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Lesson 1

1) The lesson plan has students create self-portraits using construction paper shapes to represent themselves and identify with colors and shapes. 2) Students will cut out shapes, arrange them to form a human figure, and glue them to a paper while explaining their creative choices. 3) The teacher will introduce shapes, demonstrate the project, provide materials for cutting and gluing, and facilitate a discussion about how students expressed their identities through their mini-me constructions.

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107 views

Lesson 1

1) The lesson plan has students create self-portraits using construction paper shapes to represent themselves and identify with colors and shapes. 2) Students will cut out shapes, arrange them to form a human figure, and glue them to a paper while explaining their creative choices. 3) The teacher will introduce shapes, demonstrate the project, provide materials for cutting and gluing, and facilitate a discussion about how students expressed their identities through their mini-me constructions.

Uploaded by

api-281098271
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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ARTE 342: Lesson Plan Template (revised 9/14)

page 1

#1

Name: Hunter Drendel

DAILY PLAN
Lesson Title:

Mini Me

Grade Level: 2nd

Skills: Students will identify the elements of line, shape, space and color through cutting
construction paper shapes into a human project. (25. A.1d.)
Students will identify similarities in and among the arts by using shapes and colors
through repetition in their project. (25. B. 1.)
Students will demonstrate knowledge and skills to create visual works of art using
manipulation, eye-hand coordination, building and imagination by assembling the
shapes they cut out from the construction paper to make the human project. (26.
B. 1d.)

Overall Lesson Objective:


The overall theme for this lesson is Social Studies theme 4, Individual Development and
Identity. This lesson connects with each student finding their own individual identity through
creating themselves with construction paper.
Students will recall colors and shapes from previous experiences and asking questions, by
then being able to select their own materials for their construction paper person. Each
student will be given scrap papers of all colors, scissors, and a glue stick. The choices they
are given will let them personalize and define themselves in a human figure. After set up,
they will start the activity and being to explain on paper what they are doing and why they
made the choices they did for their legs, body, head, etc. This demonstration of choices will
help each students create and understand their own individual identity. While some
students may go forth, some may also plan and take different steps to the creation of the
project. Each is okay and accepted.
Objective One: Students will be able to cut the five main shapes from construction paper.
Objective Two: Students will be able to arrange the shapes to make the human figure.
Objective Three: Students will be able to glue these pieces to the white paper and create
the final product and explain what they did and why they did it that way.
Daily Objectives/Essential Question/Academic Language:
This lesson would just last one day, beginning instructions and overview, activity, and recap.
Essential question:
What do the colors and shapes you used in your project say about yourself?

ARTE 342: Lesson Plan Template (revised 9/14)


page 2

Assessment Criteria:

Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments.

OBJECTIVE 1
Technical Skill

OBJECTIVE 2

Formal Quality

OBJECTIVE 3
Conceptual Complexity

HIGH
PERFORMANC
E
Cut all 5
shapes of
different sizes
and colors
Students
arrange
shapes to
make a
human by
having, legs,
arms, body,
head
All pieces are
glue to the
base paper in
a neatly
fashion

MEDIUM
PERFORMAN
CE
Cut 3-4
shapes or
only use 2
different
colors or
sizes
Shapes are
arranged but
struggles to
look like the
human body

LOW
PERFORMAN
CE
Cuts only 1
or 2 shapes
and sizes do
not vary

Pieces are
glued but it
is messy and
unorganized

Pieces are
not glued to
the paper

The human
body is not
arranged or
recognized

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.

-Dry Erase Board for instruction


-Examples from previous classes

Art Materials Necessary for the Lesson:


-Construction Paper
-Scissors
-Glue Sticks
-White 8x10 base paper

Teacher Activities

Student Activities

-Shapes
-Colors

Introduction:
Students will come into the classroom, sit in a
group on the floor in front of the dry erase
board. Instruction will start with recall from
previous experiences with shapes. Explaining
the main five shapes used, circle, square,
rectangle, triangle, and trapezoid. Students
will have the opportunity to come up to the
board and write the name of the five shapes
drawn on the board. Then the lesson will be
explained in full, and what is expected of each

Students will sit in front of the dry erase


board and attention to the board. They will
raise their hands when appropriate.
Questions will be asked and participation is
expected.

ARTE 342: Lesson Plan Template (revised 9/14)


page 3
students Students will have construction
paper, scissors and glue, and be able to cut
their own shapes from the papers given by
choosing their own colors for their shapes.

Development:
Students will be sent to their seats in fours.
Each student will then be given a white piece
of paper and told to put their name and class
on the back of it in black marker. Scissors will
be passed out, and construction paper will be
set in groups around the tables with an array
of colors for groups of students. After 10
minutes, glue sticks will be passed out for
students that are ready to start the next
process. As time goes by students can cut and
glue, and continue this until their piece is
finished. Or, some students may choose to cut
all pieces and glue last. After another 10
minutes students will be asked to add any
finishing touches, accessories or a background
to their pieces. Some may choose to colors
with markers on their products as well and
markers will then be placed out on the table.

Students will sit in seats in which they will


not be distracted by other students and
friends in the class. They will proceed with
the lesson and given instructions the
entire time of class.

Students will be given the options to help


with cleanup jobs, and then group clean
up. All materials must be cleaned up
before students exit with teacher.

Conclusion:
As the lesson comes to a close, clean up is priority.
Have one student collect scissors; one collect glue;
and the other students put all construction paper
scraps in the bins provided. Check the floor for
missing supplies as well. All artwork creations are to
be put on the front table in a neat stack, double check
the students name is written on the back. If time
allows, students can discuss as a group what the
portrayed themselves as in their piece. Why the
chose certain shapes and colors, etc.

Critical Comments and Reflections:


(Problems, successes, and what to think about for next lesson)

FEEDBACK NOTES:
I think that time management is the biggest part of this lesson. I would block out the lesson
more for specific activities and when certain materials are handed out. Overall, I think the
lesson went extremely well.

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