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Week 1
Day 1
Day 2: We are diving

deeper into each
movement.

deeper into each
movement.

deeper into each
movement.

deeper into each
movement.
Goals
Overview of the main Art

Movements we will be
discussing in the following
week. This is the first step
of our journey through time.
Spotlight on classic art.

Movements: Renaissance
and Baroque.
Spotlight on the
Impressionist and PostImpressionist movement.
Spotlight on the
Expressionist Movement.
Spotlight on the Cubist and

Symbolist Movement.
Standards
H.1.1 PROFICIENT:
Identify connections
between major world
events and societal
issues and the ways
artists have responded to
these through their work,
reflecting a diversity of
cultures and ethnicities.
H.2.1 PROFICIENT:
Recognize and compare
works of art, identifying
them by artist, period,
style, and geographic
location. H.2.2
PROFICIENT: Identify
stylistic characteristics in
the works of an artist or
movement and!
describe how style is
influenced by the culture
and time.
H.2.2 PROFICIENT:
Identify stylistic
characteristics in the
works of an artist or
movement and!
and time. 9-12.WT.10
Write routinely over
extended time frames
(time for reflection and
revision) and shorter time
frames (a single sitting or
a day or two) for a range
of discipline-specific
tasks,!
purposes, and
audiences.
H.2.2 PROFICIENT:
Identify stylistic
movement and!
and time. 9-12.WT.10
Write routinely over
extended time frames
(time for reflection and
revision) and shorter time
frames (a single sitting or
a day or two) for a range
of discipline-specific
tasks,!
purposes, and
audiences.
H.2.1 PROFICIENT:
Recognize and compare
works of art, identifying
them by artist, period,
style, and geographic
location. H.2.2
stylistic characteristics in
the works of an artist or
movement and!
and time.
Objectives
The students will get a

broad knowledge of Art
Movements and learn a few
key themes for each.
The students will learn

about specific artists in this
movement.

movement.

movement.

movement.
Materials
Anticipation Guide, Power

Point, Flash Cards
Power point, Da Vinci

reading worksheet, still life
objects, pencils, and
erasers.
Power point, Linnea in

Monets Garden, watercolor
paint and paper, Starry
Night Song.
Power point with cartoon, oil Powerpoint, quote from

pastels, magazines, paper, Picasso, paper, pencil, and
scissors, and glue sticks.
rulers.
Set
Anticipation Guide of Art

History facts, student marks
true or false. During the
lesson they can take notes
on this paper.
Slide show of artwork done

by Da Vinci, Michelangelo,
Jan van Eyck, Raphael,
Rembrandt and Johannes
Vermeer. Do any of these
look familiar to you?

by Monet, Manet and
Degas. As well as Van
Gogh, Czanne, and
Gauguin. Do any of these
look familiar to you?

by Edvard Munch, Ernst
Ludwig Kirchner, Emil
Nolde, and Henri Matisse.
Do any of these look
familiar to you?

by Picasso, Metzinger, and
Klimt. Do any of these look
familiar to you?
Purpose
Connecting real world

events to famous artists
that are well known in the
art world and have made an
impact in society.
Students will start off the

go deeper section of the
unit by learning about the
most classic painters who
established the world of fine
art.
We are continuing to dive

deeper into Art History and
following the time line.
Students will understand
that impressionist painters
wanted to capture a
moment in a time when
their were no cameras.
Students will connect the

depressing expressions of
the famous artwork to the
first world war and then use
photos in magazines today
to depict an expression.
This will show them exactly
how these artist reacted to
real life events.
Students will understand

why someone would paint
in the cubist style as well as
how to use symbolism in
their paintings.
Activies
Anticipation Guide, Power

Point with examples of art
and three key themes from
each movement (students
take notes) and a matching
game with flash cards.
Slide show, Da Vinci

worksheet (reading and
drawing activity), Exit slip.
Slide show, Read aloud

Slide show, Multi-media
(Linnea in Monets Garden), activity, Journal.
Painting activity, Listen to
Starry Night Song, Journal.
Slide show, Geometric

symbol drawings
Guided Practice
How to categorize the flash

cards in a groups.
Drawing from life.
Scenery painting from

postcards in watercolor
using only big floppy paint
brushes, cotton balls, or
finger painting techniques.
Students will use oil pastels

to create a colorful
background and then glue
on magazine clippings of
people expressing
emotions. The background
colors should relate to that
emotion.
Students will draw a symbol

