Unit Title Unit Goals Teacher’s name

Produce artwork that is unique to the

Identity and What Makes Someone Unique identity of the student and learn about Alyana Lara
the creative writing process

Lesson Title Grade Length of time

If I ruled the world… 4th Grade 30 minutes per day, two weeks
Week 1: Reading/creating
Week 2: Creative writing
General Lesson Objectives-
• To have students describe, analyze, interpret, and judge a painting
• To have students create a piece of artwork based on the aforementioned painting
• To have students learn about the writing process and storytelling
• To have students make a creative writing piece based on the artwork they’ve made

VA.SOLs - Reading Art SOLs-

4.7 The student will write cohesively for a variety of
purposes.
b) Focus on one aspect of a topic.
c) Use a variety of prewriting strategies.
d) Organize writing to convey a central idea.
g) Write two or more related paragraphs on the same
topic.
h) Use transition words for sentence variety.
i) Utilize elements of style, including word choice and
sentence variation.
j) Revise writing for clarity of content using specific
vocabulary and information.
k) Include supporting details that elaborate the main idea.
4.4 The student will create works of art that connect ideas, art
forms, or cultural themes to personal experiences.
4.5 The student will use the following to express meaning in
works of art:
1. Color—hue, tint, shade, intensity
2. Texture—actual, implied
3. Value—shading
4. Pattern—repetition to imply movement
5. Variety—to create interest

4.9 The student will demonstrate comprehension of

information resources to research a topic.
a) Construct questions about a topic.
b) Collect information from multiple resources including
online, print, and media.
c) Use technology as a tool to organize, evaluate, and
communicate information.

Materials: Resources for lesson or parts of lesson

gather for teacher- • “The Late Empire: Honorius”
• “The Late Empire: Honorius” • Jean Paul Laurens’ artist statement
• Jean Paul Laurens’ artist statement • “The Ones Who Walk Away from Omelas” by Ursula K.
• “The Ones Who Walk Away from Omelas” by Le Guin
Ursula K. Le Guin
• Teacher-produced background story
gather for students-
• Paper
• Colored Pencils/Crayons
• Watercolors/Brushes
Vocabulary-

Art Vocabulary:
• Jean Paul Laurens- Created the artwork “The Late Empire: Honorius” in 1880
• Symbol—A solid, recognizable thing—an animal, a plant, an object, etc.—that stands for something that would be hard to
show in a picture or a sculpture
• Color--Hue, tint, shade, intensity
• Texture--Actual, implied
• Value--Shading
• Pattern--repetition to imply movement
• Variety—to create

Reading and Writing Vocabulary:

• Ursula K. Le Guin—Wrote “The Ones Who Walk Away from Omelas” in 1973
• Character—The person in a work of fiction; the characteristics of a person
• Theme—Central topic of a piece of work
• Plot—A casual sequence of events, the “why” for things that happen in the story
• Point of View—Angle of vision from which the people, events, and details of a story are viewed
• Setting—Place, time, conditions, mood or atmosphere
• Conflict—Human vs. Human, human vs. nature, human vs. society, human vs. self
• Tone—Emotional coloring or meaning of the work and contributes to the entire meaning

Anticipatory Set

1) Ask the following questions:

• What is the purpose of the story?
• Where do you think stories come from?
• What is your favorite story?
2) Introduce “The Ones Who Walk Away from Omelas” by Ursula K. Le
Guin
• Read a couple pages each day
• Ask students questions about inferencing, predicting,
analysis, etc. throughout reading
• When finished, ask what students thought about the book
and who the child in the story is
3) When original story is finished, read teacher-created background story
on the child from Omelas
• Have students inference, predict, analyze, etc. the story by
the teacher
4) Introduce “The Late Empire: Honorius” by Jean Paul Laurens
• The teacher will introduce Jean Paul Laurens, who painted
this piece in 1880. The medium used is oil on canvas.
Motivation

Ask the following questions:

- What is the purpose of the story?
- Where do you think stories come from?
- What is your favorite story?

