Book Covers 6th

Department of Arts Administration, Education, and Policy
UNIT PLAN OVERVIEW

(Revised 2016)
Teacher Candidate Trinity Arend

School Jones Middle School
Grade Level 6th
UNIT TITLE Book Covers

Length of Class Period 40 Min
Approximate Number of Students in Each class 25
Beginning Date for this Unit Jan 30
Ending Date for this Unit Feb 5
ENDURING UNDERSTANDINGS
Personal Choice and Vision: Students construct and solve problems of personal relevance and
interest when expressing themselves through visual art.
PROGRESS POINTS
C. Connect making art with individual choice and understanding personal cultural identity.
CRITICAL ISSUE / BIG IDEA

Anticipatory Set (what do the students already know, why is this lesson relevant?)
In sixth grade, the students have an understanding of how to use a ruler and simple
mathematical problem solving skills. They will apply this prior knowledge from an artistic
standpoint in order to format and center their names on the 9’’x 11’’ drawing book they recieve.
They are also familiar with the drawing utensils they will use (colored pencil, sharpie, and pencil)
as well as the programs used to find the font they desire (word).
This lessons relevance lies in the technical skills that the students will learn and pick up. The
lessons focus is on neatness as well as the ability to properly center designs, in this case, the
students will be centering their names on a drawing book. This lesson is also important for both
student and teacher as it allows both insight as to who the student is and the personal interests
they have.
Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
In this lesson, the students will each receive one 9’’x 11’’ white drawing journal which they will
then be asked to create a design for.
Essential Questions (provocative, engaging, critical)

How do we center lettering?
What is a serif vs a sans-serif font? How can we tell?
1
How do we know if we need to center on a letter or between two letters?
What is kerning?
Possible Integration
One possible integration would be with mathematics, centering lettering takes quite a bit of
planning and problem solving with numbers to determine proper kerning and placement.
DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title Prep Period and quick demo
Lesson Description During this time I will introduce to the students the assignment. For this
they will be responsible for figuring out a font on their laptop, the size of
the font, and the layout/ design of their book covers. They must have their
name legibly written on the front cover as well as on the spine of their
book. At this time I will give a quick demo on how to determine layout such
as kerning and centering.
Lesson Two
Title Laying it out
Lesson Description Here the students will work on sketching out their designs on their book
covers in pencil. They will work on centering and kerning in their font as
well as sketching out the imagery surrounding the text. Working in pencil
allows them to fix any potential mistakes before they finalize the design in
sharpie.
Lesson Three
Title Finish it!
Lesson Description In this lesson, students will be finalizing their book cover designs, tracing
over their layouts in sharpie and adding color using colored pencil.
Explain how technology has been used in this unit

In this unit, students use will use their laptops to research fonts on dafont.com and choose 5
fonts they wish to work with. they must screenshot and save each font into a folder they will
create on their desktop.
2
LESSON PLAN

School Jones Middle
Grade Level 6th
LESSON NUMBER 1
Lesson Title Prep and Demo
Beginning Date for this Lesson Jan 30
Ending Date for this Lesson Jan 30
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

3PR Generate ideas and engage in thoughtful planning when solving a visual art problem.
CONTENT STATEMENT – RESPONDING/REFLECTING

6RE Develop and use criteria for self-assessment and to select and organize artworks for a
portfolio.
Performance-based Assessment Objectives

Students will be able to describe the art elements in their piece work together to create
meaning.
Students will engage in thoughtful planning to create multiple rough sketches for their book
layout.
Students will analyze and follow the lesson rubric to self assess their work in order to select a
best design for their final work.
Performance-based Assessment Strategies

(attach assessment documents if applicable)
During large group review, student will answer essential questions and describe which art
elements they have selected for their drawings and how these elements work together to create
a cohesive theme with meaning.
Students will engage in thoughtful planning by creating a series of 5 font sketches and two
rough sketches of their journal designs which use their “best” font as the chosen font for their
names.
Students will analyze the lesson rubric and self assess their two rough sketches to choose
which sketch will be created into the final project.
3
Academic Language
Vocabulary
font- the combination of typeface and other qualities, such as size and spacing. (google)
serif- a small line or stroke regularly attached to the end of a larger stroke in a letter. (google)
san serif- A category of typefaces that do not use serifs, small lines at the ends of characters.
Kerning- the spacing between letters or characters in a piece of text to be printed. (google)
Additional Language Demands (specific speaking or writing activity)

