Lesson Plan One next lesson
Title: Animal Puppets- mini cereal boxes cut in form of puppet decorated with paper and markers to resemble an animal
Grade Level: Second Grade
Age: 7 & 8 yr. olds
Anticipated Time Period:
Two 45 min. class periods
Goal:
Students will understand the
difference between three-dimensional art and two-dimensional art.
Objectives: Students will:
Vocabulary:
Three-dimensional: art work
that is not flat, has depth, height and width
Two-dimensional: artwork that
is flat
Puppet: doll or figure manipulated
by hand or strings
Teacher Preparation:
prepare mini cereal boxes: wrap
with white paper, cut halfway through
prepare puppet theater box
cut various felt ears
have eyes prepared
have glue, scrap paper and markers
prepared
have teacher exemplars
bring in animal books/jungle
music
Motivation/Initiation:
Have the puppet theater box
set up and have students sit in front. Ask what they might think it is?
Tell them/show them that someone can sit behind here and hold up their
hand puppet and tell a story. Ask students what kind of puppets the think
they are going to make? Tell them that they are going to make animal, but
not by drawing with crayons on a flat surface. We are going to make our
animals pop out of that flat surface- 2D - where our animals can be looked
at from different sides- 3D. Show examples of animal puppets.
Process/Procedure:
Demonstration table:
1. pick up cereal box
(find at tables) instruct how to hold
2. lay out animal printed
paper then glue to box
3. show how to glue eyes
to precut black paper
4. show how to fold eye
paper to have it stand up
5. explain where to place
eyes and what part to glue
6. show how to glue on
felt ears to back of eyes
7. show them how to open
mouth to glue felt tongue
8. then use markers to
draw nose
At the tables:
9. when at seats decide
what student gets what animal
10. hand out appropriate
animal printed paper then the glue
11. have students glue
printed paper to boxes
12. hand out the paper
for the eyes and the googley eyes
13. have students glue
eyes on paper then fold and glue to boxes
14. hand out various
piles of felt ears
15. have students glue
felt ears to back of eyes
16. hand out felt tongues
17. have students glue
felt tongues to boxes
18. hand out markers
and boxes of scrap paper
19. have students add
noses with paper or markers to their boxes
20. have students clean
up scraps, wash glue brushes
21. met up front for
closure
Closure:
We did a lot of stuff today,
we first made animals on a flat surface with crayons and then we made animal
puppets. They were not two-dimensional they were three-dimensional. What
do I mean by that? Yes, we decorated these mini cereal
boxes on all sides to make our animal puppets come to life. Does anyone
want to go behind the puppet theater box with me and share there animal
puppet with the rest of the class?
Student Assessment:
Were the students able to glue
paper and felt to their box?
Were the students able to develop
three-dimensional concept skills by decorating their puppet in the round?
Were the students able to create
an animal puppet?
Were the students able to identify
two-dimensional, three-dimensional and puppet?
Teacher Reflections:
Extension Activity:
Design a cardboard box with
a window for students to sit behind and manipulate puppets to put on a
show.
Interdisciplinary Connections:
Theater
Title: Under The Sea Collages
-Torn construction paper with found object collages over bubble prints
Grade Level:
Kindergarten Age: 5 and 6 yrs. old
Anticipated Time Period:
Two 35min class periods
Goal:
Students will experience a multi
medium by using torn paper over a bubble print background to
form a collage of an under water creature.
