Name: ​Paulina Wilkerson

Suggested Grade Level: ​Middle School (Grades 6-8)

Title of unit: ​Architectural Letters
Big Ideas:
Exploration of Building Techniques
Expressing Personal Ideas Through Art
Rationale/Description of Learning:
This unit is artistically and educationally valuable because it allows students' grow as
artists. It does this by expanding their knowledge of building techniques with various materials
(Standard 3, GLE 2). It also shows students how to recognize and incorporate concepts, themes,
and different perspectives into their art. Students will investigate how artists show various social
contexts through their artwork (Standard 4, GLE 1). From this they will be able to analyze these
works of art and interpret the meanings intended within them (Standard 1, GLE 1-3 and Standard
2, GLE 1). By being able to recognize these themes within other works they will be able to
incorporate these same concepts within their own work. Students will use this knowledge to plan
what ways they will implement personal meaning in the making of their architectural letter
(Standard 3, GLE 1). By the end of this unit students will have covered all four CDE Visual Arts
Standards in various ways. They will have observed others work, learned how to comprehend
complex ideas, envision new ideas, invent creations, and connect all these concepts into one.
Standards:
CDE​ ​Visual​ ​Arts​ ​Standards​ ​
7th Grade
Standard 1. Observe and Learn to Comprehend
GLE 1. Analyze works of art and apply the language of visual art and design to infer meaning.
GLE 2. Recognize and interpret works of art through the lens of time, place and culture.
GLE 3. Employ concepts, issues and themes from other disciplines to solve visual arts problems.
Standard 2. Envision and Critique to Reflect
GLE 1. Determine meaning from works of art and design using visual literacy skills such as
interpretation, negotiation, appreciation and selection.
Standard 3. Invent and Discover to Create
GLE 1. Plan, anticipate outcomes and use feedback to grow as an artist.
GLE 2. Demonstrate technical skills and processes to achieve desired results.
Standard 4. Relate and Connect to Transfer
GLE 1. Investigate how artists, designers and scholars narrate their social context.
Enduring Understandings:
Students evaluate the role of aesthetic decisions to support meaning.
Students identify opportunities for interdisciplinary problem-solving.
Students use imagining to develop an artistic vision.
Students demonstrate conceptual and project-based learning through artmaking.
Students synthesize knowledge, skill and imagination to express meaning.
Students connect planning to implementation.
Essential Questions:
Why is planning important?
What does planning a project look like?
Why do Artists incorporate personal meaning in their art?
How do you incorporate personal meaning within art?
How does the viewer's perspective affect how they view your art?
Unit Goals:
Students will analyze works of art and apply the language of visual art and design to infer
meaning.
Students will recognize and interpret works of art through the lens of time, place and culture.
Students will employ concepts, issues and themes from other disciplines to solve visual arts
problems.
Students will determine meaning from works of art and design using visual literacy skills such as
interpretation, negotiation, appreciation and selection.
Students will plan, anticipate outcomes and use feedback to grow as an artist.
Students will demonstrate technical skills and processes to achieve desired results.
Students will investigate how artists, designers and scholars narrate their social context.
Topic Map:

Objectives from lesson plans and sketches:

Students will be able to evaluate the emotional significance generated by the language of visual
art and design.
Students will be able to interpret and demonstrate how works of art synthesize historical and
cultural meaning.
Students will be able to incorporate key concepts, issues and themes from other disciplines into
works of art.
Students will be able to explain and justify the visual elements artists use to express ideas in
specific works of art.
Students will be able to generate works of art based on selected themes or anticipated goals.
Students will be able to create works of art from observation, photographs and stored mental
images adding personal interpretations.
Students will be able to research and communicate personal ideas and interests in works of art.
Students will be able to design and create works of art using images, words and symbols that
illustrate personal community or culture.
Pre and Post Summative Assessment:
At the beginning of this unit, I will have a discussion with students about various ways that all
artists incorporate meaning into their work. We will focus on personal meaning and ways to
express ourselves. Students will plan and sketch out their ideas. They will then learn about
building techniques involving cardboard and plaster strips. We will also talk about various
materials they can use within the design process of their letter. At the end, I will be looking to
see if they can appropriately explain and apply this knowledge when creating their own
architectural letter.
Content Integration:
CDE 7th Grade Reading, Writing and Communicating Standards
Standard 3. Writing and Composition
GLE 2. Write well-developed informative/explanatory texts using logical organizational
strategies, relevant supporting information, domain-specific vocabulary, and formal style.
CDE 7th Grade Comprehensive Health Standards
Standard 3. Social and Emotional Wellness
GLE 1. Demonstrate effective communication skills to express thoughts and feelings
appropriately.
Outline of Lessons:

Teacher Will Students Will

Teacher will introduce the project, Students will learn about

Lesson One: talk about how artists express
​Intro to themselves through their work and
Architectural show examples. They will then
Letters allow students time to work and
answer questions as needed.
architectural letters and ways to
express themselves/their ideas
within their artwork. They will
then plan the design for their letter.

Teacher will do a quick review of Students will have a quick review

information from lesson one and of information from the day
Lesson Two: do a short building demo. They before. They will then have time to
Begin Building will then allow students time to finish sketches as needed and
 work and answer questions as begin building their letter.
needed.

Lesson Three: Teacher will allow students time to Students will continue building the
Building Continued work and answer questions as basic structure of their letter by
needed. using cardboard and tape.

Teacher will do a short demo on Students will learn about plaster

using plaster strips. They will then
Lesson Four: allow students time to work and
Plaster Demo answer questions as needed.
and how to use plaster strips.
Those that still need to finish
building will do so. Once finished
building, they will begin covering
their letter in plaster.