that represents themselves
or something that they are
interested in, they will draw
it in a cubist style using one
or two point perspective.
Closure
Students will fill out the later

column of their anticipation
guide with something that
they have learned from
each topic. (They could do
this during the lesson as
well) I will collect the paper
and return it the next day.
Write an exit slip one thing

you learned or a question
you have about the
Renaissance and Baroque
movement.
Students will journal how

about how it felt to paint in
this splotchy style. Was it
hard to make it
representational? Do they
feel their painting was a
success or not? What did
you learn from this activity?
Students will write an artist

statement in the form of a
journal explaining the
expression in their piece.
The expression that the
model is making and why
they chose the colors they
used.
Students will write a short

exit slip (on the back of their
drawing) what the symbol
they chose is and what is
represents.
Assessment
Last Column of the

Anticipation Guide (Did they
learn anything new?
(Formative) Matching Game
(Were they able to properly
match the flash cards after
the lesson presentation?
(Formative)
Does the exit slip have a

true and interesting new
idea that the student
learned or thought of?
(Formative) Life Drawing/
Sketches (Summative)
Journal entry should be

about one page and should
answer on the previous
questions. (Formative)
Watercolor painting
(Summative)
Artist statement should be

one page long and should
answer the previous
questions. (Formative)
Multi-media design
(Summative)
Symbol Drawing
(Formative)
Adaptations
The powerpoint will be

available to the students on
Google Classroom so that
they can follow along and
have the information for
later. I will help students
who have need assistance
with reading, writing and
language skills.
Students will have already

learned how to draw. I will
remind the class of the
shading technique and the
elements and principles of
design to aid them. For
students who struggle with
pressure and holding
pencils, triangle grips will be
available for a better grasp
and I can use the hand on
elbow strategy to guide
their lines.
Students who do not like to

get messy can wear aprons
and plastic gloves. Students
who need extra time writing
can take their journal to
their resource room and
bring it back the next day.

and plastic gloves. Students
who need extra time writing
can take their journal to
their resource room and
bring it back the next day.
I will tape down paper for

students who have trouble
drawing, triangle grips and
rulers will also be available
for easier handling. I will
help all students to come up
with a symbol or research
one on the internet.
Week 2
Day 6
Day 7
Day 8
Day 9
Day 10
Goals
Choose an Artist that interests

you from a movement that you
enjoyed and research their
style as well as a subject to
paint.
Begin drawing an original

design in the style of a
particular artist.
Continue drawing an
original design in the style
of a particular artist.
Students finish their

drawings and begin to paint
their design in the style of
the artist they chose.
Students continue to paint.
Standards
9-12.RT.2 Determine the

central ideas or conclusions
of a text; trace the texts
explanation or!
depiction of a complex
process, phenomenon, or
concept; provide an
accurate summary!
of the text. 9-12.WT.4
Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and
audience. H.2.2
stylistic characteristics in the
movement and!
and time. ISTE3a Students
plan and employ effective
research strategies to locate
information and other
resources for their
intellectual or creative
pursuits.
H.2.2 PROFICIENT:
Identify stylistic
movement and!
and time. H.6.2
PROFICIENT: Make
informed choices about
specific subject matter or
concepts and defend
those choices when
given a range of objects
or spaces. ISTE3c!
Students curate
information from digital
resources using a variety
of tools and methods to
create collections of
artifacts that demonstrate
meaningful connections
or conclusions.
H.2.2 PROFICIENT:
Identify stylistic
movement and!
and time. H.6.2
PROFICIENT: Make
concepts and defend
those choices when
or spaces. H.6.6
PROFICIENT:
Demonstrate respect for
personal work and the
work of others. H.8.2
PROFICIENT: Create
works that communicate
in-depth knowledge
gained through the!
experience of integrated
study.
H.2.2 PROFICIENT:
Identify stylistic
movement and!
and time. H.6.2
PROFICIENT: Make
concepts and defend
those choices when given
a range of objects or
spaces. H.6.6
PROFICIENT:
PROFICIENT: Create
in-depth knowledge
gained through the!
study.
H.2.2 PROFICIENT:
Identify stylistic
movement and!
and time. H.6.2
PROFICIENT: Make
concepts and defend
spaces. H.6.6
PROFICIENT:
PROFICIENT: Create
in-depth knowledge
gained through the!
study.
Objectives
Students will gain extra

