ODU-DCOE Core Instructional Lesson Plan

Overview
Lesson/Unit Plan Overview

Date: October 5, 2015

Lesson Title: Transformation CD Weaving
Grade Level: 4th
Subject Area: Art
Time Allotted for Lesson: three forty-five minute class meetings
Short Description of Lesson
In this lesson, the students will get to explore their 4th grade Big Idea of Transformation
through the creation of a woven CD. The students, over a period of three days, will transform an
old CD used for holding music, photos, or videos into a circular weaving. Following a brief
discussion on Judith Scott and her work, the students will better understand how you can
transform an object for one use and make a completely different use from it. The students will
use crafting techniques to create compositional unity in their weaving. The students will use a
variety of yarn in various colors/widths while demonstrating craftsmanship in their weaving.
Through guided practice, the students will learn to warp the CD with yarn as well as learn how to
tie a square knot with the yarn while weaving to add different yarn. Students will be challenged

to consider yarn choices (texture, color, thickness, etc.) and how they will affect the outcome of
their final project. The students final project must successfully demonstrate craftsmanship.
Standards
Lesson/Unit Plan Standards
N4.2.1
N4.3.1
N4.3.3
N4.6.4

Demonstrate craftsmanship in personal works of art

Use the following to express meaning in works of art
d. Pattern repetition to imply movement
e. Variety to create interest
Make artistic choices to create compositional unity in works of art
Use craft techniques in works of art

Instructional Objectives
Instructional Objectives
1. After guided practice, TSWBAT create a makeshift loom out of a CD by warping
string/yarn along the surface
2. After a teacher demonstration, TSWBAT to weave independently
3. After a teacher demonstration, TSWBAT tie a square knot independently
Focus
Enduring Understandings
The big idea for this lesson is Transformation. The concepts are:
Transformation can occur when you change a commonly known use for one object into
another, possibly unknown use of the same object
Transformation involves reconstruction or further development of a concept
Essential Questions
What does transformation mean? What kinds of things can transform? What kinds of
things can art transform? What kind of things can transform art? What is texture (actual, not
implied)? In what ways can variety be shown? Has anyone ever seen someone working on a
loom? What different ways can someone weave?
Procedures

Lesson/Unit Set
The students will be presented with a couple items I made on a loom after warping and
weaving (sample scarf and blanket). I will also show the students what a loom is. I will follow
this with a brief lecture on Judith Scott, her history, and her works in the weaving world. The
students will be presented with photographs of her work. Students will be given the opportunity
to consider the various methods of weaving in art. I will then show students my teacher example
of what we are going to start making. Students might start to consider yarn
choices/embellishments to use in their final product.
Rationale
This lesson is related to the students real life because they use an object, like CDs, to
listen to music every day. The CD is not a foreign object to these students. I think they will enjoy
seeing an alternate use for something they might interact with (in a completely different way) in
their every-day life. The students, as shown in the lesson, can learn to transform an ordinary
object into a work of art with the simple addition of yarn in an organized compilation. Through
this project, students will be challenged to create unique designs in their weavings.
Techniques and Activities
Day One
The students will consider yarn colors/embellishments to be used for project
The students will warp their CDs through a guided practice and begin weaving
The students will select their four colored yarn pieces and keep with their CD (for the
following class)
The students will receive their needles (if needed)
Day Two
The students will learn to tie their first yarn into a square knot connecting the next color
yarn
The students will learn how to add embellishments to their weavings (beads, tassels, etc.)
The students will continue weaving (using the square knot to add more string/yarn once
finished with a color)
Day Three
The students will spend the majority of class finishing weaving their CDs and tying off
the last yarn
The students will add an additional piece of yarn to that the CDs can hang
The students can add any last embellishments to their weaving
Lesson/Unit Closure
I will check for understanding on what the students have learned throughout the lesson by
asking/answering questions. (if time) The students will present their work by explaining what
processes they used while weaving in order to make their final product show craftsmanship. The
students might also present challenges they faced/overcame. The students will answer questions

reviewing the material covered in the lesson. These questions will be similar to, if not the same
as, some of the essential questions. What weaving techniques did we learn/use? Why does
variety matter in weaving? Why does pattern matter in weaving? How does Judith Scotts work
demonstrate transformation? The students must raise their hands before answering the questions.
For every day of the lesson, students will spend the last five minutes of class cleaning. Students
will answer review questions in order for their tables to be sent to line up.
Assessment/Evaluation
Unsatisfactory (0)
Evidence of
craftsmanship
through weaving

