Elementary Lesson Plan #2

Enduring Understanding / Central Focus

- Students will analyze different versions of books by Eric Carle, a popular children's book and elements of art to better understand a two-dimensional work landscape imagery. 

​

Lesson Rationale & Summary

Rationale

- This lesson will help students develop past the pre-schematic stage by learning to improve motor skills. 

- Students will understand art and visual culture by conceptualizing the famous artist, Eric Carle, and how as an illustrator creates his different books. 

- Each will develop the studio habits of mind by developing craft and envisioning as students create their own art based off of what they have seen or imagined. 

Summary

- Students will interpret the aspect of a new, but familiar concept of different Eric Carle books. 

- Each will make their own insect but using colored paper, tracing paper, markers, scissors, glue, or watercolor. 

- Students can personalize using either warm or cool colors, creating patterns and backgrounds. 

​

Learning Objectives

1. Students will interpret certain elements of art by answering questions throughout the lesson. 

ODE Code - Creating - CR-1.3

Visual Arts Standard - With prompting and support, share ideas about artistic elements found in media art. 

Assessment/Evaluation of Evidence - I will ask questions to the students and use a Venn Diagram of one side warm and the other side cool to assess the comprehension of vocabulary words. 

​

2. Students will observe and attempt to use various materials to create their insects. 

ODE Code - Producing - PR-1.2 

Visual Arts Standards - Describe and demonstrate basic creative skills within media art. 

Assessment/ Evaluation of Evidence: I will observe the student's use of materials and demonstrate as students make the project. 

​

3. Students will analyze the media of different books by Eric Carle in relation to their own. 

ODE Code - Responding - RE-1.1

Visual Arts Standards - Identifying components and messages in media art. 

Assessment/Evaluation of Evidence: I will show a video and have students compare components between the illustration and their own artwork. 

​

4. Students will recognize individuality by using interests of colors, personal experiences, and the influence of Eric Carle to create media. 

ODE Code - Connecting - CO 1.1

Visual Arts Standards - Create media art based on personal experiences, interests, and influences. 

Assessment/Evaluation of Evidence - I will assess by giving prompts describing the use of personal experiences, colors, and influences to a peer. 

​

Vocabulary

Content Vocabulary

Eric Carle: A famous author and illustrator who created different children's books

Illustrator: An artist who creates pages in books to create picture books

General Vocabulary

Warm Colors: Colors that consist of orange, red, yellow, and colors in between

Cool Colors: Colors that consist of blue, green, purple, and colors in between

Organic Shapes: Shapes that one cannot name that are often curvilinear in appearance but can be more naturalistic. 

Geometric Shapes: Shapes that one can name - triangle, rectangle, circle, star

Instructional terms

Cutting - A way of using scissors while opening and closing on a certain material to create a shape

Tracing - A technique of using a tracing shape and pencil on paper

Gluing - A way to apply adhesive to stick different materials to other surfaces

Rubbing - Using your hand or an object to apply pressure

​

Planned Assessments

Pre-Assessment

- I will create a power-point for the students to discuss geometric vs organic shapes, arm vs cool colors, and questions about the process of the different insects. 

Formative Assessment/Informal Assessment

- Question and answer session about vocabulary words

- Exit Slip: to help me learn how much students are understanding the concepts

- Individual check-ins during teacher observation to see if students are grasping certain motor skills. 

- Think-pair-share to reveal how students individualize their caterpillar. 

- A group discussion about Eric Carle and how our process related to his way of creating his children's books. 

Summative Assessment 

- I will measure how successful students are by using a rubric that will analyze certain elements within their works of art. This will be done by circling vocab words to examples. 

 

Differentiated Instructional Strategies

- Visual Learners: Make a poster of samples for students to reference.

- Verbal Learners: Stating everything step by step in words they will understand, not causing loud noises, and having students repeat step by step aloud. 

- Students who are hearing-impaired: Using visual elements to create ways to communicate. Step by step demonstrations in videos, and also have a handout. 

- Students who have physical disabilities: letting them go first within procedures, aiding cutouts already done, and having an assistant to aid in certain tasks.

​

Project Extensions

Students will create a flower for the butterfly to sit on since butterflies like to eat nectar, relating to the book "The Very Hungry Caterpillar" by Eric Carle. 

​

Lesson Resources

Equipment - Video Camera, phone, smartboard, computer

Health & Safety - Gloves and goggles if necessary, first aid kit

Supplies - 25 9x12" pieces of different colored paper, 10 4x4" pieces each of red, orange, blue, green, and purple paper, 25 glue sticks, 25 scissors, 25 pencil, 25 sets of markers

Instructional Support Materials - The Hungry Caterpillar by Eric Carle, PowerPoint of the pre-assessment and the lesson opening, body of the lesson, video about Eric Carle, formative assessments, step-by-step process handout, posters of warm colors, cool colors, geometric shapes, and organic shapes. 

