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ODU-DCOE Core Instructional Lesson Plan

Overview
Lesson/Unit Plan Overview

Date: October 5, 2015


Lesson Title: People & Nature Clay Animals
Grade Level: 2nd
Subject Area: Art
Time Allotted for Lesson: three forty-five minute class meetings
Short Description of Lesson
In this lesson, the students will get to explore their 2nd grade Big Idea of People & Nature
through the creation of a clay animal sculpture. The students, over a period of three days, will be
responsible for sculpting an animal using a pulling out process. TSWBAT decide what animal
theyd like to do based on a series of preliminary questioning and planning. The student will be
challenged to consider an animal they see/interact with in their everyday lives. The students will
also consider animals in their own lives versus their pet or favorite animal as their subject.
However, the student will not be restricted from these options. After brief planning, the students
will begin building their animals without detaching/adding clay. They will use a cut-and-pull
technique to accomplish this. Students will begin to develop and identify three-dimensional
geometric and organic shapes in their work. Texturized tools will be used to add distinguishing

characteristics to the animal. The students completely built animal will be fired in a kiln before
the students add acrylic paint to their animals as additional detail. If time, some students will
spend a few minutes talking about their work, discussing troubleshooting, and going around the
room for an art walk. The students final product must be recognizable as a known animal.
Standards
Lesson/Unit Plan Standards
N2.1.3
N2.4.1
N2.6.1
N2.9.1

Follow through to the completion of a work of art


Identify and use the following in works of art:
b. Three-dimensional
d. Shape geometric/organic
Create three-dimensional works of art to include clay
Categorize works of art by subject matter

Instructional Objectives
Instructional Objectives
1. After a teacher lesson/lecture, TSWBAT plan their chosen animal based on their personal
relationship with that animal in their sketchbooks
2. After brainstorming, sketching, and planning, TSWBAT transfer their sketchbook
practice into a three-dimensional work of art
3. After a teacher demonstration, TSWBAT build a ball of clay into an animal without
separating the clay and by adding texturized components
Focus
Enduring Understandings
The big idea for this lesson is People & Nature. The concepts are:
With People & Nature, the two worlds do not always mix a lot of the time, animals
coexist amongst each other without humans (biomes)
Even though Nature can go on without people, People can often relate to certain animals
in their everyday lives, in dreams, or on adventures
When Nature coexists with People, it adapts to these changes in a variety of ways
Essential Questions
Where can we see animals every day? What animals do you see when you walk out of
your home? What animals are in your home? What kind of places can we go to see animals?
What kids of animals do they have at the zoo? What kind of animals do they have at the farm?
What kind of animals do they have at the aquarium? Are animals 2D or 3D? How do you know?

What are geometric shapes? What are organic shapes? What is the difference between geometric
and organic shapes? Are animals made up of geometric shapes or organic shapes? How do
animals adapt to the environment that humans live in? What do we call a place where certain
types of animals are grouped together based on whats around them?
Procedures
Lesson/Unit Set
The students will be presented with a series of photographs of different animal sculptures
by Nick Mackman and Chris Williams. Mackman sculpts her animals from ceramic and bronze
through a subtractive method. Her animals show more realistic than interpretive qualities.
Williams uses an additive method to sculpt his animals from bronze, steel, and stainless steel.
This allows the students a chance to see that animals are sculpted professionally in the art world.
Additionally, the students will be provided with important information regarding my
expectations for their final product. At their tables, the students will brainstorm an animal that
relates to them in some way, shape, or form.
Rationale
This lesson is related to the students real life because they are surrounded by animals
daily. From the time they walk out of their homes they might see bird, cats, dogs, and squirrels.
When they go to the farm, zoo, or aquarium, they also see animals. The exhibits in farms, zoos,
and aquariums also show the students what kind of environments certain animals live in.
Students might also see animals in their homes as pets. The students, as shown in the lesson, can
learn to sculpt an animal from their memory into a three-dimensional form. Through this project,
students will be challenged to recreate a recognizable and relatable animal through their art.
Techniques and Activities
Day One
The students will brainstorm what animal they want to sculpt (2-5 minutes)
o No one at the same table will have the same animal
o Think about details about chosen animal
The students will watch a demonstration on how to make the animal without separating
the clay using a cut-and-pull method
The students will begin creating their animal with sculpting method
The students will add characteristic textures to their sculptures with tools
Day Two
Students will not work on sculptures as they are drying for the kiln
Students will complete a detailed drawing of their animals, where their animal is located
in the world (background details)
Day Three
The students will use acrylic paint to add visual details to their animals
The students will allow time for their animals to dry

