Department of Arts Administration, Education, and Policy

UNIT PLAN OVERVIEW

(Revised 2016)

Teacher Candidate Trinity Arend

School Westerville Fouse
Grade Level 1st

UNIT TITLE My Wonderland

Length of Class Period 40 min
Approximate Number of Students in Each class 30
Beginning Date for this Unit
Ending Date for this Unit

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.
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?)
The students have minimal experience with oil pastels, watercolors and the vast majority of the
students understand how to use scissors properly but lack the coordination to create a smooth
and consistent cut. Using these skills, the students will create their own personal vision for a
dream-scape inspired by alice in wonderland based on dreams they have had. This will allow
the students to express themselves in ways that words may not do justice to as well as exercise
their creativity to create a scene all their own. At this age, the students are just learning how to
communicate properly and some still lack the ability to do so, by allowing them to depict their
dreams rather than describe them, they will be learning an alternative form of communication
and narrative.
Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
The students will be listening to an online reading of Alice in Wonderland (Child’s book edition)
and watching the illustrations as they flip through in the video. The book ends with Alice waking
up from a dream which was Wonderland. The students will alter this into their own personal
interpretation of a dream-scape where they must depict scenes, objects and creatures found in
their own dreams. The students will create this dream-scape on a 11’’x 18’’ paper using oil
pastel, water color, and colored pencil.
Essential Questions (provocative, engaging, critical)
Why do oil pastels repel watercolor paints? - - When you paint watercolors over oil pastels it
doesn't soak up the water, why?

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What is a dream-scape?
Possible Integration
Possible integration could be a collaboration between this lesson and a reading lesson taking
place in their homeroom if they were reading this book in class. Another could be a science
lesson covering hydrophobic oil with water.

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title Wild, Wacky, Wonderland!
Lesson Description Students will listen to Alice in wonderland (link below) and begin thinking/
listing objects they want in their wonderland.
https://www.youtube.com/watch?v=aWP0gFBMmtU
Lesson Two
Title What a weird wonderland!
Lesson Description Students will use oil pastel to draw objects on an 11” x 18” sheet of
drawing paper. They will then paint their background using watercolor
paints and add finishing drawing details using colored pencil and sharpie.
I will also play the children’s animated movie of Alice in Wonderland as the
students work. (link below)
http://www.mykidstube.com/kids-movies-disney-full-hd-alice-in-
wonderland-full-movie_8af93dbb9.html
Lesson Three
Title My Wibbly Wobbly Wonderland!
Lesson Description Students will use this day to finish up any final details and also create 3
dimensional objects which will pop off the page to give depth to the scene.
These will be created using cardboard and accordian folded pieces of
paper.

Explain how technology has been used in this unit

N/A

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 LESSON PLAN

Teacher Candidate Trinity Arend

School Westerville Fouse
Grade Level 1st

LESSON NUMBER 1
Lesson Title Wild, Wacky, Wonderland!
Length of Class Period 40 min
Approximate Number of Students in Each class 30
Beginning Date for this Lesson April 1st
Ending Date for this Lesson April 15

CONTENT STATEMENT – PERCEIVING/KNOWING

6PE Generate artmaking ideas from their daily experiences and the environment.
CONTENT STATEMENT – PRODUCING/PERFORMING
3PR Explore and use a range of subject matter to create original works of art.
CONTENT STATEMENT – RESPONDING/REFLECTING
2RE Revise works of art to a level of personal satisfaction.

Performance-based Assessment Objectives

Students will learn planning skills by generating art making ideas from their daily experiences in
list formation.

Students will explore a range ideas and use a variety of images gathered from previous dreams
to create an original work of art.

Students will learn to revise generated ideas by selecting specific imagery to use in their
artwork.
Performance-based Assessment Strategies
(attach assessment documents if applicable)
Students will formulate a list of at least 10 objects/ creatures/ people from dreams or daily
experiences and use these to generate original art making ideas.

Students will explore a range of images generated from lived experiences or dreams to create a
list of 10 objects they could potentially transform into visual imagery.

Students will revise and edit their generated list down from 10 objects to 5 objects which they
will then visually depict in their final project.

Academic Language
Vocabulary
Dreamscape: a landscape or scene with the strangeness or mystery characteristic of dreams.
(google)
Additional Language Demands (specific speaking or writing activity)
N/A

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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
Alice in Wonderland Lewis Carroll

Preparations
Materials/Resources for Teacher
Projector
Internet Access
Projector surface
Example of list
Paper
Pencil
Materials for Students
paper
pencils
listening ears
Safety Procedures
I’ll need to remind the students that none of the supplies should be airborne at any time (pencils
and erasers).

LEARNING ACTIVITY
Getting the Classroom Environment Ready
To prepare the room I will need to have the book pulled up online before the students enter the
room. I will also need to have out drawing paper and check to make sure all of the pencils are
sharpened.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)

time student teacher

2 min students enter the room and take a I will greet the students as they enter and
seat on the floor. ask them to have a seat on the floor and
quiet their bodies. I will need to have the
audio book already pulled up on the
screen before they enter.

