Christina Aguila

Unit Name: Pop Art

Grade Level: 6th
Subject/Topic Area(s): Visual Art / Art History
Time Frame: 3 weeks

Unit Description: In this unit students will explore symbols, cultural meaning, color,
consumerism, advertising and cultural value through the lens of Pop Art. Students will begin by
researching and studying the historical context and influence of Pop Artists in-group research
projects. They will create 2 projects of different styles incorporated in pop art. Students will
experiment with different elements of art and their own popular culture while creating their own
Pop Art commentaries.

Class Description/Developmental Needs of Students:

Class is made up of 32 students- 14 boys and 18 girls.

English Language Learners

2 girls that are re-designated ELD students. One is at an Intermediate level and the other is at
an early advanced level.

One Student with an IEP

This student has Downs syndrome. She is an 8th grader at a 6th grade comprehension level. Her
eye-hand coordination and drawing ability are very low. She takes many breaks while drawing
and needs one-on-one help from the resource teacher to complete projects in the art room.
Because of her disability she needs small group instruction and frequent check in by teacher or
aid. People with Downs syndrome are visual learners and usually have a hard time
remembering oral instructions (many also have short attention spans.) She will need lots of
visual support while learning new things. People with Downs syndrome also often have low fine
motor skills so practicing skills, positive reinforcement, with more time and preparation for
project would be key in success for this student.

Students at risk of failing

Zepher, Nimsy and Yesenya are all at risk of failing due to missing assignments and lack of
effort.

STAGE ONE: DESIRED RESULTS

ESTABLISHED GOALS (State and/or National Content Standard (s)): G

Key Ideas and details
Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
Determine a central idea of a text and how it is conveyed through particular details;
provide a summary of the text distinct from personal opinions or judgments.
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and
elaborated in a text (e.g., through examples or anecdotes).
Integration of Knowledge and Ideas
Integrate information presented in different media or formats (e.g., visually, quantitatively)
as well as in words to develop a coherent understanding of a topic or issue.
Research to Build and Present Knowledge
Conduct short research projects to answer a question, drawing on several sources and
refocusing the inquiry when appropriate.
Gather relevant information from multiple print and digital sources; assess the credibility
of each source; and quote or paraphrase the data and conclusions of others while
avoiding plagiarism and providing basic bibliographic information for sources.

Comprehension and Collaboration

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse
Presentation of Knowledge and Ideas
Present claims and findings (e.g., argument, narrative, informative, response to literature
presentations), sequencing ideas logically and using pertinent descriptions, facts, and
details and nonverbal elements to accentuate main ideas or themes; use appropriate eye
contact, adequate volume, and clear pronunciation.
Include multimedia components (e.g., graphics, images, music, sound) and
visual displays in presentations to clarify information.

Knowledge of Language
Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
Vocabulary Acquisition and Use
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases; gather vocabulary knowledge when considering a word or phrase
important to comprehension or expression.

California Visual and Performing Arts Content Standards

1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory

Information Through the Language and Skills Unique to the Visual Arts Students perceive
and respond to works of art, objects in nature, events, and the environment. They also
use the vocabulary of the visual arts to express their observations.
Develop Visual Arts Knowledge and Vocabulary
Identify and describe all the elements of art found in selected works of art (e.g., color,
shape/form, line, texture, space, value).
2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in the Visual Arts
Students apply artistic processes and skills, using a variety of media to communicate
meaning and intent in original works of art.
Skills, Processes, Materials, and Tools
2.3 Create a drawing, using varying tints, shades, and intensities.
Communication and Expression Through Original Works of Art
2.4 Create increasingly complex original works of art reflecting personal choices
and increased technical skill.
2.5 Select specific media and processes to express moods, feelings, themes, or
ideas.
2.6 Use technology to create original works of art.

3.0 HISTORICAL AND CULTURAL CONTEXT Understanding the Historical

Contributions and Cultural Dimensions of the Visual Arts Students analyze the role and
development of the visual arts in past and present cultures throughout the world, noting
human diversity as it relates to the visual arts and artists.
Role and Development of the Visual Arts
3.1 Research and discuss the role of the visual arts in selected periods of history, using
a variety of resource (both print and electronic).
3.2 View selected works of art from a culture and describe how they have changed
or not changed in theme and content over a period of time.