At the end of class, I will ask them questions such as “what is kerning?” and “how can I tell if a
font is serif or sans serif?” and they will need to be able to answer them accurately and define
them.
Accommodations for Special Populations

-frequent check ins
-extended time
-verbal or written responses
-clarification on instruction
-breaks
-point of instruction seating
-written and verbal instruction
Art/Visual Culture Examples

As an example I will show previous student works, this allows them to see the standard they will
be held to but also shows them that what is asked is obtainable by someone of their age and
skill set.
Preparations
Materials/Resources for Teacher
-Scrap paper
-Ruler
-Pencil
Materials for Students

-laptops
-drawing books
-pencil
-ruler
Safety Procedures
I will warn the students that they should not stray from the font website provided during class, if
they do then their laptops will be taken and they will need to come in during a flex period to
finish the work they’ve started. I will also warn them that they should not be spinning the rulers
on the tips of their pencils or waving them around in the air.
4
LEARNING ACTIVITY
Getting the Classroom Environment Ready
To begin class I will ask the students to have their laptops on their desk and to have a wooden
pencil. They will have been reminded for the past two weeks to have brought $5 for a drawing
book which they will have taken to J-Mart. It is imperative that this be done before this class
begins.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Time Student Teacher
Students will enter the class and take I will greet the students as I take
5 Min their seats. attendance.
5 min Students will gather around the demo I will ask the students to gather around
table and answer or ask any questions. the demo table and introduce the
project. I will show them previous
student examples and explain that they
will be designing their own book covers
with their name featured in the center of
the cover in a font of their choosing and
that today we will be researching and
saving fonts that catch their eye. They
will be dismissed back to their seats and
asked to grab their laptops on the way. I
will ask them to go to dafont.com and
browse the fonts. They should have at
least 5 saved by the end of class. I will
ask them if they know the difference
between serif and sans serif fonts and
explain if they do not that you are able
to tell serif fonts by the “extra little lines
on the ends of letters, an example is
times new roman, but if they don't have
those lines the they are sans serif
meaning no serif and that's fonts like in
bubble letters or in arial font.” (draw
examples of each on the chalkboard.). I
will be asking them in the following days
if they know which they have chosen for
their names and how they are able to
tell. I will then ask if they know what
kerning is and explain that it is the
spacing of lettering.
5
25 min students will get onto dafont.com and I will walk around and make sure the
screenshot at least five fonts that they students are able to find at least five
like. If they have chosen their fonts and fonts which they enjoy and have them
saved them to a file on their desktop, saved into a file on their desktop. If they
their next assignment is to begin have completed this task I will then tell
practicing sketching their names in them they should grab their drawing
these fonts in their drawing journals. journals and begin sketching their
They should sketch each font at least names in each font. After they have
once and then decide which is their sketched each font at least once they
favorite. will choose their favorite font and sketch
that repeatedly working on kerning.
5 min Students will clean up all supplies. If I will walk around the room and check
they made it to the drawing portion they that all materials have been properly
should return their borrowed pencils stored and that the floor is free of
and place their drawing books back in pencils and debris.
their proper periods bin, grab their
belongings, then wait patiently for the
bell in their seats.
Clean-up Procedures (Room, Materials & Work Storage)

As the students end class, all materials should be placed in the proper receptacles. Books need
to be be placed in the bin which corresponds with their period and all drawing utensils should be
either returned to the ceramic acorn (pencils) or in the “nubbins” boxes (colored pencils).
Closure, Review & Anticipation (what’s next?)

The students will be informed that the following class periods will be spent sketching out their
names in different fonts to practice neatness and kerning. Two days will be spent sketching out
all fonts and on the third day we will transition to choosing their favorite and practicing this
repeatedly until it is “perfected”. As soon as they enter the room they should retrieve their books
and get to work.
Supplemental Activity
If students finish this stage early, they will proceed to either choosing their favorite font and
practicing this repeatedly, or if they have finished that step, they will turn to a new page and
begin their layout design.
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Teacher reflection focused on the lesson after it has been taught
N/A
LESSON PLAN

School Jones Middle
Grade Level 6th
LESSON NUMBER 2
Lesson Title Laying it Out
Length of Class Period 40
Beginning Date for this Lesson Jan 31
Ending Date for this Lesson Feb 4

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

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

4RE Defend artistic decisions using appropriate visual art vocabulary.

