ELEMENT DESCRIPTION

Author
Loren Larson
Name
Mini-Unit
Museum Mashup
Name
Content
Area(s)
Must
include at
Language Arts (Reading, Writing, Speaking, and Listening)
least 2
Art
(Language
Arts and
something
else)
Grade
6th grade
Level(s)
Duration
10 days
(6-10 days)
This unit focuses on different artists and their art styles. This cross curricular unit
is designed for sixth graders and will be completed in approximately 10, 60-
minute sessions. Students will be introduced to the artist Pablo Picasso from the
mentor text, “Pablo Picasso (Getting to Know the World’s Greatest Artists)” by
Mike Venezia. By reading the mentor text “Vincent Van Gogh (Getting to Know
the World’s Greatest Artists)” by Mike Venezia, students will gain a small
understanding of the artist Vincent Van Gogh. Mike Venezia has a variety of other
Unit Theme books about famous artists in his Getting to Know the World’s Greatest Artists
and series that students can reference during their research for information about
Overview their chosen artist. Based off the introduction and mentor texts students will do
project centered research that will develop their understanding of their chosen
artist and art style. Students will process the information they find by writing a
short research paper about their artist, art style, and why they chose this specific
artist or style. Through their research students will gain a better understanding of
their art style and will use this knowledge and research to create their own
project that shows their chosen art style.

“Vincent Van Gogh (Getting to Know the World’s Greatest Artists)”

“Pablo Picasso (Getting to Know the World’s Greatest Artists)”
Text
”Frida Kahlo (Getting to Know the World’s Greatest Artists)”
Resources
“Leonardo Da Vinci (Getting to Know the World’s Greatest Artists)”
(3-5)
“Salvador Dali (Getting to Know the World’s Greatest Artists)”
“Georgia O’Keefe (Getting to Know the World’s Greatest Artists)”
 Art:
6-8.VA.Cr.1.1 Apply methods/strategies visually or verbally to overcome creative
blocks with a variety of media (such as preliminary sketching, painting techniques
or brainstorming).
6-8.VA.Cr.1.2 Individually or collaboratively investigate and develop criteria to
create a work of art (such as writing an art proposal that fulfills a given
assignment or creating a rubric).
Reading:
CCSS.RI.6.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text
Standards CCSS.RI.6.7 Integrate information presented in different media or formats (e.g.,
being visually, quantitatively) as well as in words to develop a coherent understanding
addressed of a topic or issue
(from all Writing:
content CCSS.W.6.4 Produce clear and coherent writing in which the development,
areas organization, and style are appropriate to task, purpose, and audience.
integrated) CCSS.W.6.5 With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach
CCSS.W.6.7 Conduct short research projects to answer questions, drawing on
several sources and refocusing the inquiry when appropriate
Speaking and Listening:
CCSS.SL.6.2 Interpret information presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and explain how it contributes to a topic, text, or
issue under study
CCSS.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound)
and visual displays in presentations to clarify information
I can study different artists and their art styles
I can create an art project based on the artist/art style I chose
Daily
I can describe my chosen artists art style
Learning
I can give background information about the artist I chose
Targets or
I can discuss differences between the artist I chose and the other artists
Objectives
 Students will write a short research paper about their chosen artist, the art style,
Final and why they chose this one
Assessment
of student Students will create an art project that represents the art style that their chosen
success artist used
(Description
of the Students will present their project to the class
Culminating
Project) Students will give a short overview of their artist and art style to the class