knowledge of particular artist.
Students will plan their

design.
Students will draw their

design out on paper.
Student drawing should be

complete, they will begin to
paint by using the
techniques that their chosen
artist did.
Students will continue

painting by using the
artist did. Layers are
encouraged to build up a
thick piece just like these
famous paintings are.
Problem solving will begin.
Materials
Worksheet of fact to fill out

while researching, projector,
movie clip, quote from
Monuments Men, Chrome
books, Google Arts & Culture
Paper, Sketch book,

reference photos, research
sheet, chrome books,
pencils, erasers.
Paper, Sketch book,

pencils, erasers.
Paper, Sketch book,

pencils, erasers. As well as
paint, brushes, water, paper
towels.
Paper, Sketch book,

towels.
Set
Show Monuments Men movie

trailer. Read quote out loud.
Show previous student

examples.
Students set up their

materials.

materials.

materials.
Purpose
By researching the artist they

plan to emulate they will learn
how and why that artist
painted. This will give the
student a deeper appreciation
for the intricacies or painting as
well as a personal connection
to a famous artist.
Students will plan the layout

of their design so that it
includes elements and
principles of design that
make it more interesting.
Students will add detail and

plan for the painting
process, when it comes
time to paint they will know
exactly how it should look.
When it comes time to paint

students will know exactly
how it should look. They will
learn the intricacies of
painting like a professional
and be able to appreciate a
certain technique or style.
Students will learn the

intricacies of painting like a
professional and be able to
appreciate a certain
technique or style.
Activies
Students will use Google Arts & Planning, Sketching, and

Culture to research their artist
Pre-Drawing.
and get a closer look at the
artwork.
Pre-Drawing and beginning

the final.
Finishing the final drawing

and beginning to paint.
Painting lighter colors first.
Guided
Practice
Imagine you stumble upon a

lost artwork that no one has
ever seen before. It is
recognizable by an artists
style? How will you identify it?
Create an original artwork in
the style of an artist of your
choice.
Monitoring student work

and guiding them through
problem solving.

problem solving.
Monitoring student work and Monitoring student work and

guiding them through
problem solving.
problem solving.
Closure
Students should complete the

worksheet of information about
their artist.
Clean up materials and put

them away neatly.

them away neatly.

them away neatly.

them away neatly.
Assessment
Research worksheet
(Summative)
Participation/ On-task
behavior. (Formative)
Adaptations
I will be walking around the

room to guide students in the
research process and remind
them of the power points that
are on Google classroom.
Monuments Men reference will
be visual and audible. (Trailer
will have closed captioning.)

drawing, triangle grips will
also be available for easier
handling. I will be as helpful
as I can to those who need
it while drawing, but I will
never mark on a students
work.

drawing, triangle grips will
also be available for easier
as I can to those who need
it while drawing, but I will
work.

and plastic gloves. I will
tape down paper for
keeping it down, triangle
grips will also be available
for easier handling. I will be
as helpful as I can to those
who need it while drawing,
but I will never mark on a
students work.

tape down paper for
students work.
Week 3
Day 11
Day 12
Day 13
Day 14
Day 15
Goals
Students have today to

paint, but the project will be
due at the end of the
period.

statement from the point of
view of the artist that they
chose.
Standards
H.2.2 PROFICIENT:
Identify stylistic
characteristics in the works
of an artist or movement
and!
and time. H.6.2
PROFICIENT: Make
concepts and defend those
choices when given a
range of objects or spaces.
H.6.6 PROFICIENT:
personal work and the work
of others. H.8.2
PROFICIENT: Create
works that communicate indepth knowledge gained
through the!
study.
H.2.2 PROFICIENT:
Identify stylistic
movement and!
and time. H.6.2
PROFICIENT: Make
concepts and defend
spaces. H.6.6
PROFICIENT:
PROFICIENT: Create
in-depth knowledge
gained through the!
study.
H.2.2 PROFICIENT:
Identify stylistic
movement and!
and time. H.6.2
PROFICIENT: Make
concepts and defend
those choices when
or spaces. H.6.6
PROFICIENT:
PROFICIENT: Create
in-depth knowledge
gained through the!
study.
H.2.2 PROFICIENT:
Identify stylistic
movement and!
and time. H.6.2
PROFICIENT: Make
concepts and defend
those choices when
or spaces. H.6.6
PROFICIENT:
PROFICIENT: Create
in-depth knowledge
gained through the!
study.
9-12.RT.2 Determine the

central ideas or
conclusions of a text;
trace the texts
explanation or!
depiction of a complex
process, phenomenon,
or concept; provide an
accurate summary!
of the text. H.1.1
connections between
major world events and
societal issues and the
ways artists have
responded to these
through their work,
reflecting a diversity of
cultures and ethnicities.
Objectives
Students will continue painting

by using the techniques that
their chosen artist did. Layers
are encouraged to build up a
Students will continue to
problem solve by changing
colors and going over
mistakes.

