1st Grade Lesson Plan // Title: Home Sweet Home // Length: 4-5 weeks

Note: Before you plan and write art experiences; pre-assess your students based on the proposed
concepts, enduring understandings, and objectives of the unit/lesson(s). You may also gather this
information from (previous) teachers, by reviewing already completed art work, consulting
curriculum materials, etc., to get a better understanding of what content students already know
and what they will need to know to be successful.

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of
your students based on the concepts/enduring understandings/objectives of the lesson. (Hint: turn these into questions.) Be specific in
describing what you would recognize as proficient skill/knowledge.

After discussing with classroom teachers, it is my understanding that the students will be
learning about houses and homes around the globe in their current unit within the
classroom. Working with the classroom teachers, I was able to design a project that
allows each student to take the idea of a home and explore it in clay materials.

Knowing the extent of clay exposure the students had in their first year in school
(kindergarten), I know that the students have never worked with clay techniques such as
scoring and slipping, slab rolling/building, stamping, drawing, etc.

The students will have an experiment day where I introduce them to the different clay
techniques, and I will observe during class time to see if the students are grasping the idea
of how to use each technique before actually introducing the project prompt.

Questions to ask:
Can students draw and cut shapes from a slab?
Do the students have the skill set necessary to cut and construct the project
themselves?
Would templates make the students feel more confident and comfortable building
the project, or would they be better off designing and constructing it themselves?
What interests in materials do the students have that would get them more excited
about the project itself?
What coloring techniques can first graders use to finish the project that fall within
their skill level?
Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative
the students take on a role and create a learning product about a specific topic for a certain audience. (RAFT Role / Audience /
Format / Topic)

The students will become the designers of a home for this project and think of houses and
what makes them a home. The students will be making this project to explain to the
audience (friends, family, teachers, and art viewers) what home means to them. The
project task will be completed by constructing a hanging clay piece that is the shape of a
house, drawing a composition of what is seen through the window, and using beads to
represent personal meaning of their house.

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of
concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox, Influence, Style, Force, Culture,
Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and
Observation Look for concepts in the standards, content specific curriculum, etc.

Technique, materials, personal meaning

Enduring Understanding (s):

Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring
understandings not only link two or more concepts; but demonstrate why this relationship is important. Like concepts, they are
timeless, transferrable and universal. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level Expectations
(GLEs) to Enduring Understandings.

1.) Artists use art techniques and materials to make visual art with a personal
meaning.
a.) I can use art materials and techniques to create art with a personal meaning
Standards: (All lessons should address all
standards.)
1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. A
ligned to: Blooms
Standards GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology. Should be written as: Objective.
(Blooms: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

1. Given a pre-cut template of basic geometric shapes, SWBAT construct a clay home from a
clay slab using scratch attach techniques. (Blooms: Create, Standard: Create, GLE: Create art
to communicate ideas, feelings, or emotions, Art Learning: Materials/Techniques, Math)
a. I can build a clay house using a template and scratch attach
2. Using an ideation sheet, SWBAT design different ideas of what can be seen through the
window of their home. (Blooms: Create, Standard: Create, GLE: Create art to communicate
ideas, feelings, or emotions, Art Learning: conceptual ideation personal grounding)
a. I can sketch different ideas of what I see in the window of my house
3. On a final copy paper, SWBAT transfer their rough draft window composition idea into a
final draft. (Blooms: Create, Standard: Create, GLE: Create art to communicate ideas, feelings,
or emotions, Art Learning: Materials/Techniques)
a. I can make a final copy of what I see in the window of my house
4. After watching class demos, SWBAT apply an oil pastel and paint technique to their clay
houses to finish their pieces. (Blooms: Apply, Standard: Create, GLE: Create art to communicate
ideas, feelings, or emotions, Art Learning: Materials/Techniques)
a. I can use oil pastels and paint to finish my clay house
5. Using pre-tied string, SWBAT attach beads to their clay home that represent personal
meaning. (Blooms: Create, Standard: Comprehend, GLE: Art represents and renders the stories of
people, places, or things, Art Learning: Materials/Techniques)
a. I can attach beads, to my clay home, that mean something to me.
6. Using a student handout, SWBAT explain what each bead means to them in detail. (Blooms:
Comprehend, Standard: Transfer, GLE; Visual arts relate experiences to self, family, and friends,
Art Learning: Critical reflection/ aesthetics/ transfer, Literacy)
a. I can explain what each bead means on my house
7. Using a guided sheet, SWBAT reflect on their work by writing a small artist statement.
(Blooms: Analyze, Standard: Reflect; GLE: Visual arts provide opportunities to respond to
personal works of art and the art of others, Art Learning: Critical reflection/ aesthetics/ transfer,
Literacy)
Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe
the strategies you will use for students who are already proficient and need growth beyond what you have planned for the rest of the
class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.

