Department of Arts Administration, Education, and Policy

UNIT PLAN OVERVIEW

(Revised 2016)

Teacher Candidate Trinity Arend

School Westerville Fouse
Grade Level 3rd

UNIT TITLE Monster

Length of Class Period 40 min
Approximate Number of Students in Each class 30
Beginning Date for this Unit April 1st
Ending Date for this Unit April 26th

ENDURING UNDERSTANDINGS
Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to
imagine, create, realize and refine artworks in conventional and innovative ways.

PROGRESS POINTS
D.. Produce artworks that express and represent their experiences, imagination and ideas using
a range of media including new technologies

CRITICAL ISSUE / BIG IDEA

Anticipatory Set (what do the students already know, why is this lesson relevant?)
In this lesson students will be creating their own monsters. To do this they will need to design a
monster in pencil which they are most familiar with, create a template which focuses again on
the use of pencils and paper but also uses scissors which the vast majority of students
understand and are proficient in using. The students will use this lesson as a way to express
what may scare them in a fun and creative way. The students will be introduced to the idea of
confronting their fears rather than running from them and discovering that sometimes what may
be terrifying at first may not always be that way to them in the future.

Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
Students will create a sewn felt plush animal approximately 12’’x 12’’. They will begin this lesson
by watching a book on Storyline Online as a class and we will have a class discussion
interpreting the meaning behind the book and how we might recognize our fears and how we
could potentially combat them. They will then be in charge of designing their monster character
on paper, having it approved by me, cutting it out, hot gluing attachments, sewing and stuffing
the creation. This also introduces the students to character development which is a way to
expose them to potential careers in the arts.

Essential Questions (provocative, engaging, critical)

What do we think this book was about?

How can we face our fears?

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Possible Integration
A potential integration to this lesson would be with a home ec. This school however does not
offer a home ec class at the elementary level.

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title Mischievous Monsters
Lesson Description Students will watch the book “I Need My Monster” (link below). We will
then talk about the meaning behind the book and how to combat fear, as
well as how to design a monster that is easy to sew and begin designing/
sketching our monsters.
https://www.youtube.com/watch?v=QwCxW7Nx4Ec
Lesson Two
Title Facing fear with felt
Lesson Description The students will create a template and cut out their monster template
from the felt of their choosing. Each student will receive two 12’’x12’’
squares of felt to use. The class will share segments of white and black to
create eyes and mouths. They will then learn how to thread a needle, sew
the monster together and stuff their creation.

Explain how technology has been used in this unit

N/A

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 LESSON PLAN

Teacher Candidate Trinity Arend

School Westerville Fouse
Grade Level 3rd

LESSON NUMBER 1
Lesson Title Mischievous monsters
Length of Class Period 40 min
Approximate Number of Students in Each class 30
Beginning Date for this Lesson April 1st
Ending Date for this Lesson April 4th

CONTENT STATEMENT – PERCEIVING/KNOWING

6PE Recognize and identify choices that give meaning to a personal work of art.
CONTENT STATEMENT – PRODUCING/PERFORMING
4PR Create artworks that demonstrate awareness of two- and three dimensional space.
CONTENT STATEMENT – RESPONDING/REFLECTING
5RE Use feedback and self-assessment to improve the quality of personal artworks.

Performance-based Assessment Objectives

Students will identify aspects of their projects which give them personal meaning.

Students will create a three dimensional piece of artwork from a two dimensional plan.

Students will use teacher feedback to improve the quality of their artwork.
Performance-based Assessment Strategies
(attach assessment documents if applicable)
Students will list 3 ways their monster will help them battle their fears or 3 fears the monster
represents that they are learning how to combat.

Students will create a three dimensional plush monster of approximately 1’x1’ using a two
dimensional planning method of designing their monster on paper then creating a template.

Students will speak one on one with the teacher, listening to feedback and altering their designs
accordingly to improve the quality of their artwork.

Academic Language
Vocabulary
N/A
Additional Language Demands (specific speaking or writing activity)
The students and I will have a class discussion about fear and how to conquer your fears or
rather acknowledge them and move forward without letting them control you. All students should
participate, if not answering then by responding to another student’s comment. Together we will
problem solve and form creative ideas about oneself.

