First Name

Last Name

Email

Date

Kaylie

Eko

Keko@hawaii.edu

10/24/2016

Semester

Year

Grade Level/Subject

Lesson Duration

Fall

2016

Sixth Grade/ Visual Arts

Three-45 minute lessons

Title
Expressing Emotions Using Colors
Central Focus (Enduring Understandings)
A description of the important understandings(s) and concept(s)

This unit is designed for sixth grade students in the state of Hawaii as a lesson to educate
students on the fine arts using the topic: How the Arts Are Organized. This topic is part of the
Hawaii Content and Performance Standards for Fine Arts under Standard 1: Visual Arts:
'Understand and apply art materials, techniques, and processes in the creation of works of art
and understand how the visual arts communicate a variety of ideas, feelings, and experiences'.
Benchmark FA.6-8.1.2: Requires students to apply selected elements and principles of art and
design to communicate a particular message or opinion in an original work of art. In a Sample
Performance Assessment (SPA): The student: Selects and uses specific elements or principles
of art and design to communicate a particular idea, message, or opinion (e.g., Picasso, uses
blue to express feeling). I this particular benchmark, students will be able to use different forms
of art (coloring, painting) in order to express emotion.

Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III) that align
with the central focus and address essential understandings, concepts, and skills

The Hawaii Content and Performance Standard I and Sixth Grade Benchmark in the Fine
Arts, Visual Arts that students will demonstrate meeting follows:
Standard 1: VISUAL ARTS: 'Understand and apply art materials, techniques, and processes in
the creation of works of art and understand how the visual arts communicate a variety of ideas,
feelings, and experiences
Topic: How Can We Use Color to Express Emotion
Benchmark: FA.6-8.1.2: "Apply selected elements and principles of art and design to
communicate a particular message or opinion in an original work of art".

Performance Assessment: In this lesson the students will use colors to express and convey
emotion in their artwork.

Student Learning Objectives

Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson learning
segment

The students will

Understand who Picasso was
Understand the color wheel of emotions
Use colors to express emotion within their artwork
Discuss the artwork of others.
It's okay to make mistakes as long as you persevere

Assessments
The procedures to gather evidence of students learning of learning objective(s) to include formative (informal)
assessments applied throughout the lesson and a summative assessment (formal) of what students learned by
the end of the lesson (include any assessment tools)

During the first lesson he teacher will use the table below as a formative assessment tool to gather
evidence of student learning by observing how the students interact with the questions being asked
during the lesson.
Studen
t
Names

Willing to
take risks
and raise
their hand
to ask
questions
about the
lesson

Needed
encouragement to ask
questions about the
lesson

Collaborated
with peers
and shared
discoveries
with each
other
(emotions)

Needed
encouragement
to work well
with peers and
to share ideas
and discoveries

Listened to
the lesson
respectfully
and talked
only when
necessary

Needed
reminders
to be
quiet or
topay
attention
during the
lesson

1.
2.
3.
4.
5.
6.
7.

Formative Assessment for Lesson Three and Four:

Target Criteria for a Completed Composition in Watercolor
Teacher
SelfTarget Criteria for Composition, Technique and
Assessment
Assessment
Use of Color
(Check if met)
(Check if met)
Student is able to make their title related to their art
piece
Uses different colors that have emotions that go
together
Able to show clearly what emotion each color
resembles
Uses examples from Picasso to make their art
pieces have emotion

Summative Assessment for End of the Lesson:

This FaceBook Exit Pass will also be a way for students to relate to better because it is
something that most of the students use every day. This exit pass will asses students on how
well they were able to grasp this lesson through their response.

Students Prior Academic Knowledge and Assets

The students content knowledge, skills, prior academic experiences, and personal/cultural/community assets to
draw upon to support learning

The students already had past experiences with using water colors and how to clean paint
brushes. Students are also familiar with art projects that have to deal with scenery and
artwork of people.
Academic Language and Language Supports
Oral and written language that the students need to learn and use to participate and engage in the content. The
planned instructional supports to help students understand, develop, and use academic language.