Objectives: Students will:
demonstrate motor skills by
tearing scraps of construction paper,
arranging and gluing these scraps of torn paper
create a collage of an underwater
creature
define collage, print, background
Materials:
20 pieces of white paper
all colors of paper scraps
googly eyes, buttons,
foil
scissors, glue, crayons
and markers for each table
soap bubbles with blue
and green food coloring
bowls for bubble solution
straws
tracers of underwater
creatures
newspaper for tables
various books of under
the sea creatures
video: Little Mermaid
clip: song - Under The Sea
Vocabulary:
Collage: to cut, tear, and paste
certain materials on a flat surface
Print: to make a copy on paper
of something (bubbles)
Background: the part of the
picture that seems to be in the distance or behind the objects in the picture
that seem close to you
Teacher Preparation:
Have book ready to read up front
Have jugs/bowls of bubbles ready
(food coloring)
Have teacher exemplar ready
Have material ready to show
demo (paper, bubbles, scissors, glue, crayons)
Have tables set up with scissors,
crayons, glue, paper
Have tv/video ready to show
the clip
Motivation/Initiation:
As students come in have them
look at various books found on the
tables. Then have them sit up front to watch the video clip, Little Mermaid
- Under The Sea. Did anyone see creatures in the movie that they saw in
the books. You may be asking why are talking about under the water fish
and creatures again? Because today we are going to be making another picture
of creatures under the water but in a different way. We are going to make
collages. That means instead of coloring a picture with crayons or painting
with paint we are going to tear paper of different colors and paste them
to our paper to make our picture.
Process/Procedure:
Demonstration table
First explain background and
show the students how to make bubble print.
1. First show students how to
trace with tracers (2 different ones)
2. With straw provided blow
into bowl of bubble solution that has
blue/green food coloring.
3. When bubbles are overlapping
bowl pick up white paper with traced sea creature on it or not and place
it over the bowl.
4. Flip the white paper
over and do not place paper all the way down on the bowl
5. Then fill in and paste
torn paper of desired color
At Tables
6. Students can begin
to pick out their tracer and trace creatures in
desired spot
7. When creature is traced
have students line up at two bowls of bubble solution.
8. Two at a time, both
blow with straws then one sets paper over the bubbles.
9. Repeat process, having
student return to their seat when they have there background bubbles.
10. Hand out glue and boxes
of scrap construction paper.
11. Back at their seats have
them tear paper accordingly, with
desired colors.
12. Have them then glue torn
paper to fill the creature they traced adding goggely eyes if desired.
13. Stop ten minutes of, five
minutes for cleaning and five for closure. Have students pickup scraps,
wash hands and glue brush.
14. Have students place final
piece on one table to see all the
different collages of under the sea creatures.
15. Have them return up front
for closure.
Closure:
What was the first thing I had
you do? How did we make the bubbles for our background? What do I mean
when I say the bubbles are in the background? Did we Did we use crayons
or paint to create of under the sea creatures? No we made a collage, we
tore up piece of construction paper and pasted them together to create
a picture.
Student Assessment:
Were the students able to tear
paper and glue them on the traced sea creature? Were the students able
to create and identify collage?
Were the student able to identify
background and bubble print?
Teacher Reflections:
Extension Activity:
Make a bulletin board display
using white craft paper, blow
bubbles all over, cut waves on top of paper and have final
projects taped on Under The Sea.
Interdisciplinary Connections:
Language arts
Title: Lines to Shapes- pre made lines formed into shapes with crayons
Grade Level: Second grade
Age: 7 & 8
Anticipated Time Period:
45min class period
Goal: Students will understand the difference between lines and shapes
Objectives: Students will:
identify many different lines
define line, shape, imagination
demonstrate fine motor skills
by coloring with crayons
create a crayon drawing from
three pre made lines
Materials:
white construction paper
crayons
book: Harold and the purple
crayon
teacher exemplar
Vocabulary:
line: a continuous mark with
length and direction, created by a point that moves across a surface. A
line can vary in length, width, direction, curvature and color.
shape: a flat figure created
when actual or implied lines meet to enclose a space.
imagination: an idea or image
formed in your mind using creativity to make something real or unreal.
Teacher Preparation:
cut paper 9x12
draw three different lines with
black marker
set up tables with crayons and
paper
get books ready, Harold and
the purple crayon series
have exemplars prepared
Motivation/Initiation:
Draw a dot on blackboard-ask
students : what is this? Tell them that is the beginning to a line-draw
and ask them to name the several different types of lines. Ask them what
would happen if that line’s ends were to meet? What would them make? Then
show them the book Harold and the purple crayon (not reading to them).