15 min Students will quietly watch the audio
book and ask questions during the
class discussion or answer questions
as asked.
The students will watch Alice in
Wonderland on youtube as it is read
aloud to them. We will then have a
conversation about dreams and the types
of things we see when we dream. These

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18 min students will create a list of at least
10 things they see in dreams. These
things can be people, monsters/
creatures, objects, words, etc. It will
be a competition to see who can list
the most objects. If a student does
not remember their dreams, they can
make up things that they think they
would see. Get Creative! once they
have created the list, they will need to
narrow it down to 5 objects they really
want to put in their final drawing. If
they complete this, they may begin
sketching their rough draft.
5 min Worker bees will collect all lists and
place them on their teacher’s shelf.
The students will be in charge of
cleaning up their own tables and
putting pencils/ erasers back in the
bins. They will then line up and do
crayons.
Clean-up Procedures (Room, Materials & Work Storage)
The students will need to place pencils and erasers in their tables bin and place all drawings in
a NEAT pile in the center of their desks for a worker bee to collect. The bees will then place the
drawings on their teachers shelf.
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things don't always have to make sense.
Our project will be to create a
dreamscape and I will ask the students
what they think this means. I will then tell
them that we will be creating our own
“rabbit holes” to fall down which take us
into a dreamscape. but first we need to
create a list of things they see in their
dreams. They need to create a list of at
least 10 items but I will make it a game to
see who can list the most. They will be
dismissed back to their seats.
I will walk around checking student lists
and offering feedback of what else they
could list. I’m sure a few students will be
stuck so I will focus on helping them.
I will walk around making sure the
students have collected all of their
materials and placed them in the correct
bin. Once the students have done this I
will dismiss them to line up. They will do
crayons. If there are a few extra minutes,
we will play simon says.
Closure, Review & Anticipation (what’s next?)
I’ll let the students know that when they see me next, they will be drawing their artwork and
adding oil pastel along with watercolors, this means they should be thinking about what they
want to draw!

Supplemental Activity
If the students finish early I will let them begin to draw their dreamscape in pencil.

Teacher reflection focused on the lesson after it has been taught

N/A

LESSON PLAN

Teacher Candidate Trinity Arend

School Westerville Fouse
Grade Level 1st

LESSON NUMBER 2
Lesson Title What a weird wonderland!
Length of Class Period 40 min
Approximate Number of Students in Each class 30
Beginning Date for this Lesson
Ending Date for this Lesson

CONTENT STATEMENT – PERCEIVING/KNOWING

6PE Generate artmaking ideas from their daily experiences and the environment.
CONTENT STATEMENT – PRODUCING/PERFORMING
2PR Invent imagery and symbols to express thoughts and feelings.
CONTENT STATEMENT – RESPONDING/REFLECTING

2RE Revise works of art to a level of personal satisfaction.

Performance-based Assessment Objectives

Students will learn planning skills by generating art making ideas from their daily experiences by
creating a list. they will use this list to refer back to when looking for inspiration during the
sketching/ drawing portion of this lesson.

Students will use their list to invent imagery to express thoughts and feelings.

Students will learn to revise generated ideas by selecting specific imagery to use in their
artwork.

Performance-based Assessment Strategies

(attach assessment documents if applicable)
Students will take their experience and dream generated planning list and use it to inspire their
imagery in their final project.

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Students will express thought and feeling by creating imagery which helps to convey mood in
their art piece.

Students will revise their 10 item generated list to 5 objects they wish to visually depict in their
final artwork.

Academic Language
Vocabulary
Dreamscape: a landscape or scene with the strangeness or mystery characteristic of dreams.
(google)
Additional Language Demands (specific speaking or writing activity)
N/A

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
Alice in Wonderland Lewis Carroll

Preparations
Materials/Resources for Teacher
projector
internet access
board to project on
Materials for Students
Pencils
erasers
oil pastels
watercolor paint
brushes
water cups
sinks
drawing paper
Safety Procedures
I'll need to remind the students that no objects should be airborne throughout class. They
should also be careful when using the pastels and paints since they get messy.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
To set up the room I will place the pastel bins out y the sinks along with the watercolor kits,
brushes and half full cups of water. I will have drawing paper out as well for those who have not

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began sketching.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)

time student teacher

10 min students will sit on the floor and watch
as I demo the days work. If they have
questions they are free to ask
whenever they arise.
I will ask the students to sit on the floor
and begin demoing the days
assignment. They will be sketching
their rabbit hole and images. They will
also be outlining certain objects of their
choosing in oil pastel and painting in
watercolor. I will talk about watercolors
and if they put too much water on they
can get a dry paper towel to dab it off. I
will draw the rabbit hole and two of my
objects. I’ll let them know that some
objects can pop out of the page, so
plan for this. Make a light outline
where they want that object so they
know not to place anything over it. I
will play alice in wonderland the
animated movie in the background as
the students work.

25 min students will sketch their rabbit hole
dreamscapes in pencil. Once they
have the objects exactly how they want
them, they can go in with oil pastel on
some of the objects. once all of these
are done the students can paint in the
blank areas using water colors.
I will walk around the room and offer
feedback to the students. Some
students draw objects that dont always
look like what they are aiming for so
helping those students draw the
objects until they are recognizable.