This unit introduces students to the academic language of the visual arts that includes the
elements of art and design: Color, shapes, etc. in order to have all students participate and be
able to convey what emotions and colors mean to them.
Instructional Strategies and Learning Tasks
A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear
steps that convey the use of multiple strategies, supports, and resources and 2) list opportunities offered for
multiple modes of participation

Lesson One Picasso

Teacher will show students a presentation about Picasso (when he was born, what he did, who
was he) and will show the students that Picasso used colors to show emotion in his artwork.
Learning LessonPicasso
The students will

Learn about Picasso and who he was

Students will observe paintings that Picasso painted

The teacher will

Present the presentation of Picasso

Lesson Two
We will look at a power point presentation of the standard color wheel of emotions. Students will
get familiar with these emotions before looking at artwork to identify colors that make up the
paintings by watching a short clip of Disney's animated film, Inside Out, to see if they can find
the emotion from the painting using the colors that they found.
Community Building ActivityWarm-UpWhat Each Color Means

The students will

Students will look at the color wheel of emotions and get familiar with them

Students will watch a clip from Disney's animated film, Inside Out

Students will then guess which emotion represents what in different paintings by Picasso
and other famous painters that were known for using color in their artwork to display
emotions
The teacher will

Show the students a power point presentation of the standard color wheel of emotions

Teacher will play a short clip from Disney's animated film, Inside Out

Teacher will show students another presentation on different pieces of artwork and ask
the students for their opinions on how the painting feels to them based on the colors from
the color wheel (students need to identify colors and relate them to the chart)
ContentArt Color Chart of Emotions
The students will

Watch the teachers instructions on how the teacher made their own color chart

Students will then create their own color chart

The teacher will

Prepare the art materials for sketching (pencils and paper)

Show the students how to create their own color chart of emotions
Lesson Three
Teacher will provide a lesson on how to use the watercolor paint and how to properly use the
paint brushes. Students will draw out their artwork by first, sketching out what they want to draw
with a pencil and writing which color goes where. They will then present their draft to the teacher
and then they will be able to use the water colors at the teacher's satisfaction of their draft.
ContentArt Production ExperiencePainting from their SketchesCreating
The students will

Observe a teacher demonstration of how to use the watercolor paints (from the example
the teacher shows)

Use the watercolor s to show the different emotions that they would like to incorporate in
their paintings

Clean up the art materials and store their work in the art cabinet

Write a reflection about their experience to serve as a small assessment to see if

students understood the lesson properly
The teacher will

Direct student attention to the student-created rubric

Demonstrate how to use watercolor paints

Prepare and distribute materials for watercolor painting

Circulate around the room to encourage students to explore the watercolor media and

techniques
ClosureGroup Sharing
The students will

Display their artwork on top of their desks

The teacher will

Provide the necessary instructions for group sharing

Ask several students on what this lesson was about and how color can become a
painting's mood
Clean-Up
The students will

Place their artwork to dry on an empty table

Students will empty water cups

Students will wipe the tables

Students will put away water colors

Students will wash paint brushes and leave them on a napkin/paper towel to dry
The teacher will

Facilitate the clean up by providing reminders

Lesson Four
In this lesson the students will engage in a whole class sharing session in which students will
stand up at their desk and share their artwork with the class.
Community Building
The students will

Think about why they chose certain colors for their artwork

Present their artwork to the class one by one to show and explain why they drew what
they drew

Share why they selected the colors that went into their artwork and why it is meaningful
to them
The teacher will

Prepare students for sharing by explaining the goal to this lesson

Let the students know how they should present their artwork to the class so they know
that everyone can see it

Make sure that each student understands that their artwork is meaningful
ContentCreating a Museum Label and Writing an Artists Statement
The students will

Use the teacher's example template in order to create their own artwork that shows a
mood/emotion using color
The teacher will

Provide directions and the example template for the rubric that the students will follow
Provide necessary lessons in order to teach the students about using colors to show
emotion in art work