Lesson 1: (Day 1 – 60 minutes) – introduction and chose artist

Objective/Learning Target: I can study different artists and their art styles

Stage in the Writing Process: Studying

Type of Lesson: Introduction

Mini-Lesson Description:
What is art?
What are art styles?
Instructional
Does anyone know any specific art styles?
Strategies
Read Aloud: “Pablo Picasso (Getting to Know the World’s Greatest Artists)” and
and
“Vincent Van Gogh (Getting to Know the World’s Greatest Artists)” by Mike
Activities
Venezia.
(10 days)
During the reading point out different art styles in the books.
Technology
After reading recap with students about the different art styles they have come
must be
up with during the reading and make a list on the board.
integrated
Show examples of art styles discussed.
in a
Show teacher example of completed paper and project to give students idea.
minimum of
Ask for any student questions.
2 days.
Individual Work Time/Assessment: Using their computers, students will need to
research and decide what artist they would like to use for this project. Starting
next class the will begin research on their artist and if time allows they will begin
writing so it is necessary that students choose an artist today.

Debrief: Ask students one thing they learned from the read aloud stories.

Assessment: Exit ticket explaining their chosen artist and art style (2-3 sentences).

Lesson 2: (Day 2 – 60 minutes) – artist research and begin writing

Objective/Learning Target: I can study different artists and their art styles

Stage in the Writing Process: Studying/prewriting

Type of Lesson: Writing Workshop

Mini-Lesson Description:
Recap on artists and art styles from last class.
Create a list of students and their chosen artist/art style.
Show example of written paper to give an idea of what is expected.
Go over rubric to lay out guidelines for paper:
 Number of sources (min. of 2)
 Length of paper (min. 1 page)
 Information to include (artist/art style)
 Paper layout (header, information at top, references page)
 Peer reviews (min. 2 reviews and signatures)
Ask if students have any questions before continuing with work time.

Individual Work Time/Assessment: Using their laptops, students will need to

conduct research and come up with a minimum of sources to use in their research
paper about their artist and art style. If students complete their research they will
need to begin writing their paper following the rubric guidelines laid out for them.

Debrief: Have students share one interesting fact they found with the class.

Assessment: Exit ticket with 3 facts they learned about their artist/art style.

Lesson 3: (Day 3&4 – 60 minutes) – continue research and writing

Objective/Learning Target: I can study different artists and their art styles
I can describe my chosen artists art style
I can give background information about the artist I chose
I can discuss differences between the artist I chose and the other artists

Stage in the Writing Process: Prewriting/drafting

Type of Lesson: Writing Workshop

Mini-Lesson Description:
Recap on artists and art styles.
Ask if any students decided to change their artist/art style and make changes to
list if necessary.
Recap paper expectations and rubric:
 Number of sources (min. of 2)
 Length of paper (min. 1 page)
 Information to include (artist/art style)
 Paper layout (header, information at top, references page)
 Peer reviews (min. 2 reviews and signatures)
Ask if students have any questions before continuing with work time.

Individual Work Time/Assessment: Using their computers, students need to

conclude research begin/finish writing their paper about their artist and art style
following the guidelines laid out for them in the rubric.

Debrief: Have students come up with one question they have about their paper,
artist, art style, etc. to ask me.

Assessment: Point out that there are many different artists and art styles, have
students come up with one fact about a different artist or art style that is
contrasting from theirs and on that is comparable to theirs.

Lesson 4: (Day 5 – 60 minutes) – finish writing and peer review

Objective/Learning Target: I can study different artists and their art styles
I can describe my chosen artists art style
I can give background information about the artist I chose
I can discuss differences between the artist I chose and the other artists

Stage in the Writing Process: Drafting/revising/editing

Type of Lesson: Writing Workshop

Mini-Lesson Description:
Recap on artists and art styles.
Ask if any students decided to change their artist/art style and make changes to
list if necessary.
Recap paper expectations and rubric:
 Number of sources (min. of 2)
 Length of paper (min. 1 page)
 Information to include (artist/art style)
 Paper layout (header, information at top, references page)
 Peer reviews (min. 2 reviews and signatures)
Ask if students have any questions before continuing with work time.
Individual Work Time/Assessment: Using their computers, students need to
conclude their writing if they have not done so already. Then students are to
exchange their papers to have at least 2 peers review their paper and sign it at the
bottom of the paper.

