Lesson Plan

Title:_____Textile Center______TAB______________________

Length:_________________________________

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.

The students will be asked what the word textiles means, and what fibers artists are/do. They will be asked how many of them have used fabrics to create art
before. (Such as sewing, weaving, knitting, etc.)

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)

Your grandmother is one of the greatest seamstresses in the world and has been urging you to follow in her footsteps. There is a national juniors
sewing competition being held in your town in a month and you want to take this opportunity to make your granny proud so you enter in the
contest but must first learn how to sew.

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.

Engage and persist

Exploration
1

Influence
Inspiration
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. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level Expectations (GLEs) to Enduring
Understandings.

Students will practice decision-making processes by having full control over their artwork
Students will engage and persist in their artwork by taking something challenging and unfinished and pushing themselves to completion.

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
Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. Aligned to: Blooms Standards GLEs - Art learning and, when appropriate, Numeracy, Literacy and
Technology. Should be written as: Objective. (Blooms: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

Given a choice of material and medium TSWBAT make decisions that push them as an artist - Observe and Learn to Comprehend
Given textile materials TSWBAB stretch and explore their understanding of 3D by playing with different materials
- Invent and discover to create
Given their completed work TSWBAT reflect on what they made by explaining and sharing their work with the class
-Envision and Critique to Reflect
Given their started work, TSWBAT engage and persist on their artwork to create a finished piece that they care about
- Invent and discover to create

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:
(Multiple means for students to access content
and multiple modes for student to express
understanding.)

Extensions for depth and complexity:

Access (Resources and/or Process)

Expression (Products and/or Performance)

I will accommodate for 1st -3rd by having them sew with

very large needles, yarn, and an embroidery hoop on
burlap rather than stitching cloth together to make a
pillow like 4th-5th

TAB/Studio Art is all about differentiation and

accommodation. The students have access to
multiple mediums and they get full choice about
which materials they use and what they decide to
make.

Access (Resources and/or Process)

Expression (Products and/or Performance)

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.

The students will be able to discuss the challenges and triumphs they had when creating their artwork to a peer and they will relay what they have been told
to the class at large.
Vocab: Textiles, fibers, running stitch, embroidery hoop

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.

Needles
Cloth
Burlap
Embroidery hoop
Embroidery thread
Yarn
Sewing pins

Stuffing
Sharpies

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.

Stitching handout (I made it, in appendix)

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

Cut yarn
Cut burlap
Get embroidery hoops
Cut cloth
Set up center
Make stitching handout
Organize pins and needles for tables
Get embroidery thread set up for tables

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

Students will be thoroughly versed in scissor safety when cutting yarn or fabric. They will also be thoroughly versed in needle safety and all needles will be
counted when taken out to assure that none go home in students pockets.

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate students 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.

Students will be told that we are opening a new center and will be told/shown all the different material choices they have with that new center.

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.

TAB/Studio art is all about ideation through playing and exploring with materials, they will gather ideas from the demonstration and from their peers and from
the materials themselves. Then they will simply start making and let the ideas come to them and often times some of their early projects will act as the
ideation process until they figure out what they really want to do.

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
1

Instruction - The teacher will... (Be specific about what

concepts, information, understandings, etc. will be taught.)
Identify instructional methodology. KNOW (Content) and
DO (Skill)

Learning - Students will... i.e.: explore ideation by making

connections,
comparing, contrasting; synthesize possibilities for each painting
technique; etc. (Be specific about what will be the intended result
of the instruction as it relates to learning.) UNDERSTAND

Time

1. Students will arrive and sit down.

2. They will be asked about what they made last
week and told that we will be opening up a new
center.
3. The word textiles will be given to the students and
they will be questioned about what it means.

4. Samples will be shown of what the students are

trying to complete today
5. They will be told that it is a have to and that
everyone is going to learn the basics of the textile
center so that they may use it in the future if they
wish
6. They will be told and shown the exact skills they
will be learning today, pinning cloth, threading a
needle, tying a knot, basic running stitch, turning
inside out, stuffing, closing with whip stitch.
7. The cloth will be passed out and the teacher will
demonstrate how to pin and then the students will
attempt to pin their cloth
8. The teacher will demonstrate how to tread their
needle, then needles will be passed out and the
students will attempt it.
9. The teacher will demonstrate how to tie a knot at
the end of the thread and then the students will
attempt it on their own
10. The teacher will demonstrate how to start a
running stitch and where to start it, where to stop
it, and some classic places the students could go
wrong and then the students will start to stitch
their cloth (work time)
11. The teacher will demonstrate how to turn the cloth
inside out, how to stuff it, and how to do a whip
stitch to finish and tie off then the students will
attempt to finish off their pillows
12. Pencils and Sharpies will be handed out and the
students will be encouraged to decorate their
pillows
13. We will clean up, each student putting away
whatever they got out and getting their work to a
place they can stop by tying off.
14. (if we have time, wont have time with 4th) The
teacher will find exemplary examples to share with
the class that demonstrate good hard work and
persistence.
15. The teacher will ask students about what
challenges they had with the have to today

Day
2
Day
3
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.)

Why did you do that?

What challenges did you face in your work?
How did you make that?
What was your idea behind that?
What was the greatest success you felt about your work?

The teacher will go around from student to student asking questions about their work such as the questions above. At the end of the day students
will have time to share with their peers (depending on how well they clean up) in a variety of ways. Either a gallery walk where they see what
everyone in the class has made, or a partner share where they explain what they made and the teacher will ask students to share about what their
partner made, or they could just stand in front of the class and explain their project and receive prompting questions from their teacher or their
peers so that they really reflect on what they have made.

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.

Have the students explored and pushed themselves as an artist?

Have the students created a finished piece by engaging and
persisting?

It is a checklist I do every week with 3 different criteria. Using a

check, check plus, and check minus grading scale
-Stretch and Explore
-Engage and Persist
- Reflect

Have the students reflected on their work by sharing with the class
and answering deeper level questioning?
7

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.)

This lesson was a very interesting one where it went extremely well with about half the classes, I was incredibly impressed with their
engagement and abilities by the end but with about a third of my classes it totally bombed. I had seen with previous lessons that I hadnt done a
good enough job about differentiating for each age group that grade level can have a huge impact if you dont take it into account. I really
focused on that for this lesson and had tailor made mini lessons and demonstrations for the different grade levels, however this had nothing to do
with grade level. I had a whole day that was terrible and not into it except for one 2nd grade class and then I had a few other sporadic classes that
did poorly throughout the week. It was very interesting to see and I am still not completely sure why some students reacted so well to it while
others reacted so poorly but it could have simply been the nature of the material and some students were put off by textiles and sewing. I saw
some awesome engaging and persisting from a lot of students however, ones that I honestly did not think would have the patience for textiles but
they pushed through and worked on their textiles for 3-4 classes in a row. If I could do it again I am not sure about what I would change, I think
that I did a good job of explaining things step by step and their were multiple areas to view the information if the students were not paying
attention and it clearly worked very well far a good majority of my students. I think the biggest thing I would have changed was my classroom
management style when I was having a day of difficult kids, I should have tightened everything up so that the students who were really
interested and engaged in those difficult classes were not hurt by the actions of their peers.

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

8/9/15 Fahey