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Teacher: Mrs.

Olsen Date: June 2019

Subject: Visual Arts Grade Level: 4th Grade
Title of Lesson: Carle Inspired Book Making - Lesson Length: 3-4 class periods
Endangered Species
Overview of the Lesson
Lesson Summary: Students will apply their knowledge of art created by Eric Carle to make
their own book as a class. They will study an endangered species to recreate in the Carle
style to form a page for an informational endangered species book. Students will engage in
research about their chosen animal and design their own visual to bring attention to their
chosen species.

Massachusetts Framework Standards:

1.1 Use a variety of materials and media, for example, crayons, chalk, paint, clay, various
kinds of papers, textiles, and yarns, and understand how to use them to produce different
visual effects

3.2 Create 2D and 3D expressive artwork that explores abstraction For example, a student
simplifies an image by making decisions about essential colors, lines, or textures.

Lesson Objectives: The students will be able to……..

-Distinguish what an endangered species is.
-State facts about the endangered species they have chosen to support through their
-Plan and sketch their visual of their endangered species
-Demonstrate understanding of the Eric Carle technique through layered tissue paper

Materials/Equipment to be Used in Teaching the Lesson:

Access to projector / youtube
Eric Carle video “How I Make My Art” http://www.eric-carle.com/slideshow_collage.html
Endangered Species Video https://www.youtube.com/watch?v=7k8CcAU2Lt0
Research Checklist
Drawing Paper
Cardstock paper
Variety of colored tissue papers
School glue
Water Cups
Printed copies of students informational blurbs
Enduring Understandings:
● Big Ideas: The students will understand that…
o A specific cause behind artwork can make it more interesting.
o Awareness can be brought to topics through visual art
o Viewing work by another artist can spark new ideas
● Concepts:
o Inspiration
o Being driven by a concept
o Advocacy and awareness through visual art

Essential Questions:
How can visiting a museum or gallery fuel you artistically?
Why does a specific concept behind artwork give it more importance?
How can artwork bring attention or awareness to specific subjects?

Factual Content:
-Inspiration or cause behind artwork
-Studying endangered species
-Studying works by Eric Carle

Endangered Species, Inspiration, Tissue Paper, Assembly, Trace, Sketch, Collage

Tier 1:
Trace, Sketch, Collage
Tier 2:
Tissue Paper, Inspiration
Tier 3:
Endangered Species
Critical Thinking Skills (Reading, Writing, Speech, Listening)
Students will engage in critical thinking skills by reading and writing about their chosen
endangered species in the process of research.

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)

- Students will complete a write-up of information about their endangered animal
- Visual checklist / rubric to follow throughout project
- Higher Order Thinking Questions asked throughout demonstration to guide students.
Action/Instructional Procedures

● Anticipatory Set: (hook)
o Ask students about the field trip -
▪ What did they like at the museum?
▪ What did they learn about using tissue paper to create images?
o Explain to students that they will be creating work in the same style as Eric Carle
to form a book as a class.

● Step One:
o Introduce what an endangered species is through the youtube video below
o https://www.youtube.com/watch?v=7k8CcAU2Lt0
o After the video, explain to students that they will be doing a brief research project
on an an endangered species of their choice. This will be their inspiration to create
a page in an informational endangered species book that will be created as a class.
o When students find their desired endangered species, it should be written on the
board as “taken” to avoid repeats of same animal.

● Step Two:
o Give students the checklist / rubric to review before getting started. Go through
the expectations of the research portion on the checklist before they are given
time to begin. Research notes / final informational blurb should be typed and
uploaded to the google classroom to be reviewed by teacher.
o Leave 10-15 minutes at the end of class to begin preliminary sketches of their
● Step Three:
o Show students a completed outline sketch and final project that pairs with it so
they can think ahead when sketching.
o Show students the process of sketching an animal through creating shapes within
the body or face. Students are allowed the choice of creating a portrait of the
animal or the full body. Show them multiple examples of outline sketches for
different animals.
o Let students know that they should have a preliminary sketch complete by the end
of class.
o After students have researched and written their short informational blurb of their
animal they are to begin the observational sketches of them (stated on checklist).

● Closure:
o Let each student share their selected endangered species and one reason why they
chose it. This is to amplify the importance of having a cause for artwork.

