Chelsea Turner Kindergarten Art Lesson Plan 1st Observation Wild Thing Monsters I. Benchmark/Standard Art: ART.VA.I.K.

2 Work with materials and tools safely with environmental awareness. ART.VA.I.K.4 Prepare, complete, and sign finished artwork. ART.VA.II.K.1 Explore the basic uses of art materials to produce artwork. ART.VA.II.K.2 Use a variety of lines, colors, and basic geometric shapes and patterns to creatively express feelings and personal experiences. ART.VA.II.K.5 Express thoughts and ideas through the creation of artwork. Behavioral Objective: The learner will actively listen to the story Where The Wild Things Are, which will be read by myself. Students will be asked the question: Whats the difference between real-life and make-believe? Once students understand that monsters are not real, they will be told to imagine what they want their monster to look like. Students will use materials and tools safely and use a variety of line, colors, and basic geometric shapes to create their own monster. Anticipatory set: Students will create their own monster using various colored paper by cutting and gluing. After reading our story, looking at my example, and following step by step, their monsters will be created. Once they have their shapes glued, they will have the chance to enhance their pieces by adding details with their crayons. Objective/Purpose: This week we will be reading Where the Wild Things Are! We will also talk about what is real-life and what is imaginary. What are dreams? After reflecting on our book, we will create our own make-believe monsters. Input a. Step 1: Hand out materials while students are in their desks. (Prepare before for Arton-a-Cart) b. Step 2: Once students are sitting quietly at their desks, I will introduce the book Where The Wild Things Are. After I sit down in my seat, I will invite students to the carpet where they will sit around me to listen to the story. I will tell the students to look at the pictures very carefully and observe all the details of the monsters. c. Step 3: Read Where The Wild Things Are, getting the students engaged in the material. Afterwards, ask questions about dreams, reality, make-believe, ect. Was our story a dream? What clues make us believe this? d. Step 4: Show students, while sitting on the carpet, my teacher example of the project we will be doing. Explain to that we will be using the brown piece of paper first. e. Step 5: In the air with our finger, we will practice our ovals. Students will be told the first step when they get back to their seats, which is to draw a large oval on the brown piece of paper.

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Step 6: Tell students to return back to their seats and complete the first step. Once they return back to their seats and have their ovals drawn, they will be advised to cut them out. (Check students to see if they are correctly holding their scissors. Help those who need it). g. Step 7: Glue brown oval to purple piece of paper, which will be our background. Go over dot dot not a lot saying. h. Step 8: Glue on two yellow eyes (cut out and provided). i. Step 9: Glue on red nose (cut out and provided). j. Step 10: Glue on teeth (cut out and provided). k. Step 11: Glue on yellow horns (cut out and provided). l. Step 12: Draw two half circles for our arms with a crayon. m. Step 13: Glue on our claws (cut out and provided). n. Step 14: Draw our claws for the feet. Also draw hair, a beard, and fur. Students will be told to add any other details they want their monsters to have. They can also add a background if they would like. b. Thinking Levels i. Knowledge: Recognize and understand the difference between real-life and a dream. Using our creativity and imagination, students will create their own monsters. Also, using their knowledge on how to paste, glue, and illustrate features of the body, their monsters will come to life. ii. Comprehension: Using the characteristics of the monsters described in the book and in our discussion, students will esemble their monsters. They will also apply their knowledge of how to use materials. iii. Synthesis: Create their own unique monster from imagination, adding featurs and details. c. Learning Styles i. Visual: Students will be shown the illustrations created by Maurice Sendak in the book Where the Wild Things Are. They will be observing the characteristics of all the monsters and will be shown my teacher example so they understand what is expected of them. ii. Intrapersonal: Students will work individually on their monsters, making them their own. b. Methods and Materials i. Ways of teaching: Demonstration and Modeling ii. Materials needed: Purple construction paper for background, brown paper, yellow eyes, red nose, teeth, yellow horns, claws, scissors, and glue. VI: Modeling a. Read Where the Wild Things Are b. Discussion and Thoughts c. Teacher Example d. Step-by-Step instruction on monsters VII. Checking for Understanding a. Check correct scissor positions (while in process of project) b. Check for correct gluing techniques (while in process of project)

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c. Check for correct placement of features (while in process of project) d. Check for correct clean-up methods e. Final completed drawing Guided Practice a. Students work with materials and tools safely with environmental awareness, explore the basic uses of art materials to produce artwork, and use a variety of lines, colors, and basic geometric shapes and patterns to creatively express feelings and personal. Closure a. Students will receive a 5 minute warning before it is time to clean up. At this time, students will be asked to wrap up their projects and finish their last thoughts. b. 5 minutes before class is over, students will clean up their area. c. Students will be selected to collect materials. All students are responsible for picking up their own scraps. d. Once students are sitting quietly in their seats, all materials are put back in their correct spots, and their teacher returns back to the classroom, I will excuse myself.