Watercolor Unit Theme: Stereotypes and Identity

Approx: 1-2 days to complete

Lesson 1: Technique Chart
Standards (identify the content standards, or parts of them, that this lesson will cover)

CA Content Standards 2.2

CA ELD Standards I.A1
CA ELD Standards I.B5
CA ELD Standards I.B6

Purpose/Rationale
In this lesson, students are introduced to 15 different watercolor techniques that artists use to create a
painting. They will create their own chart of techniques, which they will use as a reference for their final
painting of the watercolor unit. Students are also introduced to the topic of stereotypes and identity in a
warm-up at the beginning of class as the unit will focus on the theme. Students will think about how they
can portray themselves in their final artwork for the unit, and how they can change the way they view
others and themselves in a positive way.

Background Knowledge
Warm-up: Excerpt from A Wrinkle In Time by Madeleine L'Engle (ch.6):
The town itself is like a poorly-designed Sims game: every house is exactly the same, down to the
number of flowers in the front yard.
Each house has children playing in front of it, but their ball-bouncing and jump-roping are all to the same
exact rhythm.
At the same exact moment, a similarly-dressed mother comes to the front door of each house and claps,
and the children all go inside.
One kid missed the memo, however, and is still outside playing with his ball, with no rhythm at all.
His mother runs out, sees that her kid is the only one left outside, freaks out, and pulls him indoors,
causing him to drop his ball.
Charles Wallace picks up the ball, which looks perfectly normal.
They go ring the doorbell to see if they can get any useful information, but the mother flatly refuses to
admit that her child would do anything so nonconformist as drop his ball. She says she doesn't have to let
them in if they don't have any papers.
Charles Wallace holds out the ball so the boy can see it, and the kid grabs it from him. The mother slams
the door.
Key Question: What do you think the world will be like if everyone was the same? How do you feel about
that? What is nonconformist? 5-10 minutes to write and sketch your explanation. One minute to share
with a partner and be prepared to share aloud to the class.
Next, present samples of watercolor paintings. Discuss the difference between art elements and art
principle. Art elements are visual components such as line, color, shape used to create images in a work of

art. Art principles, on the other hand, are combined with art elements to create an aesthetically pleasing
or interesting work of art. Some examples of art principles are movement, balance, proportion, and
pattern.

*Instructional Objectives:
SWBAT create a chart depicting 15 watercolor
techniques that they will use as reference for
the final painting of the unit.

*Language Objectives:
SWBAT describe the art elements of color,
textures, and depth as well as the art
principles of movement, balance, and pattern
depicted in a painting.

Assessment (formal/informal) HOW you

will assess: WHAT you will be looking for:
I will look for completed examples of the 15
techniques. Each row should be neat, and the
examples fill most of the cell space. Each cell
must be labeled with the correct name of the
technique.
Assessment (formal/informal) HOW you
will assess: WHAT you will be looking for:
I will show sample of paintings and model
how to describe art elements and art
principles. On the next painting, I will ask
students to describe each element above.

SWBAT compare and contrast art elements

and art principles.

At the end of the presentation, ask students

to write down the difference between art
elements and art principles in one minute.

*Multicultural Objectives:

Assessment (formal/informal)- HOW you will

assess: WHAT you will be looking for:
I will ask students to compare and contrast
the two cultures.

SWBAT explore a controlled culture versus a

democratic culture.

Materials and Safety Precautions (if applicable)

Teacher:
Sample technique chart
watercolor palette
water cup
brushes
11 x 15 watercolor or mix media paper
ruler
paper towels
mini paper cups to hold materials
stamps
alcohol
salt
rice
plastic wrap/bags
crayons/color pencils (for wax resist)
sponge (regular sponge or sponge brushes)

Students:
watercolor pallette
water cup
brushes
11 x 15 watercolor or mix media paper
ruler
paper towels

small containers to hold materials

stamps
alcohol
salt
rice
plastic wrap/bags
crayons/color pencils (for wax resist)
sponge (regular sponge or sponge brushes)

Accommodations for special needs, advanced and English language learners

Have focus questions written out for EL student and students with IEP so that they know what
they are looking for as they read. Have them underline or circle words that they have trouble
with so that we can go over it together.