artist did. Layers are
encouraged to build up a
mistakes.

techniques that their
chosen artist did. Layers
are encouraged to build up
a thick piece just like these
mistakes.
Students will finish their

painting today. This means
adding finishing touches
and cleaning up edges.

statement from the point of
view as the famous artist
that they chose to explain
how and why they painted
the way that they did.
Students will then share this
in small groups and show
their painting.
Materials
Paper, Sketch book, reference

photos, research sheet,
chrome books, pencils,
erasers. As well as paint,
brushes, water, paper towels.
Paper, Sketch book,

towels.
Paper, Sketch book,

towels.
Paper, Sketch book,

Chrome books, research
reference photos, research sheet, paper, pencil.
towels.
Set

materials.

materials.

materials.

materials.
Introduce writing prompt

(RAFT) technique.
Purpose

appreciate a certain technique
or style.

technique or style.

technique or style.

technique or style.
Students will have a chance

to share why they painted
and how. They will have the
opportunity to express their
artwork through words in a
creative way.
Activies
Begin adding body to the

painting by using the artists
style/technique.
Continue using artists style

and add more layers and
colors to the painting.
Start shading things in and

expressing the artists style.
Finish up paintings so that

they are presentation
ready.
Pre-writing (brainstorm),
Write artist statement, small
group critiques.
Guided
Practice
Monitoring student work and

guiding them through problem
solving.
Monitoring student work and

problem solving.

problem solving.

problem solving.
Facilitate activities and

joining different groups to
hear what all the students
have to say.
Closure

them away neatly.

them away neatly.

them away neatly.

them away neatly.
Turn in finished painting

and artist statement.
Assessment
Final Painting (Summative)

Artist Statement
(Summative)
Adaptations

and plastic gloves. I will tape
down paper for students who
have trouble keeping it down,
triangle grips will also be
available for easier handling. I
will be as helpful as I can to
those who need it while
drawing, but I will never mark
on a students work.

and plastic gloves. I will tape
down paper for students who
have trouble keeping it
down, triangle grips will also
be available for easier
as I can to those who need it
while drawing, but I will
work.

tape down paper for
students work.

tape down paper for
students work.
Those with learning

disabilities or who are
speaking English as a
second language can come
to me for help. Students
may use computer to write
or paper and pencil.
Whichever way is easier for
them. I will give an example
of an artist statement
previous to this unit, but can
make is accessible again.

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Week 1

Day 2: We are diving

Day 3: We are diving

Day 4: We are diving

Day 5: We are diving

Overview of the main Art

Spotlight on classic art.

Spotlight on the Cubist and

The students will get a

The students will learn

The students will learn

The students will learn

The students will learn

Anticipation Guide, Power

Power point, Da Vinci

Power point, Linnea in

Power point with cartoon, oil Powerpoint, quote from

Anticipation Guide of Art

Slide show of artwork done

Slide show of artwork done

Slide show of artwork done

Slide show of artwork done

Connecting real world

Students will start off the

We are continuing to dive

Students will connect the

Students will understand

Anticipation Guide, Power

Slide show, Da Vinci

Slide show, Read aloud

Slide show, Geometric

How to categorize the flash

Drawing from life.

Scenery painting from

Students will use oil pastels

Students will draw a symbol

Students will fill out the later

Write an exit slip one thing

Students will journal how

Students will write an artist

Students will write a short

Last Column of the

Does the exit slip have a

Journal entry should be

Artist statement should be

The powerpoint will be

Students will have already

Students who do not like to

Students who do not like to

I will tape down paper for

Choose an Artist that interests

Begin drawing an original

Students finish their

Students continue to paint.

9-12.RT.2 Determine the

Students will gain extra

Students will plan their

Students will draw their

Student drawing should be

Students will continue

Worksheet of fact to fill out

Paper, Sketch book,

Paper, Sketch book,