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Hilary, Lena, and McKenna

Lesson 1: Discovering Shapes Through Reading and Exploring


Grade Level: Kindergarten
Total Time: 1 hour
20 Students
(We will all take turns taking photos of each other teaching the class
and students working.)
PREPARATION
MATERIALS:
-Go Away Big Green Monster book
-Shape necklaces for scavenger hunt
-5 triangles
-5 circles
-5 organic
-5 beans
-Large shapes for scavenger hunt (either outside or in
hallway)
-5 Circles (hula hoop, circle sled, plates.)
-5 Triangles (hangers)
-5 Beans (made with poster board)
-5 Organic (made with pipe cleaners)
RESOURCES:
-Go Away Big Green Monster book
VOCABULARY:
-Shape: a two-dimensional area defined by lines, colors, or
values
-Geometric shape: such as circles, triangles, or squares
have perfect, uniform measurements and dont often
appear in nature
-Organic shape: free form, unpredictable and flowing in
appearance
-Circle: a shape that is always the same distance from a
center and is a continuous line with no points
-Oval: a continuous line with no points; having a rounded
and slightly elongated outline or shape, like that of an egg
-Triangle: has three straight sides and three angles
-Color: An element of art
-Construction paper: a strong, absorbent, semi-textured
paper available in a wealth of colors and used for paintings
in tempera, drawings in crayon, and oil pastel,
printmaking, collage, and paper sculpture

TEACHING THE LESSON


OBJECTIVES:
Students will:
-Identify shapes in nature
-Use mobility in a time-constricted environment
CR.1.K.1
Engage in exploration, imaginative play, and self-directed
play with materials (e.g., art-making tools and materials,
found objects)
P.5.K.1
Explain the purpose of portfolios, collections, and displays
of artwork (e.g., keeping records, showing growth)
R.7.K.1
Describe, with guidance, the uses of art within ones own
environment
INTRODUCTION:
Hilary will begin the lesson by asking students, By raising
your hand, can you name shapes for me? After we spend
a moment on this, she will tell the students we are going to
read the book Go Away Big Green Monster and that she
wants them to pay close attention to the shapes they see
that create the monsters face. She will read the book twice.
The first time she will read straight through, and the
second she will stop on each page to discuss. She will ask
the class, What shape do you see? She will give the
definition for each shape (how many sides it has, what
makes it geometric/organic, etc.) as the class names the
shape. She will also ask what each part is used for as far as
your senses go. What does the monster use his eyes for?
Nose? Mouth? Ears? Teeth?
(25 minutes)
STUDENT ACTIVITY:
Hilary and Lena will distribute the shape necklaces while
McKenna explains to the class what they will be doing.
Because students sit at 5 tables of 4, they will be in groups
this way. Each group will have 4 shapes to find (triangle,

circle, bean, and organic) but within that table each


student will be given 1 of the shapes to find. She will tell
the class that we will go outside (or in hallway) and to stay
together until she says, Ready, set, go! She will also tell
them that the first group to get all of their shapes get to
choose the head shape paper first next week (tell them we
have some shiny metallic paper). While we are outside (or
in hallway), all 3 of us will help as needed. Once all the
shapes have been found, we will regroup and sit down.
McKenna will ask the students, What shapes do you see
out here in nature (or hallway/classroom)? Can someone
point out a triangle? A circle? Etc.
(25 minutes)
CLOSURE/CLEAN-UP:
We will go back inside and Lena will explain to the class
that next week we will create a monster mask by following
along with the book. She will ask them to look in nature
over the next week for shapes they can find and explain to
the class next week. She will talk about different ways you
could display the monsters, but that we are going to create
masks and take a photo of them as a whole. She will then
ask one student at each table to bring the shape necklaces
to McKenna and a different student at the table to bring the
big shapes to Hilary.
(10 minutes)

Hilary, Lena, and McKenna


Lesson 2: Creating Monsters With Shapes
Grade Level: Kindergarten
Total Time: 1 hour
20 Students
(We will all take turns taking photos of each other teaching the class
and students working.)
PREPARATION
MATERIALS:
(All supplies that students need will be on their tables)
-Go Away Big Green Monster book
-25 paper plates with popsicle sticks already glued on
-25 glue sticks
-25 scissors
-10 color shape options for each shape at each table
(waiting on teacher to let us know if we should have
shapes already drawn on paper for students to cut out or if
they are capable of cutting out the shapes with no
template)
-Circle
-Oval
-Triangle
-Bean
-Ear
-Head
-50 googly eyes
-125 to 150 pipe cleaners for monster hair (variety of color)
-Each student gets 5
-tape
RESOURCES:
-Go Away Big Green Monster book

VOCABULARY:
-Shape: a two-dimensional area defined by lines, colors, or
values
-Geometric shape: such as circles, triangles, or squares
have perfect, uniform measurements and dont often
appear in nature
-Organic shape: free form, unpredictable and flowing in
appearance
-Circle: a shape that is always the same distance from a
center and is a continuous line with no points
-Oval: a continuous line with no points; having a rounded
and slightly elongated outline or shape, like that of an egg
-Triangle: has three straight sides and three angles
-Color: An element of art
-Construction paper: a strong, absorbent, semi-textured
paper available in a wealth of colors and used for paintings
in tempera, drawings in crayon, and oil pastel,
printmaking, collage, and paper sculpture
TEACHING THE LESSON
OBJECTIVES:
Students will:
-Assemble an arrangement of shapes to create a
monster
-Use mobility in a time-constricted environment
-Select colors to express their individuality
CR.1.K.2
Engage in creative art making through imagination and/or
guided observation (e.g., leaves as collage medium, markmaking)
CR.2.K.2
Utilize traditional and/or new media and tools safely and
appropriately, with guidance conservation norms
R.9.K.1
Explain reasons for choosing preferred artworks
CN.10.K.1
Explore ways a story can be told (e.g., visual, verbal,
written, performed) through art
INTRODUCTION:

McKenna will ask questions Do you remember what book


we read? What shapes do you remember? What shapes did
you find in nature this past week? She will then explain
that students will be following along cutting and gluing
their shapes as Lena reads the book. They are to follow
along and do one shape at a time, they cant go ahead.
She will show students the proper way to use glue and
scissors. The three of us will then take turns talking about
the monsters we created and explain why we chose the
colors that we did.
(10 minutes)
STUDENT ACTIVITY:
As Lena reads the book, students will cut the shapes out
(or glue if on eyes or tape if on hair). They will have a
variety of color choice so they can make their monster
unique because we are only focusing on shapes in this
lesson. While Lena reads, Hilary and McKenna will walk
around and help the students with their monsters as
needed. While reading, Lena will ask questions, What
shape is this? How many sides does it have? Is it geometric
or organic? Etc. If the lesson takes a shorter amount of
time we planned for, we will have students name their
monster and draw a home for where it lives on the back of
their paper plate. Half way through this lesson we will take
a 1-2 minute break to stand up behind your chair and play
a short game of Simon Says that relates to your senses.
Examples being pointing to what you smell from, what you
see out of, wiggle what you grab things with, etc.
(40 minutes)
CLEAN-UP:
Hilary will nominate one student at each table to pick up
the glue and a different student to pick up the scissors and
bring to her. Lena and McKenna will go around to collect
paper scraps to throw away, extra pipe cleaners, and
googly eyes. Once the classroom is picked up, she will ask
students if they would like to share their monster and tell
us why they chose the colors that they did. She will also
ask what their favorite shape is on their monster and why.
Hilary will tell students to get in a group so that we can
take a photo of the whole class holding their masks.
(10 minutes)

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