Exhibiting ArtworkHanging Original Artwork on the Class Bulletin Board

The students will
Hang their finished artwork on the bulletin board
Label their artwork (name, description, title)
The teacher will
Hang the graded original pieces of artwork on the class bulletin board to be displayed for
their parents to see when they come in for goal setting day
Hang the title and description for the exhibition
Take a picture of each piece of artwork and ask if they can be displayed on the school
website

Differentiation
Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the needs
of students who require further support (e.g., ELL/MLL, struggling, accelerated, 50/IE, etc.)
Video of Disney's Inside Out will provide as a visual form of communication where students who require further
support will be able to have an easier time understanding the vocabulary and the meaning behind them. I will also
be working one-on-one with these students more frequently with the rest of the other students to make sure that
these students understand what they are doing, that they are on track, and as well as how well they understand
the lesson.

Instructional Resources and Materials

Books, texts, and other materials needed for the lesson

Based on 28 Students
Projector
Laptop/computer
Color Paints
Water Color Paper
Pencils/Pens
Scissors
Rulers
Glue
Computer paper to print out Rubrics

Lesson Plan Reflection (if lesson is carried out)

An analysis of what worked, what could be changed, and the next steps for teaching
What changes would you make to your instructionfor the whole class and/or for students who needed
greater support or challengeto better support student learning?
Why do you think these changes would improve student learning? Support your explanation
with evidence of student learning AND principles from theory, recommended practices, and/or
research.
Based on your reflection and your analysis of student learning, describe the next steps for instruction to
support students learning.

Above is a teacher created example for the artwork that I will be making the students do
for my art lesson.

Asessment Tool
NAME: Kaylie Eko
The Scoring Checklist for Self-Assessment of the Unit Plan
Use this as a guide for the formatting of your unit plan and use my sample unit plan as
an example.
XTitle Page for the Unit Plan (a photograph of an artwork created in your unit plan is
nice to add later)
__X_the title of the Unit Plan written in a question format (Example: How does
nature inspire us to create a work of art?)
__X_your name
_X__grade level the unit plan is developed for implementation
_X__ Overview of the Unit Plan that describes in detail
_X__who the unit is designed for
_X__what the unit is about
_X__the essential question you are asking your students
_X__the enduring understanding you want for your students
__X_a description of what the students will do in each of the four lessons that
includes what will happen in the culminating event
_X__how you will assess student learning (formative and summative)
__X_how it is related to the curriculum goals for your grade level
__X_when it will be tried this summer
_X__who you will try your unit plan with this Fall Semester of 2016
_x__Objectives of the Unit Plan: Clearly state the objectives of your unit, making sure
you include verbs that demonstrate some high level critical thinking skills. These should
be stated as follows: The students will be able to and then start each phrase with an
active verb. This is often used because the students will be doing more than just
meeting the HCPS III in the visual arts. See the instructor example in the unit plan
provided.
_x__Enduring Understanding: Describe the enduring understanding in a very clear
and concise manner that starts with the following phrase: Through the experiences in

