Department of Arts Administration, Education, and Policy

UNIT PLAN OVERVIEW

(Revised 2016)

Teacher Candidate Trinity Arend

School Westerville Fouse
Grade Level 2nd

UNIT TITLE Clay Aliens

Length of Class Period 40 min
Approximate Number of Students in Each class 30
Beginning Date for this Unit April 15
Ending Date for this Unit April 26

ENDURING UNDERSTANDINGS
Authentic Application and Collaboration: Students work individually and in groups to focus ideas
and create artworks that address genuine local and global community needs.

PROGRESS POINTS
B. Explore a range of art concepts and artworks and construct meaning about the works

CRITICAL ISSUE / BIG IDEA

Anticipatory Set (what do the students already know, why is this lesson relevant?)
At this age students have a brief understanding of clay and clay tools. They also understand
how to use their imagination to create imaginary characters though their ability to think too
abstractly has not quite yet developed. They also are in a phase where their thought patterns
are focused around themselves rather than others. This means their ability to empathise with
people is low. Through creating clay aliens, they will not only refine their fine motor skills
through focusing on detail/ scoring and slipping, but they will participate in class discussion
about aliens and what it means to be an alien or an outsider.

Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
In this unit, students will create a small pinch pot about the size of a baseball. They will use
various sculpting and attachment methods to make this pot into a clay alien which include hand
building, carving and scoring/slipping to attach objects. The students will also participate in a
class discussion facilitated by the instructor which covers what it means to be an “alien” or
outsider and ways that we can help the outsiders feel welcomed and become a part of our
community.

Essential Questions (provocative, engaging, critical)

What is an alien?

What is clay that is fresh out of the bag called?

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What is clay that is air dried called?

What 3 things do I need to do to stick two pieces of clay together?

Possible Integration
N/A

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title We plan in peace.
Lesson Description Students will be introduced to the concept of aliens and asked their
definition of alien. We will then go over what it means and spend the rest
of our class period filling out an alien design worksheet.

Lesson Two
Title My Alien is Out of this World!
Lesson Description Students will be given a baseball size chunk of clay which they will then
form into a pinch pot. After they have formed this pinch pot they will carve
into or attach objects which turn this average pinch pot into a one of a kind
alien!

Lesson Three
Title
Lesson Description Using tempera paint students will paint their bisque fired alien creations
which they will then be able to take home the next time they are in art
class.

Explain how technology has been used in this unit

VR???

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 LESSON PLAN

Teacher Candidate Trinity Arend

School Fouse elementary
Grade Level 2nd

LESSON NUMBER 1
Lesson Title We Plan in Peace
Length of Class Period 40 Min
Approximate Number of Students in Each class 30
Beginning Date for this Lesson April 15
Ending Date for this Lesson April 17

CONTENT STATEMENT – PERCEIVING/KNOWING

1PE Notice and point out details and respond to expressive features in artworks.

CONTENT STATEMENT – PRODUCING/PERFORMING

1PR Demonstrate increasing skill and craft in the use of art tools and materials with attention to
their diverse qualities.

CONTENT STATEMENT – RESPONDING/REFLECTING

1RE Use basic self-assessment strategies to improve their artworks.

Performance-based Assessment Objectives

During group discussion, students will point out and describe expressive features within their
artworks.

Students will demonstrate increased skill and responsiveness to one's own artwork and
attention to diverse qualities within works.

students will use basic self assessment when designing their alien creations.

Performance-based Assessment Strategies

(attach assessment documents if applicable)
After filing out their worksheets, students will gather for a group discussion and share their
experiences with creating expression within their aliens and ways they plan on executing this in
a 3-d medium.

Students will pay attention to creating diverse qualities within their artworks, varying the detail
and expression within their alien to demonstrate increased technical ability when creating a
unique alien.

Students will use basic self assessment when designing their aliens by creating a rough sketch
that they will edit and revise until they have created a solid 2-d plan for their soon to be 3-d
creation.