4.0 AESTHETIC VALUING Responding to, Analyzing, and Making Judgments About
Works in the Visual Arts Students analyze, assess, and derive meaning from works of
art, including their own, according to the elements of art, the principles of design, and
aesthetic qualities.
Derive Meaning
4.2 Identify and describe ways in which their culture is being reflected in current
works of art.
Make Informed Judgments
4.3 Develop specific criteria as individuals or in groups to assess and critique
works of art.
4.4Change, edit, or revise their works of art after a critique, articulating reasons
for their changes.

5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS Connecting and Applying

What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers
Students apply what they learn in the visual arts across subject areas. They develop
competencies and creative skills in problem solving, communication, and management of
time and resources that contribute to lifelong learning and career skills. They also learn
about careers in and related to the visual arts.
 Visual Literacy
5.4 Describe tactics employed in advertising to sway the viewers thinking and
provide examples.

UNDERSTANDINGS: U ESSENTIAL QUESTIONS: Q

1. Students will understand ideas behind Pop1. How is pop art unique from other art
art and key characteristics of the movements?
movement. 2. How has advertising and popular culture
2. Student will understand symbols and that influenced Pop art?
they can be used to create meaning in 3. What does color represent in our society?
artwork. 4. What symbol represents you?
3. Students will have an understanding of the5. What does color represent in our society?
6. How is Pop Art a reflection of popular
integration of media, advertising, and how it
culture (everyday life)?
affects the information the public receives.
7. How has repetition influenced your life?
4. How popular culture has influenced Pop Art.
8. How does reflection help us learn from our
5. Students will understand key elements of
mistakes?
design and color theory.
Students will understand that color can 9. Does the media affect our likes and
6.
dislikes?
create emotion and feeling in Pop art.
7. Students will understand how to work
together during group research project and
know what is expected of them for group
presentations.

KNOWLEDGE: K
1. Students will verbally know how to point out1.
examples of elements of art in a piece of
artwork.
2. Student will know the life and works of 6
different Pop artists and be able to 2.
distinguish different elements from one
another that make them unique.
3. Student will know specific art vocabulary
and be able to use it to describe, analyze, 3.
self-assess and interpret works of art.
(repetition, struggle, analogous, 4.
complimentary, symbol)
4. How to properly critique and self assess
their work as well as others using guided
questions. 5.
5. Students will know how to use what they
have learned to envision what is possible 6.
for their own artwork.
SKILLS: S
Students will collaborate will with each
other in table group research projects on a
Pop artist and participate in a short artist
presentation.
Students will participate in whole group
discussion, small table groups and partner
groups while talking about the different
aspects of Pop art style.
Students will be able to communicate
meaning and intent in their artwork.
Students will use analysis and reflection to
have a better understanding of the Pop art
movement and how it relates to their own
artwork.
Students will be able to mix colors to
create a desired result.
Students will be able to apply color theory
to their artwork.
6. Symbols and color can be used to convey 7. Students will use elements of art in their
meaning.
8. Student will create meaning through
STAGE TWO: ASSESSMENT EVIDENCE
PERFORMANCE TASKS (STUDENTS
WILL DEMONSTRATE STANDARD BY):
There will be 3 summative, project-based
assessments during this unit with self
evaluation and rubric. In these pieces of
work they will be assessed by looking at
completion (craftsmanship, proper use of
techniques, clean appearance) and
creativity (ability to create unique and
original ideas and meanings using pop art
techniques).
Research Project:
Students will be creating a group project
and presentation with Google slides on a
Pop Artist.
Each group will be researching a different
artist and in group presentations will be
learning about what their peers found on
other Pop Artists. (C1, C2, C3, C4, IMTS)
Andys View:
Painting in the style of Andy Warhol while
looking at color theory, form, and line.
(C3,C4)
Liechtensteins Comic:
Painting in the style of Roy Lichtenstein
while creating a self portrait using dots,
strong lines and flat blocks of color to
final projects
symbols.
OTHER EVIDENCE (FORMATIVE): OE
Formative assessment will be used during the
lessons continuously.
Students will be assessed through participation
and effort during: Group presentations,
discussions, brainstorming, reflection on
artwork, and critique of peers work. (C1, C2,
C3, C4)
Students will use their sketchbook as a way to
document knowledge, record vocabulary,
practice skills through warm ups and sketch
ideas. They will then use this to create their own
piece of artwork. (C3, C4)
Students will receive feedback about artwork
and help with questions or problems when they
occur during check-ins with teacher during class
time. (C1, C2, C3)
Students will be assessed and given feedback
on skills and technique during warm ups and in
class handouts. (C1, C2, C3)
create comic book style look. (C3, C4)

