Art Subject area Visual Art
Date Week 5-7 Time 3 weeks Grade 1st
STANDARDS/OUTCOMES
1B. Use art material and tools safely and responsibly.
1C. Use visual characteristics and organizational principles of art to communicate ideas.
2A. Apply knowledge of materials, techniques, and processes to create artwork.
2B. Apply knowledge of how visual characteristics and organizational principles communicate ideas.
2E. Know different purposes of visual art to creatively convey ideas.
3B. Identify various purposes for creating works of visual art.
5A. Explain how visual arts have inherent relationships to everyday life.
5B. Identify various careers in the visual arts.
5D. Identify connections between the visual arts and other disciplines in the curriculum.
OBJECTIVES Through these learning activities, the student will be able to:
-Identify an illustrator as a job in the art field
-Explain the job of an illustrator
-Utilize black and white paint to create shades and tints of colors painted onto the paper
-Create painted sheets of paper to be assembled and layered into images
-Collaborate as a class to write a story
-Illustrate a scene of a book
INSTRUCTION Teaching strategy: _______________________
Introduction/Instructional activities/Conclusion
Week 1: The lesson is introduced through the reading of Eric Carles The Very Hungry Caterpillar. Students
will be directed toward the pictures, examining how an illustrator depicts the words and how the pictures
are created through painted sheets of paper and overlapping of layers. The students will also be directed
toward the various shades and tints present within the illustrations. They will then see a demonstration of
painting with black and white paint to create shades and tints with colors which will be utilized in their own
paintings.

The students will then begin painting large sheets of paper in a similar fashion as viewed from the book,
placing strokes of color, incorporating tints and shades, to fill the whole sheet. These will be set aside to dry
and be used the next week.

Week 2: As a class, the students will then each write a sentence to their own class book, The Very Artistic
Caterpillar. Once the story is written, the students will be given a sheet of paper the same size as the work
space of the final page in order to sketch out the illustration they wish to use to depict their sentence.

Week 3: The students will receive a sheet of paper on which they will illustrate the sentence that they wrote.
Using various colors from the sheets painted the week prior, the students will exchange portions of their
paper and begin to overlap the layers to create their illustration. The words will be added to the bottom of
each page in order to complete their page of the book.

Each students page will then be copied, assembled into a book, and bound for each student to take home,
containing the individual students originally illustrated page.
How this lesson provides for ASSESSMENT of student learning:
Pre-assessment
Based on results from the beginning of the year pretest, students were unfamiliar with the term illustrator as
a job for an artist. Students will also be questioned on the tasks an illustrator completes.

Checking up
As the students are painting their sheets of paper, they will be asked where they are including tints and
shades of colors on the sheet. As the students begin the illustration process, they will also be asked how
their illustration fits the words on their page of the story.

Post-assessment
Students will be evaluated on their final page and how the illustrated work fits in to the story. The concepts
of illustrator as a job as well as the tinting and shading of colors also prepare students for material covered in
the end of the year art exam.
How this lesson provides DIFFERENTIATION for the students in this class
Week one begins with the reading of The Hungry Caterpillar. This allows the students to hear the story, see
the interaction of pictures with the associated words, and also the technique of overlapping various painted
sheets to create an image. The lesson is demonstrated so that visual students may see the process. At the
same time, the process is being explained so that auditory students may hear the description of the process.
The students then practice the process themselves, allowing for kinesthetic students to be interactive with
the materials.
RESOURCES NEEDED
The Very Hungry Caterpillar, paper, tempera paint, brushes, scissors, glue, copy machine, string
REFLECTIVE ASSESSMENT of lesson and student success (To be written on back after lesson is taught)

The students easily understood the concept of an illustrator although they did not connect this
idea with the job of an artist. The students enjoyed being able to write their own sentence and
creating their own book.

When first asked to write their sentences about the very ARTISTIC Caterpillar, the students
seemed to be stuck on the idea of hungry and gave me ideas dealing with food. I let a few go, but
when every student began talking about food I reminded them of the idea of Artistic Caterpillar.
The students immediately turned their sentences around and grasped the idea of thinking of jobs
or projects an artist might do. It may be beneficial to have various artistic tools in front of the
students in order to help maintain their focus on the theme.

The students easily matched the pictures with their words when sketching out their illustrations.
That concept was harder translated from week 2 to 3 when the students began cutting out shapes
from their paper to create their images. Discussing how shapes make up the pictures that they
drew before beginning to trace and cup their shapes may be beneficial to the students
comprehension of illustrating with the painted sheets of paper.

At the end of the lesson, the students got their books back. Their faces lit up and they all took
pride in the work they had done. They were looking through the pages, admiring the words and
pictures their classmates had created and talking about how they worked together to write and
illustrate a book. This confirmed that they fully understood not only the job of an illustrator and
the process of creating a book, but also the amount of work that goes in to creating each book
they read.