Academic Language

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Vocabulary
Alien:
a foreigner, especially one who is not a naturalized citizen of the country where they are living.
(Google)

Score: to scratch hatch marks on it as part of joining clay pieces together. (google)

Slip: a liquid mixture or slurry of clay and/or other materials suspended in water. (google)

Additional Language Demands (specific speaking or writing activity)

When having one on one discussion the students must use the proper visual art vocabulary to
describe the methods of building they are using.

Accommodations for Special Populations

-frequent check ins
-extended time
-verbal or written responses
-clarification on instruction
-breaks
-point of instruction seating
-written and verbal instruction

Art/Visual Culture Examples

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Preparations
Materials/Resources for Teacher
-printer
-internet access
-computer
-clay
-clay tools
-tempera paint
-brushes
-kiln
Materials for Students
-clay
-clay tools
-tempera paint
-brushes
-pencils
-erasers

Safety Procedures
I will have to remind the students to not throw the pencils or erasers as they still tend to do this
even though they know it is a rule not to throw anything.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
To prep, I will have the alien worksheets printed off (150 copies) as well as various printed
coloring pages as a supplemental activity for students who finish up early. I will also check the
table bins to check that there are an adequate number of sharpened pencils and erasers for the
students to use.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)

Time Student Teacher

5 min Students will enter the class and
have a seat on the floor. They will
ask and answer any questions
during the class discussion/ demo.
I will greet the students as they enter
and ask them to quiet their bodies
and voices. I will introduce the project
and show the students an example of
what they will be creating. I will then
tell them that we will be creating our
own unique aliens and show them the
worksheet they will need to complete
during class. I will read the worksheet
aloud and ask if there are any
questions. If there are not then I will
dismiss them to their seats to begin
working.

5
 20 min Students will spend this time filling
out their alien worksheet and
designing their creature. They will
also need to color it in as a way to
form a solid plan of what they will do
once converting it into a 3-d
sculpture.
I will walk around the room and assist
students who are struggling to create
a unique alien. I will also provide one
on one feedback about the creations
they design.

10 min Students will run a discussion on I will help to facilitate discussion by

what it means to be an alien or
outsider and how it would feel if we
were in that person's place. We will
also discuss the aliens they have
created and the emotions they
express.
posing essential such as “what is an
alien?” “how would it feel to be an
outsider” “how can we include
outsiders and invite them into our
“Circle””.

5 min Students will place their alien
worksheets into a pile in the center
of their tables and return all pencils/
erasers to their proper colored bins.
They will then wait patiently to be
dismissed to line up and do crayons.
I will keep an eye on clean up and
dismiss students to line when I feel
they are ready to be. I will then
choose a student who is behaving
well to do crayons.

Clean-up Procedures (Room, Materials & Work Storage)

To clean up the students will all need to place their alien worksheets into one pile in the center
of their table as well as return all pencils and erasers into their colored table bins.

Closure, Review & Anticipation (what’s next?)

I will let the students know that the next time I see them we will be working on creating our clay
aliens by constructing pinch pots and attaching or caving details.
Supplemental Activity
If the students finish their worksheets early, they will be allowed to choose a coloring page and
color it. They may also free draw on the back of these sheets if they finish coloring it before
class is over.

Teacher reflection focused on the lesson after it has been taught

N/A

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 LESSON PLAN

Teacher Candidate Trinity Arend

School Westerville Fouse
Grade Level 2nd

LESSON NUMBER 2
Lesson Title My Alien is Out of this World!
Length of Class Period 40 min
Approximate Number of Students in Each class 30
Beginning Date for this Lesson April 18
Ending Date for this Lesson April 23

CONTENT STATEMENT – PERCEIVING/KNOWING

1PE Notice and point out details and respond to expressive features in artworks.

CONTENT STATEMENT – PRODUCING/PERFORMING

1PR Demonstrate increasing skill and craft in the use of art tools and materials with attention to
their diverse qualities.

CONTENT STATEMENT – RESPONDING/REFLECTING

1RE Use basic self-assessment strategies to improve their artworks.

Performance-based Assessment Objectives

During group discussion, students will point out and describe expressive features within their
artworks.