Procedures
Focus Lesson (Teacher does):
Introduce and explain what the unit is about, and what the end goal of the unit is.
Briefly describe todays lesson and purpose. Read the warm-up to students, and allow 510 minutes for students to respond to the key question. Let them know that they are
expected to share to reinforce their accountability.
Next, present samples of watercolor paintings. Discuss the difference between art
elements and art principle. Art elements are visual components such as line, color,
shape used to create images in a work of art. Art principles, on the other hand, are
combined with art elements to create an aesthetically pleasing or interesting work of
art. Some examples of art principles are movement, balance, proportion, and pattern.
Guided Instruction (Teacher and Students do together):
Prepare to do the demonstration by having materials ready. Make sure students also
have their materials ready in front of them. Use a ruler to measure five columns across a
sheet of 11 x 15 watercolor paper. Each column should be 3 in width. Then, measure
3.5 down to have three rows in total. Each cell will hold a different technique.
1. The first is Flat Wash. Have the students label each technique at the bottom of
each cell. For flat wash, dip the paintbrush in water and load it with a color.
Starting near the top of the first cell in the first column, paint a stroke from left
to right. Repeat the same steps for the second stroke, and make sure it slightly
overlaps the previous stroke. Repeat until the last stroke is near the label.
2. Graded Wash: Dip the paintbrush into water, and load the brush with a color.
Starting near the top of the first cell in the second column, paint a stroke from

left to right. Instead dipping the paintbrush back into the water, continue to
paint the second stroke beneath the previous one, and make sure it is slightly
overlapping. Repeat the steps until the last stroke is near the label.
3. Glazed Wash: Dip the paintbrush into water, and load the brush with a color.
Paint a stroke from left to right near the top of the first cell in the third column.
Repeat the step until it is halfway down the cell. Clean the brush by swirling it
gently in the water. Load it with a different color. Paint strokes to overlap the
bottom half of the previous color, and continue until the last stroke is near the
label.
4. Wet-On-Wet: Dip the paintbrush into the water. Paint a shape with clear water
in the first cell of the fourth column. Dip the paintbrush into water once again,
and load it with a color. Drop the color onto the wet path and move the paint
along the path. Different colors may be added to the path by repeating the step.
5. Dry Brush: Students will need two brushes. Dip the first brush into water and
wet the color palette of choice. The second brush will be kept dry, so make sure
students are not dipping the second brush into the water. Using the dry brush,
load it with the wet color, and paint strokes onto the first cell of the fifth
column.
6. Lifting: For the second cell in first column, have students use the wet-on-wet
technique. Then, using a paper towel, dab it onto the painted surface and lift
away the paint. Dab different areas of the painted surface about 3 or 4 times.
7. Splatter/Spray: Warn students that this will be messy, and that they should not
aim their paintbrush at their classmate or classmates work. Dip the paintbrush
into water, and load it with a color. Hover the forefinger above the second cell
of the second column, and gently tap the paintbrush against the forefinger. Paint
will splatter onto the cell. They may also use their finger to flick the tip of their
paintbrush. For larger paintings, they may use quick flicks of the wrist or
slashing movement of the arm. They may also use a small straw to blow the
paint around on the paper.
8. Sgrafitto/Scratch: Have students use wet-on-wet technique to create a block of
color on the second cell of the third column. Starting near the top of the cell,
paint a stroke from left to right. Repeat until there is a block of wet surface.
Next, add different colors by dropping paint onto the wet surface, and use the
paintbrush to move the colors around. Using the ends of their paintbrushes,
they will scratch a design onto the painted surface.
9. Stamp: Dip the paintbrush into the water, and load the brush with a color. Have
students paint the beveled designs of the stamps, and press the stamp evenly
and firmly on the second cell of the fourth column. If they have a small stamp,
ask the students to cover their cell as much as possible.