Differentiated Instruction:
- Ask questions based on Bloom’s Taxonomy; Examples:
- What is the name of the city in Le Guin’s book? (Remembering)
- Why are the people able to celebrate the festival? (Understanding)
- Applying will occur when the students write their stories after making their artwork
- The students will analyze and evaluate Laurens’ painting (see questions in input)
- Students will create their art pieces

1 .Input
The teacher will ask the following questions about the painting:
• Describe:
o What color is the brightest?
o What objects do you see?
• Analyze:
o Where is your eye drawn to? Where does it lead?
o What do you think the colors mean?
• Interpret:
o Do you see or recognize symbols?
o What do you think of the boy in the picture?
o How would you feel if you were in his shoes?
• Judge:
o What would you do if you were ruler of the world?
o Would you want a painting of yourself like this?

The teacher will introduce Jean Paul Laurens, who painted this piece in 1880. The
medium used is oil on canvas.

2. Modeling/ Demo
The teacher will provide a previously made example they have made to their students.
- The teacher will explain the various components of the piece and why they were
chosen
- The teacher will also explain the process done for the drawing and the choice of
media used in the example

3. Directions
For creating the artwork:
- The students will start listing characteristics that they have and things that might be
important to them (heritage, hobbies, traditions, etc.)
- Next, they will begin to sketch their ideas onto paper of what they would look like if
they were a ruler of their own kingdom
- Once sketches are completed and approved, the students will add color using
either colored pencils, crayons, or watercolor

For creating their writing pieces:

- The students will write a rough draft about their painting and include the storytelling
elements that were mentioned in the vocabulary set
 - Once the rough draft has been peer edited, students can create their final draft for their painting

4. Ck. for understanding

The teacher will check for understanding though the questions that they ask the students, whether it’s about the book, the painting,
or the teacher-made story. The results of their answers to the questions the teacher asks will show how much the students
understand the content. If further explanation is needed, it should be provided as the questions are being asked. Group
collaboration on answering the questions can be done if it’s needed.

Distribute materials Closure

One or two students from each group can get all materials for their
group. All of the materials will be in a portable caddy to prevent
any materials from being lost or damaged.
Independent Practice
Students will mostly work independently throughout the activity as
each project will pertain to their identities.
1. Clean-up
- Students will be assigned a certain task for cleaning
up their tables
- Examples: Cleaner, returner (materials), collector
(artwork), etc.
- Collectors will CAREFULLY take artwork to be
displayed at the front of the room
2. Critique questions
- What is your story about?
- Explain some of the symbols that you have in your
picture (will be answered in writing assignment, but
if students would like to share, they may)
- Why did you pick the colors (or other elements of
design) that you did?
3. Summary of what learned-
- The students learned how to create artwork that
relates to them and translate it into writing.

Evaluation of student work Modifications

- Special Needs
For the student’s artwork: Any student who may have a physical disability inhibiting
- Focus: Were directions followed well? them will be able to still create their artwork by giving any
- Work Habits: Stay on task? available accommodations (such as pencil grips, or the ability
- Creativity: Original ideas? to create their artwork on the computer). They can also type
- Craftsmanship: Neat and well made? their creative writing pieces if it’s needed.
- Gifted
For the student’s writing: For these students, they may create another story about the
- Main Idea: Was there a clear focus? character they drew in their art pieces, or they can create a
- Content: Detail/evidence? second picture that portrays a different setting, have more
- Organization: Intro, body, conclusion, transitions? characters, etc.
- Word Choice/Syntax: Vocabulary used? - If done early
- Mechanics: Spelling, punctuation, capitalization, Students may make another character to add into their
grammar appropriate? artwork, such as a companion or familiar (their favorite animal
can be their secondary character in their art)
Rubric will be on a scale: - Reflections
- 4: Advanced Once students have completed their pieces, they can share
- 3: Proficient their writings and their art to the class (not every student has
- 2: Basic to present if they are not comfortable doing so). They will
- 1: In progress relate their stories and art back to the painting that was
presented at the beginning of the lesson, whether it’s through
relation of the story or the aesthetics of it.