Students will demonstrate increased skill and responsiveness to one's own artwork and
attention to diverse qualities within works.

students will use basic self assessment when designing their alien creations.
Performance-based Assessment Strategies
(attach assessment documents if applicable)
students will gather for a group discussion and share their experiences with creating expression
within their aliens and the challenges they faced when turning a 2-d plan into a 3-d medium.

Students will pay attention to creating diverse qualities within their artworks, varying the detail
and expression within their alien to demonstrate increased technical ability when creating a
unique alien.

Students will use basic self assessment when designing their aliens by creating a rough sketch
that they will edit and revise until they have created a 3-d creation which resembles their
2-d plan.

Academic Language
Vocabulary

7
Alien:
a foreigner, especially one who is not a naturalized citizen of the country where they are living.
(Google)

Score: to scratch hatch marks on it as part of joining clay pieces together. (google)

Slip: a liquid mixture or slurry of clay and/or other materials suspended in water. (google)
Additional Language Demands (specific speaking or writing activity)
Students will be expected to use the proper visual art vocabulary when discussing their projects
in one on one and group conversations.

Accommodations for Special Populations

-frequent check ins
-extended time
-verbal or written responses
-clarification on instruction
-breaks
-point of instruction seating
-written and verbal instruction

Art/Visual Culture Examples

Preparations
Materials/Resources for Teacher
-printer
-internet access
-computer
-clay
-clay tools

8
-tempera paint
-brushes
-kiln

Materials for Students

-clay
-clay tools
-tempera paint
-brushes
-pencils
-erasers

Safety Procedures
I will let the students know to not ingest the clay and to be careful when using the carving or
scoring tools. They will not be sharp but you never know, they always find a way to hurt
themselves.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
To set up, I will have pre-rolled balls of clay (30 per class) and have the clay tools set out to be
distributed by worker bees. I will also have cups of water set out at each table to be used as
“slip”.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)

Time Student Teacher

10 min Students will enter the class and
have a seat on the floor. They will
ask and answer any questions
during the class discussion/ demo.
I will greet the students as they enter and
ask them to quiet their bodies and voices.
I will introduce the project and show the
students an example of what they will be
creating. I will then tell them that we will
be creating our own unique aliens in clay
this time and demonstrate how to form a
pinch pot by rolling a ball, sticking their
thumb in it and squishing it out evenly.
Then how to score, slip and attach add
ons. I will read the worksheet aloud and
ask if there are any questions. If there
are not then I will dismiss them to their
seats to begin working.

25 min Students will gather one ball of
clay and begin forming pinch pot.
Once they have done this they will
score, slip and attach any add ons
they would like and carve in detail
I will walk around assisting students in
the formation of their pinch pots and
attaching pieces. I will let them know that
scoring and slipping is like velcro and
without it their pieces will fall off.

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 using clay tools.

5 min Students will write their name on a I will keep an eye on clean up and
slip of paper and place their clay dismiss students to line when I feel they
aliens on top of it, storing it under are ready to be. I will then choose a
the windows. They will then place student who is behaving well to do
all tools in the middle of the table crayons.
as worker bees collect them and
wash down the tables. They will
then wait at their tables to be
dismissed and do crayons.

Clean-up Procedures (Room, Materials & Work Storage)

To clean up the students will write their names on a sheet of paper and set their projects on
these sheets. These will be stored in the window cubbies to dry and be fired. The worker bees
will collect clay tools and water cups. Two worker bees will work on spraying down the tables
and wiping them off to get the cla residue off of them in preparation for the next class.

Closure, Review & Anticipation (what’s next?)

Students will be told that the next class we will be working on a one day project as their projects
dry and are fired. Then once they have been fired, we will be painting our aliens!!!
Supplemental Activity
Alien coloring pages (attached below)

Teacher reflection focused on the lesson after it has been taught

N/A

LESSON PLAN

Teacher Candidate Trinity Arend

School Westerville Fouse
Grade Level 2nd

LESSON NUMBER 3
Lesson Title
Length of Class Period 40 min
Approximate Number of Students in Each class 30
Beginning Date for this Lesson April 24
Ending Date for this Lesson April 26

CONTENT STATEMENT – PERCEIVING/KNOWING

1PE Notice and point out details and respond to expressive features in artworks.