10. Sponge: Sponges could be used wet or dry as stamps to create textures. Ask
students to press the dry sponge onto a color palette, and then press it onto the
second cell of the fifth column. They can also swipe the sponge to get different
textures. For wet sponge, ask students to wet the sponge first, and then repeat
the steps above in the same cell.
11. Alcohol: Using the wet-on-wet technique, paint a block of colors in the third cell
of the first column. Dip the paintbrush into alcohol and touch the tip of the
paintbrush to the block of colors. The alcohol will immediately spread out. Try
this multiple times to achieve an intricate texture.
12. Salt: Using the wet-on-wet technique, paint a block of colors in the third cell of
the second column. Sprinkle salt onto the layer of paint, and let it dry. Once the
layer of paint is dried, the salt may be brushed off.
13. Rice: Paint any shape large enough to fit in the third cell of the third column.
Cover the shape with rice and let it dry. Once the paint is dried, the rice may be
brushed off.
14. Plastic wrap: Paint any shape large enough to fit in the third cell of the fourth
column. Cover the shape with plastic wrap and let it dry. Once the paint is dried,
the plastic wrap may be removed.
15. Wax resist: First, use a crayon to draw an image or write a message in the last
cell remaining. Then, apply the glazed technique above the image that was just
created. The image will remain since the wax will resist the water and paint.

Independent Learning (Students do it alone):

Students are to complete the chart. If they finish early, they may begin painting one of
the sample paintings as practice.
Closing: Question: So far, which technique do you like best? Write on a small scrap
paper and turn it in. The result will be used to create warm-ups based on popular
techniques.

Lesson 2: Watercolor Experiment: But, how much water do I need?!

Approx: 1-2 days
Standards (identify the content standards, or parts of them, that this lesson will cover)

CA Content Standards 1.1

CA Content Standards 1.2
CA Content Standards 2.1
CA Content Standards 3.1
CA ELD Standards I.A1
CA ELD Standards I.A2
CA ELD Standards I.B5

Purpose/Rationale
The purpose of this lesson is for students to evaluate how much water and paint they need to create
complex layers of textures. The lesson is set up like a science experiment where they make a prediction or
hypothesis, experiment, and then compare/contrast the results with their hypothesis. Using what they
discovered, they will effectively evaluate how much water and paint they would need to create their
painting. After the experiment, students will create a painting based on Georgia Okeefes painting of
enlarged flowers which shows a range of light and dark colors.

Background Knowledge
Show samples of Georgia OKeefes paintings and point out the tonal values, depth, and movement in her
painting. Ask students to point out the same elements in the next painting to check their understanding.

*Instructional Objectives:
SWBAT determine the ratio of water and
paint needed to create complex layers of
textures through a science experiment like
activity.
SWBAT paint using a range of light and dark
colors to create form and depth.

*Language Objectives:

Assessment (formal/informal) HOW you

will assess: WHAT you will be looking for:
Students will take note of each scenario on a
chart, and compare/contrast through small
group discussion. Then, they will answer
individual questions about scenarios that are
relevant to them.
I will check and give feedback when I see that
their paintings need lighter or darker values.

SWBAT describe what creates form and depth

in a painting.

Assessment (formal/informal) HOW you

will assess: WHAT you will be looking for:
Ask students to think back on the experiment
and how water can lighten or darken a color.

SWBAT describe the process of creating form

and depth.

Ask students to describe the techniques they

used to create form and depth.

Materials and Safety Precautions (if applicable)

Teacher:
Samples of Georgia OKeefes abstract flower paintings

Sample of realistic flower paintings

Materials for demonstrating how to create abstract art
Group list/Role descriptions
Students:

8 x 10 watercolor paper
Watercolor palette
Water cup
Paintbrushes
Paper towels
A leaf
Accommodations for special needs, advanced and English language learners

