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  This lesson provided by:  
Author:Anna Sears
System: Russell County
School: Russell County Board Of Education

  General Lesson Information  
Lesson Plan ID: 33060

Title:

Little Quack

Overview/Annotation:

After reading the book, Little Quack, students will explore and recreate a picture from the story using several different textures.

This is a College- and Career-Ready Standards showcase lesson plan.


 Associated Standards and Objectives 
Content Standard(s):
AED (K) Visual Arts
1. Use selected materials to produce works of art.
Examples: water-soluble paint, clay
  • Creating works of art using a variety of traditional processes
  • Examples: crayon-resist paintings, folding and curling different kinds of paper
  • Creating two- and three-dimensional art forms
  • Examples: finger paintings, paper collages, clay pinch pots
  • Recognizing safe and proper use and care of basic tools, materials, and supplies, including scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay
  • Example: properly holding and using scissors to cut paper
     
    AED (K) Visual Arts
    2. Use line, shape, color, texture, and repetition to produce works of art.
    Examples:
    line--curved, straight, jagged, zigzag, bumpy, wavy;
    shape--circle, triangle, square;
    color--primary, secondary;
    texture--rough, smooth, soft, furry;
    repetition--pattern
     
    AED (K) Visual Arts
    9. Identify similarities among the visual arts and other disciplines.
    Examples:
    language arts--viewing illustrations in literary selections by authors or illustrators such as Eric Carle, Gerald McDermott, and Dr. Seuss;
    social studies--identifying similarities and differences in clothing styles worn by people of various time periods, cultures, and professions
     

    Local/National Standards:

     

    Primary Learning Objective(s):

    Students will be able to select different materials, such as line, shape, texture, and color to create a piece of artwork.

    Additional Learning Objective(s):

    Students will be able to identify similarities among the visual arts and other diciplines in order to create a piece of artwork.


     Preparation Information 

    Total Duration:

    31 to 60 Minutes

    Materials and Resources:

    Construction paper (yellow and orange), feathers (yellow), paper plates (one per student), paint (orange and yellow), and googly eyes

    Technology Resources Needed:

     

    Background/Preparation:

    Prior to this lesson:

    • Teacher should trace ONE of each of their students' hands and have them already cut out for this project.
    • Have one small circle cut out for the duck's head.

    Have students bring in a picture they found (with parental help) of a duck to present to the class. The teacher can display these pictures using the document camera. 

    Teacher reviews with students the different visual elements they can discover when reading a book.

    Key Vocabulary: line, shape, texture and color

    Teacher models each step of the activity using a document camera in order to keep students on task.


      Procedures/Activities: 
     

    1. Teacher reads Little Quack to the class.

    Throughout the story the teacher is focusing on key visual elements shown in the illustrations. The teacher openly discusses the visual elements of the story with students; prompting them to discuss the color, shape, and textures 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?"

    2. 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.

    3. After reviewing the rules, the teacher distributes one paper plate to each student. The teacher models how to fold the paper plate in half to the class. *The teacher walks around and helps those students who may need additional assistance in folding their paper plate.

    4. Once all paper plates have been folded, the teacher then distributes the paint and paintbrushes to each student directing them to apply paint to the outside of their folded paper plate.

    5. 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.

    6. After the feathers have been applied, the teacher will distribute the yellow circles, orange duck bills, and two googly eyes to each student. The teacher will model the steps to assemble the duck's face to the class.

    7. Once the duck's face has been assembled, the teacher models how to paste the duck's face to the body.

    8. In closing, the teacher allows each student time to explore their final piece of artwork. 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.



      Assessment  

    Assessment Strategies

    Students will be assessed both formatively and summatively. 

    Formative: Asking and monitoring students' progress throughout the activity.

    - Can students create an accurate piece of artwork based off the picture of Little Quack in the story?

    - Does the student successfully use color and textures to create their piece of artwork?

    Summative: Collecting and grading student's final art based on effort, participation, and accuracy. 


    Acceleration:

     

    Intervention:

    For the students who may not finish in the alloted time given, the teacher can allow additional time at the end of the school day to complete the activity.

    Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

    Presentation of Material Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior

    Be sure to check the student's IEP for specific accommodations.
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