10
CONTENT STATEMENT – PRODUCING/PERFORMING
1PR Demonstrate increasing skill and craft in the use of art tools and materials with attention to
their diverse qualities.

CONTENT STATEMENT – RESPONDING/REFLECTING

1RE Use basic self-assessment strategies to improve their artworks.

Performance-based Assessment Objectives

Students will notice and point out details and expressive features within self and peer works.

Students will demonstrate increased technical ability in sculpting as well as painting.

Students will use basic self assessment methods when self-critiquing their finished works.

Performance-based Assessment Strategies

(attach assessment documents if applicable)
During small group discussion, students will notice and point out details and expressive features
within peer and self works. Stating what is successful and what could use improvement.

Students will demonstrate increased technical ability by ensuring their work is neat and their
painted details are smudge free on their alien creation.

Students will use basic self assessment when painting their aliens and making adjustments and
edits as needed, then critiquing their finished pieces, pointing out the successes and struggles
they faced.

Academic Language
Vocabulary
Alien:
a foreigner, especially one who is not a naturalized citizen of the country where they are living.
(Google)

Score: to scratch hatch marks on it as part of joining clay pieces together. (google)

Slip: a liquid mixture or slurry of clay and/or other materials suspended in water. (google)
Additional Language Demands (specific speaking or writing activity)
During one on one discussions, the students must use the proper visual art vocabulary when
describing aspects of their projects.

Accommodations for Special Populations

-frequent check ins
-extended time
-verbal or written responses

11
-clarification on instruction
-breaks
-point of instruction seating
-written and verbal instruction

Art/Visual Culture Examples

Preparations
Materials/Resources for Teacher
-printer
-internet access
-computer
-clay
-clay tools
-tempera paint
-brushes
-kiln

Materials for Students

-clay
-clay tools
-tempera paint
-brushes
-pencils
-erasers

12
Safety Procedures
Students will be warned about not consuming paint as well as proper use of all paint supplies.
Any failure to follow the rules will result in their painting privileges being revoked.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
I will need to lay out paint trays with the primary colors, white and brown in them. I will lay out
paintbrushes and water cups as well. The student’s projects will be fired and ready to be painted
before class begins.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)

Time Student Teacher

10 min Students will enter the class and
have a seat on the floor. They will
ask and answer any questions
during the class discussion/ demo.
I will greet the students as they enter
and ask them to quiet their bodies and
voices. I will introduce the project and
show the students an example of what
they will be creating. I will then tell them
that we will be painting, demoing how
to hold a paint brush, mix and apply the
tempera paint to our aliens and ask if
there are any questions. If there are not
then I will dismiss them to their seats to
begin working.

25 min students will spend this time
painting their alien creations. They
will pay attention to detail and
cleanliness as they ensure there
are minimal smudges and quality
work on their aliens.
I will walk around the room providing
feedback and answering questions. I
will also be correcting the students on
how they hold their brush and to drop
and drag the paint rather than to create
“sketchy” movements.

5 min Students will place their brushes in I will keep an eye on clean up and
their water cups and carefully take dismiss students to line when I feel
their creations to the window area they are ready to be. I will then choose
to dry. They will then make sure a student who is behaving well to do
their tables are wiped down as the crayons.
worker bees collect water cups
and pallets. Waiting patiently they
will be dismissed to line up and do
crayons.

13
Clean-up Procedures (Room, Materials & Work Storage)
To clean up the students will need to place all brushes in their water cups and a worker bee will
be around to collect paint trays as another bee rinses them out.

Closure, Review & Anticipation (what’s next?)

I will let the students know that this is the last time I will be teaching them and that the next
lesson will be back to being taught by Mrs. Freado.
Supplemental Activity
Alien coloring pages (attached below)

Teacher reflection focused on the lesson after it has been taught

N/A

Be sure to attach to the full instructional unit

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 My Alien Best Friend

Name:_______________________

Alien Name:__________________

Sketch Your Alien Below. Be Sure To Use SIMPLE

Shapes!!!

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