Instructions and role descriptions are displayed at each table group

Procedures
Focus Lesson (Teacher does):
Present samples of Georgia OKeefes painting. Model how to describe the techniques,
art elements and principles in one of the sample. Ask students to describe the
techniques, elements, and principles in the next sample.
Present Georgia OKeefes abstract flower painting next to a realistic flower painting.
Ask students to describe the difference between abstract and realistic painting.
Guided Instruction (Teacher and Students do together):
In groups, students will compare and contrast the amount of water and paint used in
each scenario. Students will first predict what they think will happen, and compare that
to their result.
For Scenario A, using a paintbrush, add one drop of paint into a cup of clear water.
Observe and note what happens. Discuss with your group: How did the color spread
through the water? Fast... Slow? What is the shape of the color? What color is the
mixture compared to the original paint from the palette (lighter, darker, murky, thick,
thin)? Why do you think the color turned out that way?
For Scenario B, using a paintbrush, add one drop of water to a puddle of pure paint and
use brush to mix. Observe and note what happens. Discuss with your group: How did
the color spread through the water? Fast... Slow? What is the shape of the color? What
color is the mixture compared to the original paint from the palette (lighter, darker,
murky, thick, thin)? Why do you think the color turned out that way?
Check in:
Answer individually:
1. Which scenario would you use to create a light, transparent (almost seethrough) blue sky? Why?
2. Which scenario would you use to add dark shadows to your painting? Why?

3. Which scenario would you use to paint vibrant (bright, colorful) clothes on a
person? Why?

Independent Learning (Students do it alone):

Using what they discovered in the experiment, students will create an 8 x 10 painting
based on Georgia OKeefes painting that demonstrates tonal values, shadows, and
highlights.

Lesson 3: What is Stereotype? (Part 1)

Approx: 1-2 days to complete

Standards (identify the content standards, or parts of them, that this lesson will cover)

CA Content Standards 2.1

CA Content Standards 4.1
CA ELD Standards I.A1
CA ELD Standards I.A2
CA ELD Standards I.B5
CA ELD Standards I.B6
CA ELD Standards I.C9

Purpose/Rationale
Throughout this unit, students will explore the idea of stereotypes and identity, and how they can portray
their own identity in their artwork. This lesson will provide the opportunity to delve deeper into the issue
of stereotype and identity. Who are they in different perspectives? How do strangers view them? How do
they view themselves? What kind of person do they want to be or want others to see them as?

Background Knowledge
Students will be grouped and assigned roles for a jigsaw reading on the article What is Stereotype? by
Nadra Kareem Nittle. In the article, it discusses the difference between stereotype and generalization. It
describes how stereotypes are harmful and should be avoided.
Article source: http://racerelations.about.com/od/understandingrac1/a/WhatIsaStereotype.htm

*Instructional Objectives:
SWBAT analyze the article and compare the
information to their own experience.
SWBAT create an abstract painting which
includes words that describe their personal
qualities.

*Language Objectives:
SWBAT express their thoughts on stereotypes
and identity.

SWBAT summarize key points of the article on

paper as well as orally.

Assessment (formal/informal) HOW you

will assess: WHAT you will be looking for:
Students will discuss the reading section with
their group, and then write a summary of
their section.
I will observe their paintings and give
suggestions if needed. I will check if students
included 5 positive qualities as well as 5
negative qualities in their painting.
Assessment (formal/informal) HOW you
will assess: WHAT you will be looking for:
I will students how do experience, culture
and/or environment affect who we are as
individuals? As a community? As a country?
I will take notes on how students agree or
disagree with each other.
I will check their written summary as well as
listen to how they summarize the information
orally.

*Multicultural Objectives:
SWBAT compare experiences from different
cultures through discussion with their
classmates.
Materials and Safety Precautions (if applicable)

Assessment (formal/informal)- HOW you will

assess: WHAT you will be looking for:
During discussions, I will ask students to share
some examples they find from their
experience.

Teacher:
Group list
Group table labels
Role list with descriptions
Guiding questions for each section of article
Students:
Pencil
Profile organizer
Stereotype articles

Accommodations for special needs, advanced and English language learners

Procedures
Focus Lesson (Teacher does):
Begin by stating the purpose of this lesson. Explain and the instructions for the group
activities.
Activity 1:
The first activity is for students to get to know each other as well as to experience what
it is like to judge others by appearance only. They will also have a chance to discover
reactions of being judged. Will they be surprised? Will they be offended? Will they think
its silly?
Before asking students to begin the activity, model the procedure and the purpose
behind each step so that students are clear on what they will be doing and why. To
model, pretend to be one of the groups members. Introduce your name only. Ex: Hi, Im
Laura. Tell students that the members will write down Lauras name. Then, explain that
you will be observing another member. You think aloud. Ex: Hm, Johnny looks pretty
young and slim. Maybe hes 14 and is a ninth grader. Ok, I will write that down. Pretend
you are writing down the answer. Give another example by observing the next member.
Check students understanding before moving on.
Activity 2:
Model the roles and procedure for group work. Explain that each member has a role and
task.
Moderator makes sure that everyone is participating in their role. They will let
the teacher know if someone is off-task. They will also be the person to ask the
teacher questions if the group has any questions. Ex: Laura is the moderator.
Her member, Johnny, is unsure of what the word generalization means. He