Students will also have summative

assessments through whole class
critiques,rubric and self- reflections.
Students show their learning by
showcasing their artwork in a final critique
and explaining the elements they used.
(C1, C2, C3)

STAGE THREE: LEARNING PLAN

(UNIT SEQUENCE)

LEARNING ACTIVTIES (WHERETO): L

W: Where Each lesson will have an agenda on the board of what we are doing during the
class lesson, what is due, and what time class needs to start cleaning up. This gives students
a clear time frame of where students are supposed to be during the unit and what is expected
of them along with organizing time for the daily schedule. A clear overview of what will be
expected during the projects and a time line will be presented to students in class.

H: Hook - The unit of pop art is a great subject in art to hook students in and relate things to
their life. Each lesson will start with the hook usually in the form of a See/Think/Wonder or a
Do Now. While they are doing these activities students will be reflecting, relating, and
connecting artwork to their daily lives. Each art project students will be relating it to their lives
through color, advertising, symbols, and graphic design.

E: Equip Each lesson will include new vocabulary specific to the project and a short teacher
modeling of the activity or warm up needed during the lesson. Students will look at artwork
and advertising to see their differences and commonalities.

R: Re-Think/ Revise Students will be asked to check in with their table group and partners
during the class time to get peer feedback about works of art. Students will be asked to hang
unfinished art up on the wall stand back and see what it looks like to get an idea of how the
project is going and what needs to be reworked and revised. Teacher will circulate the room to
look for understanding and help with revision and guide students toward requirements for
projects.

E: Evaluate Student will evaluate their work using self-assessments and a rubric. Students
will assess other students artwork during group critiques and in process critiques with
partners. These 2 forms of evaluation will allow student to reflect on what they have learned
based on vocabulary and skills as well as describing, interpreting, and analyzing other pieces
 of artwork and their own.

T: Tailoring During this unit students will be grouped upon interests in Pop artists. Grouping
will be adjusted to help support the student with an IEP and redesigned ELL students. Two
peer tutors will be appointed for the Special Needs Student to help with basic understanding
and to help with getting supplies and materials for this student. These two peer tutors will have
advanced level in art knowledge and students that tend to finish work on the earlier than other
students. The ELL students in the class are at a high functioning levels in English but they will
be paired together for support just I case they need help with understanding. They will also be
paired with 2 native language speakers in order to get a better understanding of more
challenging ideas and topics presented in this unit. Each student will be given a role in their
table groups for clean up or setup depending on their strengths. Daily teacher check-ins on
individual projects allows flexibility and adjustment due to the students needs. Work time
during lunch will be provided for students that need more time in order for them to finish
projects.

O: Organize Most days will start with See/ Think/Wonder, Do Now, teacher modeling, mini
lessons or warm ups. Some days there will be a quick check in during the beginning of class
so class work time can be maximized. Teacher will circulate and check in with tables and
individuals. The class will continue with individual teacher check-ins, whole class check-ins,
and independent work time while teacher circulates the room.

21st Century Skill Key:

C1- Collaboration
C2 Communication
C3 Critical Thinking
C4 Creativity
IMTS - Information Media Technology Skills