5 min The worker bees will collect paints, oils I will walk around making sure the
and help the other students place their students have collected all of their
artworks on the drying rack. The materials and placed them in the
students are responsible for picking up correct bin. Once the students have
their pastels, pencils and erasers and done this I will dismiss them to line up.
putting them in the correct bin. They will do crayons. If there are a few
extra minutes, we will play simon says.
Clean-up Procedures (Room, Materials & Work Storage)
Students need to place their wet paintings on the drying rack and put their paint brushes in the
water cup. A worker bee will collect water, brushes, and paints, another will help put art on the
shelves and another will collect oil pastels. All tables should be clean and organized before
lining up.

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

The students will be told that they should finish up with these next class and we will be creating
three dimensional elements to attach to the finished piece.
Supplemental Activity

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If students finish up early they may free draw or watch the movie. No playdoh will be used as
they tend to rush when they see one student get playdoh out.

Teacher reflection focused on the lesson after it has been taught

N/A

LESSON PLAN

Teacher Candidate Trinity Arend

School Westerville Fouse
Grade Level 1st

LESSON NUMBER 3
Lesson Title My Wibbly Wobbly Wonderland!
Length of Class Period 40 min
Approximate Number of Students in Each class 30
Beginning Date for this Lesson
Ending Date for this Lesson

CONTENT STATEMENT – PERCEIVING/KNOWING

6PE Generate artmaking ideas from their daily experiences and the environment.
CONTENT STATEMENT – PRODUCING/PERFORMING
2PR Invent imagery and symbols to express thoughts and feelings.
CONTENT STATEMENT – RESPONDING/REFLECTING
2RE Revise works of art to a level of personal satisfaction.

Performance-based Assessment Objectives

Students will refine the imagery they have chosen to depict based upon self assessment and
teacher feedback.

Students will refine sketches to express thoughts and feelings.

Students will revise their artwork until they have reached a level of personal satisfaction..

Performance-based Assessment Strategies

(attach assessment documents if applicable)
Students will refine their experience and dream generated planning list and use it to inspire their
imagery in their final project.

Students will express thought and feeling by creating imagery which helps to convey mood in
their art piece which they will rework based upon self assessment and teacher feedback.

Students will rework artwork until they have reached a level of personal satisfaction by tweaking
images and details within the work as well as cleaning up any smudges created while in the
process.

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Academic Language
Vocabulary
Dreamscape: a landscape or scene with the strangeness or mystery characteristic of dreams.
(google)
Additional Language Demands (specific speaking or writing activity)
N/A

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
Alice in Wonderland Lewis Carroll

Preparations
Materials/Resources for Teacher
projector
internet access
projector board
Materials for Students
watercolor paints
skinny sharpies
cardboard
scissors
paper strips
glue
extra drawing paper
Safety Procedures
Students will need to be careful when cutting out their extra pieces, they sometimes lose track
of where the scissors are in relation to their hand when cutting organic shapes.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
To prep I will check all bins for scissors, sharpened pencils, erasers and glue. I will also precut
strips of paper for folding as well as cardboard pieces. I will have the movie pulled up on the
screen before the students enter.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)

time student teacher

10 min students will enter the room and sit on I will ask the students to sit on the
the floor. they will quiet their bodies and floor and begin the days demo. I

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 prepare to watch the demo. will take my project and show them
how i make tiny watercolor edits to
certain areas and trace objects in
sharpie for emphasis, careful to not
get the sharpie in oil pastel. I will
then show them how to make extra
objects and make them pop off the
page either using an accordian
folded paper strip or cardboard. I
will play alice in wonderland as they
work.

25 min students will make minor adjustments to I will walk around helping students
their artwork using pastels and attach their extras and cutting strips
watercolors then outlining objects in of paper or pieces of cardboard as
sharpie. They will then make a couple of necessary.
objects pop off of the page if they desire
by creating an extra sketch of the object
on a seperate sheet, cutting it out and
attaching it with either accordian folded
paper or cardboard.

5 min The worker bees will collect paints, oils
and help the other students place their
artworks on the drying rack. The
students are responsible for picking up
their pastels, pencils and erasers and
putting them in the correct bin.
I will walk around making sure the
students have collected all of their
materials and placed them in the
correct bin. Once the students have
done this I will dismiss them to line
up. They will do crayons. If there
are a few extra minutes, we will
play simon says.

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

Students will need to check the floor for scraps, place all pencils in the proper bins along with
erasers, and place their artwork on the drying rack. Worker bees will collect extras they had
passed out.

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

This will be an odd transition because some of the classes will finish this on their last time
seeing me and others will have one or two more classes with me.
Supplemental Activity
If they finish early the students can either free draw or watch the rest of the film.

Teacher reflection focused on the lesson after it has been taught

N/A

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Be sure to attach to the full instructional unit

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Don't have weekend access to pastels or materials, this is the first lesson/ second lessons beginning
stages. Will send edited version tomorrow.

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