Teacher reads Little Quack to the class.
Throughout the story the teacher is focusing on key visual elements shown in the illustrations. Teacher openly discusses with students the visual elements of the story. Prompting them to discuss the color, shape, and textures that they saw.
Teacher: "Was Little Quack big? small? Were his feathers orange? or were they yellow? Were Little Quack's feathers soft? or were they rough"?
After the class discusses the visual elements of the story, the teacher informs them that they are going to create their own Little Quack.
The teacher reviews the rules of using paint in the classroom before distributing any materials.
After reviewing the rules, the teacher distributes one paper plate to each student. As a class, the teacher models how to fold their paper plate in half. *The teacher walks around and helps those students who may need additional assistance in folding their paper plate.
Once all paper plates have been folded, the teacher then distributes the paint and paint brushes to each student directing them to apply paint to the outside of their folded paper plate.
Once paper plates have been painted, the teacher will distribute the feathers. The teacher will inform the students to apply their feathers to their duck's body. This allows the student to explore and create texture while creating a piece of art.
After the Feathers have been applied, the teacher will distribute the yellow circles, orange duck bills, and two googly eyes to each student. As a class the teacher will model the steps to assemble their duck's face.
Once the duck's face has been assembled, the teacher models how to paste the duck's face to the body.
In closing, the teacher allows each student time to explore their final piece of art work. The teacher prompts students to use some of their art vocabulary words such as, color, shape, and texture when they are describing their Little Quack to the class.