Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Morgan Dahme & Samantha Stethem

Grade Level: 3rd Grade

Subject: Art
Date: November 19th, 2020

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
- 3.VA.Cr.1.1 - Elaborate independently on an imaginative idea.
- 3.VA.Pr.5.1- Identify exhibit space and prepare works of art including artists’ statements for presentation.
- 3.VA.Re.8.1.a - Determine messages communicated by an image.
- 3.VA.Cn.10.1.a - Create a work of art that is motivated by personal observations of surroundings.
List the Rationale (cite theories or theorists):
- Claes Oldenburg focused on creating everyday items that were magnified to reverse the traditional relationship between the
viewer and the object. Oldenburg wanted to use art to get us to look at ordinary things in new ways. By making them super
large or strangely soft, we as viewers are forced to confront these common, ordinary things as something else, as art.
- Feathers on a turkey are normally viewed as soft, while in this project they are portrayed harder due to the usage of
construction paper.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound). Use the
following format: “Students will be able to…”
● 3.VA.Cr.1.1- Students will be able to independently create a background based on an imaginative idea.
● 3.VA.Pr.5.1- Students will be able to identify space and prepare works of art including artists’ statements for presentation
by sharing with the class their project and explaining what they are thankful for.
● 3.VA.Re.8.1.a - Students will be able to determine what they are most thankful for by creating a representation in the
background image.
● 3.VA.Cn.10.1.a - Students will be able to make a personal connection between their background information and five
things that they are thankful for.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the age/developmental level of
the students.

-Students are currently in the “Golden Age of Child Art” according to Victor Lowenfield, which allows students to have the
opportunity to write down what they are most thankful for as this is a period of self-awareness.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of gifted students, tho
students’ physical needs, and those due to cultural characteristics).
- 9 girls
- 1 boy
- Online students

Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic proficiencies/behavioral
differences; areas of interest).
 - Having basic knowledge of 3D design.
- Having basic fine motor skills to write on and cut construction paper.
- Having a basic knowledge of what they are thankful for.
- Knowing the difference between 2D vs 3D in forms, such as paintings and sculptures and with animation.

List the materials/resources you will need to teach the lesson.

- Yellow, orange, red, brown construction paper.

- Background Construction paper of their choosing.
- Turkey body and feather stencils.
- Turkey’s beak, snood, and turkey feet sheet for students to color.
- Googly eyes
- Crayons/Markers
- Glue
- Scissors

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it will enhance
instruction and student learning.
- Computer, Smart Board, and Projector.
- Show examples of 3D sculptures - Claes Oldenburg’s work.
- Show Presentation while students are cutting out the strips of paper for the feathers.
- Show examples of 3D sculptures that have been created.

Accommodations: Base this on the information you provided for Classroom Demographics and Knowledge of Students
above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners and
accommodate differences in students’ learning, culture, language, etc. *
- Students may have a partner to help glue their project.
- Online students may draw eyes, beak, snood, and feet on their turkey.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of understanding toward the
learning objective(s) prior to teaching the lesson.

- What is the difference between 2D and 3D? (Show examples) baseball vs. CD, sculptures vs. paintings, video clips of 2D
animation and 3D animation
- 3D feathers
- List some things you are thankful for (begin thinking about it as you are cutting).
- Think about the feathers and think about how we are going to make them 3D by looping.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated they know) will
be used to design the lesson objectives, instruction, and post-assessment. (Include charts, graphs if applicable)
- The assessment will allow for the teacher to see whether or not the students have a full understanding of what 3D design is.
- The assessment will also allow for the teacher to get a full understanding whether or not the students know the difference
between 2D design and 3D design.

Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs to keep
students on task and actively engaged throughout the lesson.

- Students will be sitting at tables with one other person but working alone.
- Students will have the opportunity to get up and grab different colors of construction paper.
- Students will only be allowed to have two (2) students at a paper table at a time.
- Students will raise their hand if they need assistance from the teacher(s).

