Вы находитесь на странице: 1из 6
Heather Kippenberger 2 nd - 3 rd Grade CREATING – CON NECTING – RESPONDING -
Heather Kippenberger
2 nd - 3 rd Grade
CREATING – CON NECTING – RESPONDING - PRESENTING
Title: Texture Monsters
Unit Duration/# of Sessions: 2 sessions
Enduring Ideas: Imagination. Throughout times and
across cultures people have used their imaginations to
create fictional creatures. The students will examine
how Sednak morphs his creatures from different
animals. They will learn how to represent this through
the use of Visual Texture.
Lesson Overview: This lesson is inspired by
Maurice Sednak’s “Where the Wild Things Are”.
Sednak’s Monsters feature textures throughout
the entire book. The students will examine the
Artwork from the book and discover how to
create texture. The students will then use
texture to create their own Wild Thing.
Materials:
Paper
Crayons
Texture Examples
Equipment:
MY TEXTURE
MONSTER
HANDOUT
Artists/Art/Artifacts and Art Techniques: Maurice
Sednak, “Where the Wild Things are”, Blending
Key Concepts: Visual Texture Making, Color
Blending, Shades and Tints of colors.
How do we draw what we feel with our hands?
What Different kinds of Animals does Maurice
Sednak use to make his monsters?
Daily Lesson Vignette:
Day 1
Read and Discuss Where the Wild Things Are. {If the
students have already read the book pick a passage or
two and just focus on the artwork of the book}
Work together to pencil in what Monster parts you
observed in the book. (Lions tale, Deer’s antlers, elephant
hooves)
Distribute Texture Handouts.
Provide close ups of the textures of the monsters,
demonstrate how to draw these textures.
Have stude nts work individually on filling the four boxes
with examples of textures that they saw in the book.
Lecture about the tints, shades, and values of colors. (pink
is red with white, burgundy is red with black yellow is
lighter than yellow orange but they a re close in
appearance and in the same family)
Demonstrate how to use crayons to draw texture. Make
sure to mention to always use the darker color to do
outlines and color with the lighter color.
Have students choose two of the textures from the four
examples to practice in crayon on the bottom two boxes.
Introduce the project before students leave and instruct
them to think about ideas.
Links and Attached Files: Youtube Video:
https://www.youtube.com/watch?v=6cOEFnppm_A
Online PDF version of book: https://vk.com/doc -
36125062_65213604?dl=1e8316262989d0e4e7
Accommodations: An interesting extension of the
discussion/demo could be where the instructor brings in
tangible examples of various textures that he/she helps
describe and translate the tangible into a visual
representation.
Those who finish early will be instructed to create an
environment with visual texture to go with their monster.
Another accommodation that could be made would be to
use crayons and watercolor to create a resist instead of
colored pencils or crayons
Vocabulary: Texture, Tints, Shades, Value
Daily Lesson Vignette Continued: Day 2 Start class by examining Artwork from Where the Wild
Daily Lesson Vignette Continued:
Day 2
Start class by examining Artwork from Where
the Wild Things are while reviewing concepts
from last session.
Review coloring techniques.
Talk about how they should make their
monsters. They should have different textures
on each body part. It’s body parts should come
from at least three different sources. (Dog feet,
pineapple head, human ears)
Distribute Monster/Assessment Handout.
Instruct students to sketch three ideas for their
Texture Monsters that they have been thinkin g
about.
When they finish their sketches they are to
choose ONE and draw an arrow pointing to it.
When they are done sketching and choosing a
final one distribute paper and instruct them to
fill up all of the empty space and make their
monster as big as t hey can.
Have students work independently on their
monsters.
Before/while students are finished inform them
of the assessment check section at the bottom of
the handout. Read aloud everything you have
instructed that they have to check off before
they han d it in.
NCAS/GLES/ COMMON CORE: NCAS: VA:Cr1.1.3, VA:Cr2.1.3, VA:Cr3.1.3
GLEs: I.1.A.3, I.3.A.3, II.1.D.3,
(Kid Friendly Objectives connected to standards)
Process Objectives:
• Students will examine the work of Maurice Sednak.
• Students will learn to create visual texture with crayons.
• Students will learn how to use tints and shades of colors to make their texture visually
POP!
Product Objectives:
• Students will fill out the MY TEXTURE MONSTER HANDOUT (parts 1 and 2). Two
sections they will fill out with the teacher and Two they will fill out independently.
• Students will create THREE sketches in the boxes provided on MY TEXTURE
MONSTER HANDOUT.
• Students will fill the ENTIRE or MOST OF the paper provided for drawing their final
monster.
• Students will choose separate textures to embellish their monster limbs and at least
THREE different sources for body parts.
Presenting Objectives
• Students will use the section DID YOU FOLLOW DIRECTIONS? of the MY TEXTURE
MONSTER HANDOUT to check off that they met the requirements of the assignment.
Heather Kippenberger 2 nd - 3 rd Grade CREATING – CON NECTING – RESPONDING -
Heather Kippenberger
2 nd - 3 rd Grade
CREATING – CON NECTING – RESPONDING - PRESENTING
Assessment Notes:
Teacher Reflection:
If the majority of students….
Formative Assessment in the form of
discussion dur ing both sessions, individual
and group teacher - student interactions during
filling out MY TEXTURE MONSTER HANDOUT,
and also during art making time.
Represents FOUR different textures from Where the Wild Things are
on Part 1 of MY TEXTURE MONSTER HANDOUT in PENCIL.
Represents TWO of the textures from Where the Wild Things are on
Part 1 of MY TEXTURE MONSTER HANDOUT in CRAYON.
The last section of the MY TEXTURE
MONSTER HANDOUT is a self - check
assessment. The students will check off the
procedures that they followed correctly. They
should be directed to correct what they
haven’t completed. (If you didn’t put your
name on your paper you can’t check it off until
it’s done). This is so the student knows
whether they completed the assign ment
successfully.
Sketches THREE different ideas for monster on Part 2 of MY
TEXTURE MONSTER HANDOUT.
Fills the MAJORITY of the empty space in their FINAL drawing.
Uses different VISUAL TEXTURE on their texture monster’s body
parts.
Checks off all the boxes on the bottom section of Part 2 of MY
TEXTURE MONSTER HANDOUT.
Then the lesson has been successful.
Supporting Documents Attached:
My Texture Monster Handouts (2)
Exemplar
My Texture Monster Handouts (2)
Texture Monster (1)
.
CREATING – CON NECTING – RESPONDING - PRESENTING
CREATING – CON NECTING – RESPONDING - PRESENTING

Heather Kippenberger 2 nd - 3 rd Grade