Tell them how Harold goes on an adventure with his purple crayon drawing
different places and things using lines and shapes. Then show them the
sheet of paper they are to receive.
Process/Procedure:
hand out paper and have students
flip there paper around to plan their drawing
hand out crayons and have them
begin coloring
have there imagination take
control
when complete have them put
crayons back in case
collect the crayons from students
have students think of a title
of their piece
pick on some to share their
drawing with the class
Closure:
Can anybody tell me a name of
a line we discussed in the beginning of this lesson? Why did we connect
the three lines with our crayons? What did we make? We used our imagination
to turn those lines in to shapes.
Student Assessment:
Students will be orally tested
on the lessons vocabulary
Students art work will be evaluated
through a rubric (1-4, poor-great)
Teacher Reflections:
Extension Activity:
Have students title their work
and tell a story of their piece.
Interdisciplinary Connections:
Language Arts
Title: Clay Stamp Printing -carve a design on a clay cube and use it to print a repeated pattern
Grade Level: Second grade
Age: 7 & 8
Anticipated Time Period: 45min
class period
Goal: Students will have an understanding of the process of printmaking and how it is one way to repeat a design and create a pattern.
Objectives: Students will:
identify print, printmaking,
and pattern
create a design on a clay cube
and use it to print a pattern
perceive and describe repeated
patterns on printed surfaces
Materials:
white construction paper 9x12
modeling clay (cut in cubes)
modeling sticks
tempera paint/brushes
cans of water
teacher exemplars
book on printmaking
Vocabulary:
print: a shape or mark from
a printing block or other object that is covered with ink or paint and
then pressed on a flat surface such as a sheet of paper-the finished artwork
printmaking: any several methods
for making several copies of a single image
pattern: a choice of lines,
color, or shapes, repeated over and over in a planned way
Teacher Preparation:
prepare paper 9x12
cut modeling clay in small cubes
have enough modeling sticks
for each student
paint, brushes and cans of water
prepared
have book to show and read
prepare teacher exemplars
Motivation/Initiation:
Discuss with the class the different
ways to make a copy of an image- show and read book. Tell the students
what they are to use-clay. Show teacher exemplar and explain what a pattern
is. Tell them that they can find patterns on wrapping paper, wallpaper,
and fabric. Call them up to demonstration table.
Process/Procedure:
at demonstration table first
show them the supplies they will use today
take clay cube and tell students
to hold and squeeze one side while keeping the other flat
dig design with modeling stick
on flat side telling them to dig deep enough
look at paper and decide where
to stamp first color
apply paint with paint brush
evenly on clay surface-not a lot
after first color clean brush
and choose second color
apply paint with brush and fill
in where the first was not stamped
once student is handed a clay
cube and modeling stick he/she can go to seat and begin
as students prepare design hand
out paint/water
once students feel they are
done with step one the can go get a piece of paper and brush
when students complete step
two designate helpers to clean up
have students place finished
pieces on back counter to dry
have students come up front
to see how to make their piece into a fan or card
then do closure
Closure:
What was the first thing we
had to do in order to make these prints? Why did we stamp that design over
and over again in a planned manner? What did that make? Where else can
we find patterns? We were able to use the process of printmaking to make
a card or fan.
Student Assessment: Were
the students able to:
identify print, printmaking,
and pattern
create a design on a clay cube
and use it to print a pattern
perceive and describe repeated
patterns on printed surfaces
Teacher Reflections:
Extension Activity:
if students finish early have
them rinse and mold modeling clay into a form
Interdisciplinary Connections:
History - historical uses of
stamp like designs. Mesopotamia used clay stamps, Asian rulers carved wooden
stamps, Middle Ages stamp like formed alphabet for books and modern times
of rubber stamping.
