LESSON PLAN FORMAT

Title of Lesson - Pattern Paper Cheat Sheet (paper tear/manipulation pt. 1)

Projected Length of time - One 35-40ish minute class
Materials needed (art materials, inc. presentation materials):
● Presentation on different kind of textures
● The children's book Fredrick by Leo Leonni
● Construction paper
● Glue Sticks

I. Objectives in your own words address how the lesson stimulates intellectual thinking,
how it enables creative or individual expression and how it builds a skill set in terms of
art making. (Psychomotor, Effective, Gross Motor Domains):
Students will practice control and intentionality with this project, learning how to be
careful with materials and manipulate/utilize them in potentially unconventional ways. They
will learn how texture is something that can be incorporated into their artwork, and create a
key of different textures and techniques that can be accomplished with tearing paper. These
skills and practical application is something that will be able to translate to their own artistic
practice and individualized creative process.

II.State Standards, Fully cite 3 NCSOS Essential standards in the visual arts as per the
grade level that you are teaching:
● 4.V.1.2 Apply personal choices while creating art.
● 4.V.1.4 Understand how the Elements of Art are used to develop a composition.
● 4.V.3.1 Apply a variety of methods of manipulating a single tool, safely and
appropriately.

III. Concepts or vocab words that you will teach in this lesson? (limit to 3)
● Texture: The perceived surface quality of a work of art. It may be perceived
physically, through the sense of touch, or visually, or both
● Line: It is considered by many to be the most basic element of art. In terms of art, line
is considered "a moving dot"
● Pattern: Design that repeats and can be found anywhere. They can be made by
repeating shape, line, or color.
IV. Introduction Start with a question that leads into your topic- show ppt or
examples/demonstrate!

“Alright guys, who can tell me about the elements of art????” (Then get them to list the
elements until someone touches on texture) “Texture yes! That is going to be a big focus for
today!” (Then, a quick powerpoint on texture)

V. Procedures
Steps of this lesson/what times and materials are required?

1. Show powerpoint
 2. Ask them to then list textures that they may know/have seen
3. Pass out the paper that is to be torn, the paper that is going to be the background, and
a glue stick to each kid
4. Have them write their name and teachers name on the background paper
5. Begin the paper tearing portion of the assignment
a. This will consist of a bunch of different ways of tearing the paper, creating
texture by ripping, tearing, and crumpling. We will also rip shapes out of the
paper to make different pieces for patterns as well.
6. Glue down the finished pattern and texture pieces
7. Label each piece with a name
VI. Evaluation/Assessment
How will you evaluate each student individually?•Advisable to create a rubric with 3-4
things you want to see from student work OR ask students some thought-provoking
critique questions

First and foremostly it will be a visual evaluation as they are working to make sure they are
being respectful of the materials and each other, particularly the glue sticks. Nextly, I want
them to partake in a turn and to their peers to discuss what they learned. Lastly, after they’ve
had the chance to discuss with their peers, asking the class a few questions to assess overall
comprehension.
1. What IS texture?
2. How can one achieve different texture when working with paper?
3. What can adding texture add to a final product/piece of art?

• How will you assess the class as a whole to see that proper learning took place?
What will 80% or more of the class demonstrate that they have learned and/or be able
to articulate about what they learned – so that you know you’ve effectively taught this
lesson?

The finished pattern keys will be collected at the end of class 1 for evaluation and 2 for
students to have access too in the classroom as a resource to utilize later. I will be able to see
that 80% of the class has achieved mastery if that percentage of them have 5 or more
different patterns and textures on their key.

LESSON PLAN FORMAT

Title of Lesson - The Stumpkin Pumpkin (paper tear/manipulation pt. 2)
Projected Length of time - One 35-40ish minute class
Materials needed (art materials, inc. presentation materials):
● Multi-colored construction paper
● Patterned paper (if available)
● Glue sticks
● Black sharpies (optional)
● The book Stumpkin Pumpkin
I. Objectives in your own words address how the lesson stimulates intellectual thinking,
how it enables creative or individual expression and how it builds a skill set in terms of
art making. (Psychomotor, Effective, Gross Motor Domains):
Within this lesson plan, students will begin to experiment with the limitations of material, and
how they can be used in a slightly more non-traditional sense. they will gain perspective on
how paper can be manipulated and effectively change to work to what they want it to be, and
they will practice a very hands-on approach to creation with ripping paper to create a softer
edge to their shapes.
II. State Standards, Fully cite 3 NCSOS Essential standards in the visual arts as
per the grade level that you are teaching:
https://sites.google.com/dpi.nc.gov/artseducation/standards/visual-arts-essential-standards
● 4.V.1.2 Apply personal choices while creating art.
● 4.V.3.3 Create art using the processes of drawing, painting, weaving, printing,
stitchery, collage, mixed media, sculpture, ceramics, and current technology
● 4.V.2 Apply creative and critical thinking skills to artistic expression.
III. Concepts or vocab words that you will teach in this lesson? (limit to 3)
● Composition: Organization of elements in space.
● Expression: In visual arts, a process of conveying ideas, feelings, and meanings,
through selective use of communicative possibilities.
● Organic: Any living or natural shape that is not geometric.
IV. Introduction Start with a question that leads into your topic- show ppt or
examples/demonstrate!

