LESSON PLANNING TEMPLATE FORM D: DUPLICATE AS NEEDED

Lesson prepared by:___Rebecca Zastrow_____

Unit title/topic Jobs through Art Subject area Visual Art
Date Week 5-6 Time 2 weeks Grade K
STANDARDS/OUTCOMES
1B. Use art material and tools safely and responsibly.
1C. Use visual characteristics and organizational principles of art to communicate ideas.
2A. Apply knowledge of materials, techniques, and processes to create artwork.
2B. Apply knowledge of how visual characteristics and organizational principles communicate ideas.
2E. Know different purposes of visual art to creatively convey ideas.
3B. Identify various purposes for creating works of visual art.
5A. Explain how visual arts have inherent relationships to everyday life.
5B. Identify various careers in the visual arts.
OBJECTIVES Through these learning activities, the student will be able to:
-Identify an illustrator as a job in the art field
-Explain the job of an illustrator
-Utilize black and white paint to create shades and tints of colors painted onto the paper
-Create painted sheets of paper to be assembled and layered into images
-Illustrate a scene of a book
INSTRUCTION Teaching strategy: _______________________
Introduction/Instructional activities/Conclusion
Week 1: The lesson is introduced through the reading of Eric Carles The Very Hungry Caterpillar. Students
will be directed toward the pictures, examining how an illustrator depicts the words and how the pictures
are created through painted sheets of paper and overlapping of layers. The students will also be directed
toward the various shades and tints present within the illustrations. They will then see a demonstration of
painting with black and white paint to create shades and tints with colors which will be utilized in their own
paintings.

The students will then begin painting large sheets of paper in a similar fashion as viewed from the book,
placing strokes of color, incorporating tints and shades, to fill the whole sheet. These will be set aside to dry
and be used the next week.


Week 2: The students will receive a sheet of paper on which they will create a picture. Using various colors
from the sheets painted the week prior, the students will exchange portions of their paper and begin to
overlap the layers to create their illustration.

How this lesson provides for ASSESSMENT of student learning:
Pre-assessment
Based on results from the beginning of the year pretest, students were unfamiliar with the term illustrator as
a job for an artist. Students will also be questioned on the tasks an illustrator completes.

Checking up
As the students are painting their sheets of paper, they will be asked where they are including tints and
shades of colors on the sheet.

Post-assessment
The concepts of illustrator as a job as well as the tinting and shading of colors also prepare students for
material covered in the end of the year art exam.
How this lesson provides DIFFERENTIATION for the students in this class
Week one begins with the reading of The Hungry Caterpillar. This allows the students to hear the story, see
the interaction of pictures with the associated words, and also the technique of overlapping various painted
sheets to create an image. The lesson is demonstrated so that visual students may see the process. At the
same time, the process is being explained so that auditory students may hear the description of the process.
The students then practice the process themselves, allowing for kinesthetic students to be interactive with
the materials.
RESOURCES NEEDED
The Very Hungry Caterpillar, paper, tempera paint, brushes, scissors, glue
REFLECTIVE ASSESSMENT of lesson and student success (To be written on back after lesson is taught)

While the students were painting they created a large mess everywhere. The situation only got
worse when consecutive classes would be painting and would come in to see the tables a mess.
While the painting portion of the lesson is supposed to allow the students to get their color and
energy on to the paper, there needs to be a new system of keeping the students from creating a
mess (placing paper over the tables was suggested). Allowing enough time at the end of class for
the students to thoroughly clean up their places may also be beneficial before a new class enters
the room. Paint shirts are also a necessity to have available for the students to use. The students
did struggle at first with getting glue out of the glue bottles. Come of the caps fell off as they
were using them, creating large piles of wasted glue. Other bottles were clogged and the students
became frustrated when they had to wait and share the bottle. We did come up with the solution
of placing a bit of glue on a sheet of paper at each table and providing the students with strips of
cardboard to apply to the back of their shapes. This seemed to go more smoothly.

All students did not fully grasp the idea of an illustration and creating a picture. The first few
times that this lesson was taught, the students cut and glued shapes randomly onto the sheet of
paper. I began showing the classes how to cut a triangle and a square to create a house. The
students seemed to grasp this idea more easily, but then all of them made houses and were done.
I need to encourage the students to create their own pictures and fill up the whole paper rather
than just making a house and being done.

This lesson absolutely requires the cutting and gluing to be modeled before the students begin on
their own sheets. When it is just explained to them or they only see a portion of the description,
the students do not understand the instructions.