Escolar Documentos
Profissional Documentos
Cultura Documentos
Procedure:
#2-#3. A: ENGAGEMENT---How will you introduce the lesson and prepare the students?
Introduce and present book, show students each page and ask students to narrate the story
since it is wordless
Discuss how wordless picture books might not tell exactly the same story for every person
because we get to use our own words to describe the picture, ie chased v. ran
Discuss elements used in the artwork. Specifically, shape, implied texture, foreground and
background, which should be prior knowledge from previous lessons.
Say to students, Just as the author featured Daisy in a scene on each page, we will now
create our own scenes with Daisy in them,
#4. B: EXPLORATION---Describe in detail the logically sequenced steps of the lesson:
Show sample of what finished project could look like. Cotton balls glued to the page were
used to create the 3D form of Daisy. Colors were used to design the background and show
setting.
At each table, place tub with cotton balls, glue, pom-poms, coloring utensils, and paper.
Have each child begin crafting Daisy in the foreground of the page, allowing each student to
either create her outline first, or start from a blank space. Once her form is created, have the
students glue down the cotton balls. Discuss how Daisy has form and real texture now that she is
3D and can be felt. Walk around classroom and assist where needed. Continue until Daisy is
created.
When students start to finish Daisy, instruct them to either choose a scene from the story or
imagine a place she could be found outside the book. Use the coloring utensils to illustrate the
scene/setting.
#7. C: EXTENSION/APPLICATION---Closure of the Lesson:
Have students clean up art supplies and return unused items to tub.
Using turn and talk, have students share their artwork using the vocabulary learned in this
lesson as well as previous vocabulary such as primary and secondary colors. Walk around the
room and ask the groups questions about their artwork.
Hang up artwork for display on art wall. If wall is too full, return some older artwork back
to students.
#9. D: DIFFERENTIATION---Modifications for Special Needs Students:
For ELL students, include some one-on-one or small group instruction on the vocabulary
beyond what is done as a class.
For students who finish work quickly, prompt students to add additional details to artwork
#12. E: ASSESSMENT/EVALUATION---Assessment:
See in artwork: differentiation between foreground and background, use of materials, followed
instructions
Gauge knowledge: Create a checklist with all the students names on it. During turn and talk,walk
around and engage students in conversation about their artwork. Students should use appropriate
vocabulary terms and be able to describe them if asked, Mark on the checklist how each student
performed.
Excellent
Meets
Expectations
Needs
Improvement
On Task
Stays on task
majority of the
time
Completion
Fully completed
the task
Partially
completed the task
Shows
Understanding of
Vocabulary
Able to describe
and use all of the
learned
vocabulary
Able to describe
and use most of
the learned
vocabulary
Unable to describe
or use most of the
vocabulary