Department of Arts Administration, Education and Policy

UNIT PLAN OVERVIEW

(Revised 2017)

Teacher Candidate Jessica Bowlby

School Richard Avenue Elementary

UNIT TITLE Birds

Length of Class Period 50 minutes
Approximate Number of Students in Each class 25
Beginning Date for this ​Unit
Ending Date for this ​Unit

ENDURING UNDERSTANDINGS ​(FROM ODE STANDARDS)

Critical and Creative Thinking: Students combine and apply artistic and reasoning skills
to imagine, create, realize and refine artworks in conventional and innovative ways.

PROGRESS POINTS ​(FROM ODE STANDARDS)

D. Produce artworks that express and represent their experiences, imagination, and ideas using
a range of media including new technologies.

CRITICAL ISSUE / BIG IDEA

A).Anticipatory Set​ (what do the students already know, why is this lesson relevant?)

By first grade, students have a little experience with clay. They have made flat artworks with
clay and have used wooden tools to add details to the slab. This lesson is relevant because it
builds off of their previous experience with clay. They will be using their knowledge of making a
flat object with clay and expanding on it to make a three-dimensional piece. The students also
have some experience with using a wooden tool to poke holes and create lines onto their clay.
They have also used paint and paintbrushes as well as glue for attaching decorations. Students
have also worked with drawing and outlining their work.

Central Focus ​(creating, presenting, interpreting, responding, and/or relating art to context)
Students will be exploring clay and three-dimensional art by creating clay birds. They will be
creating the body of the bird by first making a small pinch pot. They will use their thumb as the
starting point of the pinch pot. From there, they will pinch a head and a beak as well as tail
feathers and use a stick to add details and create holes in the bird. Once fired, the students will
paint their clay birds and add feathers and other decorative objects of their choice. After this,
students will be building on the lessons by using printmaking to create a drawing of their bird.
They will first be drawing their bird and outlining it with sharpie. Once they have done this, they
will be using printmaking to create the feathers for their birds.
*Unit courtesy of Mrs. Hoke

Essential Questions ​(provocative, engaging, critical)

How can you use clay to make a three-dimensional object?
How can you use clay to represent another object?

Possible Integration
This unit could be integrated into a science class where the students could learn about different
types of birds.

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title Creating Birds
Lesson Description Students will be exploring clay and three-dimensional art by creating clay
birds. They will be creating the body of the bird by first making a small
pinch pot. They will use their thumb as the starting point of the pinch pot.
From there, they will pinch a beak and use a stick to add details and
create holes in the bird.

Lesson Two
Title Decorating Birds
Lesson Description Once fired, the students will use watercolor paint to paint their clay birds
and add feathers and other decorative objects of their choice. They will
also be completing an artist statement worksheet that will consist of
sentence starters for the students to complete.
 Lesson Three

Title Printing birds

Lesson Description Students will be building on the lessons by using printmaking to

create a drawing of their bird. They will first be drawing their bird
and outlining it with sharpie. Once they have done this, they will be
using printmaking to create the feathers for their birds.

Explain how technology has been used in this unit

LESSON PLAN

Teacher Candidate Jessica Bowlby

School Richard Avenue Elementary

LESSON NUMBER 1
Lesson Title Creating Birds
Length of Class Period 50 mins.
Approximate Number of Students in Each class 25
Beginning Date for this ​Lesson
Ending Date for this ​Lesson

CONTENT STATEMENT – PERCEIVING/KNOWING ​(FROM ODE STANDARDS)

CONTENT STATEMENT – PRODUCING/PERFORMING ​(FROM ODE STANDARDS)

1PR Demonstrate beginning skill and craftsmanship in the use of art materials and tools.

CONTENT STATEMENT – RESPONDING/REFLECTING ​(FROM ODE STANDARDS)

Performance-based Assessment Objectives

1. Students will be able to use clay and clay tools to create a clay bird.
Performance-based Assessment Strategies
(attach assessment documents if applicable)
1. Students will use clay and clay tools to create one bird from a pinch pot form that has a
pinched beak and tail feathers. I will come around to each student to help them and give oral
feedback while they are working on their projects. I will also make sure the students have met
the requirements before they turn their birds into the box.

