Work Readiness Curriculum: Art unit
OBJECTIVE:
MATERIALS:
TIME:
Warm-up:
Week Six: Experience – Day One: Supplies
demonstrate an ability to ask for supplies to complete a task

Painting image (pg. 4), images of supplies (pg. 6-12), dialogue (pg. 13)
50 minutes
Post image of students painting (pg. 4).
Who are they? What do they do? Where are they?
“Do you like to paint?” mingle
Intro:
Elicit responses to questions: What’s my job? What things do I need for the
teacher job? Markers, pencils, etc.
What things do art workers need at their jobs?
Introduce supplies images (pg. 6-12).
Guided
Practice:
Practice asking “What is this?” to the whole group. Once vocabulary has been
introduced, give small groups sets of images (pg. 6-12) to practice asking each
other “What is this?”
Come back together and discuss that when we do our jobs, we need different
things. If we don’t have the things we need, we have to ask for help from our
manager or the other people we work with.
As a teacher, we need markers, computers, books, and papers. If I don’t have
them, I can ask for help. “Could you please get me a marker?”
Now that the vocab is more comfortable, add “Could you please give me the
________________?” dialogue and practice the two different roles. Teacher as A,
Students as B. Students as A. Teacher as B.
Independent
Practice:
Using the polite request dialogue (pg. 13) have partners/small groups ask and
get each other things an art worker would need – use appropriate level
dialogue and sets of images and/or actual items.
Application/
Extension:
“I’m sorry, I don’t have a _______________.”
“That’s OK, thanks anyway.”
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Work Readiness Curriculum: Art unit
OBJECTIVE:
MATERIALS:
TIME:
Warm-up:
Week Six: Experience – Day Two: Safety
demonstrate an ability to work safely

Image of art studio (pg. 14), warning signs with definitions (pg. 15), signs with
definitions (pg. 16-21), learning chocolate program
50 minutes
Show image of art studio (pg. 14). Discuss question, What do you see?
“What do you see?” mingle
Intro:
In the art studio, what problems could happen? What could make people sick?
Guided
Practice:
There are many things in an art studio that can hurt people or make them sick.
It’s important to be able to understand what things can be hurtful, so there will
be signs in places where there is danger.
Show different warning signs (pg. 15) – without showing definition. What do you
see? What do you think the problem is?
Show the warning signs with definitions (pg. 16-21). Talk about what each
warning sign means. Discuss unfamiliar vocabulary in each definition.
Independent
Practice:
Match the warning signs with the problems in Learning Chocolate:
http://www.learningchocolate.com/content/warning-signs
Application/
Extension:
Ask each other “What’s the problem?” while pointing to different warning signs.
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Work Readiness Curriculum: Art unit
OBJECTIVE:
MATERIALS:
TIME:
Warm-up:
Week Six: Experience – Day Three: Reporting Concerns
appropriately report issues of concern

Image of art supplies (pg. 22), art supply definitions (pg. 23-27), T-chart (pg. 28)
Different types of paints (toxic/non-toxic/washable), markers
(permanent/washable)
50 minutes
Post image of art supplies (pg. 22).
What do you see? Do you use these? Do your children use these?
Intro:
Some of these art supplies can be washed out of clothes, some of them can’t.
Some of these art supplies are dangerous (cause big problems) and should not
be used by children.
Guided
Practice:
Project and teach vocabulary: Toxic, non-toxic, permanent, washable (pg. 2327).
Look at different art supplies. Look for the vocabulary words. Which ones are
good for children? Which ones are toxic? Which ones are not good for children?
Show examples of packaging. Tell them that Crayola products are always nontoxic and not permanent.
Independent
Practice:
Give student groups a few art/office/school supplies that are often used. Using
the T-chart (pg. 28) have them sort by which are safe for children and which are
only for adults.
Ask them to rationalize their answers using taught vocabulary.
Application/
Extension:
Practice asking, “Is this toxic”, “Is this washable”, “Is this safe for children?”, “Is this
permanent?”
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Work Readiness Curriculum: Art unit
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Work Readiness Curriculum: Art unit
Camera
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Work Readiness Curriculum: Art unit
Instruments
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Work Readiness Curriculum: Art unit
Colored
Pencils
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Work Readiness Curriculum: Art unit
Paper
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Work Readiness Curriculum: Art unit
Paints
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Work Readiness Curriculum: Art unit
Paint Brushes
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Work Readiness Curriculum: Art unit
Sewing
Machine
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Work Readiness Curriculum: Art unit
Scissors
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Work Readiness Curriculum: Art unit
A: Could you please get me the _____________?
B: Here you go.
A: Thank you.
B: You’re welcome.
A: Could you please get me the _____________?
B: Here you go.
A: Thank you.
B: You’re welcome.
A: Could you please get me the _____________?
B: Here you go.
A: Thank you.
B: You’re welcome.
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Work Readiness Curriculum: Art unit
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Work Readiness Curriculum: Art unit
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Work Readiness Curriculum: Art unit
Do not eat or
drink.
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Work Readiness Curriculum: Art unit
Do not put in
the garbage.
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Work Readiness Curriculum: Art unit
Walk slowly.
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Work Readiness Curriculum: Art unit
Do not use
fire.
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Work Readiness Curriculum: Art unit
Do not
touch.
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Work Readiness Curriculum: Art unit
Do not put
on skin.
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Work Readiness Curriculum: Art unit
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Work Readiness Curriculum: Art unit
Washable
Good for
children
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Work Readiness Curriculum: Art unit
Permanent
Not good for
children
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Work Readiness Curriculum: Art unit
Non-toxic
Good for
children
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Work Readiness Curriculum: Art unit
Toxic
Not good for
children
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Work Readiness Curriculum: Art unit
Poison
Control
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Work Readiness Curriculum: Art unit
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