asked his group members for explanation. Group members are also unsure. So,
Laura, will be the one to raise her hand and ask the question when the teacher
comes over. This is so that there wont be many hands in the air and students
asking multiple questions leading to confusion.
Materials Monitor will make sure all members have a copy of the article.
Reporter will share the group summary to the class.
Recorder will write down the summary for the section that the group read.
Reader will read aloud the section of the article that the group is assigned to.

There are two parts to this activity. Explain that the students are assigned to a number
and a color. They will read and discuss the article in their number group. As reporter will
read aloud, the other members will listen and follow along with their own copy. Here,
ask students what does a good listener look like? Are they whispering with their friends?
Playing their phones? Ex: The members are quiet. They are looking at their copy and
following with their eyes or fingers. Leaning forward to hear better. When the reporter
is done reading, the group will discuss what they read by answering the reading guide.
Then, as a group, students will write a summary of their section. Give example of a
summary to the students. Let them know that the members will have the same
summary for their section, but everyone have to contribute at least one sentence.
Part 2 is when students split from their number groups to their color groups. Each
member will take their summary with them and share in group order with their color
groups. That means, everyone will become a reporter when they are in their color
group. Ex: Member from group 1 will share first. They will take notes and discuss the
article as a whole with the provided guiding questions.
Next, have students return to their number groups and prepare for class discussion. The
reporter for each number group will share the summary for their section once more.
Guided Instruction (Teacher and Students do together):
Activity 1:
In a small group of 4 or 5 members, students will introduce themselves by stating their
names ONLY. They will write the names onto the profile organizer. Next, they will have 5
minutes to observe each others outer appearance. In that time, they will guess and
write down the students age, grade, ethnicity, favorite music genre, favorite color, and
favorite hobby. Once the 5 minutes is up, each student will be asked to share in their
group what they think. When all have shared, the students will reveal the true answers
about themselves. Listeners must write down the correct answers to the space provided
on the organizer.
All members are expected to introduce their own name and one fact about themselves,
then the name and one fact about one other member in their group. For example, the
first person stands up and says their name and one fact. Then, they will introduce the
member next to them. They may sit down, and the member that had just been
introduced will stand up and say their name, and the fact that the previous member said
about them. The sentence structure they will use is:

Hi my name is__________, I am__________. OR my favorite ____________ is

___________. And this is ___________. His/her favorite ____________is __________.
OR He/she is ______________.
Activity 2:
Then, students are to proceed with jigsaw reading. They will have guiding questions to
answer as they read and discuss their paragraph. The students are assigned to a number
and a color. Those are their two groups. First, students will sit with others with the same
number. They will read and discuss their section of the article on stereotypes together.
As a group, they will write a summary on their section. Everyone will write the summary
on their own paper. Next, members split into their color groups to share their
information with other students that read a different section of the article. They are
required to jot down information that stands out to them... Not word for word of the
speaker. Then, they will regroup with their number groups. During class discussion,
reporters of the number groups will summarize their part of the article.
1. State the title/topic of their section in the reading
2. Summarize the section
3. Class discussion on the topic
a. What is stereotype?
b. Is it good or bad? Why?
c. How should we handle stereotypes directed towards us?
d. How can we avoid stereotyping people?
End of discussion: Students will rate their members' performance
-NEEDS IMPROVEMENT
-GOOD
-EXCELLENT
Comments/Suggestions on how member can do better
Independent Learning (Students do it alone):
Activity 3:
5 positive qualities and 5 negative qualities:
Prompt: If someone were to be you for a day, what kind of person will they become?
Think about why you chose those qualities. When or how would they show those
qualities? Students choose 5 positive/5 negative qualities about themselves. They use a
crayon to write the 10 qualities on the watercolor paper. Then, using any of the
technique on the chart, students will create an abstract background.
Closing:
Discussion question: How do experience, culture and/or environment affect who we are
as individuals? As a community? As a country?