CLASS 2 & ON...

● Hook (anticipatory set):

○ Watch the video of how Eric Carle makes his artwork:
■ http://www.eric-carle.com/slideshow_collage.html
○ Explain to students that they will be transferring their endangered species
into this style of work to create a page in an endangered species awareness
● Step One:
○ DEMO Final Product
○ Throughout demonstration, ask students to repeat some of the directions & ask
HOT questions throughout to assess understanding. (Ex. How could I create a
rocky habitat using the tissue paper?)
■ Demonstrate sketching an animal lightly (Remind students, “Draw light
until it’s right”.)
■ Demonstrate choosing colors to create the background (habitat) of their
endangered species. Cut the shapes out and apply to cardstock by using a
paint brush to apply watered down school glue.
■ Demonstrate the process that Eric Carle uses to trace different colors of
tissue paper to fill the spaces of their endangered species sketch. Cut the
shapes out and apply apply watered down school glue within the shape to
be filled.
■ Demonstrate adding layers to create details such as fur, hooves, scales, etc.
■ Remind students to leave a space to add their informational blurb which
will be printed and glued on.

● Step Two:
○ Students should be given their preliminary sketches from the prior class as well as
a piece of final cardstock paper to go back to their seats with. They are to take out
their chromebooks for more observational drawing. Students will begin a final
sketch on cardstock paper of their animal.
○ As students are working on their sketches, begin to pass out a variety of tissue
paper, glue, and paintbrushes for the next step of their process.
○ Pass out informational blurbs to be cut out and applied to a space on their
● Step Three: CLEAN-UP
○ On the projector, pull up “The Clean-Up Procedure”
○ Verbally explain to students where materials go and where to put their work to
● Closure:
○ Mention the creative titles that Eric Carle created for his books and give
○ Students are to come up with a potential title for the book that is appropriate for
the comment. In their table groups they are to come up with a title and explain
why they chose it. Vote to come to a conclusion (no voting for your own table).

Reflection on Lesson
a. The Lesson Plan:

b. Teaching Skills:

c. The Students:

-Studying and researching endangered species (Science)
-Using Chromebooks for observational drawing (Technology)


Absent Students -Students who miss class will have to opportunity to make up the work on a
designated “Ketchup Day”. They will choose from a small selection of animals that have a
simple research sheet already printed with multiple photos included. They will start by creating
their informational blurb and getting right into the process of the final product. These students
will also be allowed to complete the project to be turned in next class for homework if they
would like.

English Language Learners - An ELL student should be able to translate their research into their
first language to help them understand content and should be aided in creating their
informational blurb. Depending on level of student they may also be provided with a written set
of both English and other language directions to refer to throughout class.

IEP/504 - Lower functioning students who may not be able to participate in research may choose
their animal themselves but should be provided with a small written description of their animal
to include. They may need to have a printed outline of the animal to fill in with tissue paper with
aid from their helpers. The tissue paper process may be substituted for crayons if needed.

Endangered Species Book Page

Self-Assessment Rubric

Name:______________________________ Date:_____________________


Grade yourself by circling the category (4,3,2, or 1) you believe you achieved in pencil.
Teacher will assess in colored pen after being collected.
4- Meets / Exceeds Expectations
3- Meets Expectations
2- Progress Towards Expectations
1- Support Needed

Criteria Description 4 3 2 1

Research Did you complete the research 4 3 2 1

checklist completely? Did you
include all requirements
including scientific facts, fun
facts, and images? Did you
upload your research to the
Google Classroom to be

Writeup / Did you complete the short 4 3 2 1

Blurb informational blurb to be added
to your page of the book? Was it
descriptive of your chosen
species? Was it at least 3
sentences long?

Planning / Did you have your preliminary 4 3 2 1

Sketching sketch ready for the second
class? Did you create a basic
outline using shapes similar to
the Eric Carle process to work
with for your final book page?

Final book Did you use craftsmanship to 4 3 2 1

Page draw lightly onto your final paper
before gluing on the tissue
paper? Did you use a variety of
colors in each section and
include multiple layers to show
detail? Did you use the materials
correctly and to the best of your
ability to represent your
endangered species?