Lesson Plan Title: Monster Shapes and Attributes Length: Three Class Periods

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives
of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum
materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

Students will be pre-assessed during the introduction and demonstrations. They will respond to questions to determine their level of understanding
and to activate prior knowledge and experience. Shape, Physical Attributes, Texture, Observation

At the beginning of each class during this lesson, I will talk with the students about the learning objectives and the use of shape to create complex
shapes such as physical attributes.

The students were supposed to be studying physical attributes in their classrooms. This lesson was meant to build on that knowledge. However, a
miscommunication with the homeroom teachers caused this lesson to be slightly misaligned.

When looking at monster images:

What shape makes up this monster’s body? What shape makes up her eyes? Her teeth? Her tail?
What do these shapes tell us about her personality?
Can anyone tell me what attributes or features are?
What are my attributes? What shapes create my attributes?
Is color an attribute? Is texture an attribute?

During these question and answer sessions, I will be assessing student knowledge, teaching them through discussion, and assessing and
reinforcing that understanding during each introductory discussion. As such, my pre-assessment will take place after the planning sketch and after
the first- and second-day’s work. I will also include this type of assessment of understanding in my demonstrations following steps where it is
relevant.

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT – Role / Audience / Format / Topic)

You have been hired as an illustrator to create a monster in a new children’s book. The book teaches children about “attributes”, how to count, and
shapes. You will create a monster that has interesting attributes using shapes.

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Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.

Shape IB Key Concepts:

Physical attributes Form
Texture Function
Observation Perspective

Enduring Understanding (s):

Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferrable and universal.

Artists use observation and shapes to simplify and to create complex subjects in art

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

After demonstration, students will be able to utilize shape to create a monster with distinctive attributes
Bloom’s: Apply
Standard: Observe and Learn to Comprehend
GLE: Art represents and renders the stories of people, places, or things
Art Learning: Expressive features and characteristics of art
Numeracy, Literacy, Technology:

Upon completion of the project, students will be able to describe how they used shape to create a monster with distinctive attributes
Bloom’s: Analyze
Standard: Envision and Critique to Reflect
GLE: Visual arts provide opportunities to respond to personal works of art and the art of others
Art Learning: Critical reflection/aesthetics/transfer
Numeracy, Literacy, Technology:

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After demonstration, students will be able to create a monster with distinctive and expressive attributes
Bloom’s: Create
Standard: Invent and Discover to Create
GLE: Create art to communicate ideas, feelings, or emotions
Art Learning: Materials(s)/technique(s)
Numeracy, Literacy, Technology:

After demonstration and discussion, students will be able to identify basic shapes within complex shapes around them
Bloom’s: Understand
Standard: Relate and Connect to Transfer
GLE: Visual arts relate experiences to self, family, and friends
Art Learning: Conceptual/ideation/personal grounding
Numeracy, Literacy, Technology:

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.
Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)
(Multiple means for students to access content and
multiple modes for student to express understanding.) This instruction will include the reading of a book. The There is little emphasis on the final product. Students are being
students will also see each illustration and page of the book encouraged to experiment and to explore the materials and
on a screen while it is read. Demonstrations will be techniques. Proficiency will be determined by the student’s
conducted for each major phase of the project. Students will engagement in the process rather than based primarily on the
be given instruction and practice in each of the phases of the outcome.
project for the specific task at hand.

Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance)
Students will have the option to incorporate other materials and Students may incorporate personal experiences, stories, beliefs,
techniques in the creation of their work and will not be limited or feelings into the work that they are doing during this project
to a rigid set of standards

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.

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Students will listen to a story read aloud during the introduction to this lesson. The discussion will include a clarification of challenging vocabulary
included in the written text. Each page of the book will also be viewable on a PowerPoint while it is read aloud.

Una pesadilla en mi armario Nightmare in Closet read in Spanish https://www.youtube.com/watch?v=QDmXkylLCjE

There's a nightmare in my closet

Mayer - Dial Press - 1968

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.

Prepare PowerPoint with pages from the book, shape information, information about physical attributes

Construction paper: 1 full sheet per student

Cut paper to be used to create monster attributes
Attribute worksheet

Scissors

Glue Sticks

Markers, colored pencils, oil pastels, etc. to add detail

Finished examples for students to observe

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.

Prepare PowerPoint with pages from the book, shape information, information about physical attributes

Attribute worksheet

Una pesadilla en mi armario Nightmare in Closet read in Spanish https://www.youtube.com/watch?v=QDmXkylLCjE

Preparation:
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What do you need to prepare for this experience? List steps of preparation in a bulleted format.

Prepare PowerPoint with pages from the book, shape information, information about physical attributes

Construction paper: 1 full sheet per student

Cut paper to be used to create monster attributes
Medium sized paper for the body
Attribute worksheet

Scissors

Glue Sticks

Googly Eyes?

Pipe cleaners?

Paperclips (To Attach Worksheet to Project)

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

There are no serious safety concerns related to this lesson. The scissors, adhesives, and materials used during this lesson are all age appropriate.

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate student’s interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific
about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a
story, posing a series of questions, role-playing, etc.

How will you make your monster yours?

Will it be a friendly monster or a scary monster?

What type and number of attributes will you give your monster?

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Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.

What shapes make up your monster?

