You are on page 1of 3


Name: Christina Hartman, Amber LaFerriere

Class & Section 4213-002
Date: 9/27/15
Lesson Plan:
Title of the Project or Lesson:
Making Daisy from A Ball for Daisy.
#1. Goal of Objective of the Lesson:
Students will be able to create multi media artwork inspired by a picture book. Students
will be able to use and describe vocabulary words related to the elements and/or principles of art.
Grade Level:
1st grade.
#1. Alignments with the appropriate Art Academic standards:
Grade 1:
Standard 1: Language of Art: Presenting---The student will identify and communicate
using a variety of visual art terms.
Use appropriate art vocabulary to describe art.
Name elements of art, including: line, color, form, shape, texture, value and space.
Standard 3: Visual Art Expression: Creating ---The students will observe, select, and utilize a
variety of ideas and subject matter in creating original works of art
Use a variety of subjects, basic media and techniques in creating visual art, including
drawing, painting, sculpture, collage, and mixed media.
Demonstrate beginning skills of composition using the elements of art and principles of
Use art media and tools in a safe and responsible manner to create visual art.
#10. Materials Required for the Lesson:
9 x 12 white sulphite paper, 80 lbs; cotton balls; black and red pom-poms; elmer's craft
glue; crayons and colored pencils; googly eyes.
#10. Resources: A Ball for Daisy, by Chris Raschka.
#11. Art Vocabulary of the Lesson:
Shape (in book) 2D, has width, has height, two forms: organic (freeform) or geometric
Form 3D, has width, has height, has depth
Implied Texture (in book) illusion of texture on a flat surface
Real Texture (in multi media project) 3D and can be felt
Foreground located at the bottom of the paper, is closest to viewer, typically the largest
Background located at the top of the paper, is farthest from viewer, typically shows

#2-#3. A: ENGAGEMENT---How will you introduce the lesson and prepare the students?

Introduce and present book, show students each page and ask students to narrate the story
since it is wordless

Discuss how wordless picture books might not tell exactly the same story for every person
because we get to use our own words to describe the picture, ie chased v. ran

Discuss elements used in the artwork. Specifically, shape, implied texture, foreground and
background, which should be prior knowledge from previous lessons.
Say to students, Just as the author featured Daisy in a scene on each page, we will now
create our own scenes with Daisy in them,
#4. B: EXPLORATION---Describe in detail the logically sequenced steps of the lesson:

Show sample of what finished project could look like. Cotton balls glued to the page were
used to create the 3D form of Daisy. Colors were used to design the background and show

At each table, place tub with cotton balls, glue, pom-poms, coloring utensils, and paper.
Have each child begin crafting Daisy in the foreground of the page, allowing each student to
either create her outline first, or start from a blank space. Once her form is created, have the
students glue down the cotton balls. Discuss how Daisy has form and real texture now that she is
3D and can be felt. Walk around classroom and assist where needed. Continue until Daisy is

When students start to finish Daisy, instruct them to either choose a scene from the story or
imagine a place she could be found outside the book. Use the coloring utensils to illustrate the
#7. C: EXTENSION/APPLICATION---Closure of the Lesson:

Have students clean up art supplies and return unused items to tub.

Using turn and talk, have students share their artwork using the vocabulary learned in this
lesson as well as previous vocabulary such as primary and secondary colors. Walk around the
room and ask the groups questions about their artwork.

Hang up artwork for display on art wall. If wall is too full, return some older artwork back
to students.
#9. D: DIFFERENTIATION---Modifications for Special Needs Students:

For ELL students, include some one-on-one or small group instruction on the vocabulary
beyond what is done as a class.

For students who finish work quickly, prompt students to add additional details to artwork
See in artwork: differentiation between foreground and background, use of materials, followed
Gauge knowledge: Create a checklist with all the students names on it. During turn and talk,walk
around and engage students in conversation about their artwork. Students should use appropriate
vocabulary terms and be able to describe them if asked, Mark on the checklist how each student




On Task

Stays on task the

entire time

Stays on task
majority of the

Often off task


Fully completed
the task

completed the task

Did not complete

the task

Understanding of

Able to describe
and use all of the

Able to describe
and use most of
the learned

Unable to describe
or use most of the