Lesson 4: What is Stereotype? (Part 2)

Standards (identify the content standards, or parts of them, that this lesson will cover)

CA Content Standards 2.1

CA Content Standards 4.1
CA ELD Standards I.A1
CA ELD Standards I.A2
CA ELD Standards I.B5
CA ELD Standards I.B6
CA ELD Standards I.C9
CA ELD Standards II.A1
CA ELD Standards II.B5

Purpose/Rationale
In this lesson, students will determine what makes an individual. They will share their qualities with each
other, and get to know each other better. They will have a chance to practice their speaking and
reasoning skills as they talk about their qualities.

Background Knowledge
*Instructional Objectives:
SWBAT compare and contrast personal
qualities.
SWBAT complete their abstract personal
quality painting from the previous lesson.

*Language Objectives:
SWBAT justify their answers in a conversation.

*Multicultural Objectives:
SWBAT compare and contrast the value of
certain qualities based on perspective from
different cultures.

Materials and Safety Precautions (if applicable)

Teacher:
Group list
Group table labels
Role list with descriptions
Guiding questions for each section of article
Students:

Assessment (formal/informal) HOW you

will assess: WHAT you will be looking for:
Students will share their personal qualities
with each other and justify why they have
those qualities.
I will check if students are showing the
features of abstract art in their painting, and
that they have all ten personal qualities
included.
Assessment (formal/informal) HOW you
will assess: WHAT you will be looking for:
I will listen to how they give examples to
justify their answers.
Assessment (formal/informal)- HOW you will
assess: WHAT you will be looking for:
I will listen for examples that justifies their
answers.

Pencil
Profile organizer
Stereotype articles

Accommodations for special needs, advanced and English language learners

Procedures
Focus Lesson (Teacher does):
There will be a mini activity continuing from the previous lesson. Students will share one
positive personal quality and one negative personal quality. Explain to students how
they will describe their quality and how to justify their choice by offering an example.
Independent Learning (Students do it alone):
Students will continue working on their quality paintings. They will need to complete at
least good and one bad quality for the sharing activity.
Sharing activity (about 15-20minutes):
1. Choose one quality and find a classmate with a different quality. State what
quality you have and why.
Ex: I am kind because
I am sleepy because
I am grouchy when
2. Choose a different quality and find a person with the same or similar quality.
Share why you have that quality.

Have students post one good and one bad quality on the wall; group
same/similar qualities together. Have students determine which qualities are
most present, and which are least.

Pick a couple of students to share why they have that quality or have them
share what one of their partners quality is.

Ask students how we have same qualities, but are still different individuals.
What makes an individual? What contributes to our qualities to make us
individuals?

Lesson 5: Artist Postcards

Approx: 1-2 days to complete

Standards (identify the content standards, or parts of them, that this lesson will cover)

CA Content Standards 2.1

CA Content Standards 3.2
CA Content Standards 4.1
CA ELD Standards I.A1
CA ELD Standards I.A2

CA ELD Standards I.B5

CA ELD Standards I.B6
CA ELD Standards I.C9
CA ELD Standards II.A1

Purpose/Rationale
Instead of listening to a long lecture on artists, students will become an expert on ONE influential
American watercolor artists through role play in which they will take on the role of an artist. They will be
given information about the artist and sample works. Students will create a postcard depicting one of the
artists work. On the back, they will summarize key points about the artist and describe their artwork.
Once the postcards are completed, they will share it.

Background Knowledge
Briefly introduce some of the influential American watercolor artists.
*Instructional Objectives:
SWBAT recreate a watercolor painting by a
professional watercolor artist.
SWBAT recognize different artists work.

*Language Objectives:
SWBAT organize key points from a reading
material into their own sentences.
SWBAT orally share key points of artists to the
class.

*Multicultural Objectives:
SWBAT analyze how the environment and
experiences influent an artists work.