Academic Language
Vocabulary ​(define each)
Clay
Pinch pot
Hollow

Additional Language Demands ​(​specific​ communication task)

Accommodations for Special Populations

For a student with behavioral problems, I will allow them to sit alone at a different table if
necessary to stay on task and not be distracted by other students.
For a cross categorical student, I will stay close by and give extra instruction and assistance. I
will also stay close by so that I can keep students on task. I will also help students pinch out the
shape of their bird or add details if they get confused or frustrated.
Art/Visual Culture Examples ​(list all artists, artwork or media used)

Preparations
Materials/Resources for Teacher
Clay
Cups of water
Wooden tools
Boxes/storage for finished projects
Kiln

Materials for Students

Clay
Cup of water
Wooden tool

Safety Procedures
I will tell the students to use walking feet while in the art room and to never run while carrying art
tools. I will also tell them to keep their hands to themselves and to not touch each other with
their tools. They will be allowed to go to the sink one person at a time to avoid spills and slips.
When carrying any liquid materials, they must use two hands and walk slowly so that they do
not spill anything or slip and fall. I will also tell the students that they clay is not to be put in their
mouths and they must wash the clay off of their hands before leaving the classroom.
LEARNING ACTIVITY
Getting the Classroom Environment Ready
For this lesson, I will get the classroom ready by covering the tables with large sheets of paper. I
will then place cups of water and wooden tools at each table for the students to use. I will have
the clay separated into balls and ready to pass out to students. I will have the students enter the
room and find a spot on the rug so that I can begin with the demonstration.

Procedures for the Teaching/Learning Structure​ (​indicate approximate time for each step)​

Day Duration Application Resources

Students will enter the classroom and I will explain
the project.I will begin by asking them questions such
as:
● Where does clay come from?
● How can we use clay to make a
three-dimensional object?

I will explain to the students that we will be making ● Clay

clay birds. I will show them how to roll the clay out ● Cup of
like a hot dog and how to hollow it out with their water
1 10 mins.
thumb. I will then show them how to pinch out the ● Wooden tool
clay to create a beak and tail feathers for their bird. I
will show them how they can use one finger to dip
into water and then to smooth over the clay if their
clay begins to crack. I will also show them how to use
their wooden tool to poke holes into their bird so that
they can glue feathers into them next time. I will also
show them how they can use the wooden tool to
create designs on their bird.

Work time – I will pass out a ball of clay to each

student.I will have the clay divided into pieces
approximately the size of the students hands. I will ● Clay
have the bag of clay on the teacher’s desk and I will ● Cup of
1 33 mins.
pass out one ball of clay to each student that looks water
like they are sitting quietly and listening to directions. ● Wooden tool
They will then head back to their seats and get to
work. They will start by pinching their clay to hollow
 out the form. They will then pinch out the beak and
tail feathers. They can then poke holes and decorate
their birds. They will then put their initials on the
bottom of their bird. I will come around and help
students pinch their forms and put their initials on
their birds. If students finish early, they can use this
time to write a story about their bird that they created.
Clean up – Students will place their clay birds in the
boxes on the counter to dry. They will then wash their
hands in the sink and return to their seat. If they have
1 7 mins. ● Boxes
made an additional artwork, they will be able to take
these home with them. I will call students​ ​by table to
line up by the door.
●
●

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

Clean up – Students will place their clay birds in the boxes on the counter to dry. They will then
wash their hands in the sink and return to their seat. If they have made an additional artwork,
they will be able to take these home with them. I will call students​ ​by table to line up by the door.

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

I will tell the students that I will be firing their birds in the kiln and that next time they will be
decorating their birds. I will tell them that they will be able to glue feathers to their birds and
paint them.
Supplemental Activity
If students finish early, they can use this time to write a story about their bird that they created.

Teacher reflection focused on the lesson ​after​ it has been taught

● Students enjoyed this lesson and learning about clay
● Some students had difficulty hollowing out their clay
○ Weren’t strong enough and had to help them

LESSON PLAN

Teacher Candidate Jessica Bowlby

School Richard Avenue Elementary

LESSON NUMBER 2
Lesson Title Decorating Birds
Length of Class Period 50 mins.
Approximate Number of Students in Each class 25
Beginning Date for this ​Lesson
Ending Date for this ​Lesson

CONTENT STATEMENT – PERCEIVING/KNOWING

CONTENT STATEMENT – PRODUCING/PERFORMING

1PR Demonstrate beginning skill and craftsmanship in the use of art materials and tools.

CONTENT STATEMENT – RESPONDING/REFLECTING

Performance-based Assessment Objectives

1. Students will be able to use glue and paint to decorate their clay bird.

Performance-based Assessment Strategies

(attach assessment documents if applicable)
1. Students will use watercolor paint to paint their clay bird and they will use glue to attach
feathers to their clay bird. I will come around to each student during class and give oral
feedback as a form of formative assessment. I will check to see if they are covering their entire
project with paint and not mixing paints to create a muddy color.

