Toon Goons UDL Unit- PT.

1 Design
Subject Art      Grade 5th      Date _____    
UNIT/LESSON Toon Goons PT. 1 Design

CONTENT Students should design a character that they can reference through
OBJECTIVE(S) their building process.
COMMON CORE Anchor Standard 1: Generate and conceptualize artistic ideas and work:
STANDARD VA: Cr1.1.5a Combine ideas to generate an innovative idea for
art-making.

FOCUS/ KEY Students should focus on creating an original design using reference
QUESTIONS materials. Students should also consider what colors they will want to
use in the future.
BARRIERS TO Some students may be deaf, Hard of hearing, Visually impaired, or
LEARNING may physically struggle to use specific tools.
PLANNING WITH Multiple means of Students may have slide show notes with
UDL representation them to look at alongside the reference
book, Students may have the slide show
on their own computers, Students can
have a recording of the presentation to
play back as needed, Digital copies of all
papers can be shared alongside physical
pieces.
Multiple means of Students may choose what materials they
action and expression want to color with, Students can choose to
reference the booklet provided or design
their own body parts.
Multiple means of Students can write more if they find it
engagement easier to describe their Character,
Students may also use larger paper to
draw if that is easier to work with,
Students, Students may also work digitally
if a tablet or drawing devise is provided.
READING/ BEFORE: Music, Bands, Drawing, Doodle, Sketch
VOCABULARY DURING: Reference, Optional, Amplifies
AFTER: Slip and Score
ASSESSMENT N/A

MATERIALS Slide show, Toon Goons Design Packet, Toon Goons Reference Book
pt.1, Toon Goons Reference Book pt. 2, Projector, Laptop,
Pencils,Erasers, Colored Pencils, Markers, Sharpies, Crayons, Acrylic
Paint.

LEARNING STRATEGIES
WARM UP (5 min) Students are Greeted as they take time to find their seats and get settled,
attendance will be called at this time.

Bauleke & Young 2011

INTRODUCTION/ Students are introduced to the New project. A brief description of the
MOTIVATION/ lesson is given and an overview of the steps will be given.
Prior Knowledge
(5 min) ● Our class will create Toon goons, little creatures that amplify sound
from cellphones
● First we will look at the slideshow and then go over the work that
will be done for today
● In the next few classes we will work with clay in order to bring life to
the characters that are designed today.
● toward the end of this project students will glaze their Toon Goons
and bring them Home

Ask students to think about what music inspires them, Do students like to
listen to music when they do things like chores and homework? Do
students feel like they listen to a lot of music their parents listen to, that
their friends share, or do they like to find their own music? Ask students to
keep their own relationship with music in mind as they design their toon
goons. These Questions can later be answered one on one during
check-ins.
WHOLE CLASS The slide show is presented to students. This slide show provides more
ACTIVITY (10 context for students on what the overarching project is. It will be updated
min) as student work examples are collected. After the slide show students will
be introduced to the Design and Reference Booklets. Instrumental music
can be played softly in the background to inspire students and help
manage noise levels. Pausing the music can also be a cue for students to
listen to the teacher's directions.

GUIDED & Students will begin to work on their packets. Once the questions are
INDEPENDENT answered and the Character is designed then students can color in their
PRACTICE WITH work. The teacher should float around the class while students are
UDL working to help answer questions and check in with students one on one.
The questions that were asked at the beginning of class should now be
prompted to help inspire students. If some are still struggling to get
finished some more questions can be asked:
● Ask students to walk you through their design process so far
● Ask students how they feel about their art
● Ask students if they can connect their work to the elements and
principles of art

Students who finish the packet may part take in a quite choice time.
CLOSURE/ ● Students are given time to clean up. All materials should be put
EXIT PASS/ back and left in their correct spots.
(5 min) ● Students may line up once this task is done. Students may be
called to line up in by the color of their shirt, by birth month, or by
their favorite color. Only do so as long as the class does not get too
excited or energized, as students line up they should be preparing
themselves for a transition between spaces and workflows.

Bauleke & Young 2011