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NEW
FEATURE! CREATE AN INTEGRATED - COMPREHENSIVE LESSON!
Join
the fun! Take the challenge. Download this lesson and add your
own "twists". What artists will you use? What art
prints? What music will you use to inspire your students? What
kind of movements or dance will the children do? How will you
relate this to their environment? How will you integrate the
core subjects? Will you alter the materials? How?
Submit
your revised lesson to Incredible Art Department with an example
of student work. Send lesson and images to Judy
Decker
LESSON
SUMMARY FROM PAM STEPHENS
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Title of
Lesson
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Who is Eating
the Sun?
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Grade Level
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K
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Objectives(s)
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Student will:
- Identify
simple subjects expressed in artworks
- Develop
and demonstrate manipulative skills when drawing
- Reflect
upon processes and ideas
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Essential
Questions
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What is a subject
in art? In
reading?
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Resources &
Materials
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Who is Eating
the Sun? R. Sonneborn
12” x 18”
manila paper
Crayons
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Motivation
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Ask students to
listen carefully as the story is read to determine what
the story is about. Tell
them that they will decide the answer to the title.
Look at masterworks with animals or time of day as
the main idea.
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Activities/Sequence
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Draw a Picture to
Show Who is Eating the Sun
- Read
the book
- Distribute
materials
- Ask
students to draw who they think is eating the sun
- Add
a sun in eclipse.
- Share
endings
- Reflect
upon processes and ideas
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Assessment
Rubric
Objective
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Novice
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Acceptable
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Mastery
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Accurately
identify simple subjects expressed in artworks
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Cannot
or will not accurately identify simple subjects expressed
in artworks
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Identifies
simple subjects expressed in artworks with limited
accuaracy
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Accurately
identifies simple subjects expressed in artworks
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Develop
manipulative skills when drawing
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Cannot
or will not develop manipulative skills when drawing
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Demonstrates
limited development of manipulative skills when drawing
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Demonstrates
strong growth of manipulative skills when drawing
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Thoughtfully
reflect upon processes and ideas
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Cannot
or will not thoughtfully reflect upon processes and ideas
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Reflects
upon processes and ideas but with narrow supporting
evidence of understanding
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Thoughtfully
reflects upon processes and ideas while providing
supporting evidence of understanding
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Student
Reflection
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Name
_______________________ Teacher __________________ Date
_______
How
is a story like a picture?
How
is an author like an artist?
How
does your picture tell a story?
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© 2004 Pam
Stephens
[EARLY CHILDHOOD LESSONS] |
