Bailey Bennett

May 16, 2017

Animals,Animals Multi-Day Arts/Technology Integration Plan
*adapted from www.kinderart.com / Alice Cunningham*

Grade Level
Kindergarten

Outcomes/Objectives
In the classroom:
The students can listen and engage in the read aloud of Animals, Animals by Eric Carle by
participating in turn and talk and class discussion.
The students can identify different animals within the read aloud by participating in turn
and talk and class discussion.
The students can research their chosen animal by exploring books and internet resources
to find information.
The students can write about their animal by including their research and applying what
they know about the writing process.
In the art room:
The students can apply Eric Carles collage techniques by observing the video and taking
note of the artistic steps.
The students can create texture by painting colored paper with assorted tools.
The students can create a pattern and sketch by drawing animals on white paper.
The students can create collage animals on white paper by using Eric Carle techniques.
The students can self-evaluate by utilizing the rubrics and giving an opinion about their
artwork and writing piece.
The students can explore different artistic mediums to create artwork like Eric Carle.

Standards
VA:Cr1.1.Ka
 o Engage in exploration and imaginative play with materials.
VA:Cr2.1.Ka
o Through experimentation, build skills in various media and approaches to artmaking.
CCSS.ELA-Literacy.SL.K.1
o Participate in collaborative conversations with diverse partners about kindergarten
topics and texts with peers and adults in small and larger groups.
CCSS.ELA-Literacy.SL.K.1.a
o Follow agreed-upon rules for discussions (e.g., listening to others and taking turns
speaking about the topics and texts under discussion).
CCSS.ELA-Literacy.SL.K.2
o Confirm understanding of a text read aloud or information presented orally or
through other media by asking and answering questions about key details and
requesting clarification if something is not understood.
CCSS.ELA-Literacy.W.K.2
o Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing about and
supply some information about the topic.
K-ESS3-1
o Use a model to represent the relationship between the needs of different plants
and animals (including humans) and the places they live.
Materials
In the Classroom:
Eric Carle book Animals, Animals
Computers with Internet access
Animal books
Paper and pencils

In the Art Room:

Newspaper
12 X 18 scrap paper
12 X 18 white paper
9 X 12 colored paper (heavier weight)
Tempera paint in assorted colors
Glue
Containers for paint mixture
Texture painting tools: carpet squares, koosh balls, paint scrapers, sponge dabbers, etc.
Brushes
Paper plates
Containers for glue mixture
Scissors
Pencils
Oil pastels
Drying rack and storage space for projects and community tissue papers
 Mounting paper

Teacher Strategy (Numbered days in the classroom/art room MAY be the same depending on classroom
teacher & art teacher collaboration)
Day 1 (in the classroom)
o Read the book Animals, Animals by Eric Carle
o Each student chooses an animal and prepares for research by creating a K-W-L
chart including their prior knowledge.
Day 2 (in the classroom)
o Students research their animal using books and internet resources like PebbleGo
kid-friendly database. They take notes on their findings in graphic organizers.
o Teacher shares writing rubric and expectations for final piece.
Day 3 (in the art room)
o Students watch youtube.com video: Eric Carle on the illustration of the Brown
Bear Series to understand Eric Carles painting technique specifically when
creating illustrations of animals.
o Students apply what they learned from the video to create painted papers that the
entire classroom will later share. This way there will be a variety of colors and
textures to share among all the students.
Teacher will spoon 3 or 4 colors of paint onto paper plate, place different
color combinations at each table.
Teacher will hand out several texture painting tools with plate.
Teacher will pass out colored paper (like Eric Carles use of tissue paper, but
easier for young students to work with); students will apply paint with tools
to the paper. Teacher will encourage overlapping of colors, but be sure
students do not cover entire piece of paper with paint (let background color
of tissue be exposed).
Let the completed colored paper dry on a rack.
Repeat process on a variety of colored paper.
Day 4 (in the art room)
o Students sketch a large, simple drawing of their animal using pencils, onto 12 x 18
white paper.
o Students cut out the animal.
o Students trace animal pattern onto another piece of 12 x 18 white paper.
o Each student should have an animal cut-out (template) and an animal drawn on white
paper.
o Students write their names on both the animal template and drawing. File for next
lesson.
Day 5 (in the classroom)
o Students will reference the rubric & complete their writing about their chosen
animal from Eric Carles book Animals, Animals by including their research.
Day 6 (in the art room)
 o Teacher will pass out animal drawings and templates made during previous art
lesson.
o Mix glue and water (equal parts) and place into cups with brushes.
o Students cut small sections off of their cut-out animal templates, one section at a
time.
o Students select painted paper from community papers with the color and texture
they wish to use.
o Students trace their animal template cut-out piece onto the paper with pencil.
They then cut the piece out.
o Students brush thin amount of glue onto their 12 X 18 animal drawing.
o Students place tissue pieces onto glue, gently smoothing out all edges until glued
down.
o Students will continue the process until the animal is complete. Teacher will remind
them that its okay if there are white gaps between the sections.
Day 7 (in the classroom OR the art room)
o Students trace around their animal sections with oil pastels. This will fill in any
gaps.
o Optional: students can add background with oil pastels, watercolors or crayons.
o Students can mount their pictures onto another sheet of paper and attach their
published writing piece.
Assessment
Teacher will use academic and artistic rubrics (see below) as tools to assess.
Teacher will assess students understanding of the standards by asking:
o Did the student listen and engage in the read aloud of Animals, Animals by Eric
Carle and select an animal to research?
o Did the student explore different artistic mediums to create artwork like Eric
Carle?
o Did the student do their best writing by referring to the rubric often and include
facts from their research?