Week 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Pop art Presentation: Observe/ Find Do Now: *Teacher changes Table Group
Slides of pictures of Patterns/Draw How has seating for group Discussions:
pop art of 6 artist Conclusions: repetition projects Students will talk
work. Introduce Advertising vs Pop influenced your Research Project: with group about
Essential Questions Art examples life? *Researching information found
and Big Ideas displayed for class What emotion or famous pop artists on artist and write it
Graphic organizer: discussion meaning does it and presentations. on a group
overview of unit given make you feel *Expectation of the information sheet.
to students with Think/Pair/Share: when you see it assignment. *each student write
timeline and project What are the in art? *Set up class roles information in a
due dates. common ideas of of students within different color pen.
See/Think/Wonder: advertising and See/Think/Won groups (Table
What elements of art Pop art? der: Andy Leader, Materials Warm up: Color
do you see in this type Warhols Manager, Scribe, mixing (secondary
of art? What do you Venn Diagram: Campbell Soup Clean Up Crew, colors, analogous
think about this type of What is different Ask them what Peace Keeper) colors,
art? What do you and what is the they see? What Warm Up: complementary
wonder? same. they think? What Double Journal colors)
Vocabulary: they wonder? modeling for
(Symbols, popular Finalize symbol: information Work time:
culture) Think about what Vocabulary: documentation. *Students finalize
Group Discussion: you want your art (contrasting *Students will be drawing for project
*Write down Key to say and choose colors, given books and and start painting.
Characteristics. a symbol that complementary, articles on each *Circulate the room
*Write down symbols represents colors, artist. for questions and
from Pop Culture yourself. analogous, Work time: understanding.
Warm up:A handout symbols). Students work on
will be given with *Circulate the Andy Warhol art Check in:
Symbols in popular room for Mini Lesson: project (repetition of Where is everyone
culture and Pop art. understanding and Introduces the symbols). on their Andy
*Who is the intended to help students Andy Warhol *Teacher circulates Warhol Project?
audience for each that have project the classroom Concerns or
symbol?. What do you questions. Homework: comments about
think the artist might Work Time: Research Pop research projects?
be trying to Group Closure: Students get artist.
communicate to this *Check in with started on laying Students Group Closure:
audience? students out their projects. encouraged to go to Clean up
*Clean up the library to check
Model: Show Group closure: out books and
examples of ideas of *Check in with research artist
symbols. students further online.
Brainstorm: Students *Clean up Group Closure:
draw 6 symbols from *Check in with
their popular culture. students
*Clean up
Exit ticket
*Two words that
describe Pop Art.
*Name 2 artists that
catch your eye and
give a reason why.
 Week2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

*Chrome books Warm Up: Tints *Chrome books Group

available for group and shades available for Group Critique: Presentations:
research projects group research Students will be *Each group is given
Work Time: projects asked 3 questions 6 minutes to present
Warm Up: Students will that will help them to the class.
*Demo on google continue to work on Group evaluate, analyze, *students watching
slides Andy Warhol Research: show the presentation will
*Show an example of project. Finalize group understanding of be taking notes on
finished presentation projects. Each pop art and the graphic organizers
visual *Due Thursday student will elements of art on each artist.
*Get each group set If students need present about used to create it. *students will turn in
up more time to work the page they notes at the end of
*Students should on this project they created in google Work Time: class for
have used this can come into the slides. Students practice assessment of
before. Check by art room during in groups for student knowledge
thumbs up/down lunchtime. Check In: presentations.
*Teacher checks Make sure slides Exit Ticket:
Group Research: Self Evaluation in with each and presentation *Ask students to say
In class time to Rubric: Once group and looks working. what they liked or
research artists students have at their progress disliked about group
and gather 3 pictures finished the project and Check In: research project.
of artist work. they will evaluate presentation. *Teacher goes *What and how they
Presentation done their work using the *give them around to each would change it for
with Google Slides rubric and reflect on feedback about group and checks next time?
*Graphic organizer process. presentation. in with them about
Provided to support the project and
research project. Peer check-ins: Work Time: makes sure they
Students will check Students are are ready for
*Circulate the room in with table partner able to use this presentation and
for understanding on progress of time to make any looks at slide
and to help students work, thought, and changes to presentation.
that have questions. ideas. presentation,
practice Closure:
Closure: Closure: presentation with *Turn in art
*Return chrome *Check in about group. projects with self
books to cart. due date of Andy * students finish evaluation rubrics
*Check in with Warhol Project Andy Warhol for grading.
students about report *Ask if anyone has project. *Chrome books
(where they are, how any questions. put back in cart
are they doing, do *Clean up Closure: *Clean up
they have any *Check in with
questions) students about
any concerns,
comments, or
questions.
*Clean up

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Mini Lesson: Do Now: Write Warm Up: Check in with 1234 Critique:
*Show some of Roy about a time when Practice sheet class: *Students work will
Lichtenstein works of you struggled to do for creating dots *Let students know be up in the room
art. something in your with a ruler and this is the last in with a post-it note
*Short overview of life? How did it marker. class time to work next to each one.
project. make you feel to on projects. *Students will be
(this is a review of struggle and Work Time: *Give students asked to write down
what they learned succeed? Students will self-assessments strength, weakness,
during peer work on coloring for project to be or questions on 3 of
presentations) Think/Pair/ Share: in self portrait filled out after their classmates art
Talk to your partner with colored project is finished. works.
Warm Up: about when you marker choose *Teacher will
*Have students go struggled doing where there will Work Time: facilitate and read
over measurements something in life be blocks of *Students are out post-its to class
of face for self- and then share to colors and where given work time to after activity is
portrait. the class. dots will be put finish project. finished.
* Given examples of on their artwork. *Once project is *Ideas cannot be
comic book style Work Time: Start finish and self repeated and each
eyes, noses, and on rough draft of *Teacher assessment is one should have 3
mouths. self-portrait. circulates the done they are comments and no
* Students will Transfer over to room for hung on the wall. more.
practice drawing final paper by using understanding *Teacher circulates
these types of facial graphite transfer and questions. the room for Group Discussion:
features in their technique. understanding and *End of Unit talk
sketchbook. Class check in: questions. about various parts
*Teacher circulates *Teacher checks *Checks in with of Pop art and how it
the room for in with whole student that need related to their art.
understanding and class about due to come in during
questions. date of project lunch time to finish
and makes sure projects.
Closure: everyone is able
Clean up to get it done in Closure:
 time. Clean up
*Teacher allows
for time during
lunch to do
project if
students need
more time.

