UDL Unit Plan

Subject: Charcoal Nature Study Grade: Middle Lesson Time: 90m 2-3
times/week
UNIT/LESSON Exploring Natures Textures – Charcoal Nature Study

CONTENT Explore the properties of charcoal as an artistic medium, focusing on

OBJECTIVE(S) creating a nature study artwork.
NATIONAL ART National Art Anchor Standard 2: Student will demonstrate acquisition
STANDARDs of skills in charcoal drawings through experimentation and practice.
National Art Anchor Standard 3: Students will refine their nature study
artworks using charcoal drawing techniques.
National Art Anchor Standard 7: Students will analyze their own and
peer’s charcoal studies, giving and receiving constructive critique.
National Art Anchor Standard 11- Use charcoal techniques to explore
familiar subjects and portray a connection to nature.

FOCUS/ KEY How is value important in a charcoal drawing?

QUESTIONS Why is texture important in nature studies?
LESSON A chart on the whiteboard for when the students walk in on the first day
PREASSESSMENT of class, different spaces for students to write their name under the level
of experience they have using charcoal.
BARRIERS TO Students that have difficulty with reading.
LEARNING Students with sensory issues
Students with motor and intellectual disabilities.
Students with attention and focus issues.
Students with visual impairments.
PLANNING WITH Multiple means of  Verbal explanation of the project
UDL representation  PowerPoint with professional and
past student work readily available
for students to access.
Rubric with written instructions and clear
outlined requirements and deadlines
Multiple means of action  Students decide their own subject
and expression material from the provided flowers.
One on one conferences
Multiple means of  Project introduction
engagement  Teacher technique demo
 Teacher Observation
Students are encouraged to ask classmates
for advice.
READING/ BEFORE: Shading, Composition
VOCABULARY DURING: Value, Texture, Botanical Drawings
AFTER:
ASSESSMENT Observation each class recorded on a checklist ( - / o / +)
Student Teacher conference after sketching and practice stage, and
halfway through the project recorded in a notebook, writing brief notes
about the students grasp of the assignment.
Bauleke & Young 2011
MATERIALS Charcoal sicks.
Charcoal pencils
White charcoal sticks
White charcoal sharpeners
Vine charcoal
Kneaded erasers
Newsprint paper
Fake flowers
Fake foliage
Charcoal pencil sharpener

LEARNING STRATEGIES (5E)

DAY 1 Introduction – Monday (90min)
WARM UP (5 min) Students are invited to write their name under their level of experience on
the whiteboard.
INTRODUCTION/ Introduce charcoal as a new media and techniques using a PowerPoint,
MOTIVATION/ explaining the past use and benefits of it. Provide examples of professional
Prior Knowledge works made using charcoals
WHOLE CLASS Gather students in a circle, having them draw a singular object from many
ACTIVITY different viewpoints around the room.
GUIDED & Give students access to charcoal to test and experiment with the new
INDEPENDENT media. Spend most of the class learning and practicing the techniques.
PRACTICE WITH Provide sample objects for students to sketch as practice.
UDL
The teacher will then call on students in a random order to have a 1 on 1
conference with them. In conference with the teacher, students will receive
extra guidance if they need more help working with charcoal. For students
who may struggle with speaking to the teacher, they may get written
feedback from the teacher.

After the conference, students will be sent back to their seats to continue
practicing with the materials.

15 minutes before the end of class give the students a time warning, telling
them to wrap up what they are currently working on and clean up. Before
students leave the room should be completely clean and their work should
be in its designated spot.

DAY 2 Wednesday (90min)

WARM UP (5 min) Students share their charcoal drawings from last class, giving each other a
constructive critique on a sticky note.
INTRODUCTION/ Introduce the project itself using another PowerPoint, sharing past student
MOTIVATION/ examples and give a clear explanation of the requirements. After the
Prior Knowledge introduction, students can roam the classroom stash of fake foliage and
flowers or can take buddy pairs outside to go acquire a plant of their own

Bauleke & Young 2011

 to draw.

WHOLE CLASS Students spent time working on their final projects. Materials are provided
ACTIVITY for them in the bins on each table. Students can chat with friends and work
at their own pace if there is significant progress made by the end of class.

15 minutes before the end of class give the students a time warning, telling
them to wrap up what they are currently working on and clean up. Before
students leave the room should be completely clean and their work should
be in its designated spot.
GUIDED & Students with processing issues- They can access pre-recorded examples
INDEPENDENT of specific charcoal techniques in class to watch on their own.
PRACTICE WITH
UDL The teacher walks around and observes, students are free to ask for help
or added instruction. If any students are roughly halfway into their project,
towards the end of class the teacher can start pulling students aside for
their second 1 on 1 conference. For students who may struggle with
speaking to the teacher, they may write their answers down.

HOMEWORK None

DAY 3 Friday (90min)

WARM UP (5 min) Students share the progress they made on their final projects, giving each
other a constructive critique on a sticky note.
INTRODUCTION/ Have students gather their materials and organize their workstations.
MOTIVATION/ Remind students that technique videos are posted for them to review, and
Prior Knowledge that the teacher is available to answer questions or always help with
confusion.
WHOLE CLASS Students spent time finishing their final projects. Materials are provided for
ACTIVITY them in the bins on each table. Students can chat with friends and work at
their own pace. Projects should realistically be completed by the end of the
class period.

15 minutes before the end of class give the students a time warning, telling
them to wrap up what they are currently working on and clean up. Before
students leave the room should be completely clean and their work should
be in its designated turn-in spot.

GUIDED & Students with processing issues- They can access pre-recorded examples
INDEPENDENT of the demo given in class to watch on their own.
PRACTICE WITH
UDL The teacher walks around and observes, students are free to ask for help
or added instruction.

HOMEWORK Students who need extra time may talk to the teacher to arrange another
way for them to complete their work either at home or during other school
hours.

Bauleke & Young 2011

Bauleke & Young 2011