Students will use life experiences and their imagination to generate ideas for their book covers.
Students will engage in thoughtful planning to create various rough sketches when deciding how
to design their book covers.
Students will defend their artistic decisions and use appropriate visual art vocabulary during one
on one and group discussions.
Students will create a series of at least 2 rough sketches which are generated from life
experiences and their imagination when planning their book cover designs.
Students will engage in thoughtful planning by creating at least two seperate design layouts for
their book cover designs and practice writing their names in at least 5 different font styles.
During one on one discussions, students will explain and defend their design layouts using
appropriate visual art vocabulary.
7
Academic Language
Vocabulary

N/A

-frequent check ins
-extended time
-breaks

N/A
Preparations
N/A

-pencils (20)
-drawing books (20)
-colored pencils
-laptops (individual for students)
Safety Procedures
I will warn the students that they should not stray from the font website provided during class, if
they do then their laptops will be taken and they will need to come in during a flex period to
finish the work they’ve started. I will also warn them that they should not be spinning the rulers
on the tips of their pencils or waving them around in the air.
LEARNING ACTIVITY
8
To prep the classroom I will need to make sure that the colored pencils and sharpies are easily
accessible by setting the sharpies on the light table and the colored pencils on either stand up
table. This allows the students to spread out to gather supplies rather than all crowding around
one table.
Time Student Teacher
5 min Students will enter the class and I will welcome the students and take
place all belongings except a attendance. I will then have a small huddle
wooden pencil and their laptops on with the students and explain that the next
the side table. They will take their few days will be practice days.
pencil, laptop and drawing books
to their seats.
5 min Students will gather around the In this time the students will practice each
demo table. font (if they haven't already started that) and
choose their favorite one. They should
spend an entire class period drawing that
one font which they decide is their favorite
then they should begin creating a layout for
the rest of their cover. This design should be
an expression of themselves and be colorful
but allow for their names to be easily legible.
25 min Students will use this time to I will lay out a couple of examples of past
practice their fonts. They should students works for the 6th graders to look at
know if the font they have chosen for inspiration pointing out that they are done
as their final is serif or sans serif. carefully and thoughtfully. I am able to read
They should practice this font their names and still see their designs. They
repeatedly taking up multiple will be working on this for the next couple of
pages with practice sketches. days and if they finish with this step they
They will also need to design a should draw their final in pencil on the front
layout for their cover which reflects and have it checked by me.
who they are and their interests.
5 min Students will clean up all supplies. I will walk around the room and check that all
If they made it to the drawing materials have been properly stored and that
portion they should return their the floor is free of pencils and debris.
borrowed pencils and place their
drawing books back in their proper
periods bin, grab their belongings,
then wait patiently for the bell in
their seats.
9
To clean up the students will need to make sure all colored pencils are back in the bins and that
they are cleared from the floor as there always seems to be little nubbins laying around after the
classes. They will also need to make sure the sharpies are placed in the proper color
coordinated containers and their drawing books are placed in the proper period bin with the
spines facing upwards so their names are easily readable.

As the class comes to an end I will le the students know that when they come in the following
day they will be expected to gather their materials and begin working on their projects so that
we stay on track. It also holds the students accountable for staying on top of their own work
without being reminded like they were in elementary school and helps them transition into a
middle school pace.
If they finish up this section ahead of schedule they will be permitted to move on to the next
section which is finalizing designs in sharpie and colored pencil.

N/A
LESSON PLAN

School Jones Middle
Grade Level 6th
LESSON NUMBER 3
Lesson Title Finish it!
Beginning Date for this Lesson Feb 4
Ending Date for this Lesson Feb 5

1PE Describe how art and design elements and principles are used in artworks to produce
10
certain visual effects and create meaning

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

4RE Defend artistic decisions using appropriate visual art vocabulary

Students will be able to describe the art elements in their piece work together to create
meaning.
students will demonstrate technical skill and attention to craftsmanship through the refinement
of rough sketches into their final artwork.
Students will defend their artistic decisions and use appropriate visual art vocabulary during one
on one and group discussions.