Lesson/Unit Closure
I will check for understanding on what the students have learned throughout the lesson by
asking/answering questions. (if time) The students will present their work by explaining what
animal they are making and how that animal somehow relates to the student. The students will
answer questions reviewing the material covered in the lesson. These questions will be similar to,
if not the same as, some of the essential questions. How can an animal relate to you? What kind
of animals do we run into every day? Are animals two-dimensional or three-dimensional? How
did we turn our 2D drawings into 3D works of art? The students must raise their hands before
answering the questions. For every day of the lesson, students will spend the last five minutes of
class cleaning.

Assessment/Evaluation
Unsatisfactory (0)
Evidence of
distinguishable
characteristics/text
ures/details

No evidence of
characteristics,
textures, or details in
animal

Evidence of
painting
craftsmanship

No evidence of paint
on animal

Needs
Improvement (1)
Barely recognizable
animal no
distinguishable
characteristics
Incompletely painted
animal or use of
unnatural colors to
describe animal

Satisfactory (2)

Very Good (3)

Outstanding (4)

Evidence of
recognizable animal

Animal with
distinguishable
characteristics
through
textures/details
Animal painted with
additional details

Animals with
textures, details, as
well as additional
added components
(scratch and slip)
Animals painted with
realistic details,
implied texture
and/or
embellishments

Animal completely
painted with correct
color use

The students will be assessed/evaluated throughout the lesson. For each student, I will
assess their understanding of distinguishing characteristics of animals and the craftsmanship used
in painting their animals. Students can receive a total of 8 points (four points for each of the said
expectations).
Learners Products
Day One
Brainstormed selected animal
Start and finish sculpting animal
Add textured details to animal
Day Two
Completed detailed drawing of animal and environment
Day Three
Start and finish painting animal

Supplemental Activities: Extension and Remediation


Extension For students who have quickly grasped the concept and require a deeper
challenge, I might ask these students to add additional textured and painted details on their
animals.
Remediation For students requiring remediation, I might sit with the student one-onone to go more in depth with my expectations from them about the lesson and/or to re-teach
certain concepts in a slower and simpler form.
Adaptations for Diverse Special Learners
I will adapt the instructional learning strategies for diverse learners with special needs,
such as those with disabilities/ELL/gifted learners, by adjusting the lesson as needed. For
students with disabilities, I will have to make accommodations to my lesson on a case-to-case
basis. For students that are English Language Learners, I will have to make accommodations to
my lesson on a case-to-case basis. Fortunately, if the student is a Spanish-speaker, I will be able
to effectively communicate the lesson to the child one-on-one in Spanish. However, if the student
speaks another language, I will have to look up basic words in order to get my lesson across to
the student. I might also work with the ELL specialist in my school to develop a plan/method to
teach the student my lesson in a manner they can understand and be successful. For gifted
learners, I will also have to make accommodations to my lesson on a case-to-case basis. For most
changes, I can refer to the Supplemental Activities section of this lesson plan.
Differentiated Instruction
In order to meet the unique needs of learners, I have thought of the following scenarios
that may surface during the process of this lesson. Students who might have a difficult time
thinking of an animal to do might benefit from having a brief discussion with a shoulder partner
about various animals. Students who might have a hard time establishing distinguishable
characteristics in their animals might benefit from viewing a couple photographs of their chosen
animal on the SmartBoard.
Resources
Materials and Additional Resources
Teacher Materials
Computer
Images in word document
SmartBoard
Thumb drive
My example hippo
Kiln

Student Materials
Clay
Water cups
Sculpting tools
Glaze
Kiln
Brushes for glaze
Sketchbooks pencils
Canvas mats

Wash cloths & water


Paintbrushes
Acrylic paint
Drawing paper
Crayons
Web and Attachment Resources
The only resources I will be taking from the internet are images for my artists work.

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