Academic Language
Vocabulary
Clay
Pinch pot
Hollow

Additional Language Demands ​(​specific​ communication task)

Students will complete sentence starters to write an artist statement in which they will describe
their clay bird.

Accommodations for Special Populations

For a student with behavioral problems, I will allow them to sit alone at a different table if
necessary to stay on task and not be distracted by other students.
For a cross categorical student, I will stay close by and give extra instruction and assistance. I
will also stay close by so that I can keep students on task. I will also help students add details to
their birds if they get confused or frustrated.

Art/Visual Culture Examples

Preparations
Materials/Resources for Teacher
Fired clay birds from last class
Watercolor paint
Paint brushes
Cups of water
Glue
Feathers
“Artist Statement” worksheets
Pencils

Materials for Students

Fired clay bird from last class
Watercolor paint
Paintbrush
Cup of water
Glue
Feathers
“Artist Statement” worksheet
Pencil

Safety Procedures
I will tell the students to use walking feet while in the art room and to never run while carrying art
tools. I will also tell them to keep their hands to themselves and to not touch each other with
their tools. They will be allowed to go to the sink one person at a time to avoid spills and slips.
When carrying any liquid materials, they must use two hands and walk slowly so that they do
not spill anything or slip and fall. I will also tell the students that they clay is not to be put in their
mouths and they must wash the clay off of their hands before leaving the classroom.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
For this lesson, I will prepare the classroom by having the watercolor paint, paintbrushes, cups
of water, glue, and feathers all setting out on the tables for the students to use. I will have a
stack of “artist statement” worksheets printed and ready for the students to take when they are
done decorating their birds. I will have their birds in a box and ready to pass back out to them so
they can get right to work.

Procedures for the Teaching/Learning Structure​ (​indicate approximate time for each step)​

Day Duration Application Resources

The students will enter the room and find a spot
● Clay bird
on the carpet. I will begin by showing the
● Watercolor paint
students how we will be painting our birds. I will
● Cup of water
show them how watercolor paint works and how
● Paintbrush
they have to dip their brush into the water in
1 10 mins. ● Glue
order to use the paint. I will then show them how
● Feathers
to attach feathers to their birds. I will show them
● “Artist
how we can use glue to attach the feathers. I will
Statement”
also show them how to complete the “artist
worksheet
statement” worksheet.
Work time – I will pass back the student’s clay
● Clay bird
birds and they can head back to their seats and
● Watercolor paint
get to work. I will have their projects in a box that
● Cup of water
1 33 mins. I have put their projects in after unloading them
● Paintbrush
from the kiln. I will pass them back to students
● Glue
while they are sitting on the rug. I will call their
● Feathers
name and they will come forward and get their
 project and head back to their seat to get to work. ● “Artist
They will begin by painting their birds with Statement”
watercolor paint. Once they have painted their worksheet
birds, they can glue feathers to them. After they ● Boxes
have finished their bird and placed it in its box,
they can take an artist statement worksheet off
the teacher’s table and write their artist
statement. If they finish early, they can use this
time to write a story about their bird or draw it on
the back of their artist statement worksheet. I will
collect these at the end of class.
Clean up – Students will place their clay birds in
the boxes on the counter to dry. They will give
me their artist statements. They will also clean up
1 7 mins. their work space if they made a mess. If they ●
have made an additional artwork, they will be
able to take these home with them. I will call
students​ ​by table to line up by the door.
●
●

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

Clean up – Students will place their clay birds in the boxes on the counter to dry. They will give
me their artist statements. They will also clean up their work space if they made a mess. If they
have made an additional artwork, they will be able to take these home with them. I will call
students​ ​by table to line up by the door.

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

I will tell students that in our next class we will be making an additional artwork about our birds.

Supplemental Activity
If students finish early, they can use this time to write a story about their bird or draw it on the
back of their artist statement worksheet.

Teacher reflection focused on the lesson ​after​ it has been taught

● Students LOVED painting and feathering their birds
○ Especially feathering
● This lesson took most of the class period so I didn’t have a lot of students wandering the
room afterwards and asking what to do
● For students that got finished early, they wanted to paint instead of draw their bird

LESSON PLAN
 Teacher Candidate Jessica Bowlby

School Richard Avenue Elementary

Grade Level 1

LESSON NUMBER 3

Lesson Title Printing birds

Length of Class Period 50 minutes

Approximate Number of Students in 25

Each class

Beginning Date for this ​Lesson

Ending Date for this ​Lesson

Content Statement – Perceiving/Knowing

Content Statement – Producing/Performing

1PR Demonstrate beginning skill and craftsmanship in the use of art materials and tools.