Closure:
Cleanup

DIFFERENTIATED INSTRUCTION
Vocabulary and double journal note taking method are built into the lesson for the SPED student
and ELLs in the class. Although it was meant for these students as support it will be beneficial
to all students. A word wall would be a supporting ongoing list of vocabulary words updated
when new more complicated words are introduced in lessons. Two words outside of art
vocabulary will be introduced in this lesson to help support understanding of academic
language. (repetition, struggle)

The ELLs in this class are redesigned on varying levels but will still need some support during
the group research project. When groups are created with student choice in mind these
students will be placed with each other so they can communicate in their native language and
clarify any concepts that are not clear. They will also be placed with students who have a high
level of understanding and the ability to help with any problems or misconceptions that occur
during discussions in class. All Students will be provided with websites to look at for research
and given books for each artist. Students will be asked to get books from the library if available
and asked to find 2 more websites as references. Websites will include ones that are
appropriate for lower levels of comprehension weather it is due to special needs or ELL
development.

Since the SPED student in this class has Downs syndrome the lesson plans will be provided in
advance to give them more confidence with the lesson and allow them time to develop their own
ideas for suitable practical materials and resources. Also this will give the resource teacher
more time to collaborate with the art teacher and make adaptations to the lesson so it can work
best for this student. This student usually has a resource teacher with her in class. When
resource teacher is not available she will be paired up with 2 peer tutors at her table. She will
also be given preferential seating in the front of the class so teacher will be able to help her
whenever needed. Since students with Downs Syndrome are visual learners art is already a
learning style that supports them. Pictures will be paired with words whenever possible during
vocabulary activities. Video will be provided during research projects on BrainPop.com and
other educational clips in order for student to research their part of the project. More time in
class will be allotted for this student along with lunchtime to keep up with demands of class and
collaboration with resource teacher to have student use extra time in recourse class on art
report. This student will not have to present to the class during group presentations. Since
proficiency in auditory processing and auditory memory is not easy for students with Downs
instructions of the project will be written on the board and created with this student in mind.
Seeing the steps on the board will allow this student to refer to it when needed. Directions will
be simplified and broken down into little steps to allow for understanding of all students.

REFLECTIONS

During the unit I will measure the effectiveness of lessons through formative assessments and
observation. Formative assessments of warm ups and handouts will be documented to see
students progress and understanding. Sketchbooks will be reviewed for sketches and
brainstorming that lead to final projects. In class observations of class discussions, small group
discussions, time management and effort will be monitored to measure how successful lessons
are and what might need to be adjusted or reviewed for further understanding. Continuous
student check-ins while circulating or during whole class check-ins will help gauge where
students are and what will be needed for future lessons to be more successful.
Summative assessment will be based on craftsmanship, proper use of techniques, clean
appearance, and creativity. This will help measure what skills, techniques, and the level of
craftsmanship students have gained during the unit. It will also allow the teacher to see what
knowledge students have gained about different Pop artists and how they creatively represent
this style in their artwork. Although art is visual summative assessments will not be based on
appeal of the project but on the process and if it was executed with care and the improvement of
skills.

I anticipate that students will have a hard time working in groups and researching in an art class.
It is usually a content area that is solely based on the visual world. Since this unit has more
reading, writing, and group work, the teacher will have to work closely to lay the tracks for
successful lessons. Letting students know what is expected of them and preparing them for how
to do things is vital for these lessons to run smoothly and in a timely manner. Luckily Pop Art is
often easily relatable to the experience of many, especially urban, students therefore it will be a
lesson that is accessible to all students.