“Good morning guys! Who can tell me what holiday is really close?” after they answer
halloween, I want to ask a few people what they're going to be for Halloween, and then I'll
ask if they know what’s associated with Halloween

V. Procedures
Steps of this lesson/what times and materials are required?
1. Reading “Stumpkin the Pumpkin” to the class
2. Show example piece to the class, explain the individuality aspect of creating
3. Demonstrate paper tearing and how to be careful to make the shapes that you want
(run through an example with them quickly ish)
4. Restate that this is a individual assignment, and you’re making your own little jack-o-
lantern, and I will show examples of different expressions
5. Ask if there are any immediate questions
6. Pass out background paper/construction paper
7. Set the kids loose and let them begin to create
8. Make sure I leave time at the end for the kids to clean up

VI. Evaluation/Assessment
How will you evaluate each student individually?•Advisable to create a rubric with 3-4
things you want to see from student work OR ask students some thought-provoking
critique questions
At the end of the lesson, I want to ask the class some thought-provoking questions.
I want three people to tell me something that they have learned from the lesson, particularly
what they have learned about the technique of making something with tearing paper. I also
want to ask how they think they can use this technique in their own art in the future. I think
with those two questions being answered by fourth graders would be a pretty good indicator
whether they grasped the concept or not.

• How will you assess the class as a whole to see that proper learning took place?
What will 80% or more of the class demonstrate that they have learned and/or be able
to articulate about what they learned – so that you know you’ve effectively taught this
lesson?

I think if I'm able to see visually that 80% or more of the class has a distinct face on their
jack-o'-lantern, then I will know that it went well, and that the kids were engaged and actively
participating in my lesson. I also feel like that will help to assess what they have learned, as
this is a technique of creation that they have likely not done before. I feel like pride in the
finished work is the biggest thing. If this is something that the kids can really get behind and
be proud of creative/expressing themselves then I would call it a success.

LESSON PLAN FORMAT

Title of Lesson - Polar Bear in a Snowstorm (paper tear/manipulation pt. 3)
Projected Length of time - One 35-40ish minute class
Materials needed (art materials, inc. presentation materials):
● Multi-colored construction paper
● Cardstock
● Patterned paper (if available)
● Glue sticks
● Square origami paper
● Glitter (glitter glue?)
● Black sharpies (optional)
I. Objectives in your own words address how the lesson stimulates intellectual thinking,
how it enables creative or individual expression and how it builds a skill set in terms of
art making. (Psychomotor, Effective, Gross Motor Domains):
The goal of this lesson is to stimulate the students' thinking with challenging techniques of
creation that they may have not been exposed to in terms of folding paper. Students will be
allowed to add elements of individual customization within the backdrop of their work and in
dressing their polar bears. Finally an emphasis on patience will be prominent as new methods
are being explored, building off of the previous paper panipulation we have been building
on,, attention to detail is key. Students will also learn about the modern “father of origami'',
Akira Yoshizawa.

II.State Standards, Fully cite 3 NCSOS Essential standards in the visual arts as per the
grade level that you are teaching:
 ● 4.V.2.1 Identify different successful solutions to artistic problems.
● 4.V.2.3 Create abstract art that expresses ideas.
● 4.V.3.3 Create art using the processes of drawing, painting, weaving, printing,
III. Concepts or vocab words that you will teach in this lesson? (limit to 3)
● Background: The area that appears to be farthest away or behind the other objects.
● Foreground: The area that appears to be nearest and in front of the other objects
● Variety: Differences achieved by changing elements in a composition to add interest.
IV. Introduction Start with a question that leads into your topic- show ppt or
examples/demonstrate!
Did you know a piece of paper can be a boat, a plane, a flower, or even a polar bear? Well
today we're going to learn just how that works, by exploring the art of origami. Origami has
been around for hundreds of years, and we're just going to take a little slice of culture as we're
going into the winter season and make some art! (Powerpoint time!)

V. Procedures
Steps of this lesson/what times and materials are required?
1. Percent the PowerPoint, cover basic origami terminology.
2. Distribute the materials after the PowerPoint
3. Create the background for where the polar bears will be sitting
4. Begin origami instruction via the projector thingy
5. Put the polar bears into the scene.
6. Be excited that it is close to Winter.
7. Answer the three questions about the lesson.

VI. Evaluation/Assessment
How will you evaluate each student individually?•Advisable to create a rubric with 3-4
things you want to see from student work OR ask students some thought-provoking
critique questions

4 3 2 1

Creation of The student The student The student The student

background created 3 + created 2 created 1 created 1
mountains and mountains and mountain and mountain and
decorated them decorated them decorated them did not decorate
for their for their for their them for their
backdrop. backdrop. backdrop. backdrop.

Polar Bear There are 2 There are 1 An attempt was There is no

successful polar successful polar made to create a polar bear or
bears on their bear on their polar bear. attempt at a
finished piece. finished piece. polar bear
present on the
 students' work.

Answer the The student can The student can The student can None of the 3
Questions answer all 3 of answer 2 of the answer 1 of the questions are
the questions 3 questions 3 questions answered
correctly correctly correctly

Total Points: _____/12

• How will you assess the class as a whole to see that proper learning took place?
What will 80% or more of the class demonstrate that they have learned and/or be able
to articulate about what they learned – so that you know you’ve effectively taught this
lesson?

I would assess that the class had proper learning occur. I examine their verbal response to me
reaffirming what was taught during the lesson at the end of it. I feel as though assessing the
class after something that is pretty Hands-On would be a good way to approach it. They're
going to be pretty energized by working on this, so I think getting verbal feedback from the
masses would be a good indicator that they were all engaged in the lesson and learning. For it
to truly be a success, I think saying 80% of them being able to make a polar bear on their own
now would be a good indicator.