Lesson Planning Worksheet

Teaching Artist: Grade Level:

Angelica Villegas 1st grade
Number of students in class: Time Required:
24 40 -50 minutes
Art Form:
Sculpture

2 Visual or Performing Arts Standards:

2.1 use texture in two-dimensional and three-dimensional work of art.
2.3 Demonstrate beginning skills in the manipulation and use of sculptural materials ( clay,
paper, and paper mâché) to create form and texture in works of art.

1 Art Integrated Subject Standard:

L.1.6 Reading closely literary and informational texts and viewing multimedia to determine
how meaning is conveyed explicitly and implicitly through language.

2 Art Learning Goals/ Objectives (students will know and he able to…)
Students will be able to create a two dimensional sculpture using shape and adding color to
give specific characteristics and tell how the sculpture represents diversity.

2 Integrated Subject Goals/ Objectives (students will learn and be able to ….)
Students will be introduced to Dr. Martin Luther King by reading closely informational text
and viewing multimedia to understand the meaning of diversity.

Project Description & Rationale: (What are we doing and why are we doing it in this
lesson?)
Students will be reading and analyzing informational text and viewing media about diversity
in order to get a better understanding about diversity and understand the importance of respect
towards one another.

Essential Question:
To what extent is understanding diversity important?

Vocabulary:
Diversity , Culture, racism, prejudice
Shape, Color, Pattern
Demonstration:
Teacher will show students how to fold the paper and how to draw the shape of their sculpture
either by using a pencil only or with the help of a stencil. Also, show how to properly cutout
the paper sculpture making sure to follow the drawn line. Followed by showing how they will
give each of their sculptures random physical attributes.
Guided Practice:( thumbnail sketch or practice activity)
1. Have students sit in their assigned sits.
2. Turn on overboard and projector
3. Place book “ I have a dream” under projector
4. Read the tittle page and mention the author and illustrator of the book
5. Start by giving the students a short description of Dr. Martin Luther King
6. Explain why Dr. King is such an important role in History:
Great humanist who used non-violent tactics to fight for human rights.
7. Read each page, stop to talk about the content of the written part
8. Analyze each picture, mention the use of the elements and principals of design
incorporate in each image, (shape, shape, color) how does each picture makes them
feel?
9. Once done reading the book, give a short summary of the book and its message.
Book/ Materials/ Equipment / Supplies:
Book “I have a Dream speech”
color paper, blank paper, scissors, crayons, markers, 3 containers, pencils. You will also need
some heart stickers or cut out hearts and double stick tape.

Independent Practice: (creative art project)

1. Provide each student with two pieces of black white paper, read hearts, and glue.
2. Provide each group with three containers each label with a specific physical
attribute ( color of eyes, hair, skin).
3. Student will fold one piece of paper in fan form, then using a pencil student will
draw their sculpture shape (may use a stencil).
4. Student will cut their sculpture, following the line they drew, if student makes a
mistakes and needs to star again have them use that the second piece of paper you
provide them.
5. Cut the paper dolls by cutting out the body shape, leaving the arms connected by
the fold.
6. Once sculptures are cut, student will glue/ tape a read heart in the middle each one
of their sculptures.
Explain: How people are all the same on the inside
7. Flip the sculpture over, student will draw one physical attribute for each contain
and start adding it to their first sculpture.
Explain: that all drawings are random to show that no one choose their outsides,
it’s random and only our shell not our heart.
8. Once done with the first sculpture student will repeat the process for the remaining
3 sculptures, student may add extra details to each of their sculptures if desired
such as (clothing, shoes, jewelry).
9. Each student will have an end result of 4 unique looking people connected to each
other on one side and 4 connected hearts on the other. Ask students to select a color
cardstock paper to tape/glue their sculpture, and write their name at the bottom of
the page.
Room setup:
1. If your class is not set in group form, move desks to form groups of 6
2. Avoid front facing rows
3. Have desk storage space facing inwards, making it inaccessible to the student ( reduce
clutter)
4. Have desk completely clutter free, to ensure an easy and spacious work area.

Display:
All students work will be displayed in the classroom wall with a main title of Multicultural
sculpture.
Angelica Villegas
Art 300
Understanding Diversity
Grade Level: Time: 60 min
1st
Goal:
Today’s activity will help students become familiar with Dr. Martin Luther King Jr. “I
have a dream speech” and gain a better understanding of racism, prejudice, and diversity. This
book is beautiful and an excellent reminder for all of us that while we so often focus on what we
see as different most of what we have is in common; we often celebrate our difference but
connecting our similarities is equally essential.
Lesson Objectives:
 Students will be able to read closely literary and informational text by reading and
analyzing the book I have a dream speech.
 Students will be able to support their own opinions and evaluate others opinions by
speaking about the meaning of diversity.
 Students will create a two dimensional structure demonstrating beginning skills in the use
of paper to create forms in the work of arts.
Materials:
color cardstock paper, blank paper, scissors, crayons, markers, 3 containers per group,
pencils. You will also need some heart stickers or cut out hearts and double stick tape or glue .

The Plan:

Activate Prior Knowledge 10 minutes

The Hook:
 Explain: today we will be learning the meaning of
diversity, first we will be reading and analyzing the
book called “I have a Dream” illustrated by Kadir
Nelson.

 Think: “ What does diversity mean?”