Materials and Safety Precautions (if applicable)

Teacher:
Example of a postcard

Assessment (formal/informal) HOW you

will assess: WHAT you will be looking for:
I will see that they have completed a postcard
with a painting of the artists work on the
front.
I will look at the notes students have taken on
different artists in a chart.
Assessment (formal/informal) HOW you
will assess: WHAT you will be looking for:
Students will read a biography of an artist and
summarize the information on the back of the
postcard.
Students will read the summary on the back
of the postcards to the class.

Assessment (formal/informal)- HOW you will

assess: WHAT you will be looking for:
Students will read a biography of an artist and
summarize the information on the back of the
postcard.

Examples of artists work

A box to keep postcards
Sample Artist Graphic Organizer
Students:

Envelope containing blank postcard and an artist biography sheet

Watercolor materials
Artist Graphic Organizer
Accommodations for special needs, advanced and English language learners

Written instructions and a set of guiding questions to aid in finding information from a biography

Procedures
Focus Lesson (Teacher does):
Briefly introduce some of the influential American watercolor artists to provide some
background knowledge. Show an example of postcards and explain the purpose and
instructions for the activity.
Model how to find key points in a biography. Have a set of guiding questions for
students.
What is the artists name?
When and where was the artist born?
What techniques or tools does the artist use to create their painting?
What is the subject of the artists painting?
Independent Learning (Students do it alone):
Each student will receive an envelope containing an artist information sheet with a
portrait and some of the artists work. They will summarize and describe who their artist
is by creating a postcard. On the front of their cards, they will choose a painting of the
artists work to paint. A blank artist chart will be given to students to fill. They will fill
information about their artist on the first box.
Once postcards are completed, they will mail their postcards by placing them in a box.
Then, they will randomly pick one from the box. If they receive their own, they may
exchange with their neighbor. The receivers will read and share the postcard. Listeners
will take notes about each artist on their artist graphic organizer. Everyone will share a
postcard in this activity even if it is a repeated artist to reinforce the information by
hearing it in different words by others.
Closing:
Which artist stood out to them most? Why?

Lesson 6: Drink/Eat Me Painting

Approx: 3-4 days to complete

Standards (identify the content standards, or parts of them, that this lesson will cover)

CA Content Standards 1.0

CA Content Standards 2.0
CA Content Standards 4.0
CA Content Standards 5.0

Purpose/Rationale
For the final project in the unit, students will bring all the knowledge about watercolor techniques and the
theme of stereotype and identity together. They will create a painting of a bottle or dessert containing the
ten qualities (5 postitives/5 negatives) that they brainstormed. It all goes back to expressing who they are
or who they want to be. The eat me and drink me is based on the scene in Alice in Wonderland where
Alice changes her appearance after consuming the food and drink. Here, students are asked, What kind
of person will someone become if they were to be you for a day? The dessert and drink represents the
person that they will become.

Background Knowledge
Using the same ten qualities they brainstormed and painted before, students will incorporate
them into the final painting.
*Instructional Objectives:
SWBAT create a representational abstract
painting.

SWBAT demonstrate at least five watercolor

techniques in their painting.

*Language Objectives:
SWBAT describe the meaning of their artwork.
SWBAT explain their process in painting.

*Multicultural Objectives:
Students add symbols and designs to their
bottle that will demonstrate their
individuality.

Assessment (formal/informal) HOW you

will assess: WHAT you will be looking for:
I will check that students painting has an
abstract background with at least six shapes,
and their ten qualities are written inside the
bottle/dessert.
I will check that students use at least five
different techniques from their chart.

Assessment (formal/informal) HOW you

will assess: WHAT you will be looking for:
I will ask students to explain how their designs
represent who they are.
I will ask the students to explain their process
of creating their painting.
Assessment (formal/informal)- HOW you will
assess: WHAT you will be looking for:
I will look for symbols or complex designs that
represent the student.