this unit, I hope that our students will develop the enduring understanding that
Remember to keep it short and meaningful.
_x__Essential Question: An essential question is open-ended and can have many
different answers. Construct one good open-ended question that is also used as the
title of your unit that can have many different answers and is related to the enduring
understanding.
__x_Prior Academic Knowledge and Student Assets: Describe what you think your
students will need to know to engage in this unit or what you can safely assume they
already know. Notice that in my example, I am not assuming that my students are
already familiar with information they may need so I am introducting them to a lot of the
information as part of the unit. This is why a series of lessons is needed to create a
meaningful visual arts experience. This part is a little different for writing this in the
summer when you have not met your new students for next year.
__x_Hawaii Teacher Performance Standards: Select one HTPS that you
think you are meeting through your work with students as part of this unit plan that
includes the short definition of the HTPS selected & how you are meeting this standard
through your work with students in this unit specifically. These are standards for
teachers, not students. See http://www.htsb.org/standards/teacher/
__x_General Learner Outcomes: Select one general learner outcome that is evident
in student performance as part of this unit plan that includes the definition of the GLO
and how students will demonstrate they are meeting this GLO through their work in this
unit. To review the DOE General Learning Outcomes see
http://www.hawaiipublicschools.org/TeachingAndLearning/StudentLearning/LearnerOutc
omes/Pages/home.aspx
_x__Hawaii Content and Performance Standard in the Visual Arts: There is one
standard in the Visual Arts identified by the Hawaii DOE. Find that standard and write it
out in this section.
_x__Benchmarks: Select one benchmark in the visuals arts that students will meet
through the experiences provided in this unit plan that is appropriate for your field
placement grade level. Write out the description of the benchmark. See
http://standardstoolkit.k12.hi.us/
_x__Performance Assessment Indicators: Create your own performance
assessment indicators that the student work will demonstrate that are directly related to
the benchmarks you have selected and to the experiences in your unit. This is part of
what you will use to assess student learninig using the assessment tools you create.
Please do not use use the Sample Performance Assessment indicator that the DOE
provides as a sample. The objective is to create your own indicators that are directly
related to the benchmarks, the enduring understanding, and the objectives below.
_x__National Core Art Standards: The example unit plan includes two National
Art Core Standards in Creating and Presenting to model as an example. Select one
National Core Art Standard that your studnets will meet through their work on this unit.
_x__Assessment Strategies: Write a sentence that describes the following: Students
will engage in a series of assessment tasks throughout this unit that are identified below
and the summative assessment tools follow.

_x___Assessment Tasks: List what students will do throughout the unit to show
evidence of their learning. Remember that these are related to the benchmarks,
performance assessment indicator and objectives that you have already
identified above.
__x__Assessment Tools: This is where you create a rubric to help students
create a quality product by identifying specific criteria you are looking for. This
may also be in the form of a checklist. Remember that these are related to the
benchmarks and performance assessment indicators that you have already
identified in the assessment tasks. You do not have to have an assessment tool
for each task. Notice the examples the instructor created and provided.
_x__Instructional Strategies: These section will include the Individual Lessons that
include active student learning and include enough details that others could implement
your plan. Begin by writing an short overview of each lesson. Divide up the sections of
the lesson into the Warm-up or Focusing Event, Content, and Closure. Note the
example the instructor provided and use the format indicated in the example. A
minimum of four lessons is required. The example contains six lessons.
__x__Lesson One: Write an overview of the lesson and then use subheadings
for different sections of the lesson and use bullets that focus on what the
students and teacher will do in each section.
__x__Lesson Two: Write an overview of the lesson and then use subheadings
for different sections of the lesson and use bullets that focus on what the
students and teacher will do in each section.
__x__Lesson Three: Write an overview of the lesson and then use subheadings
for different sections of the lesson and use bullets that focus on what the
students and teacher will do in each section.
__x__Lesson Four: Write an overview of the lesson and then use subheadings
for different sections of the lesson and use bullets that focus on what the
students and teacher will do in each section.
____Additional lessons (optional)
_x__Exhibition Idea: Include an idea for sharing elementary student work in an
elementary classroom, school, or in the greater community. Plan to implement your
idea.
__x_Materials: Include all of the materials you will need to implement this unit.
_x__Resources: Include the resources you used to plan this unit. Please cite all of
your reference materials and consultants.
___________________________________________________________________
After you write your Unit Plan will engage in the following work that you will document
as part of this plan
_x__Teacher-created Artwork Samples: Embed your own artwork in the document
and use a caption to identify your work.
___Implementation of the Unit Plan: Describe the students you implemented this
plan with during the semester.
___Student-created Artwork Samples: Embed three student created artworks in the
document and use a caption to identify the work.

___Assessment of Student Work Using the Assessment Tools you Created: Show
how you used the Assessment Tools to assess student work and discuss how you used
the the tool to assess the student work selected. Be specific.
___Reflection on Teaching the Unit Plan
____________________________________________________________
Use the Checklist Above to Assess your own work and Submit to Assignments
for Instructor Review.
I read two completed unit plans written by:
NAME: Tiffany Luoung
NAME: JR Quilos