Lesson Plan Title: ___Creature Creations_______________________ Length:___1 day_______________

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts enduring understandings and ob!ecti"es
of the unit#lesson$s%& 'ou (ay also gather this infor(ation fro( $pre"ious% teachers by re"iewing already co(pleted art wor) consulting curriculu(
(aterials etc& to get a better understanding of what content students already )now and what they will need to )now to be successful&
Pre-Assessment:
This will need to be done prior to teaching your lesson. *utline the (ethod you will use to deter(ine the s)ill#)nowledge le"el of your students based on the concepts#enduring understandings#ob!ecti"es of the lesson&
$+int: turn these into ,uestions&% Be specific in describing what you would recogni-e as proficient s)ill#)nowledge&
Can students describe radical textures in artwor).
Can students create a creature with radical texture using found ob!ects.
Can students deter(ine what is i(portant in their obser"ations#experi(entation#disco"eries and transfer that infor(ation to their artwor).
Can students define artistic decisions based on stated criteria in their artwor).
Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the for( of a story& /n this narrati"e the students ta)e on a role and create a learning product about a specific topic for a
certain audience& $012T 3 0ole # 1udience # 2or(at # Topic%
4'ou are a -oo)eeper that !ust ca(e across a plethora of exotic ani(als5 'ou need to figure out how to best create a habitat that )eeps the ani(als
happy and healthy while being able to be seen by the public& 'our !ob is to create a 6-d piece of art based pre"ious )nowledge of an exotic creature
of your choice7
Concepts:
List the big ideas students will be introduced to in the lesson& These ideas are uni"ersal ti(eless and transferrable& 8xa(ples of concepts used in art (ight include: Co(position Patterns Techni,ue 0hyth( Paradox
/nfluence 9tyle 2orce Culture 9pace#Ti(e#8nergy Line Law#0ules :alue 8xpressions 8(otions Tradition 9y(bol ;o"e(ent 9hape /(pro"isation and *bser"ation Look for concepts in the standards, content
specific curriculum, etc
Patterns /nfluence 8xpression *bser"ation 8xperi(entation Prior <nowledge 1rtistic intention and Choice
!nduring "nderstanding #s$:
8nduring =nderstandings show a relationship between two or more concepts; connected with an acti"e "erb& The best enduring understandings not only lin) two or (ore concepts; but de(onstrate why this relationship
is i(portant& Li)e concepts they are ti(eless transferrable and uni"ersal& Align %tandards, Prepared &raduate Competencies #P&Cs$ and &rade Le'el !(pectations #&L!s$ to !nduring "nderstandings
-1n artist>s obser"ations of patterns and textures leads to artistic intention of how they choose to apply their obser"ations to their artwor)&
-8xperi(entation of (edia and ideas influences the artist>s artistic intention in a wor) of art&
%tandards: #All lessons should address all standards$
1& *bser"e and Learn to Comprehend
1
6& 8n"ision and Criti,ue to )eflect
?& /n"ent and @isco"er to Create
A& 0elate and Connect to *ransfer
+b,ecti'es-+utcomes-Learning *argets:
*b!ecti"es describe a learning e(perience with a condition . beha'ior #measurable$ . criterion 1ligned to: Bloo(>s 3 9tandards 3 BL8s - 1rt learning and when appropriate Cu(eracy Literacy and Technology&
%hould be written as: *b!ecti"e& $Bloo(>s: _____ - 9tandard: _____ - BL8: _____ -1rt learning: _____ -Cu(eracy Literacy and#or Technology%
-9howing i(ages of radical textures students will be able to describe radical textures in artwor) by +eather <night Cuala *>@ono"an and Deannine ;archand
+istorical#;ulticultural Content%
-=sing found ob!ects students will create a creature incorporating radical texture& Conceptual#/deation#Personal Brounding%
- Considering their wor) students will write down their obser"ations#experi(entation#disco"eries that are i(portant and transferable to their art (a)ing& 1ssess(ent#8"aluation%
- =sing their artwor) students will be able to define artistic decisions based on stated criteria&
/ifferentiation:
8xplain specifically how you ha"e addressed the needs of exceptional students at both end of the s)ill and cogniti"e scale& @escribe the strategies you will use for students who are already proficient and need growth
beyond what you ha"e planned for the rest of the class as well as (odifications for students with physical and#or cogniti"e challenges& %tudents must still meet the ob,ecti'es&
/ifferentiation:
$;ultiple (eans for students to access content and
(ultiple (odes for student to express understanding&%
Access $0esources and#or Process% !(pression $Products and#or Perfor(ance%
@ifferent (aterials such as clay plaster tape or both&
1 "ariety of tools&
;ulti-(edia to incorporate into the clay& 8x: stic)ing tooth
pic)s into clay to (a)e it spi)ey&
Ehat texture does this re(ind you of.