How can you use shapes to draw and create complex images in art?

How can you give your monster texture? How does it feel?

What colors are on your monster? Why?

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience
Day Instruction - The teacher will... (Be specific about what concepts, Learning - Students will... i.e.: explore ideation by making connections, Time
1 information, understandings, etc. will be taught.) Identify comparing, contrasting; synthesize possibilities for each painting
instructional methodology. KNOW (Content) and DO (Skill) technique; etc. (Be specific about what will be the intended result of the
instruction as it relates to learning.) UNDERSTAND

Students and instructor seated at the front of the room near the
Smart-Board Engaging in literacy
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Students will listen to There's a nightmare in my closet Connection between written work and visual art
Mayer - Dial Press – 1968
read aloud and displayed in the PowerPoint Identify lesson objectives

The PowerPoint will include examples and the project objectives

Students will gather for a short demonstration of how they may use Understand the process of ideation and planning 5
the ideation worksheet

Students will complete their ideation worksheet and sketch Ideation

(Changed to assessment tool) 15

Students will select a sheet of construction paper for their work

surface 5
Creative problem solving
Short discussion and demo about what colors contrast so that the
monster will be seen and how large the monster’s body should be 10

Students will begin work on their project

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 5

Practical skill and procedure following

Clean up

Day
2
Students will be seated on the floor at the front of the room
Review and prior knowledge activation 5
Review of short PowerPoint with examples of monsters and their
attributes

Demo and Discussion

o Review my attributes worksheet

o Demonstration of how to sketch, cut, and attach monster 10

attributes Observe and learn technique

o How to add texture and detail

o Accordion folded legs and arms?

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Students return to their seats to work Creative Problem Solving and Production

Students review their worksheet (attached to their project)

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Students work
Practical skill and procedure following
Clean up 5

Day
3
Begin seated at front of room Review
10
Show examples of student work Analysis

Discuss challenges and what they have learned Reflection and communication

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 Short review Demo and Discussion Review and technique review 5

Student work time Creative problem-solving 20

Student gallery walk, table discussion, or class reflection 10

Ideation and reflection
Clean up
5
Practical skill and procedure following

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)

Students will talk with other table group members, or with the entire class (time allowing) to share their monster, its attributes, and what they
learned while creating the monster.

Post-Assessment (teacher-centered/objectives as questions): Post-Assessment Instrument:

Have students achieved the objectives and grade level expectations specified in your lesson plan? How well have students achieved the objectives and grade level expectations specified in your lesson plan?
Include your rubric, checklist, rating scale, etc.
o Were students able to utilize shape to create a monster with  Did student utilize shape to create a monster with distinctive
distinctive attributes? attributes

o Were students able to describe how they used shape to create a  Did student describe how they used shape to create a monster
monster with distinctive attributes? with distinctive attributes

o Were students able to create a monster with distinctive  Did student create a monster with distinctive attributes
attributes?
 Did student identify basic shapes within complex shapes around
o Are students able to identify basic shapes within complex shapes them
around them?

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice,
reteach content, etc.)

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 Except for the fact that this lesson did not end up aligning with homeroom learning, I think it has been successful. The students have learned a lot
about how to identify simple shapes when observing and creating art. This was my primary objective when planning this lesson. This learning was
evident during formative evaluation and in the form of a summative worksheet assessment that the students completed at the end of the project. It
has also been successful in that it has helped students understand that they are encouraged to push the boundaries of the assignment in art class.
Essentially, all classroom resources were made available to them for the is assignment. Many students challenged themselves to come up with
creative solutions for the attributes that they assigned to their monster. I have come to believe that the use of shape in art and the fact that students
are encouraged to experiment and to diverge from the norm in art class are two of the most valuable lessons. This project made both evident at an
early phase in student development. Though it complicated the first phase of my instruction, I believe Sue’s idea to use the worksheet at the end of
the lesson was ultimately a good idea. I had thought of it as a planning tool. Students ended up using it as a grade appropriate reflective activity. If
I were teaching this lesson again, I still think I might have the students create some sort of attribute inventory during the planning phase of the
lesson. The only other thing I would change is potentially teaching this prior to Halloween if it did not need to align with classroom learning.

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

https://d.docs.live.net/738fbf6a672e9555/Teaching/Student%20Teaching%20CLP/CLP%20Lesson%20Plans/Monster%20Attributes-Grade1-CLP-Webb/Monster%20Attributes%20Worksheet.docx

Monster Attributes Name: ___________________

Body What does the What Shape?
Shape tell you
about the monster?
Color What color is your
monster Black, Green, Pink, Red, Yellow?

Texture How does your Furry? Spiky?

monster feel? Feathery?
Slimy? Scaly? Rough?
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 Smooth? Metalic?
Pattern Does your monster Spots
have a pattern? Stripes
Squiggles
Eyes Where are the Shape
How Many Eyes?
Eyes? On its head?
1 2 3 4 Hands?
Antennae?
Teeth Are the teeth
scary?
How many? Straight or
crooked?
Are the teeth
funny?
Arm and Long?
Legs Short? What shapes can we use to make arms
Tentacles? and legs
How Many?
Extras Horns
Flippers How can I use shapes to create monster
Wings attributes?
Warts
Antennae
Clothes

Sketch Your Monster Here

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