​

-----------------------------------------------------------------------------------------------------------------------------------------------------

​

Lesson Procedures

​

Pre-Assessment

Teacher Actions: I will show a power-point of slides including cool vs. warm colors, geometric vs. organic shapes, and how Eric Carle creates his illustrations. I will ask questions from different slides about vocabulary terms. 

Student Actions: Students will be answering the questions by raising their hands and being called on. 

​

Lesson Opening

Teacher Actions:

> I will be showing a power-point for students talking about "The Hungry Caterpillar" by Eric Carle, how he creates it, introducing previous and new vocabulary terms. I will help students become ready for this lesson by going over terms that will help them create their butterflies throughout the lesson. I will motivate students by getting them excited about the lesson. I will motivate students by getting them excited about the topic, asking questions, and also telling them after this we can start creating our butterflies. 

> After, I will give them an example of the caterpillar and what they transform into, giving the students the notion that we will be creating a butterfly next. 

> Before creating, I will go over the different materials and state how to be respectful to them for the future and for other classes. 

Student Actions: Students will look through a power-point of the illustrator to understand how pages are made and their own butterflies. Students will raise their hands and be questioned on vocab words (CR-1.3). Each will use their listening skills to understand the demonstration of how. touse materials. Motivation will be brought forth by knowing after the slides are done, students can start creating. 

​

Formative Assessment of Lesson Opening Informal Assessment

Teacher Actions: I will go over different vocab terms with the students. I will also describe a vocab word and the students will answer. 

Student actions: Students will answer different vocabulary words with the definition I give them. 

​

Body of Lesson

Teacher Actions: 

> Each station is already set up with the background paper, tracing materials, and pencils. I will instruct students to put their big sheet of paper until later and start tracing the shapes on the white sheet of paper. I will demonstrate to students how to cut and then glue their shapes on their green sheet of paper. After, I will instruct students on how to use warm or cool colors within their butterfly depending if they got a warm/cool sheet of paper as their background color. 

>I will allow students to use their own characteristics in their butterfly, including patterns, and ask them what shapes they are. 

>As students are using the scissors, I will implement the aspects of using scissors on the traced lines to create shapes. As students go to the next step, tasks of putting things away will be done so students can go on to the next. Each table will be assigned a task of either putting materials away, taking projects, or finding scraps on the floor. 

Student Actions:

> Students will pick either cool or warm 4x4" and 8x8" pieces of paper depending on their big 9x12" random colored paper on their table. 

>Students will trace the butterfly wings and body on the smaller sheets, cut them out, and glue on a large sheet of paper (PR-1.2)

> Students will then color and put characteristics of antennas, eyes, and patterns on the butterfly (RE-1.1). 

> Students will answer questions in-between steps and during steps when appropriate during the lesson by raising their hand and watching as the teacher demonstrates. 

>Students will look at the board to know which tasks to clean up. 

​

Formative Assessments during Body of Lesson Informal Assessments

Teacher Actions: I will have students match a color per table to the cool color option or the warm color option. This will be in the middle of the lesson before students can get three markers based on it they had a warm or cool big piece of paper. 

Student Actions: Students from each table will together think to match their color to either the cool color option or the warm color option. 

​

Lesson Closure

Teacher Actions: I will remind students this is important because it references shapes, colors, and the book. It'll state a review of the book. I'll state a review about the illustrator/author, Eric Carle. 

> How does Eric Carle create a difference within his artwork?

> What characteristics did you create that make your butterfly different?

> What vocabulary words are within the piece you made today?

I will tell my students that next time. students will be using a different medium. 

Student Actions: Students will look, compare, and answer questions about the illustrator that we have gone over in class. Students will go through each question carefully and create concepts through comparing and contrasting. (C)-1.1)

​

Formative Assessment of Lesson Closure Informal Assessment

Teacher Actions: I will pass out a handout and will read the questions aloud:

> Who the illustrator is?

>If wings of a butterfly are geometric or organic?

>What color is a warm color?

>What shape is geometric?

Student Actions: Students will answer the five different questions on the handout by using a pencil and answering questions silently. 

​

Summative Assessment/Formal Assessment

Teacher Actions: I will be creating a rubric that will measure each of my Los by asking myself the following: 

> How each interpreted element

> How each created the butterfly

> How students compared their work to Eric Carle

> How students added personal characteristics

Student Actions: Students will answer how he/they did based on my rubric. One for creating art, one for how the students use vocab words, and how students used personal touches to create the work. 

​