Differentiation Access (Resources Expression (Products and/or Performance)

: and/or Process)
(Multiple means for
students to access
Will provide Students will be provided a wide array of techniques and different
content and multiple visual, physical, materials so that they can choose which method they use to
modes for student to and auditory complete the project.
express examples for all
understanding.)
students so that all Students will be given the option to explain audibly, one on one,
the different for student responses and critiques.
learning styles are
met. Students will be shown step by step how to complete the project
in order to fully understand one piece at a time.
Speech to text for
student responses
on exams/quizzes
or critiques, or
oral explanation

Extensions for Access (Resources Expression (Products and/or Performance)

depth and and/or Process)
complexity: Will provide Students will be provided a wide array of techniques and different
visual, physical, materials so that they can choose which method they use to
and auditory complete the project. If students need further challenge, they will
examples for all be encouraged to select a new technique, add a second technique,
students so that all or choose a new subject to work with that they dont feel as strong
the different with. Also, I will encourage them to use two or more techniques
learning styles are within one form.Students also challenge themselves to use extra
met. clay to add more 3D objects on their house using scratch attach.
Also, ask them questions such as What does ___ mean to you?
Or Did you fully express your idea of _____? How so? How are
you making everything personal to your own home? to deepen
their understanding and push their ideas further.
Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated
into the lesson.

New Vocab: scratch attach (scoring and slipping), stamping, carving, additive, subtractive

Literacy will be integrated with: explanation of the meaning of each bead as well as the
guided artist statement sheet.

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the
materials students will use.) List all materials in a bulleted format.

Paper
Clay
Colored Pencils
Pencils
Crayons
Erasers
Oil Pastels
Tempera Paint

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where
the material can be found. (These are the resources used by the teacher to support/develop the lesson.) List all resources in a
bulleted format.

What is a home? powerpoint

Teacher made examples
Material and technique demos
Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

Prepare Materials
Prepare learning targets
Prepare visual examples for students
Organize studio space and materials
Print and organize student worksheets

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

No inappropriate use of clay tools

Do not eat/drink materials
Properly clean studio space and reorganize after class has ended
Properly use clay in the classroom

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them interested
and excited about the lesson? What inquiry questions will you pose? Be specific about what you will say and do to motivate
students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students.
Some ideas might include: telling a story, posing a series of questions, role-playing, etc.

I will start the entire lesson by explaining the relationship between the project itself and
the home unit the students are working on in their 1st grade classroom, The lesson will
then be continued by introducing students to exciting imagery and examples from
pinterest and other online sources. The images will be visually exciting and have
incredible contrast and obvious line and depth. Students will also be engaged through fun
and informative demos. As well, students are very motivated by knowing that they are
getting to use clay.
Questions to ask will include:
What is in a home?
What does home mean to you?
What is important about your home that is unlike anybody else's home?
If we looked through the front window of a house, what we probably
see?
Does everyone feel the same meaning for their home?
Etc.
Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic
element of thought that can be visual, concrete or abstract. List and describe inquiry questions and processes you will engage students
in to help them develop ideas and plans for their artwork.

Students were asked to follow along with a powerpoint and participate in a discussion of
what is found in a home. The discussion and powerpoint also helped the students to
explore the idea of what makes their house a home, and more than just a building. The
students then used a window ideation sheet to design ideas for their window drawing
that reflects what makes their house a home. The guided bead sheet at the end also helped
students in the ideation process by giving them a way to explore how their beads can
represent something personal.

