OBJECTIVES:
The student should be able to:
• Identify favorite authors and locate their works using key characteristics (Application)
• Predict what will happen next in a story or text (Synthesis)
• Make simple inferences about information in text (Application)
• Create visual representations through the technique of collage (Synthesis)
• Create and discuss own artwork using art vocabulary (Synthesis)
NOTE: Students were previously taught about different types of line.
TIME: (2) 45 minute sessions
MATERIALS
Dr. Jean’s “Today is Monday” song on CD
various Eric Carle books
PowerPoint presentation on Eric Carle
Eric Carle photo cards
Eric Carle bookmarks
types of line cards
tissue paper,
construction paper to create collage on
scissors
glue
rubric for collage
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
“Today is Sunday” as students arrive. Encourage students to sing along. Ask students to suggest how Dr. Jean got the idea for her song. After students have been given sufficient time to share their thoughts, tell students that Dr. Jean got the idea for her song from a book.
ACTIVITY:
Teaching/ Modeling: Displaying the book Today is Monday, the teacher will introduce Eric Carle as a famous author and illustrator (making sure the students know what each are). The teacher will teach important facts about Eric Carle and his artwork using a PowerPoint presentation. (http://www.nebo.edu/misc/learning_resources/ppt/k-5/eric_carle.ppt) (Appendix 1) The teacher will read Today is Monday and discuss the book asking questions to ensure comprehension. While reading, TTW point out characteristics of Eric Carle’s artwork. The teacher will expose students to other Eric Carle books by pointing out characteristics that are key in his works.
HOTS:
What is the picture you see? How do you know it is that?
What can you say about this picture?
Why do you think Eric Carle chose that picture?
What inference can you make about that picture?
What would happen if…
Guided Practice: Using an Eric Carle photograph on a stick, the students will hold up his picture when a true fact is read about Eric Carle. (Appendix 2) The teacher will show artwork from various books and have students again hold up cards if they think it is characteristic of Eric Carle.
Independent Practice: Students will be given an Eric Carle bookmark and they will circle the facts that are true about him. (Appendix 3)
Closure: Review key characteristics about Eric Carle. Review what an author/illustrator does. Tell students that tomorrow they will get to pretend to be Eric Carle and use some of his art techniques to create their own creation.
DAY 2 Set Induction:
As students arrive in the library, hand out pieces of cut-up tissue paper. Ask students why they think I am handing out tissue paper? Ask who it reminds them of? (Eric Carle).
Teaching/ Modeling: The teacher will revisit characteristics of Eric Carle’s artwork from previous lesson. The students will watch a video clip of Eric Carle creating a caterpillar using the technique of collage. The teacher will stop between steps to discuss. (http://www.eric-carle.com/) The teacher will review types of line that were taught by partner teacher. The teacher will show different types of texture using a feely board and have students decide what type of texture it has (ex. smooth, rough, bumpy, etc.)
Guided Practice: The teacher will call out one of the following line forms: line, hatching, crosshatching, stippling, contour or implied line and the students will hold up the card that corresponds. (Appendix 4)
Independent Practice: Explain to students that they will use cut up tissue to create their own creation
like Eric Carle does in his books and the line forms that must be included. The teacher will read over and discuss the rubric that will be used in grading artwork (see attached rubric) Students will create their own collage creation and add two forms of line.
Closure: Students will be allowed to show their creations and remainder of students will
state what type of lines have been added.
Extension: I will collect the collages to be scanned into a PowerPoint presentation. We will use the artwork to create a class story about the zoo. The story will be printed out for their classroom library.
EVALUATION/ASSESSMENT:
Students will be given a pre and post test to see if student knowledge is increased. (Appendix 5)
Objectives will be evaluated by the individual scores on post test.
A rubric will be used for evaluating the collage created on Day 2. (Appendix 6)
ART CONTENT/CONCEPTS:
Explore and identify imagery from a variety of sources and create visual representations
(VA-CE-E1)
Use art vocabulary and the elements and principles of design to convey the language of
art (create and discuss own artwork) (VA-CE-E3)
Draw on imagination, individual experience, and group activities to generate ideas for
visual expression (VA-CE-E5)
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Grade Level Expectations
(ELA-7-E1) Demonstrate understanding of information in texts using a variety of strategies, including: comparing and contrasting story elements, predicting what will happen next in a story or a text, and making simple inferences about information in texts
(ELA-7-E3) Identify the author’s viewpoint (perspective) in a text
Standards and Benchmarks
(ELA-6-E2) Identifies favorite authors and locate their works
(ELA-6-E2; ELA-7-E3) Identifies and reads award winning books.
(ELA-4-E5) Listens and observes for answers to specific questions.
MODIFICATIONS | ACCOMODATIONS:
To accommodate the visual impaired the teacher will have an example placed at their table.
To accommodate multi cultural students the teacher could bring in flags from different countries.(ex. Mexican Flag)
To accommodate the learning impaired a peer tutor will be assigned.
VARIATIONS | ENHANCEMENTS:
Extension: I will collect the collages to be scanned into a PowerPoint presentation. We will use the artwork to create a class story about the zoo. The story will be printed out for their classroom library.
TEACHER'S REFLECTION:
I taught a second grade class about a very popular author and illustrator. As a media specialist, day one of my lesson was spent covering a few information literacy standards. I incorporated art standards into day two of the lesson. I taught about many aspects of Eric Carle. I included his artwork, where he gets his ideas from, his personal life, his books, and even his website. The students were very attentive and willing to participate. I even had one student bring in some of her favorite Eric Carle books on day two of the lesson. Comparing results from the pre to the post tests, my students learned a great deal of information about Eric Carle. I also assessed my students by having them circle true facts about Eric Carle on a bookmark. I feel that these students will carry with them knowledge about Eric Carle and will be able to easily identify his books in the future.
On day two of the lesson, I incorporated collage, types of line, and texture. We began the lesson with a review of Eric Carle. We reviewed different types of lines (which they had been previously exposed to) and texture. Students were given types of line cards and when I called out a type of line, they held it up. All students actively participated and were on task. Students then created a collage using tissue paper. All students were working independently and were on task. From there, the students added texture and two types of line to their collage. I scanned the art projects into a PowerPoint presentation and had several students help me with text to create a class book about the zoo.
Overall, I think this activity went over extremely well. I feel that my students learned quite a bit about a famous author and illustrator. My students were exposed and learned many different art techniques from collage to types of line and texture. The students told me that the lesson was fun and wanted to know when they were going to do this again. Of course with every great lesson, there are places to improve. I completely misjudged the time component. The activities took much longer than expected. I also forgot to take into account the drying time that was needed before students could add their two types of line and texture. Some students even missed recess because they were so busy working on the art project. I think if I do an activity like this again, I would spread it out across three days. I have to admit that I was a little hesitant trying to incorporate art into my lesson; however, we all had a great time doing this. I will continue to use this lesson from year to year and who knows, I may make it bigger and better with time.
REFERENCES:
PowerPoint on Eric Carle (Appendix 1)
http://www.nebo.edu/misc/learning_resources/ppt/k-5/eric_carle.ppt
http://www.eric-carle.com/
http://content.scholastic.com/browse/article.jsp?id=3234
DOWNLOAD APPENDIX 2
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