/s your texture soft or spi)ey.
!(tensions for depth and comple(it0: Access $0esources and#or Process% !(pression $Products and#or Perfor(ance%
Pic) a texture in the roo( and try to recreate it& 9i(ilarities.
@ifferences.
Literac0:
List ter(s $"ocabulary% specific to the topic that students will be introduced to in the lesson and describe how literac0 is integrated into the lesson
:ocab: ;anipulation
9tudents will docu(ent their findings in their s)etchboo) by writing down the feeling of their texture spi)ey and then drawing a picture of it&
6
1aterials:
;ust be grade le"el appropriate& List e"erything you will need for this lesson including art supplies and tools& $These are the (aterials students will use&% List all materials in a bulleted format
Cews paper
Clay
Bowls
Eater
Plaster tape
9(art board
:ariety of tools
)esources:
List all "isual aids and reference (aterial $boo)s slides posters etc& Be specific; include title artist etc& 1ake reference to where the material can be found $These are the resources used by the teacher to
support#de"elop the lesson&% List all resources in a bulleted format
-Cera(ics by Cuala *>@ono"an untitled
-Cera(ics by +eather <night untitled
-Cera(ics by Deannine ;archland =ntitled
- Textured painting
-Textured (ixed (edia
-Textured paper sculpture
-i(plied texture drawing still lifes
Preparation:
Ehat do you need to prepare for this experience. List steps of preparation in a bulleted format
1& ;o"e des)s into larger groupings
6& Co"er des)s with plastic
?& 9et out their s)etchboo)s on their des)s
A& 9et up a clay station and a plaster station
%afet0:
Be specific about the safety procedures that need to be addressed with students& List all safet0 issue in a bulleted format
9cissors
?
Clay (anipulation tools
Plaster tape
clay
Action to moti'ate-2n3uir0 4uestions:
@escribe how you will begin the lesson to stimulate student5s interest& +ow will you pi,ue their curiosity and (a)e the( interested and excited about the lesson. What in3uir0 3uestions will 0ou pose? Be specific
about what 0ou will sa0 and do to (oti"ate students and get the( thin)ing and ready to participate& Be aware of the "arying range of learning styles#intelligences of your students& 9o(e ideas (ight include: telling a story
posing a series of ,uestions role-playing etc&
Eill show the( wor)s by Cuala *>@ono"an Deannine ;archland and +eather <night and as) these ,uestions:
+ow does "iewing different textures (a)e you feel different.
Ehy do artists use textures in their artwor).
Ehere do artists find textures to use in their artwor).
2deation-2n3uir0:
/deation is the creati"e process of generating de"eloping and co((unicating new ideas where an idea is understood as a basic ele(ent of thought that can be "isual concrete or abstract& List and describe in,uiry
,uestions and processes you will engage students in to help the( de"elop ideas and plans for their artwor)&
Ehat tools did you use to (a)e your texture.
+ow (any tools did you use to (a)e one texture.
+ow (any different ways did you use one tool to (a)e texture.
Procedures:
Bi"e a detailed account #in bulleted form$ of how you will present the lesson logically and se,uentially 6e sure to include appro(imate time for each acti'it0 and instructional methodolog0: skills, lecture, in3uir0,
etc /nclude (oti"ation and ideation#in,uiry where appropriate&
@ay
1
2nstruction - The teacher will&&& $Be specific about what concepts
infor(ation understandings etc& will be taught&% 2dentif0
instructional methodolog0
1& Breet class
6& Ta)e attendance
?& write down the word of today texture
A& describe the days agenda
-tal) about what clay and plaster tape is: pass around pieces of
clay and describe how it can be (anipulated& Tal) about the process
of putting plaster tape in war( water to (a)e it stic)y so you>re able
to build with it&
Learning - 9tudents will&&& i&e&: brainstor( to generate ideas; describe
detail to de"elop obser"ation s)ills etc& $Be specific about what will be
the intended result of the instruction as it relates to learning&%
*ime
7 8min
8 9min
9 9:sec
; 9min
A
-(ention safety when wor)ing with (aterials using the( properly
-find textures and create textures
- ta)e notes and post on disco"ery board
- play a pair share rotation ga(e
F& Tal) about texture
- Ehat is texture.
- Ehere can we find texture.
- Ehat are different )inds of texture.
- pic) out so(e interesting textures in the roo( and tal) about
the(: is it hard soft or po)ey. +ow does it (a)e you feel.
-(ention different (ethods such as sta(ping
G& 9tudents will choose what (ediu( they want to wor) with first
and go to that station&
H& Let the students ta)e ti(e to explore the (aterials on their own
I& +a"e e"eryone stop what they are doing and gather around the
s(artboard to "iew a power point of (oti"ational i(ages fro(
Cuala *>@ono"an and tal) about: +ow would you describe this
texture.