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and
instructional methodology: skills, lecture, inquiry, etc. Include motivation and ideation/inquiry where appropriate; including what
student will understand as a result of the art experience

Day Introduction day: Presentation/

1 Demo: 10
Introduce the students to clay techniques minutes
Demonstrate how to:
Scratch Attach (score and slip) Work time: rest
Using a fork, scratch both pieces of class
of clay you want to attach
Add a little water using 1 or 2 Clean up: last 10
fingers (dont need a lot) minutes of class
Softly press clay pieces together
and smooth down edges
Carve and draw using tools and pencils
Works into the clay, instead of
building up like scratch attach
Use found objects and other tools to
press and stamp
Lightly pressing into the clay or
rolling on the surface etc.
Class work time:
 Set out tool boxes at the tables for each student,
give each student a slab of clay
Students will use class time to practice:
Cutting a shape and scratch
attaching it to the top of their
slab
Drawing and carving into their
slab with a pencil and other tools
Pressing and stamping different
designs/shapes/patterns into their
clay with found objects and tools
Cleanup:
Tools get back into tool box and put at island,
extra clay goes into the reclaim bag, tables are
wiped down, water cups are taken to the back
sink.
Student projects are sealed in a plastic bag and
given to myself or Mrs. Metcalf to be stored on
a shelf.

Day House Construction day:

2 Review: 2 mins
Begin class with review:
Discuss ideas from last class period and check Demo: 10 mins
for understanding:
Scratch attach, carving, stamping, Work time: Rest
drawing, etc. of class
Show students how to use the template to trace
the shape of their houses and their roofs. Cleanup: Last 5
Explain: This template helps us mins
understand where to cut
Demo cutting out both shapes
Using a plastic knife
Demo how to scratch attach the roof onto the
house base
Re-explain: It is important to scratch
attach and smooth out edges so that our
clay can keep holding itself together. If
 not, it will easily full off or be pulled
apart.
Use the rest of class to work on construction:
Students will be given a pre-rolled slab, a
plastic knife, clay pencil, fork, water cup, and a
template
Will then use the template to trace each
shape, cut it out with the plastic knife,
scratch attach the roof

Day Surface design/ window day: Demo: 10 mins

3

Quick demonstration: Work time: Rest

Re-touch on drawing, carving, stamping, and of class period
pressing. (Check for understanding)
Explain how drawing or stamping can Clean up: Last 5
be used to add roof details, shutters, minutes of class
bricks, etc. to the house pieces, and
demonstrate it on the teacher example.
Demonstrate using a window template to trace
and cut an open window on their house piece.
Show students how to use a template to
trace and cut.
Relate: Similar to cutting the
house out
Suggest ways that the extra clay could
be used to scratch attach new 3-D
objects (shutters, chimneys, flower
boxes, etc.) onto their clay houses, if
students feel like challenging
themselves.
Work time:
Pass clay houses back to students to work on.
Put toolboxes, water cups, window templates,
and pencils at tables.
Students will then use tools to cut out
windows and put a surface design on
their house.
 Cleanup:
Tools get back into tool box and put at island,
extra clay goes into the reclaim bag, tables are
wiped down, water cups are taken to the back
sink.
Student projects are sealed in a plastic bag and
given to myself or Mrs. Metcalf to be stored on
a shelf.

Day Window Sketch/Whats in a home?: Presentation

4 demo: 10-15
Begin with presentation: mins
Ask: Whats in a home?
Get students thinking, is it more than Work time: Rest
just stuff or where you live? Is it more of the class
spiritual, more personal? period
Get the students thinking what is
personal about their home that is Cleanup: Last 5
unique and special. minutes of class
Ask: How can we show what is inside
our home?
Lead students to realize we can
show it through the windows of
our clay houses
Show examples of what could be seen in
the window of a house that is special:

Demo:
Show some teacher made examples of what
could be inside of the window and how it will
look on the clay examples
 Motivation for students
Introduce students to the window idea sketch
sheet:
Explain: There are four squares the size
of the window on your clay pieces. On
this sheet you will design 4 different
picture ideas of what would be seen in
the window of your house. Think about
how to make it unique and personal to
your house. Use it as a chance to show
off what your house means to you.
Work time:
Students will be given colored pencils, crayons,
and pencils. As well, they will be given a sketch
sheet.
Students will use the sketch sheets and
materials to work on their ideas for what
they will draw to be seen inside of their
window.
Clean up:
Materials will be put back into their boxes, and
then will be returned to their individual cubbies.
Students will bring their sketch sheets to Mr.
Johnson with their name written on the top.

Day Finish sketch/Final drawing day: Intro: 5 mins

5

Intro: Work time: rest

Review what we did on our sketch day. of the class
Demo how to draw a sketch idea as a final copy period
on the pre-cut piece of paper that has been cut to
size for their windows. Clean up: last 5
Draw idea in pencil, trace with black mins of class
marker, finish with crayon period
Set out materials:
Crayons and pencil boxes placed at tables.
Sketch ideas passed back to students
 Sketching:
Any students who still need to finish their four
sketches will start class by sketching.
Final:
Students who have finished their sketches can
come get a final paper from Mr. Johnson.
Once students finish drawing their idea in
pencil, they can come get a marker to trace with
from Mr. Johnson
Use crayons to add color.
Clean up:
Return materials to boxes and cubbies in which
they belong.
Bring sketch pages up with final pieces to Mr.
Johnson so they can be paper clipped together.

Day Bead planning day: Explanation: 10

6 mins
Explain the bead planning sheet:
Say: On this sheet there is a set of questions. Work time: Rest
Next to each question is a drawing of 4 beads. of the class
You will answer the questions and then color period
the correct amount of beads in the specific color
it says. So, for example, if the question says, Clean up: Last 5
Does my dad live in the house? and he does minutes of class
live in the house, I will color one bead next to
the question in the color it says to use to
represent him. Does that make sense?
Explain their choice question:
You get to choose one bead to represent
something special about your house and
what color it gets to be. But you have to
explain what it represents and why you
chose the color that you chose.
Demo how exactly I would color the bead next
to the question to keep record of how many
beads I will need and what they represent.
 Work time:
Students will be given a bead planning sheet
and pencils and crayons.
Once given materials, students will spend the
remainder of class answering the questions and
coloring in the beads. If they get done early they
can continue working on their window images if
they have not already completed it.
Clean up:
Students will return materials to the correct
boxes and cubbies.
Students will also bring any bead planning
sheets, window sketch pages, or final window
drawings to Mr. Johnson to be paper clipped
together.

Day Coloring day: Intro demo: 10

7 mins
Intro demo:
Demo a new oil pastel and tempera paint Work time: The
technique: rest of class
Show how to lightly cover the surface of
the clay house with oil pastel colors. Cleanup: Last 5
Explain: Oil pastel acts as a mins of class
resist, which means that
wherever oil pastel is, it will not
absorb or be affected by paint.
Things wont stick there.
Demo how to use black tempera paint to
go over the top of the surface, filling in
the empty spaces where there is no oil
pastel. This creates high contrast.
Work time:
Students will be called one by one to come get
their fired clay house.
Materials will be passed out during this
time; oil pastels placed a tables along
 with paint brushes, water cups, and
plates with black tempera paint.
Students will apply the oil pastel and tempera
paint techniques to their own projects to give
them a color finish.
Clean up:
Students will throw away plates with paint, put
brushes and water cups in the back sink, and
return the oil pastels back to the island.
Student work will be brought to Mr. Johnson to
be put onto the class shelf to dry.

Day Final day(s): Intro: 10 minutes

8-?

Intro: Show students how to finish their pieces by tying Work time: The
plastic string to the house and sliding the beads onto rest of class
them.
Introduce students to the guided artist Cleanup: last 5
statement: mins of class
Say: When artists make something that
has a personal meaning to them, and
they want to share it with other people,
they write little stories that explain what
their art means. So we are going to be
doing that today as well once everybody
finishes putting their beads on their
piece.
Show them an example of how
Mr. Johnson would write the
artist statement for his house.
Worktime:
Students will be given their bead planning
sheets. Materials will also be on tables; pencils,
plastic string, different colored beads.
Once students finish their beads, they will be
given a guided artist statement to complete as a
reflection on their work.
Student reflective/inquiry activity:
Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection
and refined understandings precisely related to the grade level expectations. How will students reflect on their learning? A
participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their
experience as it relates to objectives, standards and grade level expectations of the lesson.)