During large group review, student will answer essential questions and describe which art
elements they have selected for their drawings and how these elements work together to create
a cohesive theme with meaning.
Students will demonstrate technical skill and attention to craftsmanship through the creation of
at least two rough sketch designs and five font designs, using feedback and self assessment
they will choose which best fits their theme to create into a final book cover design.
During one on one discussions, students will explain and defend their design layouts using
appropriate visual art vocabulary.
Academic Language
Vocabulary

N/A
11
-frequent check ins
-extended time
-breaks

N/A
Preparations
N/A

-Sharpies
-Colored Pencils
Safety Procedures
I will warn students that sharpies stain most material so they should be careful to not get it on
themselves, their clothing, or the tables.
LEARNING ACTIVITY
To prep the classroom I will need to make sure that the colored pencils and sharpies are easily
accessible by setting the sharpies on the light table and the colored pencils on either stand up
table. This allows the students to spread out to gather supplies rather than all crowding around
one table.
min student teacher
5 min Students will enter the class and I will welcome the students and take
place all belongings except a attendance. I will then have a small
wooden pencil and their laptops on huddle with the students and explain that
the side table. They will take their they should use today’s period to finalize
pencil, laptop and drawing books to their designs in sharpie or colored pencil
their seats. and it should be complete by the end of
class.
12
5 min Students should gather around the I will give a quick demo of how I go
demo table. about tracing over my pencil lines in
sharpie to make them permanent and
stand out and how I go in after with
colored pencil to fill in the necessary
areas. I take my time and make this my
best work since they will have these for
the next three years.
25 min students will work on finalizing their I will be walking around the room and
designs in colored pencil and offering suggestions and encouragement
sharpie. If they are not finished by as the students work as well as
the end of the period they need to answering any questions they may have.
come to me for a flex pass to
complete them later.
5 min Students will clean up all supplies. If I will walk around the room and check
they made it to the drawing portion that all materials have been properly
they should return their borrowed stored and that the floor is free of pencils
pencils and place their drawing and debris.
books back in their proper periods
bin, grab their belongings, then wait
patiently for the bell in their seats.

To clean up the students will need to make sure all colored pencils are back in the bins and that
they are cleared from the floor as there always seems to be little nubbins laying around after the
classes. They will also need to make sure the sharpies are placed in the proper color
coordinated containers and their drawing books are placed in the proper period bin with the
spines facing upwards so their names are easily readable.

For the first day of this lesson I will let the students know that they will be expected to enter the
room the following day and immediately begin gathering their supplies. At the end of that day I
will let them know that we will begin our new lesson the following day so they will need to have
this completed. If it is not then they will need to come to me to get a flex pass or come in during
lunch.
If the students finish their book cover early they are permitted to free draw in their drawing
books or work on homework from other classes. We call this “brain work” which boils down to
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them doing anything that requires thought such as art games, reading, drawing, or homework.

N/A
Be sure to attach to the full instructional unit
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Department of Arts Administration, Education, and Policy

UNIT PLAN OVERVIEW

Teacher Candidate Trinity Arend

UNIT TITLE Book Covers

CRITICAL ISSUE / BIG IDEA

Essential Questions (provocative, engaging, critical)

What is a serif vs a sans-serif font? How can we tell?

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Explain how technology has been used in this unit

Teacher Candidate Trinity Arend

CONTENT STATEMENT – PERCEIVING/KNOWING

CONTENT STATEMENT – PRODUCING/PERFORMING

CONTENT STATEMENT – RESPONDING/REFLECTING

Performance-based Assessment Objectives

Performance-based Assessment Strategies

Additional Language Demands (specific speaking or writing activity)

Accommodations for Special Populations

Art/Visual Culture Examples

Materials for Students

Time Student Teacher

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

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

Teacher Candidate Trinity Arend

CONTENT STATEMENT – PERCEIVING/KNOWING

CONTENT STATEMENT – PRODUCING/PERFORMING

CONTENT STATEMENT – RESPONDING/REFLECTING

Performance-based Assessment Objectives

Additional Language Demands (specific speaking or writing activity)

Accommodations for Special Populations

Art/Visual Culture Examples

Materials for Students

Time Student Teacher

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

Teacher reflection focused on the lesson after it has been taught

Teacher Candidate Trinity Arend

CONTENT STATEMENT – PERCEIVING/KNOWING

CONTENT STATEMENT – PRODUCING/PERFORMING

CONTENT STATEMENT – RESPONDING/REFLECTING

Performance-based Assessment Objectives

Performance-based Assessment Strategies

Additional Language Demands (specific speaking or writing activity)

Art/Visual Culture Examples

Materials for Students

min student teacher

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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