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Accommodations for Special Populations
-frequent check ins
-extended time
-verbal or written responses
-clarification on instruction
-breaks
-point of instruction seating
-written and verbal instruction

Art/Visual Culture Examples

https://www.youtube.com/watch?v=QwCxW7Nx4Ec “I Need My Monster”

Preparations
Materials/Resources for Teacher
Projector
Internet access
Sample project
Materials for Students
Paper
pencils
erasers
colored pencil
Safety Procedures
Students will be reminded not to throw erasers for pencils.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
I will prepare the room by having the projector on and have the ebook pulled up so that we can
start as soon as the class arrives. I will also be sure to move any objects (like my teaching chair)
out of the way so that all the students can easily see the board projection.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)

Time Student Teacher

13 min Students will enter the room and sit
on the floor. They will need to have
viewing access to the screen and
adjust themselves accordingly to pay
attention to the book reading.
I will greet the students and ask them
to sit on the floor. I will then explain
that we are going to start off the day
by watching a book about monsters
and begin to play the video.

7 min Students will recall information from
the video and make inferences about
the meaning to answer the questions
I have for them
I will begin a class discussion about
the video. What was the meaning
behind the video? Did fear help the
child sometimes? How did the monster
help the boy? What are some things
you are scared of? What do you do to
not feel scared? I want to focus on
facing our fears and using them as a

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 warning but not letting them control us.
I will then describe the project and
show them my example. Today we will
focus on designing our monsters, we
need to make sure it doesn't have too
many arms or small areas because it
will be hard to sew. I will demonstrate
how I design a monster. I will then
dismiss them to their seats.

15 min Students will spend this time I will walk around offering feedback to
designing their monsters. They need students about their character design.
to be sure that there aren't a lot of
thin/skinny areas because these will
be challenging to sew later. They will
need to think of facial features/
expression and detail they would like
to add. They will store these
worksheets in their personal
portfolios to reference later. If they
finish the character design they will
be given paper to create their
template.

5 min Students will take their character I will assist in clean up, checking to
design paper and place it in their make sure all areas have been taken
portfolios. It is their responsibility to care of. I will dismiss tables one by
keep track of all objects throughout one to line up and help them with
the span of this project. A student crayons.
from the worker bee table will collect
the portfolios and place them on the
teacher shelf. The students will make
sure all pencils and erasers are
picked up and line up. They will do
their daily crayons.
Clean-up Procedures (Room, Materials & Work Storage)
Each table will be responsible for placing their used pencils and erasers in their table’s bins.
They will also be asked to place all of their monster sketches in the middle of the table for one of
the worker bee students to collect. These will be stored on their teacher’s shelf until they are
seen next.

Closure, Review & Anticipation (what’s next?)

I’ll let the students know that the next meeting we will be creating out monster templates and
cutting/sewing our monsters.
Supplemental Activity
If students finish the project early, they will be able to play around with sewing old material and
see what they can create begin creating their monster template.

Teacher reflection focused on the lesson after it has been taught

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N/A

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LESSON PLAN

Teacher Candidate Trinity Arend

School Westerville Fouse
Grade Level 3rd

LESSON NUMBER 2
Lesson Title Facing fear with felt
Length of Class Period 40 min
Approximate Number of Students in Each class 30
Beginning Date for this Lesson April 4
Ending Date for this Lesson April 25

CONTENT STATEMENT – PERCEIVING/KNOWING

6PE Recognize and identify choices that give meaning to a personal work of art

CONTENT STATEMENT – PRODUCING/PERFORMING

4PR Create artworks that demonstrate awareness of two- and three dimensional space

CONTENT STATEMENT – RESPONDING/REFLECTING

5RE Use feedback and self-assessment to improve the quality of personal artworks.

Performance-based Assessment Objectives

Students will identify aspects of their projects which give them personal meaning.

Students will create a three dimensional piece of artwork from a two dimensional plan.

Students will use teacher feedback to improve the quality of their artwork.
Performance-based Assessment Strategies
(attach assessment documents if applicable)
Students will list 3 ways their monster will help them battle their fears or 3 fears the monster
represents that they are learning how to combat.

Students will create a three dimensional plush monster of approximately 1’x1’ using a two
dimensional planning method of designing their monster on paper then creating a template.

Students will speak one on one with the teacher, listening to feedback and altering their designs
accordingly to improve the quality of their artwork.

Academic Language
Vocabulary
N/A
Additional Language Demands (specific speaking or writing activity)
N/A

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Accommodations for Special Populations
-frequent check ins
-extended time
-verbal or written responses
-clarification on instruction
-breaks
-point of instruction seating
-written and verbal instruction

Art/Visual Culture Examples

https://www.youtube.com/watch?v=QwCxW7Nx4Ec “I Need My Monster”

Preparations
Materials/Resources for Teacher
Access to electrical outlet
sample project
Materials for Students
felt
needles
stuffing
hot glue gun
scissors
markers
thread
Safety Procedures
I will need to warn the children to be careful with the needles, even though they are plastic we
want to practice safe needle use in order to prepare them for future use of metal needles. I will
also warn the students to be extremely careful around the hot glue gun as it could potentially
give them a nasty burn if handled improperly.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
To prep, I will have the sheets of felt laid out on the front table along with sewing supplies laid
out on a side counter where the worker bees will have easy access to them in order to pass
them out. I will also make sure each table has enough scissors for each child (4 per table).