Implementation
“I Do”

(Teacher introduces lesson and models expected outcome(s) of learning objectives)

Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of
the objective.
1. Introduce our subject of 3D Crafts.
2. Make sure that everyone has the needed materials.
a. construction paper, stencils for the feather paper strips and turkey body, glue, and crayon/marker for writing what
they are most thankful for.
3. Pre-assessment
a. Which object is 3D? baseball or CD
b. Art examples 3D or 2D - sculptures are 3D and paintings are 2D
c. 2D animation vs 3D animation video example
d. Brother Bear video example of 2D - https://www.youtube.com/watch?v=2qGT2DmPOTc
i. Everything in a 2D animation had to be drawn, usually frame by frame. You draw whatever is seen.
e. Frozen video example of 3D - https://www.youtube.com/watch?v=y64SXA3P0Xk
i. 3D you don’t even really need to be able to draw. The character is almost like a puppet, you can control it in
an environment of your choosing. 3D you have to be aware of all parts of the character at all times because
they can always be seen. Uses a lot of graphs and controls, math has a lot to do with 3D animation.
4. Definition of 2D and 3D
a. 2D = height and width
b. 3D = height, width, and depth
5. History of Sculptures
6. Claes Oldenburg information
7. Show more examples of Claes Oldenburg’s sculptures

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to
meet the learning objective(s).

- Together as a class we will briefly go over what the difference is between 2D and 3D design.
- I will have the students give me a “thumbs-up,” “thumbs-down,” or a “thumbs-sideways” telling me how much they truly
understand what we are talking about.

- Start the craft.

- Give students a couple of minutes to think of one or two things that they are most thankful for.
- Have students write the words “ I am most thankful for....” on the top left corner of the construction paper.
- Have students draw the one or two things they were most thankful for.
- Model to students how to trace the stencil of the strip of paper, and then cut multiple strips at one time. They will
need 7 yellow, 6 orange, and 4 red.
 - Model how to glue the strips of paper into “loops” so that they are 3D feathers

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives?

- Students will give us their “thumbs” on their understanding of 3D design and the assignment.
- The students will work on their project, following teachers instructions.
- Students will cut out strips of paper - 7 yellow, 6 orange, 4 red.
- Students will trace the body of the turkey onto their background before they start gluing their strips of paper.
- Students will glue their paper on the background construction paper, starting with a layer of 7, fanning out to make
the leaves of the Turkey, then gluing the orange layer on top of the yellow, and lastly they will use two of the four
red strips of paper to write what they are thankful for and then they will glue the strips of paper down over the
orange layer.
- Students will use the stencil of the turkey body, to cut one of their own out of brown construction paper.
- Students will also use the crayons/marker to color in the eyes, a beak, a snood, and two legs of the turkey.
- Students will put their name on the front of their art.
- Students will take a picture of their art and upload it to their blog, including information needed.

Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught interactively
(whole/small group, etc.).
- I will end the lesson by saying, “Students, it is now time to set down your materials and have your eyes on me.”
- I will wait for the students to set down their materials and make eye contact with me.
- I will ask the students if they can remember the major difference between 2D and 3D and ask for an example of an object to
go with each.
- I will then ask the students to raise their hands and volunteer to share one thing that they said they were thankful for.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure students’ level of
understanding toward the learning objectives after teaching the lesson.
Rubric

Analyze
Post Assessment: Based on the results of the Pre- and Post-Assessment, to what extent did students achieve the learning
goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.

If applicable, insert a table/chart/graph before your explanation.

----

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe what went well
and what areas you need to revise in the future. Cite examples (from video) that support your conclusions.

Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision? Cite examples
from the lesson plan, video, and/or student work that would prompt revisions.
All in all, I think the lesson went really well. I was extremely nervous before we started our lesson because I have never taught a full
50-minute lesson before. Sam and I worked really well together and it was fun to see how it is like to be in a “co-teacher” situation.
We had to organize our presentation, so that we each were teaching what we wanted too and tried to make it as equal as possible.
We knew that in order to keep college students to stay engaged, that we would have to show some videos of 2D and 3D animation.
This provided real-life examples of animations that they have most likely seen or at least had heard of. I also made sure that I
modeled the entire activity on the document camera so that everyone could see what I was doing. Every time we finished a step for
the activity, we asked the students to give us a thumbs up to show that they were finished with the step. This really helped us know
how fast to move onto the next step in order to best meet the needs of every student. It also helped that Sam was able to observe
the students pretty much the entire time. I cannot think of many major revisions, but I do like the idea of creating an actual
background for our turkey to “stand” on. Instead of having our students show what they are most thankful for on the side of their
turkey, I think it would be awesome (if it was more than a 50-minute lesson) to have the students paint a background using the
entire page, and then make a turkey the same way we did, but larger, so it also could fill up the entire page. I would still incorporate
what our students are most thankful for, by having them write on half of the red feathers something they are thankful for. This
would also be where I incorporate Language Arts, and have the students write a short essay about what they were thankful for and
why.

Morgan's example of the project.

Samantha’s example of the project.