Title: We Are All Alike...We Are All Different Quilt-Crayon self-portrait drawings bordered with wallpaper samples to create a quilt
Grade Level: Kindergarten
Age: 5 and 6 yrs. old
Anticipated Time Period:
Two 35min class periods
Goal: Students will create a story quilt by putting together their bordered self-portrait drawings
Objectives: Students
will:
1. create a crayon
drawing that portrays themselves
2. demonstrate motor
skills by coloring with crayons and pasting
3. identify Faith
Ringgold and her story quilts
4. define self-portrait,
pattern, story quilt
Materials:
20 15x15 white paper
20 hand mirrors
320 3x3 wallpaper squares (16
per student)
pencils, crayons, glue
multicultural crayons
Books: We Are All Alike...We
Are All Different by the Cheltenham Elementary School Kindergartners
Tar Beach by Faith Ringgold
Inspirations Stories About Women
Artists by Leslie Sills
Vocabulary:
Self-portrait: Any work of art
in which the artist paints, draws or sculpts himself or herself
Pattern: A choice of lines,
color or shapes, repeated over and over in a planned way
Quilt: A blanket put together
with patches of different patterns and designs
Story Quilt: A quilt made from
drawings or paintings with or without words and other materials that tells
a story
Teacher Preparation:
Have white paper cut to 15x15
Mark with black marker the inside
(big) square 9x9
Mark 3x3 squares around inside
big squarer (border)
Cut 3x3 squares of wallpaper
samples
Make piles of 16 different wallpaper
samples
Have shape poster hung
Have books to show - We
Are All Alike...We Are All Different by the Cheltenham Elementary School
Kindergartners
Tar Beach by Faith Ringgold
Inspirations Stories About Women
Artists by Leslie Sills
Motivation/Initiation:
1 2 3 EYES ON ME! Tell
students that once this is said they must freeze and stop what they are
doing to listen. Tell them how last time we learned a little bit about
one another and that today we are going to see how We Are All Alike and
how We Are All Different. (read that book) After reading, tell them that
first we are going to draw our self-portrait - Does anyone knows what I
mean when I say self-portrait? Talk about what shapes we find on the face
- Look at shape poster. Then proceed to demonstration table.
Process/Procedure:
At Demonstration Table:
1. Tell students that
they will receive the same piece of paper with one big square with tiny
squares all around it. First we are just going to worry about the big square.
2. This is where I want
you to draw your self-portrait, with in the big square.
3. Draw for them with
crayons an example of what you are explaining
4. Tell students when
they go to seats find their own hand mirrors - first look into to
mirrors at one self
5. When all are seated
hand out paper reminding them to draw in big square.
6. Walk around reminding
them not to forget parts of their faces - sing Elmo’s song “I got two eyes...”
7. Go around and write
names in corner of big box
8. When students are done
- have a water/bathroom break
9. Come back have them
meet up front for next step - talk about quilt making and Faith Ringgold
10. Show at Demonstration
Table how to paste wallpaper squares to paper
11. As hand stack of 16
wallpaper squares to children they can find their seat and begin
12. When complete have
students place finished work on one table to illustrate how when put together
it makes a story quilt
13. Have all students
clean up their areas and join up front for closure
Closure:
We were very busy today, does
anyone remember the first thing we did? What kinds of shapes did you use
to make your self-portrait? When we placed what we made along side everyone
else's what did we make? Who uses quilts as a way to tell stories, does
anyone remember? Lets read one of her stories named Tar Beach.
Student Assessment:
Were the students able
to create a picture of themselves and define self-portrait?
Were the students able
to paste squares around crayon drawing?
Were the students able
to identify Faith Ringgold and define story quilt and pattern?
Teacher Reflections:
Extension Activity:
Put students finished products
together to make a story quilt titled: We Are All Alike...We Are All Different.
Interdisciplinary Connections:
Language Arts
Mathematics