Debrief: Have students email me a rough draft of their writing before peer
editing.

Assessment: Have students do peer editing and sign their name when completed
to show they can make grammar, spelling, punctuation, etc. corrections to others
writing.

Lesson 5: (Day 6 – 60 minutes) – project research and idea approval (start

projects?)

Objective/Learning Target: I can study different artists and their art styles
I can create an art project based on the artist/art style I chose

Type of Lesson:

Mini-Lesson Description:
Recap on different art styles and show pictures of what they may look like.
Share ideas of different acceptable art projects for the students to do.
Share my example of an art project to show students a realistic expectation.
Ask if students have any questions before beginning work.

Individual Work Time/Assessment: Using their computers, students are to

research ideas about their art style. Then, students need to come up with a
proposal for their personal art project and have it approved by me. After
approval, if there is time, students are welcome to begin working on their art
project.

Debrief: Have students share an image they found of a work of art that uses their
chosen art style or that is by their chosen artist.

Assessment: Students are to create a word document with a minimum of 3 art

pieces that represent their chosen art style and turn it in to the teacher.

Lesson 6: (Day 7&8 – 60 minutes) project work day

Objective/Learning Target: I can study different artists and their art styles
I can create an art project based on the artist/art style I chose

Type of Lesson:
Mini-Lesson Description:
Recap on art styles and show new images of talked about styles.
Present my example again to make sure students have an idea of a realistic
example/expectation.
Approve any remaining art projects so students can begin work.
Ask if students have any questions before work time.

Individual Work Time/Assessment: Students are to begin/finish creating their

personal art pieces for presentation. This needs to be a project that is approved
by the teacher ahead of time to ensure it is appropriate, acceptable, and
attainable.

Debrief: Have students share a brief explanation of what they will be creating for
their project.

Assessment: Exit ticket explaining the difference between their chosen art style
and two different art styles.

Lesson 7: (Day 9 – 60 minutes) – finish projects

Objective/Learning Target: I can study different artists and their art styles
I can create an art project based on the artist/art style I chose

Type of Lesson:

Mini-Lesson Description:
Recap on art styles one last time.
Show my art project to refresh on what is a realistic example/expectation.
Ask the students if they have any questions before their final work day.

Individual Work Time/Assessment: Students are to complete their art project by

the end of class today. Anything that is not complete needs to be taken home and
finished before presentations next class.

Debrief: Have students print off a copy of their paper to turn into the teacher.
Students should also show the teacher their finished product before the end of
class if possible.

Assessment: Exit ticket with 1 sentence about their artist, 1 sentence about their
art style, and at least 1 sentence about how it is shown in their project.

Lesson 8: (Day 10 – 60 minutes) – class presentations

Objective/Learning Target: I can describe my chosen artists art style
I can give background information about the artist I chose
 I can discuss differences between the artist I chose and the other artists
I can study different artists and their art styles
I can create an art project based on the artist/art style I chose

Type of Lesson: Presentation

Mini-Lesson Description:
Give a mini presentation of my art project and paper
 Talk about artist
 Talk about art style
 Explain what I did for a project
 Show project
 Ask for any questions

Individual Work Time/Assessment:

Each student will give a class presentation of their finished projects following
these steps:
 Talk about artist
 Talk about art style
 Explain what I did for a project
 Show project
 Ask for any questions

Debrief: Ask if there are any outstanding questions about any of the presentations
or about the unit itself.

Assessment: Class presentation, paper, and final project.