Content Statement – Responding/Reflecting

Performance-based Assessment Objectives

1. Students will be able to depict a bird using pencil and sharpie and create feathers
using printmaking.
Performance-based Assessment Strategies
(attach assessment documents if applicable)

1. Students will create a drawing of their bird using pencil and will outline it with
sharpie. They will then use ink and celery to print feathers onto their birds.

Academic Language

Vocabulary

printmaking
outlining

Additional Language Demands ​(​specific​ speaking or writing activity)

Accommodations for Special Populations

For a student with behavioral problems, I will allow them to sit alone at a different table if
necessary to stay on task and not be distracted by other students.
For a cross categorical student, I will stay close by and give extra instruction and
assistance. I will also stay close by so that I can keep students on task. I will also help
students add details to their birds if they get confused or frustrated.

Art/Visual Culture Examples

Preparations

Materials/Resources for Teacher

 colored paper
pencils
sharpies
celery
ink
trays for ink

Materials for Students

colored paper
pencil
sharpie
celery
ink

Safety Procedures

I will tell the students to use walking feet while in the art room and to never run while
carrying art tools. I will also tell them to keep their hands to themselves and to not touch
each other with their tools. They will be allowed to go to the sink one person at a time to
avoid spills and slips. When carrying any liquid materials, they must use two hands and
walk slowly so that they do not spill anything or slip and fall. I will tell the students not to
put the celery in their mouths.

Learning Activity

Getting the Classroom Environment Ready

For this lesson, I will prepare the classroom by having a stack of colored paper on the
teachers desk. I will also have sharpies in a container on the teacher's desk. I will have
pencils, ink, and celery at every table for the students to use. I will have the students
enter the room and find a spot on the carpet so i can begin with the demonstration.
Procedures for the Teaching/Learning Structure​ (​indicate approximate time for each
step)​

Day Duration Application Resources

1 15 mins
1 30 mins
The students will enter the
room and find a spot on
the carpet. I will begin with
the demonstration. I will tell
them that we are going to
be drawing our birds and
then using ink to print the
feathers onto our birds. I
will first show them a few
different ways to draw a
bird. Once I have drawn a
bird on my piece of paper,
● marker
I will show them how to
● white board
outline it with sharpie. I will
● colored
explain that sharpie is
construction
permanent and they
paper
shouldn't write on anything
● pencil
other than their papers. I
● sharpie
will then show them how to
● ink in trays
print feathers on their bird
● celery sticks
using ink and celery sticks.
●
I will tell them that they can
use whatever colors they
like but they can’t mix the
paint. I will tell them not to
dip their celery into other
colors because it will mix
the paint. I will tell them
that once they are done,
they need to use two
hands to walk their print
over to the drying rack to
dry.
Work time - students will
● colored
take a piece of colored
construction
construction paper off the
paper
teachers desk and begin
● pencils
by drawing their bird with
● sharpies
pencil. Once they have
● celery
drawn their bird with
● ink in trays
pencil, they will outline it

1 5 mins
with a sharpie. After they
have done this, they may
begin printing the feathers
on their bird. They will dip
their celery into one color
and print it onto their bird.
They will then move onto
other colors until they have
as many feathers as they
want on their bird. If
students finish early, they
may use this time to make
another drawing of their
bird and color it using
crayons.
Clean up - students will
place their prints and any
additional wet artworks
they hay have made on the
drying racks. They will put
away any additional ● drying racks
materials away that the got
out. Once they are in their
seats and quiet, I will call
them by tables to line up at
the door.
●

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

Clean up - students will place their prints and any additional wet artworks they hay have
made on the drying racks. They will put away any additional materials away that the got
out. Once they are in their seats and quiet, I will call them by tables to line up at the door.
 Closure, Review & Anticipation​ (what’s next?)

Supplemental Activity

If students finish early, they may use this time to make another drawing of their bird and
color it using crayons.

Teacher reflection focused on the lesson ​after​ it has been taught

● Didn’t have time to teach this lesson due to snow days

Be sure to attach​ ​to the full instructional unit

Name: ______________________________________________________

Artist Statement 
My bird’s name is _______________________________.

I like my bird because

____________________________________________________________

___________________________________________________________.

My bird is special because

____________________________________________________________

___________________________________________________________.

Name: ______________________________________________________

Artist Statement 
My bird’s name is _______________________________.

I like my bird because

____________________________________________________________

___________________________________________________________.
My bird is special because

____________________________________________________________

___________________________________________________________.
Teacher Example
Student Examples