аЯрЁБс>ўџ IKўџџџHџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС№ПД:dddd`SxSxZџџџџџџlЂЂЂЖ<ђTgЖ RF Unit Overview Grade/Class1st gradeConcept: Fantasy Concept Question:What is fantasy? Is fantasy make-believe or real? Stage 1:  Desired ResultsAesthetics: Enduring Understanding Art can have diverse values, meanings, and definitions. VB Instructional Objectives EL.3 Students will examine why artworks have different meanings for the viewer and artist. Essential Question Why are some artworks valued more than others? Art Criticism: Enduring Understanding Artworks are objects for interpretation VB Instructional Objectives EL.5 Students will respond to works of art through direct observation. EL.10 Students will analyze artworks for symbolic/metaphorical meanings Essential Question Are there any other animals in the world like the ones on Scranimal Island?Art History: Enduring Understanding Art is a reflection of time, place, and culture. VB Instructional Objectives EL.11 Students will research how artworks are related to time, place, and culture. Essential Question How does art influence history/culture?Art Production: Enduring Understanding Meaningful artmaking is about exploration, asking questions, problem-solving and developing a knowledge base. VB Instructional Objectives EL.17 Students will generate ideas from multiple sources to create artworks. Essential Question How will you use the different sources to create your scranimals? KNOW Students will know& UNDERSTAND Students will understand that& DO Students will be able to& -That the story is make-believe. -The different kinds of animals. -How to use crayons. -Vocabulary- Make-believe, symbols, fantasy, animals, drawing, and watercolors- They need to use their imagination. - They need to pretend they are on scranimal island. - That these animals they are going to create are not real. -They need to look for clues and symbols to figure out what kind of animals are on scranimal island. - Use their imagination. -Use watercolors and crayons. - Draw scranimals ( an animal made out of 2 or 3 different animals). - Students will be able to write a short story about their scranimal. Stage 2:  Assessment EvidenceSUMMATIVE ASSESSMENTPerformance Tasks & Products: Rationale As artists, we use big ideas from life and personal experiences as inspiration to create art. The idea of fantasy and what fantasy is influence artists and their artmaking. In this unit, students will explore fantasy and how it/this can inform their personal  voice that can be expressed in their conversation, writing, and artmaking.Student Procedure (guidelines, directions) Key Criteria ( how teacher will grade) Artmaking Design Problem: Transforms different animals into one make-believe animal. Written Reflection/Critique: Students will name their scranimal and write a short paragraph about their scranimal  Artmaking Design Product: 1. Students will use at least two different animals for their scranimal. 2. Use crayons for the scranimals and watercolor for the background. Written Reflection/Critique: They will name their scranimal and write a short paragraph. FORMATIVE ASSESSMENTOther Evidence Informal check for understanding One on one teacher/student Brainstorming Class participation Sketches Group discussion Written reflectionStage 3:  Learning PlanLesson 1  Title: Scranimals Day1: " Motivational Activity: Ask the students if they have ever been to scranimal island? Ask if they would like to go to scranimal island today? " Have children sit on carpet and read poems from the book Scranimal Island. " Show a powerpoint of pictures that looks like real scranimals. " Then have them brainstorm and pick at least two animals that they want to make into one. " On practice paper start sketching images of their scranimal. If they need help there will be pictures of animals on the tables. Day2: " If some need to finish their practice sketches they can but the ones who are finished can start on their final scranimal. They are going to use crayon to draw their scranimals. " Two rules scranimals has to be BIG and they need to push hard with the crayons. " If they need help making their scranimal big there will be shapes on the table that they can trace for the body and the head. Day3: " They will create a fantasy landscape for their scranimal to live in with construction paper and construction paper crayons. " I will call each table to the paint center and they will choose one color to paint over their scranimal. They will be using watercolors. Day4: " Before the students cut out their scranimal they need to work back into their scranimal with crayon on parts that were covered up from the paint or if they have stick legs. They will need to make those bigger. " They are going to cut out their scranimal and glue it to their fantasy environment. " When students finish they will be able to add to their environment with the crayons. " When the students are finished they will name their scranimal and write a short paragraph about their scranimal. " Closing: I will show the trailer for Where The Wild things are. This will lead into our next lesson. Day5: " At the beginning of the class we are going to do a mini critique. I will hang up three or four complete pieces of work from a different class. We will talk about each one as a class. " I am going to read the book Where the Wild things are. " We will talk about the monster " I will show them the monster they are going to make.  UNIT TEACHER REFLECTION: Does the unit address enduring ideas about the human experience? Does the unit address enduring ideas about art? Does the unit address key concepts and essential questions? Does the learning plan align with unit objectives and assessment tasks? Does the unit address the knowledge and skills in a logical sequence to achieve unit objectives? Do the enduring ideas, key concepts and essential questions provide focus and cohesiveness throughout unit? Are students aware of assessment expectations? Are enduring ideas, concepts and important skills assessed? Are the key unit and lesson components included and clearly presented? Are students given opportunities to provide evidence of learning?  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