 Have graphic organizer posted on the board or in

chart paper.( write students answers)
 Share: Allow students to discuss. Ask for
volunteers to answer.
 Answer:
Diversity means that there are lots of different kinds
of things. Just as there are lots of different makes of
cars, bikes, washing machines, balls or just about
anything you can think of.
  Further, explain the meaning of diversity among
people:
- We all have the same general structure - two legs,
two arms, two eyes, etc. (although women have a
different shape to men) but we all look different to
each other.
Examples: Skin, hair and eyes can be many
different colors and shades of color.

Ask: “What does diversity look like?”

Allow students to share
Answer:
Diversity is not just our bodies. Where we are born in the
world can make a great deal of diversity too. There is
difference in:
Language, religion, beliefs, schools, and jobs

Ask: Where is diversity found?

Allow students to share
Answer:
 Diversity is everywhere for instance, Every single
person you know is different. How about your
brothers, sisters and cousins?
 Do they all look alike, sound alike, have the same
skills and talents, share the same interests?
They might have some similarities

Example: (you may all have the same color hair),

but lots of differences too.
 Explain:
The great thing about diversity is that it makes the
world an interesting place to be, and full of
interesting and different people. How boring if
everything and everyone were the same.

 Explain: What is not so great about diversity it that

some people are afraid of diversity and some are
unkind to others who seem different in some way.
 Words that describe Unkindness:
- Racism: someone who is not given a fair go
because of its race, skin color or religion.
- Prejudice: someone decides something about
another without knowing anything about that
person.
Stablish the Purpose 1 minute
Objective:
By the end of the lesson, students will have participated in
reading and analyzing informational text and will create a
unique paper sculpture.

Step 1A: 15 minutes

 Classroom set up:
1. If your class is not set in group form, move desks to
form groups of 6
2. Avoid front facing rows
3. Have desk storage space facing inwards, making it
inaccessible to the student ( reduce clutter)
4. Have desk completely clutter free, to ensure an easy
and spacious work area.
Guided Practice:
10. Have students sit in their assigned sits.
11. Turn on overboard and projector
12. Place book “ I have a dream” under projector
13. Read the tittle page and mention the author and
illustrator of the book
14. Start by giving the students a short description of
Dr. Martin Luther King
15. Explain why Dr. King is such an important role in
History:
Great humanist who used non-violent tactics to
fight for human rights.
16. Read each page, stop to talk about the content of the
written part
17. Analyze each picture, mention the use of the
elements and principals of design incorporate in
each image, (shape, shape, color) how does each
picture makes them feel?
18. Once done reading the book, give a short summary
of the book and its message.
Explain :
 What is the speech of I have a Dream all about?
Calls for the end of racism in the U.S.

30 minutes
Step 1B: Creating the paper  Ones done reading and analyzing the text it will be
sculpture time to start creating the paper sculptures.

10. Provide each student with two pieces of black

white paper, read hearts, and glue.
 11. Provide each group with three containers each
label with a specific physical attribute ( color of
eyes, hair, skin).
12. Student will fold one piece of paper in fan form,
then using a pencil student will draw their
sculpture shape (may use a stencil).
13. Student will cut their sculpture, following the
line they drew, if student makes a mistakes and
needs to star again have them use that the
second piece of paper you provide them.
14. Cut the paper dolls by cutting out the body
shape, leaving the arms connected by the fold.
15. Once sculptures are cut, student will glue/ tape a
read heart in the middle each one of their
sculptures.
Explain: How people are all the same on the
inside
16. Flip the sculpture over, student will draw one
physical attribute for each contain and start
adding it to their first sculpture.
Explain: that all drawings are random to show
that no one choose their outsides, it’s random
and only our shell not our heart.
17. Once done with the first sculpture student will
repeat the process for the remaining 3
sculptures, student may add extra details to each
of their sculptures if desired such as (clothing,
shoes, jewelry).
18. Each student will have an end result of 4 unique
looking people connected to each other on one
side and 4 connected hearts on the other. Ask
students to select a color cardstock paper to
tape/glue their sculpture, and write their name at
the bottom of the page.

Display:  Display the Art work on the classroom wall

creating a colorful diverse display of paper
sculptures.

Debrief 4 minutes
Questions:
1. Who can tell me what diversity means?
2. What was Dr. Martins Luther King Jr. dream?
3. At the end did your sculpture look the same or
different? Why?
Extension Field Trip:
LACMA Museum of Art
Look at two works of art compare them by using a Venn
diagram. Describe what makes them different and what
makes them the same. Pay special attention to the color,
shape and patterns in each art work describe how it makes
you feel.
 Art work rubric
4= Mastered 3=Proficient 2=Beginning 1=Struggling
Understanding of -Put details in art -Put details in art -Some details are -Did not use many
Art Concepts work work not related to the details
-followed all -Followed most of art work. -followed few
directions the directions - Followed some directions
directions
Engage & Persist -worked in piece - Piece is still in the -Piece is not
-worked in piece but what not fully beginning phase complete and
until it was completed needs more work
completed.

Developing Craft - Took care of art -Took care of art -cleaned up most -did not clean up
materials materials but not all the -most of the work is
-Made work neat -work is neat with materials sloppy and does not
with no mistakes only few mistakes -some of the work look like it was
is sloppy done carefully
 Diversity in Art

Look at two works of art compare them by using the Venn diagram below! Descried what makes them
different and what makes them the same. Pay special attention to the color, shape and patterns in each
art work describe how it makes you feel.

Differences Similarities Differences

Artist’s name Artist’s name

_____________________________________________________________________________________
_____________________________________________________________________________________

Title of the work of Art Title of the work of Art

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________