Materials and Safety Precautions (if applicable)

Teacher:
Samples of the project
Rubrics
Adjective/quality lists
Masking tape
Pencil
Sharpie or pen
Bottle and dessert stencils
Students:

Rubrics
Technique charts
Personal quality painting with abstract background
Watercolor materials
Masking tape
Pencil
Sharpie or pen
Bottle or dessert stencil
Accommodations for special needs, advanced and English language learners
Have written instructions and visual examples that students can keep at their desk for
reference
Rubrics for the project
Procedures
Focus Lesson (Teacher does):
There will be differentiated 30 minute warm-up for students who need extra time to
complete the Personal Qualities painting and those who are ready to start the final
painting. Those who have completed the Personal Qualities painting will try a
challenging painting of a jellyfish. Those who have not finished will use the time to
complete it.
Introduce the final project of the unit to the students, and go over the rubric.
Check-in questions on the rubric.
Guided Instruction (Teacher and Students do together):
Demonstrate how to get started on the painting.
First, turn the paper vertical (short side on top and bottom), and lay it flat on
the table.
Use masking tape to protect the border from paint. Starting at the top of the
paper, make sure there is a tab sticking up (about half an inch or an inch). Fold
the tape back so that the tape will stay in place as you align the tape along the
edge of the paper. Repeat or all four sides.
Use a pencil to draw trace the stencil. Make sure to draw very lightly so as to
erase any mistakes or unwanted details easily. Draw the basic shape of the

bottle or dessert in the center of the paper to create balanced space on each
side. This way, the eyes will look directly at the main subject when viewing from
afar.
Add details that represent you to the bottle/dessert. Write or paint the ten
qualities on the bottle/dessert.
Next, create an abstract background with at least six shapes.
Once the sketch is complete, trace all the lines with sharpie marker or a pen to
have the lines stand out when painting.
Look at the chart and choose five or more techniques to use in the painting.

Independent Learning (Students do it alone):

For their final project in the unit, students will design a bottle or dessert that represents
who they are. In the bottle or dessert will be the ten qualities (5 positive qualities/5
negative qualities) they wrote in previous lesson. They are required to demonstrate at
least five watercolor techniques. The background will be abstract environment.
There will be a critique for the final. Questions to prepare students for critique:
1. What are the techniques you used?
2. What inspired your design?
3. What kind of person will someone become if they eat/drink the Me?
4. Whats the most challenging part of this piece? Why?

Lesson 7: Spirtited Away (movie to be played if there is extra time after final critique) *124 minutes
Standards (identify the content standards, or parts of them, that this lesson will cover)

CA Content Standards 3.1

CA ELD Standards I.B5

Purpose/Rationale
The movie Spirited Away directed by Hayao Miyzaki depicts the theme of identity, and how names and
appearance plays an important role in distinguishing who we are. This is a fun little lesson to celebrate the
ending of the unit.

Background Knowledge
Briefly state what the movie is about and make clear what students need to look for in the
movie while they are watching.
*Instructional Objectives:
SWBAT discover how other culture display the
theme of identity.

*Language Objectives:
SWBAT explain the importance of names and
how appearances play a role in our identity.

*Multicultural Objectives:
Explore Japanese perspective on names and
individuality.

Assessment (formal/informal) HOW you

will assess: WHAT you will be looking for:
Students will complete a movie sheet so that I
know that they are paying attention.

Assessment (formal/informal) HOW you

will assess: WHAT you will be looking for:
Students will justify their answers about the
importance of names in the exit slilp.

Assessment (formal/informal)- HOW you will

assess: WHAT you will be looking for:
Students will complete a movie sheet so that I
know that they are paying attention.

Materials and Safety Precautions (if applicable)

Teacher:
Spirited Away movie
DVD player/movie projector
Students:
Movie guide sheet
Pencil
Exit slip

Accommodations for special needs, advanced and English language learners

English subtitles will be on

Procedures
Focus Lesson (Teacher does):
Explain the purpose of the lesson.

Independent Learning (Students do it alone):

During the movie, students will fill in the blank of quotes from the movie so that they
have a purpose in paying attention instead of chit chatting with their friends. This will
also help with keeping the voice volume in the classroom low as they watch and listen
for the quotes.
Closing:
Exit slip:
1. What is the importance of names? Is our identity different when we change our
names or when we are called by the wrong name?
2. How does appearance portray our identity?