No evidence of
craftsmanship the
student did not try to
produce anything

Evidence of
components added
to the weaving

No evidence of
additional
components

Needs
Improvement (1)
Evidence of
unsuccessful square
knots and many
skipped warps while
weaving
Evidence of
attempted additional
components

Satisfactory (2)
Evidence of yarn
connection with
square knots and
barely any skipped
warps while weaving
Evidence of
additional yarn
added to hang
weaving

Very Good (3)

Evidence of
successful square
knots and one/two
skipped warps
Evidence of some
additional
beading/tassels to
the weaving

Outstanding (4)
Evidence of
successful square
knots and no skipped
warps throughout
weaving
Evidence of personal
additions to weaving
(including added
beads/tassels)

The students will be assessed/evaluated throughout the lesson. For each student, I will
assess their understanding of craftsmanship in weaving and their ability to successfully tie a
square knot, and additional components added to the work. Students can receive a total of 8
points (four points for each of the said expectations).
Learners Products
Day One
Completely warped CD
Yarn and embellishments chosen
Start weaving warping string
(if time) Learn to tie square knot by tying first string to be used onto warp
Day Two
Learn to tie square knot by tying first string to be used onto warp
Begin weaving colors through CD
Can start adding embellishments along the way
Day Three
Finish weaving colors through CD
Tie off last yarn piece
Tie yarn to be able to hang CD
Finish adding embellishments (bead, tassels, etc.)
(if time) Students will explain techniques used and color choices for string/yarn
Supplemental Activities: Extension and Remediation
Extension For students who have quickly grasped the concept and require a deeper
challenge, I might ask these students to add additional embellishments to tie into the weaving. I

might also ask these students to incorporate an additional fringe of yarn around the edges.
Students might also continue their weaving onto the back of their CD.
Remediation For students requiring remediation, I might sit with the student one-onone to go more in depth with my expectations from them about the lesson and/or to re-teach
certain concepts in a slower and simpler form.
Adaptations for Diverse Special Learners
I will adapt the instructional learning strategies for diverse learners with special needs,
such as those with disabilities/ELL/gifted learners, by adjusting the lesson as needed. For
students with disabilities, I will have to make accommodations to my lesson on a case-to-case
basis. For students that are English Language Learners, I will have to make accommodations to
my lesson on a case-to-case basis. Fortunately, if the student is a Spanish-speaker, I will be able
to effectively communicate the lesson to the child one-on-one in Spanish. However, if the student
speaks another language, I will have to look up basic words in order to get my lesson across to
the student. I might also work with the ELL specialist in my school to develop a plan/method to
teach the student my lesson in a manner they can understand and be successful. For gifted
learners, I will also have to make accommodations to my lesson on a case-to-case basis. For most
changes, I can refer to the Supplemental Activities section of this lesson plan.

Differentiated Instruction
In order to meet the unique needs of learners, I have thought of the following scenarios
that may surface during the process of this lesson. Students who have a difficult time warping the
CD might benefit from using a paper-plate template base instead. Students who might have a
difficult time weaving with their fingers might benefit from the use of a needle.
Resources
Materials and Additional Resources
Teacher Materials
Computer
Judith Scott Images
SmartBoard
Thumb drive
Blanket I made

Student Materials
Old CDs
Yarn
Scissors
Bag to hold materials
Beads

Web and Attachment Resources

The only resource I will be taking from the internet is for Judith Scotts artwork images.