@oes it (a)e you feel a certain way.
+ow do you thin) Cuala created these textures.
Ehat do these textures re(ind you of another texture you ha"e seen
before.
Deannine ;archland: +ow is this texture different fro( the one we
"iewed before.
@oes it (a)e you feel different. +ow so.
+ow can you describe the relationship between texture and
expression.
Ta)e a second and thin) about your ani(al does it relate (ore to the
first or second.
1rt wor)s fro( "arious artists and (edia:
Ehy do artists use textures in their artwor).
Ehere do artists find textures to use in their artwor).
J& 9tudents are free to explore (ediu(s and textures until 6K(in
before class ends& 1s) indi"iduals what they are experi(enting.
@ocu(ent these experi(entations
1K& @i"ide class into A groups for clean-up&
-group 1 goes to the sin) and cleans (aterials
-group 6 collects all the newspaper and throws it away
F& By discussing texture students will ha"e a better understanding
of what to explore when wor)ing with the clay and plaster tape&
G& By choosing the (ediu( they are going to wor) with they will
be (ore inclined to wor)&
H& They are experi(enting obser"ing getting to )now the
(aterials before really focusing on the tas) of finding textures
allowing the( to feel (ore co(fortable achie"ing (ore
co(plex textures&
I& Cow that they are (ore co(fortable with the (ediu( they can
"iew really co(plex i(ages of textures that will (oti"ate and
inspire the( to thin) deeper about how they can achie"e texture&
J& 9tudents are in"ested in their own explorations while teachers
"isit the( indi"idually as)ing deeper (eaning ,uestions to
further their intent understanding and deeper thin)ing
1K& 9tudents learn to clean-up in an orderly fashion wor)ing
together&
< 7:min
= 8min
> <min
? =min
@ 9:min
7: =min
77 7<min
78 *ill end of
class
F
-group ? collects the (aterials and places the( in a neat table
-group A pic)s up e"erything off the floor
11& +a"e students get in pairs and discuss what they
disco"ered#experi(ented#how they>ll apply it# what wor)ed# what
didn>t wor)& 8"ery few (inutes switch partners&

16& Tic)et out the door&
- @id you li)e today>s lesson.
- Ehat was the coolest thing you found.
- +ow will you incorporate it into your design.
11& 9tudents will learn how to "ocally describe their findings using
their s)etchboo) as a reference and learn about their peer>s
findings&
16& 9tudents reflect on the day to understand what they learned&
@ay
6
@ay
?
%tudent reflecti'e-in3uir0 acti'it0:
9a(ple ,uestions and acti"ities $i&e& ga(es gallery wal) artist state(ent inter"iew% intended to pro(ote deeper thin)ing reflection and refined understandings precisely related to the grade le"el expectations& +ow will
students reflect on their learning. 1 participatory acti"ity that includes students in finding (eaning in,uiring about (aterials and techni,ues and reflecting about their experience as it relates to ob!ecti"es standards and
grade le"el expectations of the lesson&%
Tic)et out the door&
- @id you li)e today>s lesson.
- Ehat was the coolest thing you found.
- +ow will you incorporate it into your design.
+a"e students get in pairs and discuss what they disco"ered#experi(ented#how they>ll apply it# what wor)ed# what didn>t wor)& 8"ery few (inutes switch partners&
Post-Assessment #teacher-centered-ob,ecti'es as 3uestions$:
+a"e students achie"ed the ob!ecti"es and grade le"el expectations specified in your lesson plan.
Post-Assessment 2nstrument:
+ow well ha"e students achie"ed the ob!ecti"es and grade le"el expectations specified in your lesson plan.
/nclude your rubric chec)list rating scale etc&
Can students describe radical textures in artwor).
Can students create a creature with radical texture using found ob!ects.
Can students deter(ine what is i(portant in their
obser"ations#experi(entation#disco"eries and transfer that infor(ation
to their artwor).
Can students define artistic decisions based on stated criteria in their
artwor).
%elf-)eflection:
After the lesson is concluded write a brief reflection of what went well what surprised you and what you would do differently& 9pecifically address: $1% To what extent were lesson ob!ecti"es achie"ed. $=tili-e
assess(ent data to !ustify your le"el of achie"e(ent&% $6% Ehat changes o(issions or additions to the lesson would you (a)e if you were to teach again. $?%Ehat do you en"ision for the next lesson. $Continued practice
reteach content etc&%
G
Appendi(: /nclude all handouts pro(pts written (aterials rubrics etc& that will be gi"en to students&
I#J#1A 2ahey
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