Department of Arts Administration, Education, and Policy

UNIT PLAN OVERVIEW

(Revised 2016)

Teacher Candidate Trinity Arend

School Westerville Fouse Elementary
Grade Level 4th

UNIT TITLE My Superhero World

Length of Class Period 40 min
Approximate Number of Students in Each class 25
Beginning Date for this Unit april 8
Ending Date for this Unit april 26

ENDURING UNDERSTANDINGS
Personal Choice and Vision: Students construct and solve problems of personal relevance
and interest when expressing themselves through visual art.

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?)
A:At this stage in a child’s development, they are just coming to understand their peers and how
to handle group work. Up until this point, children are generally very inwardly focused. Inspired
by Lev Vygotsky’s social development theory stating that children learn best through social
interaction. The children will work in groups to create a superhero mural.
B: In this lesson plan, the students will work both independently and collaboratively to come up
with individual superheroes and surrounding objects of a scene, which we will then piece
together to make a mural.By now, students will have had a great deal of experience with art
materials such as pencil,paper,and markers, but I will be introducing a few newer materials such
as fabric and wire. At this age, students are easily susceptible to peer pressure and bullying as
they are discovering the differences between each other. This is the time when students are
discovering who they are and what friend groups they will surround themselves with. The
students will work in small groups to create a scene in which their characters will interact, each
creating an object to contribute to the scene. These groups will be chosen by having the
students count off 1-4 so that they are able to work with fellow students who they may not have
worked with prior to this lesson.

Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)

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By creating a superhero, the students will have that hero “defeat” a problem which they find to
be an issue in their community which they have come up with, this could be bullying, littering, a
robber, homelessness, etc. They will then use a multitude of mediums to create their superhero
as well as a surrounding scene for their character to interact with. I will introduce this project
using the elements and principles of design. With a rough idea of what these are, the students
will begin to question the relationships created when adding one or more elements and
principles together to create their artworks.Their hero must be 1) illustrated and created with a
full body, 2) include a 3 sentences which express the issue they are battling as well as
introducing themselves to the viewer/reader, 3) create one other object for their scene such as
a chair, dumpster, sidewalk, building or even another character and 4) be presented on the
mural in the hall. During the beginning stages of development, the students will present their
heroes to their small group in order to collaboratively create a scene in which all of the
superheroes fit, this also allows their peers to help question and improve any ideas the artist
may have as well as make suggestions about how to better portray their two elements and
principles in the artwork.

Essential Questions (provocative, engaging, critical)

What are ways your superhero helps the community?

How are we able to peacefully stop the issue you were given?

How can you represent a scene in only three sentences?

Possible Integration
One possible integration would be with English or Language Arts and the use of storytelling.
The students will become storytellers as they create a short passage to explain the scene that
their superheroes are placed in. This can also become a mode of storytelling outside of the
normal realm, students can now portray events/meaning using pictures rather than, or in
assistance to words.

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title Brainstorming is Super Fun!
Lesson Description During this lesson, I will use a PowerPoint presentation to introduce the
theme of superheroes to the children. The students will then, as a class,
form a list of possible issues for their superheroes to battle in the
community. Once the list has been created,we will narrow down the topics
to four main categories. The children will break off into group and begin
the planning session of the assignment as well as delegating props for
each student to create.

Lesson Two
Title Create Your Superhero
Lesson Description For this day’s lesson, the children will form into their groups and host a
small critique, going over improvements and ideas. they will be presenting
their three superhero designs and deciding which will become their final
hero. -- Does the hero represent a peaceful solution to the issue? Does
the character feature at least two elements and principles of design? They

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 will also be deciding which props to add in order to aid the scene they will
be creating with their heroes.

Lesson Three
Title Putting Your Hero in to Action! Kachow!
Lesson Description The final step of this unit will be for the students to finish up their pieces
and hang/ arrange their work. This means they must get into their
cooperative groups and fully form their superhero scene. The students will
also be required to talk about their work and how it was to create a group
art project. -- Did each student create a prop which contributed to the
scene? Is there a blurb containing at least 3 sentences which introduce
the character, its power and the crime it is battling? How can you tell that
the student used at least two elements and principles of design when
creating their superhero?

Explain how technology has been used in this unit

For this unit I will be using a powerpoint to introduce lesson one as well as give examples of
superheroes. I will also have the elements and principles of design posted on the last slide to
leave up so that the students can refer back to them as they need.