Teacher will allow students time to Students will continue using

Lesson Five: work and answer questions as plaster strips to cover and
Work with Plaster needed. strengthen their sculptural
structure.

Teacher will have students look at
their sketchbooks for the ideas
Lesson Six: they brainstormed in lesson one.
Design Letter They will remind students of the
importance of self expression and
allow them time to work,
Students will use the plan they
created in their sketchbook to
begin designing their letter. They
may work with a variety of
materials such as paint, text,
photographs, etc.

Teacher will allow students time to Students will continue designing

Lesson Seven: work and answer questions as their letter with the goal of
Design Continued needed. finishing by the beginning of the
next class.

Teacher will discuss with students Students will finish up their

 Lesson Eight: how to photograph their work and
Final Photo / Artist write an artist statement. They
Statement will then allow students time to
work and answer questions as
needed.
Visuals:
project as needed. They will also
take turns photographing their
final work. When done
photographing, students will write
an artist statement on their work.
Resources:
Building Technique Examples:
https://youtu.be/FU2Rd8Y8U1w
https://youtu.be/qjDI4mCgky4
https://youtu.be/bgREt8LKU7Y
https://youtu.be/4E2IKQIhHqU
Bibliography:
. (n.d.). Retrieved from https://naea.digication.com/martinez_ohs/Architectural_Letters
14 Ways to Decorate Cardboard Letters. (2015, December 18). Retrieved from
http://www.tomatoboots.co/14-ways-to-decorate-cardboard-letters/
Architectural Letters. (n.d.). Retrieved from
https://www.dickblick.com/lesson-plans/architectural-letters/
Autobiographical Architectural Letters. (n.d.). Retrieved from
http://mrswillesartroom.blogspot.com/2012/04/autobiographical-architectural-letters.html
Letter P by scrappinpatw on DeviantArt. (n.d.). Retrieved from
https://www.deviantart.com/scrappinpatw/art/Letter-P-206636440
Sarahhopeharper. (2013, February 3). DIY Tutorial – Paper Mache 3D Letters. Retrieved from
https://asharperfocus.wordpress.com/2012/08/26/paper-mache-3d-letters-tutorial/amp/
Appendices:
A. Full Lesson Plan
Grade:​​ ​Middle School (Grades 6-8)
Title​ ​of​ ​Lesson:​​ ​Intro to Architectural Letters
Standards:​ ​
CDE​ ​Visual​ ​Arts​ ​Standards​ ​
7th Grade
Standard 3. Invent and Discover to Create
GLE 1. Plan, anticipate outcomes and use feedback to grow as an artist.
GLE 2. Demonstrate technical skills and processes to achieve desired results.
Standard 4. Relate and Connect to Transfer
GLE 1. Investigate how artists, designers and scholars narrate their social context.
Big​ ​Ideas:​​ ​
Exploration of Building Techniques
Expressing Personal Ideas Through Art
Enduring Understandings:
Students demonstrate conceptual and project-based learning through artmaking.
Students synthesize knowledge, skill and imagination to express meaning.
Essential Questions:
Why is planning important?
What does planning a project look like?
Why do Artists incorporate personal meaning in their art?
How do you incorporate personal meaning within art?
Objectives:​ ​
Students will be able to generate works of art based on selected themes or anticipated goals.
Students will be able to create works of art from observation, photographs and stored mental
images adding personal interpretations.
Students will be able to research and communicate personal ideas and interests in works of art.
Students will be able to design and create works of art using images, words and symbols that
illustrate personal community or culture.
Activity:​ ​
Students will plan the design for the Architectural Letter they will be building in this unit. This
plan will include sketches/notes of ideas for building, design, and how they are going to
incorporate personal meaning.
Pre-assessment:​ ​
As a class, we will discuss how to incorporate personal meaning within their work and why that
is important. We will also talk about what their planning process should look like.
Success Criteria:
Students will have a completed plan for the letter they are going to create. This plan will include
various ways they can express themselves through their design.
Post-assessment:​ ​
Students will have used their knowledge of planning to create sketches or written explanations of
their ideas.
Accommodations and Modifications:
ELL, CLD Learners, or Other Learning Disabilities
● Multiple visuals and examples provided
● Verbal instructions and explanations of expectations
● Allow for verbal explanation of plan from students
Visuals:
Supplies and Equipment:
Sketch Book
Pencil
Teaching Procedure:
Beginning
To start the day, I will greet students at the door and let them know to get their sketchbooks out.
Once class starts, I will introduce the project. This introduction will include the steps they need
to take, examples of the project, and a video on how to begin the building process.
Middle
As a class, we will then discuss why personalizing your artwork is important. We will talk about
different ideas of things they can add to their letter to express themselves. Students will then
have time to brainstorm their ideas. During this time, I will walk around and answer questions as
needed. I will also be checking to make sure students are meeting the success criteria.
End
The last 5 minutes of class students will clean up their work space and put all supplies away.
They will be dismissed once the bell rings for the passing period.
B. Summative Rubric

3 2 1
Excelled Got It Needs More

Students went above Students incorporated Students are missing

Influence and beyond in the personal meaning personal meaning in the

design process of their within their architectural design of their
architectural letter. letter in a creative way. architectural letter.

Students went above Students planned their Students did not plan

Planning / and beyond in planning architectural letter by out their architectural

Intention out their architectural sketching their ideas letter in one or more
letter. and carefully making ways.
personal design
choices.

Students go above and Students are able to Students are unable to

Apply / Explain beyond in applying their apply their knowledge apply their knowledge

Understanding knowledge and and explain their ideas or explain their ideas
explaining their ideas within their architectural within their architectural
within their architectural letter. letter.
letter.