Formative:
Lesson Aligned Standard Assessment How it’s used
1 CCSS.RI.6.1 Exit Ticket Gives me as a
CCSS.RI.6.7 teacher an
CCSS.W.6.4 understanding of
CCSS.W.6.7 their choice and
List of
CCSS.SL.6.2 shows they
Assessment
understood the
s (formative
introduction
and
2 CCSS.RI.6.1 Exit Ticket Shows they are
summative)
CCSS.RI.6.7 completing
CCSS.W.6.4 research and
CCSS.W.6.7 finding
CCSS.SL.6.2 information to
put in their paper
3 CCSS.RI.6.1 Compare and Gets students
CCSS.RI.6.7 Contrast fact comparing and
CCSS.W.6.4 contrasting new
CCSS.W.6.7 information
CCSS.SL.6.2

4 CCSS.W.6.5 Peer Editing Students practice

making
corrections and
using their
reading and
writing skills
5 6-8.VA.Cr.1.1 3 Images Word Gives me an idea
6-8.VA.Cr.1.2 Document of what students
CCSS.SL.6.5 are thinking
about creating so
I can make sure it
is acceptable and
doable
6 6-8.VA.Cr.1.1 Exit Ticket Works on
6-8.VA.Cr.1.2 comparing and
contrasting skills
and has them
learn about other
artists
7 6-8.VA.Cr.1.1 Exit Ticket Makes sure they
6-8.VA.Cr.1.2 have related their
project back to
their artist and art
style

Summative:
Lesson Aligned Standard Assessment How it’s used
8 6-8.VA.Cr.1.1 Presentation Shows that
6-8.VA.Cr.1.2 students have an
understanding of
the information in
their paper and
their project and
can share that
information
8 CCSS.RI.6.1 Paper Shows the
CCSS.RI.6.7 understanding
 CCSS.W.6.4 the students have
CCSS.W.6.5 of their artist and
CCSS.W.6.7 art style in writing
CCSS.SL.6.2 form

8 6-8.VA.Cr.1.1 Project Shows the

6-8.VA.Cr.1.2 understanding
CCSS.SL.6.5 that students
have of their
artist and art style
in art form

Objective Advanced Proficient Basic Below Basic

Paper Length Paper Paper meets Paper is near Paper length
exceeds or exceeds length does not
length length requirement meet
requirement requirement requirement
excessively
Grammar Paper has Paper has few Paper has Paper has
almost no grammatical minor major
grammatical mistakes (3-5) grammatical grammatical
mistakes (1-2) errors (5-10) errors (>10)
Information Paper clearly Paper clearly Paper clearly Paper does
discusses discusses discusses not clearly
chosen artist chosen artist chosen artist discuss
and art style and art style or art style chosen artist
Rubric for in depth and mentions or art style
Culminating the other
Activity Sources Student used Student used Students did Student did
and correctly and correctly not use or did not include or
cited more cited at least not correctly correctly cite
than the 2 2 sources cite at least 2 any sources
required sources
sources
Peer Review Student has Student has Student only Student does
more than 2 at least 2 has one not have any
classmates classmates classmate classmate
peer review peer review peer review peer review
their paper their paper their paper their paper or
and sign it and sign it and sign it sign it
Neatness Project is Project is Project is Project is not
neat and neat and mostly neat neat or
organized for organized for organized
 clear clear with a few
understandin understandin flaws
g and grading g and grading
Representati Project clearly Project clearly Project semi- Projects
on represents represents represents representatio
the art style the art style the art style n is unclear of
of their of their of their chosen artist
chosen artist chosen artist chosen artist or art style
Detail Project is Project shows Project shows Project shows
extremely attention to limited detail little or no
detailed detail detail
Originality Student Student Student Student
created a created a created a recreated a
project that project that project that is project that
represents represents their own has been
their own their own based on an done by their
idea with no idea with outside idea chosen artist
help from little help
outside from outside
sources sources

Students who may struggle with coming up with an original project can use one I
have created.
One on one help for students who may struggle with getting their paper or
Differentiati
project done on their own.
on
Writing conferences with students who feel they could benefit from them.
Books with information about artists for students who struggle finding their own
information.
Student
resources Exit Tickets
and Laptops
materials Microsoft Word
List here Internet
and attach Art Supplies
to the unit
plan
Exit Ticket Example: