Unit Planning Template

Teacher Name: Laura Famiglietti

Unit Name: Report on Art

Specific Language Expectation(s)
Writing:
1.3 Gather information to support ideas for writing using a variety of strategies and oral,
print, and electronic sources.
3.8 Produce pieces of published work to meet identified criteria based on the expectations
related to content, organization, style, use of conventions, and use of presentation strategies.
Oral Communication:
2.3 Communicate in a clear, coherent manner, presenting ideas, opinions, and information in
a readily understandable form.
Specific Cross-curricular Expectation(s)

Grade 4
Big Ideas/Desired Results
You can use different sources to research ideas
and gather information.
All of your ideas can be written out in a final
report that summarizes what you have found.
An oral presentation will explain a students
work to their peers
Specific images from ancient cultures art have
specific meaning.
Understanding that images have meaning today.

Social Studies: A3.2 Demonstrate the ability to extract information on daily life in early
societies from visual evidence. (i.e. works of art paintings, pottery)
Visual Arts: D1.1 Create two- and three-dimensional works of art that express feelings and
ideas inspired by their interests and experiences.
Evidence of Learning
The students will have a choice for a final piece of art, either a painting (2D) or a pot (3D). They will have to write a report no longer than one
page about what they have created, explaining the reasoning and rational for their choice and how they can relate ancient imagery to their own
daily lives. Once all the students have had time to present their ideas and opinions, it is my hope, if we have time, to get the students into a
class-wide debate on which form of art they believe to be more relevant or important when learning about a culture of the past.
Assessment Tool
The tool I will be using for my assessment of is a rubric that the students will be given when the final task is assigned and I will go over what is
expected of them. The aspects of the students learning I will be assessing is based on their one page report. The categories are their critical
thinking; can show me their thinking through their writing. The final draft of their work; has their practice with drafting rough copies improved
their likelihood of completing work with little errors. Through their understanding of the content of ancient art and relating to the world today.
If they understand it effectively then the connections will be made with ease. The final category is communication; through the oral
presentation the students give I will assess them on their ability to present their art and ideas (written report) effectively to the class.
Describe the skills, knowledge and resources required of students to provide evidence of their learning.
The students are required to make a 2D or 3D art exemplar using ancient images that relate to the world around them today. In order to do this,

the students will gain the knowledge throughout the unit of a variety of ancient paintings and pottery, with examples seen in texts, on
PowerPoint, and on the internet. This means that students will need to gather information and organize their research when writing up their one
page report. The students will also need access to art resources for painting (i.e. paper, paint, paintbrushes, small pots, etc.). The students will
be required to type their final report, if they do not have access to a computer at home, then they will be given time at school (in the library).
The students will also need the skill of public speaking so they can provide their evidence of learning how to clearly speak, and share their
ideas.
Projected Learning Experiences
These are subject to change based on assessment for instruction. Using your description of the knowledge, skills, and resources required to
provide evidence of learning, try to plan learning experiences backwards from Day 5.
Day 1
On Day 1, we will begin
with a quick introduction
of what our next unit in
language will be focused
on. Since at this time we
will be studying ancient
civilizations we will
incorporate that into the
lessons. I will show the
students some images
from various ancient
civilizations and explain
some of the imagery. I
will describe that our
culminating task will be a
written report so we will
go over a review of
guidelines to writing
reports. When the class is
over the students will
answer the question:
Which ancient
civilizations art was your
favorite? on an exit

Day 2
Today we will go over
some of the art of the
ancient civilizations that
the students wrote down
on their exit tickets, as to
keep their interests.
I will introduce how the
students will be doing
their research and how
they can organize their
ideas (ex. Mind-map).
We will go over where the
students can find
resources, both
electronically, and
written.

Day 3
The students will be given
this time to do their
research and draft up a
rough copy of their one
page written report. They
will have access to books,
and the internet to find
what they need.
If they have completed
their work. They will
have the option to either
self-edit their own work
or have peer-edit it based
on the checklist provided.

Day 4
The students will continue
on with working on their
written reports. They will
use their edited rough
copies to produce final
drafts of written work.
Once the students have
completed their reports
they will practice their
oral presentation skills
with a partner.

Day 5
Students will demonstrate
their learning through
their oral presentations of
their written reports of the
art work. Once they have
presented their work they
will hand in their reports.
If a student does not what
to present we will do a
one-on-one conference.
If there is time we will
have a debate on the more
superior form of ancient
art dividing the class
between those who made
a painting and those who
decorated a pot.

ticket.
Further Considerations
1. How will I build student choice into this unit?
The students will have the choice to use a variety of sources when researching for their written report; I will supply a number of books, and will
book the library for time to research the internet. The students will have the choice to do a painting or decorate a pot. The students will also
have the choice if they do not want to give their oral presentation in front of the class, they can give me a quick presentation at recess, it should
only take a few minutes for them to share.
2. List three questions to build into instruction to promote analytical thinking.
1. What does the image show?
2. How can we relate to the image?
3. Why might this image be so important that they would paint it (in a fresco/on the pot)?
3. How will I build in opportunities for guided and independent practice?
On the second day of my unit I have planned for guided practice in which I will show the students some pieces of art. We will go over how we
can do some research on the ancient works, and how they can organize and write their ideas. After I have gone through an example of the
culminating task and have given the resources to the students, the next three days the students will have independent practice. They will work
on the research building skills, on their writing, and on the creative skills to produce their final piece. I will be available to anyone who may
need assistance as the days progress.
4. How can I build in assessment as instruction (peer- and self-assessment)?
I believe the best form of assessment as would be in the form of a checklist that I would give to each of the students, once they have completed
their one page report rough copy I will give them the checklist to check over their writing. The students will be given the option of either have a
peer edit their work or they can choose to do it themselves.
Resources
Include 2 related websites for students to explore:
1. http://quatr.us/ This website has paintings from Ancient Egypt and Greece, to Ancient China and India, and more. This site is a great visual as
well when comparing different ancient civilizations.

2. http://www.ancient.eu/pottery/ This website gives a great timeline of how the designs on pottery evolve and change. This site however only
focuses on the Mediterranean.
List 5 books to place in your classroom library:
1. Ancient Chinese Art By: Jane Shuter
2. The Art of Ancient Egypt: Revised Edition By: Gay Robins
3. Art of the Middle Ages By: Jennifer Olmsted
4. Roman Art: Fifth Edition By: Andrew and Nancy H. Ramage
5. Greek Art and Archaeology; Fifth Edition By: John Griffiths Pedley
List other additional resources:
I will set up a PowerPoint presentation of images of art works from the various civilizations from 3000 BCE 1500 CE.
I will have a set list of useable website for students who cannot find any sources. This is subject to change based on which the students find the
most interesting.
http://www.metmuseum.org/toah/works/
http://www.hellenic-art.com/statues-en/frescoes/
http://www.hellenic-art.com/pottery/
http://quatr.us/arts/fresco.htm
http://arthistorysummerize.info/Art./ceramic-and-pottery-in-india-in-ancient-times/
http://www.travelchinaguide.com/intro/arts/pottery.htm
I will have videos of how a fresco is made and how a pot was painted and fire in a kiln for students to view while they are doing their research,
if they would like.
http://www.videojug.com/film/how-to-fire-a-kiln
https://www.youtube.com/watch?v=Cej4Ggq5nQI
I will have some examples of how they can compare the images found in ancient art to today.
Wall Display
I would divide the space into two sections with the title of our unit in the middle. Once divided one half will display the paintings themselves,
just like frescoes on a wall. The other half will have photos of the pottery made, set up in displays just as they would be viewed in a museum.
Each photo or painting will have the students name on it to celebrate their hard work.

Pottery Painting Center

Purpose of the Center
To allow the students to work on painting their pottery, it will be more manageable to allow them to do so at a center in a group than
individually at their desks. Thus while the students are working on their paintings at their desks those who have chosen pottery will work more
closely under my supervision.
Related Ontario Curriculum Expectation
Visual Arts: D1.1 Create two- and three-dimensional works of art that express feelings and ideas inspired by their interests and experiences.
Materials Needed
Various amounts of clay pots
Paint
Paintbrushes
Pencils
Paint shirts
Estimated Cost
5 Clay pot from Walmart = $1.25/each (I would buy as many as I needed based on the students decision of what they will do their project on,
on day three. Cost subject to change.
How would you introduce this center?
I would introduce this center on day four when I am explaining how everyone will begin working on their art assignment. I will explain that the
students who are painting will do so at their tables and those doing the pottery will be working in a section of the classroom on the floor, so
they do not drop any.
What ongoing management or maintenance does the center require?
I will have to be in close proximity to this center because it does involve materials that are easily breakable, thus a hazard, I think the students
will enjoy working on tangible art I just have to make sure they all have the space needed to do their work.