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 LESSON PLAN

Teacher Candidate Trinity Arend

School Westerville Fouse Elementary
Grade Level 4th

LESSON NUMBER 1
Lesson Title Brainstorming is Super Fun!
Length of Class Period 40 min
Approximate Number of Students in Each class 25
Beginning Date for this Lesson april 8
Ending Date for this Lesson april 15

CONTENT STATEMENT – PERCEIVING/KNOWING

5PE Link ideas in and design of works of art to the emotions and moods expressed in them.
CONTENT STATEMENT – PRODUCING/PERFORMING
3PR Generate ideas and employ a variety of strategies to solve visual problems
CONTENT STATEMENT – RESPONDING/REFLECTING
6RE Give and use constructive feedback to produce artworks that achieve learning goals.

Performance-based Assessment Objectives

Students will link planning ideas and the purpose behind their heroes to the moods and
emotions expressed within them.

When filling out their brainstorming worksheet students will generate ideas and use a variety of
strategies to solve their group “issue”

During a mini-critique, students will assess the works of their peers, giving constructive
feedback to produce works of art that achieve the learning goals.

Performance-based Assessment Strategies

(attach assessment documents if applicable)

Students will plan how to link the purpose of their heroes to the expressions on the heroes faces
when filling out their superhero worksheet.

When filling out their superhero worksheet, students will generate a variety of ideas and
strategies their heroes will use to solve the group issue. Each hero will have a different aspect
of the issue to solve.

Academic Language
Vocabulary
Line
Shape
Form
Value

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Space
Color
Texture
Rhythm
Balance
Emphasis
Proportion
Gradation
Harmony
Variety
Movement
(see attached form)

Additional Language Demands (specific speaking or writing activity)

When planning out their superhero, the children will be required to list the two either principles
or elements of design that they will be focusing on for this lesson. (See attached worksheet)

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
Marvel
DC
Tokyo Mew Mew

Preparations
Materials/Resources for Teacher
-powerpoint
-printer

Materials for Students

-crayola markers
-string
-wire
-various fabric
-various paper
-10 scissors
-25 pencils
-10 erasers
-25 worksheets
-4 worksheet on elements and principles of design
-4 magazines

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-10 glue bottles
-4 wire cutters

Safety Procedures
I will review scissor safety procedures as third graders are still relatively young and I will review
how wire can be dangerous at the cut ends as they can become jagged and pierce the skin if
thin enough. With wire, I must also review how to use wire cutters.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
I will have 4 stations set up for the students, with worksheets already laid out so that once I ask
them to get into groups they can begin work immediately. Wire will be kept at the front of the
room so that I am able to keep an eye on the use of the wire cutters.

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

Time Students Teacher

10 min Students enter the classroom and
take their seats, setting aside all
personal objects. Students will
engage with the subject matter and
begin to help form a list of potential
community issues.
I will greet the students as they enter
the class and begin taking attendance.
I will also ask the children not to play
with the materials set on their desks as
they have a habit of doing such. I will
also begin introducing the project using
PowerPoint and the elements and
principles of design. The students will
also be creating a list of potential
issues found in their community or
living environment. We will then narrow
down the issues to four main topics.

5 min Students will count off 1-4 and
transition into their groups. They will
then find a number under their
materials bin which will decide the
order in which they will choose their
groups topic.
I will ask the students to number off 1-4
and get into groups. I will then ask
them to lift the materials bin located at
their center and we will go 1-4 with the
groups choosing their “issue” topic.

15 min Students will each take a “superhero
worksheet” and begin filling it out.
The students will be asked to choose
at least 2 elements and principles of
design to work with while creating
their superheroes and prop
objects.They will then begin working
At this time I will be walking around the
class and answering any questions the
students may have about the project or
their topic. I will also be asking
students questions about their choices
to informally assess whether they are
understanding the prompts or simply

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 on their 3 rough sketches of guessing on answers.
character design and planning out
their character (power, costume,
stance)

5 min At this time the students will begin
cleaning up. This means that they will
return their worksheets to the folder
with their group number on it and put
away any writing utensils used
throughout the planning period.
I will be checking to see that each
student has picked up after themselves
and is ready for their next class. At this
time, I will remind the students that
they need to remember their folder
number as well as think about how
their scene might be created for next
class. We will then do the “pencil”
activity to check their behavior as they
wait on their instructor to pick them up.

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

For clean up, students will be expected to put all materials back into the proper piles and/or
containers. The students will pass the worksheets to one student who will bring them up to my
desk and place them in their periods group folder. Before they leave I will ask students to check
under the desks and pick up any scraps that may have fallen throughout the class period and
dispose of them properly.

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

As the students are in line, I will tell them the next day that I will be back and what to expect:
they will jump back into their work and start creating their piece.

Supplemental Activity
If a student finishes their work early, I will ask that they bring their worksheet up to me so that I
may review it and approve of it or suggest improvements. If all is approved then I will let the
student know that they may begin creating their superhero or prop if that has been decided on
by the group.

Teacher reflection focused on the lesson after it has been taught

N/A

LESSON PLAN

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 Teacher Candidate Trinity Arend
School Westerville Fouse Elementary
Grade Level 4th

LESSON NUMBER 2
Lesson Title Creating Your Superhero!
Length of Class Period 40
Approximate Number of Students in Each class 25
Beginning Date for this Lesson april 17
Ending Date for this Lesson april 22

CONTENT STATEMENT – PERCEIVING/KNOWING

1PE Use sensory details and descriptive language to identify and describe universal themes,
subject matter and ideas expressed across arts disciplines.
CONTENT STATEMENT – PRODUCING/PERFORMING
4PR Demonstrate motivation, independence and persistent during studio practices to complete
artworks.
CONTENT STATEMENT – RESPONDING/REFLECTING
6RE Give and use constructive feedback to produce artworks that achieve learning goals.

Performance-based Assessment Objectives

students will use descriptive language to identify the successes of their peers 3 rough sketches
of heros, which supports the universal theme better and ways to improve the hero.

Students will demonstrate motivation, and persistence during the creation of their heroes to
create three sketches and choose the best to begin editing into its final form.

Students will provide constructive feedback during group discussions.

Performance-based Assessment Strategies

(attach assessment documents if applicable)
Students will recognize and verbally identify at least two elements and principles of design used
by their fellow classmates using descriptive language when being presented with their peer’s 3
rough sketches.

Students will demonstrate motivation and persistence in this lesson by planning and creating 3
rough sketches of hero designs which they will critique in a group setting.

students will provide constructive feedback during their small group critique by pointing out one
strength and one improvement of each sketch until voting on which fulfills the assignment the
best.

Academic Language
Vocabulary
Line
Shape
Form

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Value
Space
Color
Texture
Rhythm
Balance
Emphasis
Proportion
Gradation
Harmony
Variety
Movement
(see attached worksheet)

Additional Language Demands (specific speaking or writing activity)

When critiquing each others works while deciding the best superhero design, students should
practice using the correct vocabulary of the elements and principles of design as well as
explaining why certain design aspects are better than others; this will be done using sticky notes
as well as through verbal discussion.

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
N/A

Preparations
Materials/Resources for Teacher
-student work folders
-PowerPoint
Materials for Students
-crayola markers
-string
-various fabric
-various paper
-25 scissors
-25 pencils
-10 erasers
-25 worksheets
-4 worksheet on elements and principles of design
-4 magazines
-10 glue bottles
-4 wire cutters

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Safety Procedures
I will re-review the proper handling and usage of wire cutters as well as of the wire itself. I will
also review the proper way to handle scissors when walking and when cutting materials.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
As students enter the class I will have the group’s folders laid out at their tables along with the
supplies needed to create their superheroes so that once class begins they can get straight to
work.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)

Time Student Teacher

5 min Students will enter the class
and sit down in their groups,
waiting patiently as the teacher
takes attendance. Leaving all
materials on the desk at the
center of the table, not touching
them.
As the students enter the class I will greet them
and begin taking attendance. I will have the slide
from the powerpoint pulled up as a reminder of
what should be accomplished that class. I will
then ask the students to begin working on their
projects

10 min Students will finish up their I will be walking around the room listening to
worksheets and begin a peer student led conversations and making sure the
discussion about their students are staying on task. If a group seems to
superhero designs. --Which be struggling with the prompts I will come over
design fits the issue the best? and aid them in their discussions.
Which elements were used in
this design
How could you improve the
superhero? they will respond to
each other both verbally and
through sticky notes

10 min After the superheros final Continuing to walk around the room I will be
designs have been chosen, asking students about their props and how they
students will begin to create the feel the props will paint a picture of the issue and
environment or scene that the surroundings. I will also ask the students about
characters are in and divvy up their final design choice and how the elements
the props between students. and principles make the superhero better.
-- How does the environment
and props create a whole
scene? Will your heros work
together to fight the issue or
separately?

10 min The students will use this time I will be checking in with student progress and
to craft their props and heros, monitoring the completion level of each group.
making sure to use at least depending on this, the students will be allotted 10

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 three different materials extra minutes at the beginning of the next class to
between the two objects. The finish up.
students should also be
creating their 3 sentence word
bubble which - introduces the
hero -describes their power -
and describes how the
character will fight the issue
present.

5 min Students will begin cleaning up
materials and placing them into
the proper bins. each group
should have a clean table top
free of glue and debris as well
as a clean floor.
I will be checking to see that each student has
picked up after themselves and is ready for their
next class. At this time, I will remind the students
that they need to remember their folder number
as well as think about how their scene might be
created for next class. We will then do the “pencil”
activity to check their behavior as they wait on
their instructor to pick them up.

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

For clean up, students will be expected to put all materials back into the proper piles and/or
containers. The students will pass the worksheets to one student who will bring them up to my
desk and place them in their periods group folder. Before they leave I will ask students to check
under the desks and pick up any scraps that may have fallen throughout the class period and
dispose of them properly.

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

At this point, we will be wrapping up the unit during the next class, so I will be reminding the
class of this. I will let them know that they will have 10 min during the next class to finish up any
last minute touches on their superheroes or objects.

Supplemental Activity
If the students finish up their projects before the 10 min are up they will be allowed to go into the
hall and begin hanging their heros and forming their scene. Once the work is hung up we will be
going into a critique where the students will talk about their work and the choices they made in
their designs as well as which elements and principles of design they focused on.

Teacher reflection focused on the lesson after it has been taught

N/A

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 LESSON PLAN

Teacher Candidate Trinity Arend

School Westerville Fouse Elementary
Grade Level 4th

LESSON NUMBER 3
Lesson Title Putting Your Hero in to Action! Kachow!
Length of Class Period 40 min
Approximate Number of Students in Each class 25
Beginning Date for this Lesson april 22
Ending Date for this Lesson april 26

CONTENT STATEMENT – PERCEIVING/KNOWING

2PE Notice and describe different visual effects resulting from artmaking techniques.
CONTENT STATEMENT – PRODUCING/PERFORMING
1PR Identify, select and vary art materials, tools and processes to achieve desired results in
their artwork.
CONTENT STATEMENT – RESPONDING/REFLECTING
5RE Refer to criteria and use art vocabulary when discussing and judging the quality of
artworks.

Performance-based Assessment Objectives

Students will notice and point out different visual effects found within the class mural and the
different techniques used.

students will select at least 3 varied materials to use when creating their final hero. They will
manipulate these materials and use a variety of processes until they achieve the desired result.

When in their small group critique students will refer to the criteria of the lesson and use the
proper visual art vocabulary when discussing and judging the quality of artworks.

Performance-based Assessment Strategies

(attach assessment documents if applicable)
Students will verbally describe at least one positive and one negative aspect of each scene
created by the four groups. -- What elements and principles were used in each superhero? Is
there one that seems to be reoccuring in this scene? What element or principle could have been
used to better this project?

Students will use at least 3 varied materials when creating their final hero. They will
continuously manipulate and evaluate their work until they have achieved the desired result.

when in their small groups students will list one success and one unsuccessful aspect of each
work. They will also identify one element of design used in the artwork.

Academic Language

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Vocabulary
Line
Shape
Form
Value
Space
Color
Texture
Rhythm
Balance
Emphasis
Proportion
Gradation
Harmony
Variety
Movement
(see attached worksheet)
Additional Language Demands (specific speaking or writing activity)
During this portion of the unit, students will be asked to defend their artistic choices in the
elements and principles of design while using the correct vocabulary during the class “critique”.
The student should explain what two elements and principles they chose to focus on and how
they illustrated this in their work.

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

N/A

Preparations
Materials/Resources for Teacher
-Student work folders
-PowerPoint
-Sticky tack
Materials for Students
-crayola markers
-string
-wire
-various fabric
-various paper
-10 scissors

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-25 pencils
-10 erasers
-25 worksheets
-4 worksheet on elements and principles of design
-4 magazines
-10 glue bottles
-4 wire cutters

Safety Procedures
At this time the students should understand the proper way to handle wire and the wire cutters
but I will offer a brief reminder to the class as they are most likely still pretty unfamiliar with the
tools. I will also offer a reminder of the proper procedures for handling scissors if i note any
improper usage.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
Students will enter the class to find all materials out and set up into their stations, this includes
their work folders as well as markers, fabric, scissors, glue, etc. After a brief reminder of the
days work with the use of a PowerPoint slide, the children will begin working to finish up their
projects as they will be allotted 10 extra minutes to finish up.

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

time students teacher

10 min students will enter the room and
begin on their projects
immediately. The will be given ten
min to finish up any piece the feel
is incomplete. If a student feels
that they are done will all three
objects, speech bubble, character,
and prop, then they may go in the
hall and begin hanging their
objects.
As students enter and bein their projects I will
be taking attendance. I will then walk around to
make suggestions about projects and flush out
any last minute details that may be missing. I
can also assist in any issue a child may be
facing with the project.

5 min students will go out into the hall
and begin hanging their projects
with sticky tack so that they can
arrange and rearrange the pieces
until they form a cohesive scene.
I will be aiding in the arrangement of scenes
during this time and monitoring the students so
that they do not get off task.

20 min Each group will go through and I will be facilitating student discussion and
talk about their issue as well as prompting the students with questions if they
the heros they have created. cannot think of any comments. I will also be

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 peers can offer advice on what is
successful and what could use
improving upon. each student
must speak about the piece at
least once throughout the critique.
keeping tally of who has and has not spoken
and if we near the end without a few students
speaking i will directly ask their opinions of the
artwork.

5 min Students will reenter the class and
double check that their work areas
are cleaned up and that the tables
are glue free and the floors are
scrap free.
I will be checking to see that each student has
picked up after themselves and is ready for their
next class. We will then do the “pencil” activity
to check their behavior as they wait on their
instructor to pick them up.

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

Not many materials should be out on this final day as students should be fairly finished with their
work. Once the work is completed, the students will gather any materials they had gotten out
and return them to the proper bins, throwing away scraps and washing off desks if there is glue
on them. All figures and props should be attached to the wall.

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

At the end of this final day, as the students are lined up, I will ask them how they felt they did
with this project. Was it challenging? Was it fun? What surprised them about how it turned out?
etc. This will help with my self reflection on what I have performed successfully and what I can
improve upon for teaching this in the future.

Supplemental Activity
This final day should take up the entire class period with critique, though if we do finish up early,
the cooperating teacher has a fun game she likes the children to play involving pencils. Based
on their behavior as a whole, if the children perform well in all areas such as cleanliness, noise
level, respect, etc, they “obtain” pencils which translate to points. If they gather all the pencils for
the day then the class earns a “rainbow” pencil and they earn two points. This is a system to
show the students how they are doing and keeping them aware of their own actions.

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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VOCABULARY:
ELEMENTS OF ART: The visual components of color, form, line,
shape, space, texture, and value.
Line An element of art defined by a point moving in space. Line
may be two-or three-dimensional, descriptive, implied, or
Abstract.

Shape An element of art that is two-dimensional, flat, or limited to

height and width.

Form An element of art that is three-dimensional and encloses

volume; includes height, width AND depth (as in a cube, a
sphere, a pyramid, or a cylinder). Form may also be free
Flowing.

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Value The lightness or darkness of tones or colors. White is the
lightest value; black is the darkest. The value halfway
between these extremes is called middle gray.

Space An element of art by which positive and negative areas are

defined or a sense of depth achieved in a work of art .

Color An element of art made up of three properties: hue, value,

and intensity.
• Hue: name of color
• Value: hue’s lightness and darkness (a color’s value
changes when white or black is added)
• Intensity: quality of brightness and purity (high
intensity= color is strong and bright; low intensity=
color is faint and dull)

Texture An element of art that refers to the way things feel, or look
as if they might feel if touched.

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PRINCIPLES OF ART: Balance, emphasis, movement, proportion,
rhythm, unity, and variety; the means an artist uses to organize
elements within a work of art.
Rhythm A principle of design that indicates movement, created
by the careful placement of repeated elements in a work
of art to cause a visual tempo or beat.

Balance A way of combining elements to add a feeling of

equilibrium or stability to a work of art. Major types are
symmetrical and asymmetrical.

Emphasis
(contrast) A way of combining elements to stress the differences
between those elements.

Proportion A principle of design that refers to the relationship of

certain elements to the whole and to each other.

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Gradation A way of combining elements by using a series of
gradual changes in those elements. (large shapes to
small shapes, dark hue to light hue, etc)

Harmony A way of combining similar elements in an artwork to

accent their similarities (achieved through use of
repetitions and subtle gradual changes)

Variety A principle of design concerned with diversity or

contrast. Variety is achieved by using different shapes,
sizes, and/or colors in a work of art.

Movement A principle of design used to create the look and feeling

of action and to guide the viewer’s eye throughout the
work of art.

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 Superhero Worksheet!
Name:

Superhero name:

Issue:

Super power:

What 2 Elements and Principles of Design will you choose to focus on?

1.

2.

What will your “prop” be?

Sketch 1

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Sketch 2

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Sketch 3

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Please circle your best sketch or final design! Thank You!

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