Procedures for the Teaching/Learning Structure (indicate approximate time for each step)

Time/Day Student Teacher

Day 1 Students will enter the room and I I will greet the students and ask them
2 min will have them sit on the floor. to sit on the floor.
They will quiet their bodies and
voices and prepare to begin the
class.

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8 min Students will watch the demo and
ask questions as they arise.
25 min Students will begin to make and
trace their monster template onto
the felt of their choosing. Once
they have done this they will get
thread and a needle and begin
stitching their project together.
5 min Students will take their felt and
place it in their portfolios. It is their
responsibility to keep track of all
objects throughout the span of this
project. A student from the worker
bee table will collect the portfolios
and place them on the teacher
shelf. The students will make sure
all pencils and erasers are picked
up and line up. They will do their
daily crayons.
Day 2 Students will enter the room and
5 min have a seat at their tables. They
will answer/ask questions as the
demo happens.
25 min Students will work on stitching
their monsters and adding the
stuffing. I will help them sew it shut
and cut off excess string. The
students should also glue on the
monsters eyes and mouth.
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I will let the students know that we will
be tracing and cutting our monsters
template today then sewing the
monsters together. I will show them
how to place the template on the felt
and outline using a marker. Once it has
been outlined on both pieces, they will
need to CAREFULLY cut it out. If both
pieces don't match, it will be
challenging to stitch together. I will
them show them how to thread a
needle and do a simple under over
stitch a quarter inch in from the edge. If
they dont keep a bit on the edge the
stitches wont hold the monster
together. I will also note that they must
knot the thread before beginning.
I will walk around assisting students in
tracing their templates and with
stitching their projects together. I will
also give them feedback if i see
something that may not work.
I will monitor the students as they
clean up their areas and point out
anything that has been missed. I will
dismiss the students to line up.
I will greet the students as they enter
the class and ask them to have a seat.
We will have a brief recap of the
running stitch being learned and how
to put their monsters together.
I will walk around and help students
with their monsters. I will also need to
closely monitor the hot glue station to
ensure the students don't burn
themselves.
 5 min If the students have not finished
creating a description for their
monster they should take this time
to finish that up or edit what they
have written down.
I will still be using this time to assist
students and monitor the glue station.
Only two students should be using the
glue at a time.

5 min Students will clean up, a worker I will call on tables who need to pick up
bee student will collect the needles their area more if i notice things out of
and return them to the proper place. I will also help the worker bees
container. Another student from in where supplies go. Once all the mes
the worker bee tale will collect is cleaned up I will call on tables to line
portfolios. All scraps should be up and begin crayons.
discarded if not reusable and what
can be reused should be placed in
a neat pile at the front of the room.
The students will the take their
monsters and line up! Now they
have a new friend to help battle
their fear with!

Clean-up Procedures (Room, Materials & Work Storage)

Students will be in charge of cleaning up their tables and placing their monster pieces in a
portfolio. One students from the worker bee table will collect the portfolios as another student
collects the needles. The portfolios will be stored on the teacher’s shelf and needles will be
placed in a bin by the sinks.

Closure, Review & Anticipation (what’s next?)

I will let the third graders know that this will be my final lesson that I will be teaching them and
that Mr. Freado will go back to teaching after we finish up.
Supplemental Activity
If students finish up their monsters early, they will be allowed to grab excess fabric (not felt)
from the fabric bin and practice stitching a pouch or any creation they wish to make.

Teacher reflection focused on the lesson after it has been taught

N/A

Be sure to attach to the full instructional unit

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Teacher Example:

My Monster!

Name:_____________________________
Teacher’s Name:_____________________

This monster will help you battle your fears! You can even use them to wipe away tears.
They can sing, they can dance, each monster has its own importance! What types of
things does your monster help you do? Let's try to list a few! List 3 fears down below
and all the ways you monster will show: courage, bravery and respect. Man, your
monster is as cool as they get!

1:

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2:

3:

I love that my monster always helps me!

Please draw your monster on the back of this worksheet, don't forget to make it nice
and neat!

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