Visual and Performing Arts Mini Lesson/Activity

Name of Activity
Our World Around Texture
Grade Level(s) Third Grade
Learning Objective Define texture by comparing and contrasting their
Students will be able to… chalk and graphite art works.

California Standards
Materials/Resources Needed
1.4- Compare and contrast two works of art made
by the use of different art tools and media
1.5- Identify and describe elements of art in works
of art, emphasizing line, color, shape, form, texture,
space, and value.
 Graphite
 Colored chalk
 White paper
 Worksheet Templates
 4 texture bags filled with outside materials
 Group generator (for the Teacher to break
class into groups) (jamestease.co.uk)

Summary of How Activity What is the teacher What are the students
Unfolds/ Instructional Sequence saying and doing? saying and doing?
(Be specific! Explain what the
teacher is saying and doing and Introduction: 5
what you anticipate the students to minutes
say and do.) The teacher should
start the lesson by
initially asking the
Introduction: Shannon students what they
think texture is? Then
Texture Bags: Abraham ask what types of
objects have different
Main Texture Exploration Activity: textures. After these
Julianne questions have been
answered by a couple
Closing: Jasmine of students, the teacher
should inform the
students that today
they will be learning
about what exactly
texture is through our
own sense of touch and
through drawing. The
1. Each student in
their group will
touch whatever is
in their grocery
bag. While
touching items
they will share
what they are
feeling and seeing
if other students
have the same
texture
experience.
2. After they have
been able to feel
the items, students
will be given a
piece of chalk and
template. Students
will also need to
teacher will also do a take out a pencil to
demonstration of how do their texture
to feel inside the bag. drawings.
Teacher 3. Students will
1. The teacher will proceed outside
start the lesson and chose a couple
by having of objects to "rub."
approximately 4. After they have
different chosen some
grocery bags, objects students
which are sealed will "rub" a piece
with the of paper with their
exception of chalk and
having a hole for graphite, with the
a hand to fit object underneath,
through. Each creating their
bag will contain complete drawing
a different .
object (cube, 5. When the class has
connect four completed their
piece, drawings they will
screw, and be taken inside to
game pieces.) finish up the
2. Teacher will aesthetic part of
have students their drawings
work in groups through using
to feel the other colors of
objects, and crayon or
then facilitate a watercolors, using
whole-class a little bit of water
discussion on and one color.
what the objects 6. Students will find
inside the bags a partner to share,
feel like (soft, what differences
hard, etc.) that they notice in
3. Teacher will ask their artwork.
one member of 7. When all of the
each group to drawings are
pull out the completed the
items out of the students should
bag one by one lay them out in the
and have the back of the room.
students The class will then
describe what look around at all
they felt was of the pictures.
 accurate to the
items in the bag.
4. Teacher will
then introduce
the next activity
by presenting
the “Our World
Around
Texture”
worksheet.
Teacher will
provide
examples how
to fill each box
on worksheet.
5. Teacher will
inform students
that they will be
going outside to
look for
different object
s with texture.
Teacher will
then lead the
class outside to
choose different
objects.
6. After the class
returns to the
room the
teacher will
demonstrate
what the
students will be
doing with their
objects.
7. Finally the
teacher will
facilitate a
discussion
based upon the
findings of the
students
through their

Checking for
Understanding/Assessment
How will you gauge students’
understanding the lesson?
How will you check if students are
meeting the learning objective?
These do not need to be formal
assessment but may be through
observation or through student
work samples.
sharing of
drawings.
 Through student’s active participation by
feeling and describing objects through
texture bags
 Students will be assessed based upon their
active participation in the final pair-share
discussion in which the students are
comparing and contrasting their works
 The students must demonstrate knowledge
of the meaning and importance of texture
through appropriate and accurate use of the
term texture and use concrete examples.
 Accommodations/Modifications To meet the needs of emergent bilinguals, the
: teacher will create a buddy system for all students
Emergent Bilinguals to work together. Letting the students work
How will you meet the needs of together helps the EL students work off other
students who are learning English? students and help them comprehend what is being
Accommodations must go beyond taught. The teacher will also have a word wall with
‘translating’. visuals to assist the students

For both types of learners, the teacher will do

periodic check ups on them to ensure they are on
task and working at their best ability.

For students with disabilities, using differentiation

Students with Disabilities
How will you meet the needs of
students with varying abilities?
Consider students with mild to
moderate and students with
moderate to severe disabilities.
can help them gain the knowledge that is being
given. Using a variety of presentation like visual and
graphic materials will help the students learn in a
different, more effective way. Lastly, sometimes
students with disabilities are not actively engaged
in a new subject so scaffolding is a great way to
reach these students because the teacher is
breaking up the steps for them.

Directions: With a small group, you will create a 10-15 mini-lesson/activity in one of the
visual and performing arts and present this to the class. You will complete this in the area
you completed in which you completed the module.
 Our World Around Texture
Chalk Graphite

*(rub your item with chalk) *(rub your item with graphite)