Bead planning page:

Students will reflect on their work by explaining the meaning of each bead on their
project
Guided artist reflection:
Students will fill out the guided artist statement to reflect on the meaning of their work by
discussing what is important about their home and what it represents.

Post-Assessment Post-Assessment Instrument:

(teacher-centered/objectives as How well have students achieved the objectives and grade level expectations
specified in your lesson plan? Include your rubric, checklist, rating scale, etc.
questions):
Have students achieved the objectives and grade
level expectations specified in your lesson plan?

Did the students follow See attached rubric:

templates correctly to cut out
their house?

Did the students use clay

techniques correctly to construct
and decorate their house?

Did the students make a personal

window drawing that shows
what is inside their house that is
special to them, using crayon and
markers?

Did students follow the bead

planning handout and attach the
correct beads to their piece?

Did the students correctly apply

the oil pastel and paint
techniques to their piece to give
it a color finish?

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently.
Specifically address: (1) To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of
achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you
envision for the next lesson? (Continued practice, reteach content, etc.)

I think overall, the project was a success. The students did an amazing job of
constructing their clay house pieces, and they also did a pretty amazing job applying the
pastel and paint resist technique to give their piece color. However, I feel as though the
students were not doing as well of a job of being thoughtful when it came to the window
element of the piece and the special choice bead. They werent trying to find a personal
meaning with the art, the way I had intended for them to. So overall, I would say the
lesson objectives were met at about 85-90%.

In the future I would definitely tweak the lesson to give students more of a sense of what
is personal about their home. I dont know how well I did at conveying the idea that every
house is just house until people occupy it. I really want the lesson to get students
thinking about what makes their house special, and why its more than just a house.

I really envision this lesson becoming more than just a lesson on constructing with clay
and adding materials and techniques. I really think this is a great lesson that could be
used in the future to help students realize how art can be used to convey personal
meaning for the artist.
Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to
students.

8/9/15 Fahey

Bead planning sheet:

Name:__________
Class Code:______

Read the question, then answer it and color in the correct amount of beads in the color
you choose to represent your answer:

1.) Do you have a dad who lives in your house?_____

How many?____ (Color Blue)

2.) Do you have a mom who lives in your house?____

How many?____ (Color Pink)

3.) Do you have any brothers or sisters who live in your house?______
How many?______
What are their names?____________________________________
(Color Green)

4.) Do you have any pets in your house?

How many?____ (Color White)
5.) Do you live in a house or an apartment? ______________
(Color Purple for house and black for apartment)

6.) Choice: You get to choose ONE bead to represent

ANYTHING that you want about your house!
What does this special bead represent and why is it
important to you?

___________________________________________

___________________________________________

Why did you choose the color that you chose?

___________________________________________

___________________________________________
 My house artist statement:

Hello, my name is ___________________,

In my 1st grade classroom we learned about houses

around the world. In the art classroom we made art that
represents our own house and what makes it a home.

Through the window, you can see what I think is

important about my house. The thing that makes my
house a home is:
_____________________________________________

Because ______________________________________

______________________________________________

______________________________________________.
Criteria 4: Advanced 3: Proficient 2: Partially 1: In Total:
Proficient Progress

Planning/ Student Student Student Student

Ideation explores explores somewhat attempts to
multiple different explores explore
different ideas, different ideas,
ideas, communicate ideas, communicate
communicate s intended communicate meaning, and
s intended meaning, and s some explore
meaning, and explores meaning, and materials.
explores materials. somewhat
materials in a explores
complex and materials.
inventive
way.

Techniques Student uses Student uses Student Student

and Materials techniques techniques somewhat attempts to
and materials and materials uses use
correctly to correctly to techniques techniques
construct and construct and and materials and materials
complete complete correctly to construct
projects while projects. while and complete
pushing constructing projects.
ideas in and
creative new completing
ways. projects.

Reflection Deeply Analyzes, Somewhat Attempts to

analyzes, evaluates, analyzes, analyze,
evaluates, communicate evaluates, evaluate,
communicate s, and communicate communicate
s, and reflects on s, and , and reflect
reflects on own artwork reflects on on own
own artwork and artwork own artwork artwork and
and artwork of others, and artwork artwork of
of others, using art of others, others.
using art language. using art
language. language.

Total Score: