Professional Documents
Culture Documents
#1
Date
Subject/Gra
de Level
Grade 1 Art
Time
Duratio
n
60 minutes
Unit
Bears!
Teacher
Michelle Osborne
Specific
Learning
Outcomes:
LEARNING OBJECTIVES
Students will:
1. Create forms of art with different materials
2. Construct artwork relating to the subject matter
3. Illustrate a story through artwork
4. Constructing shapes through tearing
5. Constructing surface quality by rubbings
6. Create overlapping forms to help unify a composition
7. Apply frottage
ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:
Observe students creating Corduroy with different materials, and only one
button on his overalls (1,3)
Observe students tearing their brown paper instead of cutting (4)
Watching as students rub texture over their paper with their crayon (5,7)
Can students overlap their ripped brown paper on Corduroy (6)
How do we make sure there are no white spots on our bear? (6)
The final creation of Corduroy (1,2,3,4,5,6,7)
Sample Corduroy
Scissors and Glue
Corduroy Outline (23)
Overalls Outline (23)
Bring markers from the classroom
Brown construction paper (23)
Texture paper (23)
Green crayons from Art room
Bag of buttons
http://www.youtube.com/watch?
v=XgvFZy4sloo (CORDUROY)
http://www.bbc.co.uk/schools/numberti
me/games/mend.shtml (MATH)
PROCEDURE
Prior to lesson
Consider:
Attention Grabber
Assessment of Prior
Knowledge
Expectations for
Learning and Behaviour
Advance
Organizer/Agenda
Transition to Body
Introduction
Students come to the Art room, put their scissors and glue on
their respective tables, and have a seat on the floor by the
SMARTboard.
We read Corduroy yesterday afternoon before going home.
Who remembers what colour his overalls were?
Who remembers what was missing on his overalls?
We are showing the story of Corduroy through our artwork.
Today we are going to make our own Corduroy bears in Art
today! They will be put on the bulletin board for when parents
come for Parent-Teacher Interviews, so lets show them what
good artists are in the class!
Show Corduroy step by step at the front first then students
can do it. Every time they are a done a step raise your
hand, and I will come give the next step.
Body
Consider:
Variety of Learning
Styles
Questioning throughout
Differentiation for
students
Focused formative
assessment
Time
9:00 am
5 minutes
Time
9:05 am
45
minutes
Learning
Feedback from
Students
Feedback to Students
Time
9:50 am
5 minutes
Transition to Next
Lesson
Sponge
Activity/Activities